The Modern Epictetus's Philosophy Essay Example | Topics and Well Written Essays - 1000 words

The Modern Epictetus's Philosophy - Essay Example The passage is quite explicit in explaining that when we interpret an event or action by associating it with well-defined adjectives, it expresses certain inhibiting or exhibiting features which provoke a reaction that defines our attitude and perception towards it. According to the passage, death is dreadful. In truth, it is we, who have associated death with being ‘dreadful’ and therefore, whenever we come across death, we react accordingly. That is why the philosopher says that we must understand the more complex nature of conscious and subconscious mind that forms impression which influences our actions and therefore, instead of blaming others, we must try to change our attitude and perception. Various philosophers like Aristotle, Pluto, Hume etc. have espoused philosophies regarding a different aspect of our life’s ideologies and the concept of living a moral and ethical life. The philosophy is part and parcel of every human being and he or she exhibits it th rough the wisdom and individual perspectives towards the various aspect of their daily life. The philosophers through the ages have attempted to explain the sequence of events or happenings around us that directly or indirectly influence our actions and reactions in our daily life. It tries to interpret everything and anything in the wider empirical consideration of our experiences of conscious and unconscious manifestations of our being. It, therefore, can be said that each of us, follow a definite philosophy which guides our actions and our efforts to gain knowledge and accordingly base our judgments of the people or event. Hence it becomes a crucial aspect of our thought processes that link the person or things with the represented verdict that has been pronounced by our mental imagery and once declared as such, we often refuse to change that impression.  Ã‚  

The Key Aspects Of Current Legislative Requirements Essay Example for Free

The Key Aspects Of Current Legislative Requirements Essay I am new to the teaching environment so I have had to learn the different aspects of the current legislative requirements. I follow a lot of different requirements, such as the disability discrimination, sex discrimination and race relations acts. These things are covered by ensuring the course is available to all and that different resources are available or adaptable to suit learners differing needs. The key Aspects of current legislative requirements and codes of practice relevant to the fitted interiors subject are; †¢Health and safety Protecting yourself and others against risks to health and safety in any work that is required, is top priority in any type of workplace. I provide all my students with the PPE needed for the job we are undertaking, like goggles, earplugs etc. Boots, overalls hi-viz are worn at all times in the workshop. †¢ Criminal Records Bureau Check A Criminal Records Bureau check enables an organization in the public, private and voluntary sectors to make safe recruitment decisions by identifying candidates who may be unsuitable for certain work, especially that involve children or vulnerable adults. Beyond tutors are required to have a CRB to ensure a satisfactory back ground to work with the students. †¢ Equal opportunities To protect the rights of students, regardless of age, race, gender, disability or sexual orientation, ensuring the course is available to all. †¢ Data protection Data Protection applies to anyone who handles or has access to sensitive information about individuals. The sensitive records we keep are kept in a locked filing cabinet.

Conformity and Rebellion in Conversion of the Jews Essay -- essays pap

Conformity and Rebellion in Conversion of the Jews Though it seems like a stereotype, all teenagers, at some point, choose to rebel against authority figures or conform with their friends. Part of growing up means becoming the person God intends you to be and finding out how to survive, or be independent, on your own. Conformity and rebellion, two issues that each human being has experienced, have great effects not only on the conformist and rebel, but on the people around them as well. In â€Å"Conversion of the Jews,† Ozzie rebels against the religious complacency that he sees in his Hebrew school, and his friend, Itzie, projects an example of religious complacency and conformity. Ozzie, a thirteen-year-old boy born into the Jewish faith, has spent his short life conforming to what his single mother, his religion, and Rabbi Binder wanted him to be and believe. Judaism means everything to Ozzie’s mother, Mrs. Freedman. The importance of her religion, expressed through her actions as Ozzie states that â€Å"she didn’t look like a chosen person. But when she lit candles she looked like something better; like a woman who knew momentarily that God could do anything† (1103). Judaism defines who she is as an individual and who she is as a member of society as well. Ozzie has many questions about Judaism and Mrs. Freedman and Rabbi Binder feel he does not need to ask them, but just have faith. It becomes clear throughout the story that Rabbi Binder wants Ozzie to behave. By behave, Rabbi Binder means conform to his way of thinking. The rabbi dodges his questions and Ozzie says that â€Å"he kept explaining about Jesus being historical, and so I kept asking! him. No kidding, Itz,... ...onforming. Conforming means not standing out, not thinking, and involves little work. In a religious setting, conforming gives a person a place to be important and accepted. Being truly â€Å"religious† requires some work; however, mindless conforming and religious complacency seems much easier. Rebelling, on the other hand, seems like something people like to do just as much. In the case of religion, a line rests between rebellion and spiritual questioning. In Ozzie’s circumstance, his questions went beyond spiritual questioning, crossing into the realm of rebellion. In any case, conforming and rebellion both have consequential effects. Conforming can lead to a life of unanswered questions and being the person that you are not. Rebellion can lead to alienating yourself from something good that might only need a few simple explanations.

Telnet :: essays research papers

Telnet PURPOSE OF THIS REPORT Before gophers, hypertext, and sophisticated web browsers, telnet was the primary means by which computer users connected their machines with other computers around the world. Telnet is a plain ASCII terminal emulation protocol that is still used to access a variety of information sources, most notably libraries and local BBS's. This report will trace the history and usage of this still popular and widely used protocol and explain where and how it still manages to fit in today. HISTORY AND FUTURE OF TELNET "Telnet" is the accepted name of the Internet protocol and the command name on UNIX systems for a type of terminal emulation program which allows users to log into remote computer networks, whether the network being targeted for login is physically in the next room or halfway around the globe. A common program feature is the ability to emulate several diverse types of terminals-- ANSI, TTY, vt52, and more. In the early days of networking some ten to fifteen years ago, the "internet" more or less consisted of telnet, FTP (file transfer protocol), crude email programs, and news reading. Telnet made library catalogs, online services, bulletin boards, databases and other network services available to casual computer users, although not with the friendly graphic user interfaces one sees today. Each of the early internet functions could be invoked from the UNIX prompt, however, each of them used a different client program with its own unique problems. Internet software has since greatly matured, with modern web browsers (i.e. Netscape and Internet Explorer) easily handling the WWW protocol (http) along with the protocols for FTP, gopher, news, and email. Only the telnet protocol to this day requires the use of an external program. Due to problems with printing and saving and the primitive look and feel of telnet connections, a movement is underway to transform information resources from telnet-accessible sites to full fledged web sites. However, it is estimated that it will still take several years before quality web interfaces exist for all of the resources now currently available only via telnet. Therefore, knowing the underlying command structure of terminal emulation programs like telnet is likely to remain necessary for the networking professional for some time to come. ADVANTAGES AND DISADVANTAGES OF TELNET The chief advantage to the telnet protocol today lies in the fact that many services and most library catalogs on the Internet remain accessible today only via the telnet connection. Since telnet is a terminal application, many see it as a mere holdover from the days of mainframe computers and minicomputers. With the recent interest in $500 Internet terminals may foretell a resurgence Telnet :: essays research papers Telnet PURPOSE OF THIS REPORT Before gophers, hypertext, and sophisticated web browsers, telnet was the primary means by which computer users connected their machines with other computers around the world. Telnet is a plain ASCII terminal emulation protocol that is still used to access a variety of information sources, most notably libraries and local BBS's. This report will trace the history and usage of this still popular and widely used protocol and explain where and how it still manages to fit in today. HISTORY AND FUTURE OF TELNET "Telnet" is the accepted name of the Internet protocol and the command name on UNIX systems for a type of terminal emulation program which allows users to log into remote computer networks, whether the network being targeted for login is physically in the next room or halfway around the globe. A common program feature is the ability to emulate several diverse types of terminals-- ANSI, TTY, vt52, and more. In the early days of networking some ten to fifteen years ago, the "internet" more or less consisted of telnet, FTP (file transfer protocol), crude email programs, and news reading. Telnet made library catalogs, online services, bulletin boards, databases and other network services available to casual computer users, although not with the friendly graphic user interfaces one sees today. Each of the early internet functions could be invoked from the UNIX prompt, however, each of them used a different client program with its own unique problems. Internet software has since greatly matured, with modern web browsers (i.e. Netscape and Internet Explorer) easily handling the WWW protocol (http) along with the protocols for FTP, gopher, news, and email. Only the telnet protocol to this day requires the use of an external program. Due to problems with printing and saving and the primitive look and feel of telnet connections, a movement is underway to transform information resources from telnet-accessible sites to full fledged web sites. However, it is estimated that it will still take several years before quality web interfaces exist for all of the resources now currently available only via telnet. Therefore, knowing the underlying command structure of terminal emulation programs like telnet is likely to remain necessary for the networking professional for some time to come. ADVANTAGES AND DISADVANTAGES OF TELNET The chief advantage to the telnet protocol today lies in the fact that many services and most library catalogs on the Internet remain accessible today only via the telnet connection. Since telnet is a terminal application, many see it as a mere holdover from the days of mainframe computers and minicomputers. With the recent interest in $500 Internet terminals may foretell a resurgence

Dell Culture

Dell is also one of the in the market setting the tone for horizontal structure communication. It has adopted Hofstede’s low power distance dimension. In the Retention, Acquisition, and Development account, communication involves much horizontal communication with lean hierarchy. The organization has been able to run much like an entrepreneur startup even though it has reached gargantuan size. The lean hierarchy is one of Dell’s key success factors because it creates more efficiency in the workplace. Further, Dell takes specific actions to maintain control and monitoring of employees.The first step that Dell uses for micromanagement of employees is through senior advisory groups. These groups of highly educated employees in the field with a long track record of experience give certain employees monthly conference calls to check up on high-level issues that affect Dell worldwide. Second, Dell performs quarterly financial reviews to monitor how employees are spending thei r time and thus to ensure that these workers are using efficient use of time in order to accomplish the priorities for the company.For example, the sales team needs to maximize time spent with customers, as customer service is Dell’s differentiation. Lower priority tasks such as checking email are expected to be accomplished during off hours as opposed to prime meeting time. Next, Dell gives client report cards measuring criteria such as clear and concise direction. Through this method, Dell coaches its workforce and provides coaching feedback on how to improve. Finally, Dell enforces training of employees as the last important step to maintain control.All employees are required to attend Dell University in order to understand their product completely. Employees who do not understand their products will cause the corporation to lose credibility. Thus, Dell invests a lot of money in education of employees in order to maintain its competitive edge in the marketplace as a whole and more specifically, to continue gaining market share from its major competitor in China, Lenovo Computers. The managements not only must maintain control but also help to establish communication between Dell headquarters and their specific departments.In order for local agencies to maintain communication with the home offices, managers delegate much of this role to the employee communications department. This department is responsible for facilitating exchange of communication between headquarters and the separate agencies worldwide. Communication is a crucial issue, which Dell aims to maintain and continually improve with the advent of new technology. The Internet revolution has made control between the home office to the separate branches far more manageable in recent years.All of the specific agencies are required to communicate via one common extranet. Agencies are all involved in the activity of Dell and its vision. Agencies can voice their opinions on any plan in progress t hrough this extranet. Further, Dell pushes communication through email. Phone calls are less common as they have little time flexibility and raise costs tremendously, especially if across countries. In a market where Dell prides itself on cost leadership, telephone usage is simply not nearly as effective as Email.

7 Reasons Why Everyone Should Go To College

7 Reasons Why Everyone Should Go To College From the moment you enter your first years of schooling, you are always told one thing: College is the best way for you to get what you want out of life. But why do people go to college? Does it really help you better achieve your goals and live a better life? Should everyone go to college? While going to college is a huge commitment of your time and energy, many studies have been conducted that show the benefits of seeking higher education far outweighs the costs. Check out 7 reasons why everyone should get higher education! Top 7 Reasons Why Everyone Should Go To College 1. There Is a Whole World of Knowledge to Be Discovered Going to college today isnt like what it was in the past. These days, courses are offered in a wide variety of fields. When you include the elective courses you can take, your options for learning everything from rocket science to 1990’s cartoons are limitless! While there are classes that seem silly to take, the opportunity to learn a variety of information on an array of topics can increase your social, personal, and employment prospects. 2. College Is Where to Figure Out What You Don’t Want to Do For most people, going to college means learning that what you wanted to doisnt actually what you want to do. When we go to college we open ourselves up to more opportunities that we didnt know we had or even liked. Being able to spend your time actively pursuing what you think you want to do rather than dreaming and idealizing it is a fantastic way to build your confidence and find your true passion in life! 3. The Financial Benefit Is Well Worth the Time Sacrifice As pointed out by Stephanie Owen and Isabel Sawhill in their research studies titled, â€Å"Should Everyone Go To College?†, going to college has a financial benefit that makes your time (and mental) sacrifices worth the commitment. According to their research, college graduates earn over $570,000 more in a lifetime with a four-year degree when compared to those that only achieved a high-school diploma. The financial benefits can be even greater for college graduates when you factor in the type of degree, the field of specialization, and the number of scholarships and grants you receive. 4. Never Lose Your Edge in a Competitive Job Market Did you know that as of 2018, the unemployment rate for those with a college degree is 2.1% compared to the 4.2% it is for those with only a high school diploma? A college degree demonstrates to employers that you have dedicated the time and energy required to be a reliable employee who can meet deadlines, maintain an organized schedule, and deal with high-pressure situations. 5. Your Degree Is Valuable All Over the World Is it your dream to travel the world and live in foreign places? If that is the case, going to college is an excellent way to achieve these dreams! The foreign job market, especially for native English speakers, is ripe for those with a college degree. Many people go on to teach English in other countries after college. Others, with more advanced degrees and additional foreign language skills, can go on to work for international corporations in some of the most exotic places in the world! 6. Get Prepared For What Life After School Is Really Like Unlike high-school, college requires you to be solely responsible for maintaining your class schedule and completing coursework. Learning to manage your time effectively is an important step that makes life after college much easier. Though you can always ask us to write your coursework for you. Many books already validate the benefits of creating and maintaining solid routines early in life so that you can keep yourself on the right track towards educational and career success! 7. Get the Tools You Need to Start Your Own Business If your goal is starting your own business, then college is definitely the right choice for you! Marketing, advertising, and business management courses give you the know-how and experience to successfully start, run, and maintain your business. Additionally, being skilled in creating solid business plans coupled with your degree can make you more eligible to receive loans from the bank to get your business up and running. If you cant create it by yourself you can always ask EssayTigers to write your business plan for you. There are always exceptions to the rule Only about 40% of the US population has earned a bachelors degree or higher. But there are plenty of successful people that didnt go to college. Reasons for not going to college can include: Lack of finances Inability to balance school/home/work obligations No desire to continue education after high-school Already experienced in a desired skill or trade Just because you dont go to college doesnt mean that you cant reach your goals and aspirations. It only means that you will have to work just as hard to achieve them! By the way, weve recently completed the blog on what   options you have if you dont want to go to college. Check out these celebrities, start-up founders, and social media superstars who had the drive and determination to take the high-risk move of pursuing their dreams on their terms without attending college: Ellen Degeneres Russell Simmons Steve Jobs Kim Kardashian John Rockefeller Rachael Ray And more! The Takeaway Making the choice to go to college is a sure-fire way to secure and elevate your financial, professional, and social future! If you are overwhelmed by the choices and decisions you need to make when preparing for attending college, check out the services that are specially designed to help. Give yourself the future you want and start the college application process today!

Reading Critiques 5 Essays (523 words) - Assumption, Logic

Reading Critiques 5 Essays (523 words) - Assumption, Logic Philosophy in Relation to Science, Religion, and Mythology David Edgerton III Howard University Subjects like science, religion, mythology, philosophy to quench our thirst for complete knowledge. P hilosophy is used to create new knowledge and solve problems that seem impossible . While science uses a general description of reality to handle problems philosophy challenges problems in a universal ways. Philosophy questions problems on a broad scale aff ecting everyone in the world while religion limits itself to sacred texts. Mythology attempts to find the answers of the world through stories, while philosophy uses reality and reason to answers the world's questions. Using Francis Clauder's , "The Wonder of Philosophy," I will identify the similarities and differences of problem solving of philosophy compared to other subjects. Science is often synonymous with the word fact but Klauder asserts that "science is error caused precipitous judgment "( Klauder,1999, p. 21) In other words, science is error because it is never constant! Like philosophy, science is based off of a belief. F or example gravity. No one knows why gravity exists or how it works but we all believe our feet will stay planted on the ground. Philosophy is a belief that if you practice philosophy you will have an overall better existence. Klaudersaid that " Philosophy holds the criterion of truth and happiness"( Klauder, 1999, p. 19). Based on this information, the reader can see that the author believes that science and philosophy are both faith based subjects Religion is completely rooted in faith , which is complete trust or confidence in someone or something. Without faith there is no religion. Klauder believes religion is "search for eternal truths, happiness, moral obligation and consensus of mankind" .( Klauder, 1999, p. 22) Philosophy is rooted in these beliefs as w ell. The only real difference in philosophy and religion is that religion uses "sacred texts". Philosophers do not have a text to refer to , their faith is rooted "by way of denial and by way of supereminence"( Klauder, 1999, p. 23). While philosophy and rel igion are different they are still both centered around the idea of finding the answers to world's most disputed questions. Mythology are stories. They depict natural phenomena on earth and situations and try to use "faculty of thought," ( Klauder, 1999, p . 43) to see how they relate in everyday . Philosophy also considers certain phenomena and asks "what it means for it to be" ( Klauder , 1999 , p. 53). It takes a given situation and uses thinking on thinking to determine what exactly something means. Mythology uses this same pattern of thinking on thinking in a different way determine a solution or a reason for a problem, In conclusion, although philosophy appears very from other subject like science religion and mythology they all are the same because they attempt to solve issues. Although they solve these problems in unique ways they all have the same goal. People are looking for answers everyday to answer life questions and these subjects attempts to find the answers.

Definition and Examples of Prewriting Strategies

Definition and Examples of Prewriting Strategies In composition, the term prewriting refers to  any activity that helps a writer think about a topic, determine a purpose, analyze an audience, and prepare to write. Prewriting is closely related to the art of invention in classical rhetoric. The objective of  prewriting, according to Roger Caswell and Brenda Mahler, is  to prepare students for writing by allowing them to discover what they know and what else they need to know. Prewriting invites exploration and promotes the motivation to write (Strategies for Teaching Writing, 2004). Because various kinds of writing (such as note-taking,  listing, and freewriting) usually occur during this stage of the writing process, the term  prewriting  is somewhat misleading. A number of teachers and researchers prefer the term exploratory writing. See Examples and Observations below. Also, see: Writing ProcessComposingDiscovery Strategies (Heuristics)FocusingGeorge Carlin on Finding Something to Write AboutYour Writing: Private and Public Types of Prewriting Activities BrainstormingClusteringFreewriting Journalists QuestionsJournal WritingListingOutlinePentadReading Examples and Observations Prewriting is  the getting ready to write stage. The traditional notion that writers have a topic completely thought out and ready to flow onto the page is ridiculous. Writers begin tentatively- talking, reading, brainstorming- to see what they know and in what direction they want to go. -Gail Tompkins, Rod Campbell, and David Green,  Literacy for the 21st Century. Pearson Australia, 2010Prewriting involves anything you do to help yourself decide what your central idea is or what details, examples, reasons, or content you will include. Freewriting, brainstorming, and clustering . . . are types of prewriting. Thinking, talking to other people, reading related material, outlining or organizing ideas- all are forms of prewriting. Obviously, you can prewrite at any time in the writing process. Whenever you want to think up new material, simply stop what you are doing and start using one of [these] techniques... -Stephen McDonald and William Salomone, The Writers Response, 5th ed. Wad sworth, 2012 The Aims of PrewritingUsually, the prewriting activities help you find a good topic, narrow topics that are too broad, and look at purpose. You should finish the prewriting activities with at least a sentence and a list. Or you may have something as formal as a three-part thesis sentence and a fully developed outline. Either way, youll have laid the groundwork. -Sharon Sorenson, Websters New World Student Writing Handbook. Wiley, 2010 Prewriting as a Method of DiscoveryJeannette Harris stresses prewriting while stating that discovery occurs throughout the composing process, even in revision, when the writer is still retrieving additional information, making further connections, recognizing emerging patterns [Expressive Discourse, 15]. In prewriting as well as free-writing and keeping journals, ideas and forms are discovered by provoking memory. In addition, the personal nature of much prewriting and freewriting serve as an affirmation that the memory of the student writer has a valid place in the writing classroom. -Janine Rider, The Writers Book of Memory: An Interdisciplinary Study for Writing Teachers. Routledge, 1995 Prewriting and Revising[P]rewriting plans are not carved in stone; they are simply tools for generating and organizing ideas. Writers frequently change their minds as they write, eliminating some details, adding and changing others. Thats why some writers say that prewriting is a misnomer; they return to their plans over and over during all stages of the writing process, often revising and adjusting the plans as they go. -Lori Jamison Rog,  Marvelous Minilessons for Teaching Intermediate Writing. International Reading Association, 2011

Impacts of Acid Rain on Central and Southern China Research Paper

Impacts of Acid Rain on Central and Southern China - Research Paper Example Environmental pollution take the form of air pollution, water pollution and soil pollution among others that affect the general livelihood of the people who live in certain areas of the world. One of the effects of the environmental pollution is the production of acid rains, which has been witnessed in many parts of the world as a result of excessive emission of substances with hydrogen ions into the atmosphere. The effect is that the hydrogen ions combine with the environmental water to produce an acidic substance which falls to the ground as rain and it has very many negative impacts. Acid rain has its water with a pH value which is lower than the normal pH7 for neutral substances such as clean water, which contain no hydrogen ions or hydroxide ions. The pH value of water in the acid rain can be lower than seven as a result of emission of carbon (IV) oxide, oxides of sulphur and those of nitrogen (Chen, Li & Gao, 2010). The water that result from acid rains are as cannot be healthy for drinking and has a corrosive impact on the metal substances as well as negative impacts on the plants, which may be seen through falling of young plant leaves. To some other things like clothes and paintings, the acid rains can have a bleaching effect in addition to corrosion that happens (Ribeiro, Taffarel, Sampaio, Flores & Silva, 2013). This implies that acid rains are not in any way friendly to the environment in which they are experienced and they can lead to devastating impacts on vegetation cover in a given place. In evaluation of the impact of acid rains on the environments, it is important to consider its impacts on the forest cover and other species with a focus of the issues experienced in the Southern and Central China. Formation of acid rain Acid rains are formed mostly as a result of combustion of fossil fuels which lead to emission of sulphur and nitrogen oxides that are released to the environment. The problem happens when sulphurous and nitrogenous products in their gaseous forms go to the atmosphere and combine with the water. When a react fossil fuels consisting of sulphur as an impurity burn, they form a gaseous product known as sulphur (IV) oxide, which rises to the atmosphere and combine with other components thereof. In the presence of hydroxyl radicals, the sulphur (IV) oxide is oxidised to sulphur (VI) oxide, which reacts with atmospheric water molecules to form sulphuric acid (H2SO4). The acid rain that results from sulphur oxides contributes to about 70% of the acid rains in the environment all over the world (Ribeiro, Taffarel, Sampaio, Flores & Silva, 2013). On the other hand, nitrogen oxides, which make nitric acid rains, are formed as a result of combustion of fossil fuels which contain nitrogen particles as part of their components. When fuels are burned, they produce nitrogen oxide, NO, which is oxidised by the ozone (O3), and hydrogen dioxide (HO2), to form nitrogen dioxide (NO2) gas, which is very reactive. In the reacti on, the gas reacts with hydroxide ions in the atmosphere to form an acidic substance known as nitric acid, (HNO3). Both cases of sulphuric and nitric acid cause acid depositions into the earth when they fall to the ground from the atmosphere during the either rain seasons. The acid rains can reach the earth in high amounts or as few drops to the ground but have similar devastating effects on the living and the non-living things (Ribeiro, Taffare

Cultural Awareness Personal Statement Example | Topics and Well Written Essays - 1000 words

Cultural Awareness - Personal Statement Example As a preliminary matter, the author was presented with a number of warnings. The United States Department of State had issued travel warnings and advisories for Thailand generally, and for southern Thailand more particularly. Potential travelers were advised to be wary of political strife in Thailand; this was as a result of increasing political protests and rumors that a military coup was possible. Moreover, travelers were advised to avoid the southern provinces, bordering Malaysia, because of a series of bombings, the burning of schools, and civil unrest between the Muslim majority in these southern provinces and the Buddhist majority in the rest of the Kingdom of Thailand. For the most part, the author heeded this advice and scheduled most of the holiday for Bangkok and northern Thailand. However, the author also spent the final four days in the southern province of Songkla, and the experience clearly demonstrated that the people being demonized and chastised in the travel advisor ies were hardly dangerous or threatening. In fact, the southern Thais proved to have been extraordinarily hospitable, more diverse than a Muslim designation might have suggested, and quite eager to mingle and talk with foreign tourists. First, the Muslim people in southern Thailand did not conform to stereotypes too often used to describe Muslim peoples and culture. The travel advisories had stirred the author's imagination. It was easy to imagine a southern Thailand replete with veiled women, mosques dotting the landscape, and suspicious gazes for tourists or other outsiders. The author's friends reinforced these stereotypes and cautioned, only half-jesting, that a kidnapping or a beheading might very well be around the corner. The reality couldn't have been more different. As an initial matter, the author was almost unable to distinguish Thai Muslims from Thai Buddhists. The shops and the streets were crowded with people wearing shorts, brand name shirts, baseball hats, and sunglasses. Veils could be detected only through the most diligent observation and a Muslim restaurant owner confided to the author that Thai Muslims enjoyed their pork and their alcohol. This lack of a strict devotion to the commonly understo od protocols of Islam could be seen and experienced everywhere. Young Thai Muslim girls decorated their faces with make-up, heavily Thai Muslim districts had karaoke bars and advertised in English, and people went about their daily business just as they seem to do here in the United States. The author, in short, experienced a southern Thailand that was fundamentally at odds with the views of friends and the statements made prior to the trip in a variety of travel advisories. By immersing oneself in a foreign culture, it is easier to strip away stereotypes, whether romantic or fearful, and to better understand the people and their way of life. Second, and quite surprising, the Thai Muslims did not view themselves as a separate nationality. One of the main reasons for the concerns of both friends and family was a firm belief that

Business Ethics Learning Logs (1,2,3,4) Essay Example | Topics and Well Written Essays - 3000 words

Business Ethics Learning Logs (1,2,3,4) - Essay Example I came to the realization that ethics was important because I was aware that the recent financial crisis that rocked the world that made lives difficult for everybody was rooted in greed and lack of ethical practice in business. This explains why I was appreciative when I took the subject because I will have the opportunity to learn in details what really constitutes an ethical behaviour and to be able to discern the ethical behaviour from the unethical or undesirable one. I believed that this was important to learn especially when we are still in the academe and still in the process of equipping ourselves the necessary skills and knowledge so that it will be ingrained within us to become better professionals in the future. The lessons that we will learn would guide us when we make our choices in any ethical dilemma that we would confront, be it in business or in our daily activities. II. Second Entry – Evaluate The Theories Given the recent scandals that rocked the business a nd financial world, it now becomes an imperative that each individual entering into the corporate and financial industry must have a sound ethical foundation to avoid similar occurrences in the future. It should begin right in the academe where future professionals, employees or entrepreneurs are being trained and prepared. It is now important because the neglect and disregard for ethical practice in business has contributed to the recent financial and mortgage breakdown that stemmed from greed and lack of ethical practice that made life difficult for everybody. The high incidence of unethical practices in modern business has prompted a stream of organizational research about morality in business (Crane 1999). In fact, industry experts such as Ernst & Young has pointed out that unethical business practice is the main culprit that precipitated the recent economic crisis which caused a lot of jobs and homes to be lost that made life difficult for everybody which is why it is now an im perative not only to integrate but also to stress ethics beginning in the academe when future business professionals are being trained and prepared (Business Roudtable-Institute for Corporate Ethics 2009). The obvious disregard about business propriety is not surprising as Crane and Matten hypothesized that business in itself has been argued to be amoral that to put ethics in business is an oxymoron because they contradict each other (2010). Business in pursuit of its profit motive will invariably set aside ethics as it endeavour to make profit. Actions which may be considered unethical such as lying and deception may even become permissible in the business’ pursuit for profit (Carr 1998 qtd in Crane and Matten 2010). This is consistent with the consequential normative ethic theory that â€Å"holds that the moral rightness of acts, which holds that whether an act is morally right, depends only on the consequences of that act or of something related to that act, such as the m otive behind the act or a general rule requiring acts of the same kind† (Stanford Encyclopaedia of Philosophy a 2011). In plain language, a business person may be prompted to choose a certain course of action or inaction based on the benefit or the avoidance of harm that may be derived from such action or inaction. In the case of business, it can chose to shun any propriety in conducting business with the idea that it is more expedient to make profit by disregarding

Annotated Bibliography for Organizational Analysis Essay

Annotated Bibliography for Organizational Analysis - Essay Example The Political Frame recognizes the power play within and between institutions. The Symbolic Frame believes that schools produce symbols to create commitment and meaning. This article is important, because it describes different forms of leadership. However, it does not consider that some school leaders may be integrating these different frameworks. This source is important to my field of study, because it will help me analyze and prescribe the best frameworks for different goals and conditions in the Training and Doctrine Command. Managementhelp.org. (no date). What is an open system? Retrieved from http://managementhelp.org/misc/orgs-open-systems.pdf This article describes the main elements and concepts of an open system. An open system is a system that interacts with its external environment through feedback processes. Some of the important components of an open system are inputs, processes, outputs, goals, assessment, and learning. This article is a good source of the basics of an open system, but further research on its real-life applications is needed to understand its strengths and limitations further. This source is important to my field of study, because I want to know how the Training and Doctrine Command works as an open system and what can be done to exploit the advantages of this system. I also want to learn the issues with an open system, especially in how the external environment affects the internal system. Nadler, D.A., & Nadler, M.B. (2000). The Congruence framework - a roadmap for understanding organizational performance. Mercer Management Journal, (13), 4-10. Retrieved from http://www.oliverwyman.com/deu-insights/MMJ13-OrganizationalTrans.pdf Nadler and Nadler (2000) argued that the congruence framework analyzes the roots of organizational performance. They described that it is not a prescriptive model, but an analytical framework that helps leaders understand the interaction between social and technical factors that affect the performance of each organization, so that people can design and execute their own solutions to their organization’s distinctive performance problems. The strengths of the article are its explanation of the components of the congruence model and its application of the model on the Harley-Davidson’s case. Its weakness is that it was not tested empirically using other companies and industries. This source is important to my field of study, because it will help me analyze the best way to implement large-scales changes to the Training and Doctrine Command. McLeod, S. (2007, June 25). Bolman & Deal frameworks. Big think.com. Retrieved from http://bigthink.com/ideas/bolman-deal-frameworks McLeod explains the Bolman & Deal frameworks. These frames are different on their main beliefs about schools as organizations, and the means in achieving their goals. The strength of this article is that it underlines that it is possible to use all frames in understanding and resolving school problems and in implementing organizational changes. It is not an academic source, however, and it will help to do more research on these frameworks and how they are actually used or changed during design and implementation changes. This source is important to my field of study, because I am interested in knowing different ways of analyzing issues in the Training and Doctrine Command and in determining the best leadership approaches. Bolman & Deal fr

Sontag, In Platos Cave from On Photography Essay

Sontag, In Platos Cave from On Photography - Essay Example n individual may perceive a story that consists of different objects and or people, the story will remain in a particular form in the mind of absence of a photograph. When the individual observes a photograph on the scenario later, then the notion that was formed in the mind originally changes automatically. The impact of the photo would depict a sense of superiority of the event or an individual. Again, the photograph have targeted objects during their time of creation or presentation. A photograph may consist of several objects but only the focal point matters amongst the observers. In most scenarios, the observers prioritize the central objects on which the photographs emphasize. As per the descriptions provided in the previous paragraphs, a rational evaluation of a photograph demands transparency. In a practical scenario, consider the photograph of a presidential candidate and analyze the main attributes. In 2008vpresidential elections in the United States, the contents of Obama’s photographs and especially the posters were stunning. Moreover, Obama’s polished picture with his name at the top and the slogan, â€Å"Yes We Can† at the bottom had the main impact on the voters. Indeed, photographs have a broad command in influencing notions, imaginations, and the viewing right. Impression is the most important aspect in the sense of sight (Sontag,

Annotated Bibliography for Organizational Analysis Essay

Annotated Bibliography for Organizational Analysis - Essay Example The Political Frame recognizes the power play within and between institutions. The Symbolic Frame believes that schools produce symbols to create commitment and meaning. This article is important, because it describes different forms of leadership. However, it does not consider that some school leaders may be integrating these different frameworks. This source is important to my field of study, because it will help me analyze and prescribe the best frameworks for different goals and conditions in the Training and Doctrine Command. Managementhelp.org. (no date). What is an open system? Retrieved from http://managementhelp.org/misc/orgs-open-systems.pdf This article describes the main elements and concepts of an open system. An open system is a system that interacts with its external environment through feedback processes. Some of the important components of an open system are inputs, processes, outputs, goals, assessment, and learning. This article is a good source of the basics of an open system, but further research on its real-life applications is needed to understand its strengths and limitations further. This source is important to my field of study, because I want to know how the Training and Doctrine Command works as an open system and what can be done to exploit the advantages of this system. I also want to learn the issues with an open system, especially in how the external environment affects the internal system. Nadler, D.A., & Nadler, M.B. (2000). The Congruence framework - a roadmap for understanding organizational performance. Mercer Management Journal, (13), 4-10. Retrieved from http://www.oliverwyman.com/deu-insights/MMJ13-OrganizationalTrans.pdf Nadler and Nadler (2000) argued that the congruence framework analyzes the roots of organizational performance. They described that it is not a prescriptive model, but an analytical framework that helps leaders understand the interaction between social and technical factors that affect the performance of each organization, so that people can design and execute their own solutions to their organization’s distinctive performance problems. The strengths of the article are its explanation of the components of the congruence model and its application of the model on the Harley-Davidson’s case. Its weakness is that it was not tested empirically using other companies and industries. This source is important to my field of study, because it will help me analyze the best way to implement large-scales changes to the Training and Doctrine Command. McLeod, S. (2007, June 25). Bolman & Deal frameworks. Big think.com. Retrieved from http://bigthink.com/ideas/bolman-deal-frameworks McLeod explains the Bolman & Deal frameworks. These frames are different on their main beliefs about schools as organizations, and the means in achieving their goals. The strength of this article is that it underlines that it is possible to use all frames in understanding and resolving school problems and in implementing organizational changes. It is not an academic source, however, and it will help to do more research on these frameworks and how they are actually used or changed during design and implementation changes. This source is important to my field of study, because I am interested in knowing different ways of analyzing issues in the Training and Doctrine Command and in determining the best leadership approaches. Bolman & Deal fr

Reform Essay Example | Topics and Well Written Essays - 1750 words

Reform - Essay Example At that convention, the delegates adopted a platform that called for a broad range of social, economic, legal, and political reforms that would dramatically raise the status of women in American life. To the surprise of most of us today, the demand for womens right to vote (called woman suffrage) was the most controversial reform proposed at the convention. From the time it was first formally proposed in 1848, gaining the right to vote took the womens movement 72 years of struggle to achieve. This exhibit examines the development of a distinct female political culture and imagery that evolved to promote voting rights for women†. (Political Culture and Imagery of American Women Suffrage) However, Why there were Political Reforms movement, now and then and before? Meanwhile, â€Å"Political science and theory have evolved on the understanding that national boundaries demarcate the basis on which individuals are included and excluded from participation in decisions affecting their lives. There is a growing perception that democracy has failed to deliver both economic and social development. This perception has often been used to explain the rise in nationalism and ethnic tensions due to unmet expectations. It raises the question whether democracy should be pursued as an intrinsic or instrumental good and whether political justice seeks substantive equality or equality of opportunity? Is it appropriate to expect democracy to deliver human development?† (Political Power and Development). On this note, it is incumbent by those holding the mantle of leadership, (steering the government), and other stakeholders to adapt to the Political Justice. Without Political Justice, no meaningful changes will occur in making reform on the sector. As â€Å"political justice connotes the notion of fair and equitable exercise of political power a discussion of a political system that has the capacity to deliver political

Cell Transport Mechanisms and Permeability Essay Example for Free

Cell Transport Mechanisms and Permeability Essay Exercise1 Cell Transport Mechanisms and Permeability Name ____________________________________________________________ Lab Time/Date ______________________________ Activity 1 Simulating Dialysis (Simple Diffusion) 1. Describe two variables that affect the rate of diffusion. * The size of the pores of the membrane * The size of the molecule diffusing through the membrane 2. Why do you think the urea was not able to diffuse through the 20 MWCO membrane? How well did the results compare with your prediction? * Because the pores of the membrane were not large enough * I predicted this correctly. 3. Describe the results of the attempts to diffuse glucose and albumin through the 200 MWCO membrane. How well did the results compare with your prediction? I predicted that only glucose would diffuse through it and was right. Albumin is too heavy to diffuse through that membrane. 4. Put the following in order from smallest to largest molecular weight: glucose, sodium chloride, albumin, and urea. NaCl, Urea, Glucose, Albumin Activity 2 Simulated Facilitated Diffusion 1. Explain one way in which facilitated diffusion is the same as simple diffusion and one way in which it differs. -Similar – They pass through the membrane without the use of ATP, they’re both forms of passive transport. -Different The solutes in facilitated diffusion pass through a carrier protein while the solutes pass through the membrane in simple diffusion. 2.The larger value obtained when more glucose carriers were present corresponds to an increase in the rate of glucose transport. Explain why the rate increased. How well did the results compare with your prediction? Since there were more carrier proteins, more glucose could diffuse into the cell at one time which made the process go along much quicker. I predicted this correctly. 3.Explain your prediction for the effect Na+Cl− might have on glucose transport. In other words, explain why you picked the choice that you did. How well did the results compare with your prediction? I said that the rate of diffusion would decrease, which was wrong, because I figured that having the NaCl would equalize the concentration gradient and make the concentration gradient and make it a slower process. The rate actually remained unaffected because NaCl is not required for glucose in the simulation. Activity 3 Simulating Osmotic Pressure 1. Explain the effect that increasing the Na+Cl− concentration had on osmotic pressure and why it has this effect. How well did the results compare with your prediction? I predicted correctly in saying that the NaCl concentration would increase the pressure because they are directly related, meaning if one increased, that means the other one must have increased as well. 2. Describe one way in which osmosis is similar to simple diffusion and one way in which it is different. -Similar – Solutes can still pass through the membrane in both simple diffusion and osmosis. -Different – In diffusion, the particles go from high concentration regions to low concentration regions, while in osmosis it crosses from a region of low solute concentration to high solute concentration. 3.Solutes are sometimes measured in milliosmoles. Explain the statement, â€Å"Water chases milliosmoles.† Water follows the solutes (milliosmoles) into higher concentrated areas of solutes, me aning it was going against the concentration gradient and chasing the milliosmoles. 4.The conditions were 9 mM albumin in the left beaker and 10 mM glucose in the right beaker with the 200 MWCO membrane in place. Explain the results. How well did the results compare with your prediction? Keeping in mind the past activities, I predicted correctly before doing this activity. The glucose diffused through to the left beaker forming equilibrium, which created osmotic pressure on the left side. The albumin cannot fit through that membrane so it didn’t reach equilibrium. Activity 5 Simulating Active Transport 1. Describe the significance of using 9 mM sodium chloride inside the cell and 6 mM potassium chloride outside the cell, instead of other concentration ratios. Because the sodium-potassium pump needs a 3:2 ratio to function, meaning once the concentration of the KCl runs out then the NaCl cannot function either. 2. Explain why there was no sodium transport even though ATP was present. How well did the results compare with your prediction? I predicted wrong with this activity because I said that the Na+ would be maximally transported. I know now that although in the presence of ATP, the pump still cannot function without any K. 3. Explain why the addition of glucose carriers had no effect on sodium or potassium transport. How well did the results compare with your prediction? I also predicted incorrectly on this one because I did not realize that the glucose carriers don’t need ATP to function so they were still at the mercy of how much potassium there was in the sodium-potassium pump. I thought that there would be easier access into the cell for the Na and K cells. 4.Do you think glucose is being actively transported or transported by facilitated diffusion in this experiment? Explain your answer. Facilitated diffusion because it is moving with the concentration gradie nt and the glucose carriers don’t require ATP to transport the glucose.

Report On The Transformational Grammar English Language Essay

Report On The Transformational Grammar English Language Essay The relationship between grammar and language helps in understanding the Chomskian principle of transformational grammar. David W. Carroll views grammar as a description of a persons linguistic knowledge. Language is considered to be an infinite set of well formulated sentences and it can be deduced by grammar, like that of mathematics or logic. Hence grammars are the theories of language composed of hypotheses of the structure of some part of the language. Chomsky suggests three criteria about the theory of language. First criterion is known as observational adequacy. It is applied in several levels of language in which grammar defines, what is and what is not an acceptable sequence in the language. At the other level grammar should have rules that generate grammatical sentence. The second criterion is the descriptive adequacy which indicates that grammar specifies the sequence in a language. Grammar should also explain how it relates with sentences which have the same or opposite meaning .The third criterion is the explanatory adequacy. Chomsky views that it is theoretically possible for a number of grammars, all based on different principles to attain the other two forms of adequacy and determines that the best descriptively adequate grammar pertains to the language acquisition in children. He suggests that the child learning a language is presented with samples of the language and must determine the grammar from the samples. Chomsky notes that children choose one particular grammar from the incoming data consistent with a number of grammars. Hence this implies that there are certain innate language constraints enable the child to deduce the correct grammar. The final level of adequacy goes beyond the ability to explain to describe patterns in a particular language; instead, it involves the ability to explain the role of linguistic universals in language acquisition. These theories played a significant role in the development of linguistic theories. Chomsky initially developed transformational grammar because of the descriptive inadequacy of grammar based on phrase structure rules. In transformational grammar, the insight that sentences have more than one level of structure is captured in the distinction between deep structure and surface structure. These are both tree structures, which differ in emphasis. Deep structure is considered as the underlying structure of the sentence that conveys the meaning of a sentence. Deep structures are the output of the phrase structure rules and lexical rules; transformations operate on these and gave rise to the surface structure. Surface structure refers to the superficial arrangement of the constituents and reflects the order in which the words are pronounced. David Carrol refers to three arguments regarding the usefulness of the distinction by considering the following sentence as an example. Ex: Flying planes can be dangerous. The ambiguity in this sentence is called deep-structure as it may be paraphrased as, The act of flying planes can be dangerous or Planes that are flying can be dangerous. This type of ambiguity comes from a single surface structure that is derived from two distinct deep structures. The second reason for the distinction is that some pairs of sentences are similar in their phrase structure but not in their underlying structure. Ex: John is easy to please. (2) John is eager to please. (3) The above sentences, when paraphrased reveal their dissimilarity even though they are apparently similar. John is the object of the deep structure in (2) and the deep structure subject (3). The next set of sentences in active and passive voice is distinct in their surface arrangement but similar in their deep structure. Ex: Arlene played the tuba. (active) The tuba was played by Arlene. (passive) So the active and the passive sentences are considered as two manifestation of the same deep structure. These grammatical relationships posit a second level of structure with a new set of rules called transformational rules. The entire deviation of a sentence is known to be a two part process in transformational grammar. In phrase structure the assumed largest syntactic unit, the sentence is progressively expanded by the application of rules into strings of smaller units, terminating with a combination of lexical items and grammatical elements. The phrase structure is explained with labeled tree diagrams and they are said to be inadequate for a full structural exposition. Therefore phrase structure is incapable of explaining the open ended creativity of a natural language. Upon the output of the phrase structure rules transformation rules are applied. These transformational rules involve not the division of the sentences or its parts into smaller parts, but, the alteration or rearrangement of a structure in various ways. Transformation also reflects parts of the speakers intuitive awareness of relations between sentences of different basic types. The associations of active and passive sentences , positive and negative sentences and statements, commands, and questions rests on native speakers recognition of their semantic relatedness, which is expressed by the relatedness of grammatical structure. The phrase structure rules are said to be useful in generating the underlying tree structure which is referred to as deep structures and secondly a sequence of transformational rules is applied to deep structure and the intermediate structures, ultimately generating the surface structure of the sentence. The transformations apply to the entire strings of constituents where as phrase structure rules apply to only one constituent at a time. These transformations are done by adding, deleting or moving the constituents. David Carroll gives a few transformations and explains how they work. One such transformation is called the particle -movement transformation. From the following two sentences know that they mean the same thing: EX: John phoned up the woman. (4) John phoned the woman up. (5) Here the concern is with the placement of the particle up; in these sentences, the particle may occur either just before or just after the noun phrase. Accordingly, we might write two different phrase structure rules for the two instances, the first might write two different phrase structure rules for the two instances, the first conforming to (PS) VP Æ’Â   V + (part) +NP And the second to (PS) VP Æ’Â   V + NP + (part) The problem with this approach is that it lacks descriptive adequacyit does not reveal the similarity of the two sentences. In this approach, the two sentences are derived from two different phase-structure rules. An alternative approach is to assume that the two sentences have the same deep structure and to apply the particle- movement transformation to (4). The transformational rule looks like this: (T1) V + part + NP Æ’Â   V + NP + part It can be noticed that the transformational rule simply moves the last two constituents of the verb phrase. Phrase -structure rules rewrite one constituent into a series of constituents but transformational rules begin with a series of the constituents and transform them. Then he goes on to explain it considering the following sentences: John phoned up the interesting woman. (6) John phoned the interesting woman up. (7) John phoned up the woman with the curly hair. (8) John phoned the woman with the curly hair up. (9) In each case the particle is shifted around the entire NPtwo words in (5), three in (7), and six in (9). The particle movement is defined in terms of constituents, not words. This condition gives transformational grammar tremendous power to apply to an infinite no of NPs. Instead of stating the number of words which varies from sentence to sentence, it is stated that in terms of grammatical structure it is known as structure dependent. One final property of transformational rules is that it may be blocked under certain circumstances. For example, the particle movement transformation does not work with pronouns: (35) John called them up. (36) *John called up them. These restrictions and transformations would be specified in the description of the rule. The rule would operate under specified conditions but would be blocked when these conditions did not apply. The earliest work shows the inadequacy of context free grammar for the analysis of natural languages. In the 1960s, transformational grammarians concentrated on the relationship between syntax and semantics. Transformational grammar explains certain aspects of language such as deep-structure ambiguity and the limitations of the phrase-structure rules. Transformational grammar has evolved over the decades and there were many changes and alternative approaches that gave rise to other new theories on transformation. The influence of Chomskys revolutionary theories on linguistics and his contributions like Syntactic Structures, Aspects of the theory of syntax, stands out as the most significant development which led to the beginning of various other transformations in grammar and linguistics.

How the Western Film Genre Has Developed over the Past Century Essay

The Western film genre is typically set in a secluded village in the middle of the desert, normally in the American West. The setting includes wooden buildings, tumble weed, cacti, trains, horses and carriages. The storyline for western films is usually the same, namely, a hero travels to a remote village, usually on a horse, and brings peace to the warring villagers. In a traditional Western film the clothing for the hero is usually a white hat, (this is to show purity). The hero would also wear a brightly coloured shirt , a pair of jeans and cowboy boots with spurs on the back of them. The hero is also very clean and also normally tall and good looking. A traditional Western includes things like white settlers living in a town and a white hero fights white baddies and usually the hero wins. In a traditional western the Native Americans attack the towns where religious and peaceful people live. This makes the Native Americans look like bad people and the whites as good people. The first Western film ever made was called ‘The Great Train Robbery‘. It was made by ‘The Lumiere Brothers’ in 1903.This film was a high quality film, because they used some panning with the camera. This was unusual in its time because the cameras that they had, had to be put on a fixed point because they were too heavy to lift. This meant that they couldn’t move in for close-ups. Consequently it made it harder for the audience to understand the characters feelings and to understand the storyline. If the camera can move in on the villain when he is plotting something or pulling a gun out ready for a fight it is much easier for the audience to follow. ’The Great Train Robbery’ was a simple one-reeler action picture, about 10 minutes long, with... ...eserts, wooden buildings, small towns and cacti for the setting, western music and wind sounds for the backing music, and crane shots and panning for the camera shots. Shooting games are very popular with boys and so using the Western as a basis for these games should mean that many of them will be sold. Westerns have, and always will, be very popular. The storylines, the shoot-outs and the all action drama are popular with men. The handsome hero and the better roles for women in the films means that more women were attracted to Westerns. The advances in technology meant that lots of people came to see the films just to see the camera shots and the sound. The change of storylines which showed the Native Americans to be nice people also kept peoples interest in Westerns. This is why they are still used today to sell products such as jeans and computer games.

Qualities Of A Pastoral Carer :: essays research papers

Describe the essential qualities of a pastoral caregiver. Outline literature used to support your assumptions. Discuss the qualities you believe that you have already and what you recognise you need to develop. Include how you intend to do this. “The shepherd was with his flock day and night, often in remote places far from home, and he had to be skilled in keeping the flock together, in finding wanderers and stragglers, in recognising the ailments of his sheep and knowing how to cure them, and in ensuring the safety of the vulnerable members of the flock.'; This definition of the role of a pastoral caregiver highlights the necessity for certain fundamental qualities within an individual in this role. These qualities include integrity, relevant response to issues of the time, deep knowledge of the heart of God, humility, and love. Deep knowledge of the heart of God, is the most important quality for someone in a pastoral role. “Do you know the incarnate God? In our world of loneliness and despair, there is an enormous need for men and women who know the heart of god, a heart that forgives, that cares, that reaches out and wants to heal…The knowledge of Jesus’ heart is a knowledge of the heart. And when we live in the world with that knowledge, we cannot do other than bring healing, reconciliation, new life, and hope wherever we go.'; Spiritual maturity is essential as the above quote of Henri Nouwen explains and is further defined by St Gregory the Great where he wrote, “That man, therefore, ought by all means to be drawn with cords to be an example of good living…who studies so to live that he may be able to water even dry hearts with the streams of doctrine…'; , for a rounded and biblically sound approach as a carer. However the relationship between the individual and Chri st is inevitably ever changing. The pastoral caregiver has to have an open mind to this spiritual development in such things as his or her spiritual gifts, for growth within him or herself and within his or her care giving. In conjunction with this relationship with Christ the quality of relevant response with regard to current issues arises. Contextualising pastoral theology is achieved through this partnership with God and the original attitudes and awareness that come from an experience and understanding of the present situation. Here the wounded healer has the opportunity to address these issues more totally as they have an empathetic depth of understanding.

Information Technology Management Essay

It is commonly argued in the Information Systems literature that a major reason why organizations fail to exploit Information and Communication Technologies (ICTs) successfully is because of the lack of â€Å"alignment† between the Information Strategy, the Business Strategy and the Organizational Strategy. The provisions according to information sytem literature correspond to the real happenings in the real world. According to Campbell David, 2004, technological advancement has been embraced throughout various aspects of business, academics, finance and governance. The paper addresses one key component of information system that is considered as a challenge by organizations and business entities in the aspect of using information technology. The key value here is alignment between information, organization and business strategy. A major concern in this paper is to explain the term alignment in the context of information technology. The paper addresses reasons that make alignment one of the key values organizations seek to achieve. In this first issue of alignment the major concern is about transactions carried on in financial institutions. Information technology has been adopted in the recent past as a tool for executing and reviving business strategies in financial institutions. The development of certain business strategies has been enhanced by consideration of values that correspond to alignment. Alignment is therefore, the capacity by a business such as a financial institution to demonstrate a strong positive relationship between latest information technologies and the generally accepted financial guidelines. It calls for customer satisfaction, market share and product innovations. These measures are all essentials in value and adopting such determines the stability and the outcome of a financial institution. Before alignment financial institution needs to assemble all available information technology and carry on with feasibility study. This is because the effectiveness of a computer squarely depends on its capacity to improve or malign the organizational units. Factors to consider before alignment Planning- the original process has to be planned and agreed upon by the managers of the financial institution. Auditors should also be involved in this exercise for audits, re-examinations and readjustments of the whole project. Relation to benefits –alignment must be of benefit to the financial institution since it is a costly exercise. It is of no use to adopt latest technology if the problem is controllable by changing some management practises. This is according Culp Christopher, 2001. For example, outputs like profits and revenue do not call for information technology rather the size and organizational structure and number of staff that dictate the demand for additional computers. Alignment must stick to its purposes to overcome all obstacles as resistance to change may come from many sources including the employees and customers. Advantages of alignment The latest technologies such as client sever internet, data warehousing has positive implications which include first, incremental profit gains. Second, internal alignment in an organization remains a success factor in employee’s ability to perform effectively and become a cutting edge provider of value to customers. Third, alignment acts as business intelligence solutions for organization that helps in management and efficient customer satisfaction. For example, e-banking software where customers can access their bank accounts at home without necessarily going to the banking halls. Fourth, other than saving time it is also considered a secure method than transporting money to banks. Fifth, business intelligence solutions have been important aspects in financial institutions as they help to sort out effectively volumes of transactions within a short period of time. For example, pay roll software that is able to calculate thousand of employee’s monthly dues, deductions and contributions irrespective of their earning rates within a mater of seconds. Computers have also been used to solve complicated business calculations and at the same time update them accordingly. Take for example where a customer gets a loan from a financial institution either on a reducing interest rate. The software will auto calculate the interests based on the number of years the customer will take to clear plus the principal amount and at the same time store the information. Sixth, alignment reduces the amount of paperwork used in various departments especially in printing, faxing and laminations. This is because nowadays office memos and other information are shared online by use of internet between departments and even branches. Seven, alignment has played a key role in marketing and advertising new products through the internet. A customer can place an order and at the same time pay by transferring funds from a financial institution to account of the seller effectively. Disadvantages Alignment is a very costly exercise to an enterprise like financial institution in terms of prices and employee training as it calls for massive training. System change over might also be rejected by both the employees and the customers. Sometimes computers breakdown and will definitely slow the process in financial institution slowing down the entire process. This leads to a massive loss and failure to satisfy customer needs. For example, slowing or breakdown of machines in a Forex bureau dealing with foreign exchange will loose sales since currency changes value every minute. Business alignment methods Nowadays, many business transactions are relying on an efficient IT support system. It is remarkable to note the improved professionalism and responsibility in corporate and technical fields. Many companies and especially in the financial sector have invested massively in business IT and corporate ICT. This is a very important development in creation of personal responsibility in terms of accountability, capability and commitment. However, with the changing technology certain changes are felt through continuous exercise which cannot be exploited. New machines have to be budgeted or the old ones have to be upgraded from time to time. To achieve this objective the following steps must be put into consideration. First, planning which calls for implementation of traditional IT alignment techniques seen by many as the CEO’s work. A successful IT/business alignment calls for a more interactive approach or dialogue between the IT managers. They need to clarify what the business expects, what it delivers and how to allocate (Watson Gregory, 2005). This is achieved through prioritization and putting into considerations the rules that empower and govern the IT department. A second plan or consideration used to bring about alignment is that IT should track, adapt and modify business level services. At the same time the use of information technology in financial institutions or any other entities should be done with a purpose of supporting appropriate support of services. Another method is proper management of technological systems which helps to achieve the desired results through a consolidated service support by IT staff. A system need to be put in place to monitor and manage urgent or critical business services. The system should prioritize service requests to enable service delivery at promised levels and also track business processes at certain levels. It is important to note that worth methods are usually required to effectively manage the IT infrastructure and implement changes. The chief executive officer and his or her managers need also to ensure that the set organization standards and expectations are met through proper implementation processes. Certain considerations such as model should be considered for purpose of implementing alignment and information technologies (Selznick Philip, 1952). This involves mapping of IT assets and planning for resources that support services at critical times. It identifies the resources needed to be assembled to deliver IT services. This is done at agreeable service while at the same time reducing costs. A second consideration is measurement whereby the IT department should come up with methods of data collection and operational procedures all based on areas of functionality. According to Chester Arthur, 1994, the measurement methods should correspond with technology and be business oriented. In addition, the measures should ensure a more real time resource allocation decision. The consideration of various measurement principles gives an entity or enterprise the capacity to execute its duties fast. The methods applied by different entities in business alignment are deemed to measure up to set standards and cut down on costs. Alignment of costs and deliver of services through technological application gives entities the capacity to run their operations in a more efficient manner. Validity of alignment as a goal The role played by ICTs is paramount and evident in real life applications in business and organizations. As a goal, alignment is seen to support productivity and new innovation across the entire world. ICT play a very important role on trade development. Application of information technology is also seen as a tool for infrastructure development. Recently, the world economic performance has improved leading to global growth as a result of embracing information systems. The economic growth is seen to have an impact in both developed and developing countries with some developing countries recording a remarkable growth (Danis Wade, 2006). Most countries have recorded a positive growth of the gross domestic product. In addition international markets trade and industrial production has been boosted through alignment. Economic development has led to a smooth global supply chains that broaden the market. A number of advantages arise as evidence that alignment is a valid consideration in the scope of information technology. First, ICT is used for research to provide an organization with basic information about how to improve on performance. Organizations consider putting in place certain measures necessary to acquire information from competitors (Daghfous Abdelkader, 2006). The acquired information is essential as it helps entities to achieve their goals. Second, in the current world of changes, it is important for every organization to consider evaluating measures that support alignment to out perform their competitors. Application of ICT by entities thus promotes a common understanding of how transactions are carried within organizations at low cost. It is a future consideration that all entities should develop measures to fight threats of new entrants, threat exposed by bargaining powers of buyers, sellers, threat of substitute products and barrier to entry. According to Herman James, 2000, embracing information and communication technology will help to do away with threats imposed by five forces. A third consideration is the fact of e-commerce which is a component of electronic business. The use of information systems in carrying on with business transactions online is a true reflection about the validity of alignment. The future of using information technology in the world especially in business transactions is very certain. The concept of globalization is playing a very big role in creation of favourable environment for trading. Creation of strong communication networks enables countries from different regions to carry on with business transactions online. This is one major development of information technology embraced by both developed and developing states. Every state has the mandate to promote the application of information technology through application of the necessary measures. A fourth consideration that needs to be put in place is thorough training of individuals on how to use internet. This should be done in schools and other institutions that promote learning. Children at young age need to know how to apply technological information for purpose of establishing proper measures in business and other aspects of life.

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 world’s 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 State’s 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 MP’s assistants and constituency workers. Dr. Matthew Donaghy, Industry and Parliament Trust ADAPT Project Manager, said, â€Å"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, â€Å"An extra benefit of the course has been the increased level of teamwork between MP’s assistants. Staff are increasingly sharing tips on office practices, which will mean a more professional MPs service al l 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 you’ve 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 up grade their knowledge and skills? These 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 †¦Ã¢â‚¬â„¢ 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 individual’s 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†¦Ã¢â‚¬â„¢ 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 Anderson’s findings; focusing on the learners and managers and thei r 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 Denscombe’s 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.’ Denscombe’s (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 outcomes†¦are 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 Mannion’s (1998:193) comments that it is not scientific, ‘†¦its sample is restricted and unrepresentative†¦its 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 questionnaire†¦or 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 complete†¦and do not discriminate unduly on the basis of how articulate the respondents are†¦Ã¢â‚¬â„¢. However, to ensure that people’s 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†¦Ã¢â‚¬â„¢ 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 Croner’s 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†¦Ã¢â‚¬â„¢ whilst Croner takes a similar stance, ‘†¦between 6 and 12†¦Ã¢â‚¬â„¢ 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 facilitat e 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 Krueger’s 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 team’s entry for the 2002 National Training Awards. The entry was based upon the team’s 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 one’s 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 prog ramme 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 ECDL’s own website, www.ecdl.co.uk/employer/case. Mike Sampson, Human Resources Director at Royal Liver Assurance, commented: â€Å"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 company’s 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 gr oups 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 College’s 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 organisation’s 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). Cyril’s team’s 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.