The Critical And Conceptual Inquiry - 2264 Words

In the early 1950’s, Ludwig Wittgenstein (1953) openly condemned psychology as a discipline plagued with conceptual confusion, and rife with experimental methods that are often completely irrelevant to the problems they set out to solve. Although written over half a century ago, Wittgenstein’s criticism actively reflects the distinct conundrum of modern day psychology, in which expeditious empirical expansion is coupled with conceptual and theoretical turmoil (Hacker, 2007). Despite this ambiguity, the advancement of contemporary experimental techniques continues to cultivate a naà ¯ve, unjustified assurance in the status of psychology as a physical science. Openly condemning ‘metatheoretical psychologists’, the proposition under scrutiny is directly representative of the common neglect of philosophical investigation within the scope of contemporary psychological research. Irony lies in the fact the critical and conceptual inquiry undertaken by such Ã¢â‚¬Ë œphilosophical types’ is imperative in the formation of factual, scientific theories (Boag, 2011). In this sense, I will argue that to label metatheoretical psychologists as ‘cowboy builders’ is absurd. They do not ‘tear down’ edifices in the lust for destruction as suggested by the premise at hand, instead, they play a much more important role by providing conceptual critique in the hope of theoretical improvement and stability (Noaparast, 1995). Abstract analysis such as this can prove helpful in exposing conceptualShow MoreRelatedThinking About Philosophy754 Words   |  4 Pagesthe practical utility of their area of intellectual engagement, the usual impression of the philosopher as an intellectual generalist. A philosopher as intellectual generalist is one whose area of knowledge has no specific focus and whose skills of critical thinking and capacity for discernment, are nothing more than general intellectual ones. The phrase ‘general in tellectual ones’ here means having a highly developed ability to think, reason and understand especially in combination with wide knowledgeRead MoreThe Implementation Of The 21st Century Essay1498 Words   |  6 Pagestechnologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers and effective communicators is the Science curriculum goal. To carry out this goal, the teaching of science has to be done using inquiry based approach or inquiry based learning as the main teaching and learning strategy. Inquiry based learning or IBL has long been used as a teaching strategy in science, howeverRead MoreThe Buck Institute For Education969 Words   |  4 Pagesdevelop. The elements are challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product (Larmer, Mergendoller, Boss, 2015). Elements of Gold Standard PBL A well designed project begins with what students must learn, and the learning targets are delineated in the content standards of the Common Core State Standards (CCSS). Students develop conceptual understanding of key knowledge and learn how to apply them to realRead MoreWhy Stories Matter Convincingly Questions The Belief That Securing More Accurate Narratives Of The Past Essay1388 Words   |  6 Pagestactics ought to be employed there as well. The Fantasy of Feminist History: Conceptual Tools for Feminist Historians Joan Wallach Scott’s The Fantasy of Feminist History is a collection of new and old essays that focus on Scott s use of psychoanalytical and poststructuralist theory as a critical reading practice for history. Scott claims that the concept of fantasy within the category of psychoanalysis promotes historical inquiry by inspiring discussions of the cognitive investments historians have inRead MoreConceptual Foundations Of Social Research Methods Essay1262 Words   |  6 Pagesevolution and shortcomings. In an attempt to provide a response to the aforementioned questions, David Baranov’s ‘Conceptual Foundations of Social Research Methods’, with special focus on Chapter 2 entitled â€Å"Logical Positivism† will be utilized to not only bring a concise episode of the book, but also a critical inquiry of the concept of logical positivism and to explore how much of a conceptual foundation is provided for the approaches utilized in social research methods. David Baranov is a ProfessorRead MoreJournaling Essay1115 Words   |  5 Pagesreport on the use of journaling among traditional and non-conventual students (Langer, 2002). The construction of this subject will produce five major elements starting with the research questions and purpose. The second factor is the theoretical/conceptual foundation, followed by the method, solutions, and ending with the discussion. Research Question/Problem The narration of the research issues and challenges were expressed clearly in the article by Langer (2002), rooted in his study, he noted, reachingRead MoreThe Army Design Methodology ( Adm )1477 Words   |  6 Pagesconditions due to their dependence on medium structure problem framing. The Army Design Methodology (ADM) is a tool military organizations should use in adaptive environments to develop solutions for complex problems. To understand why the ADM is a critical tool for military organizations, military professionals need to understand the impacts of ill-structured problems on planning and execution and the potential influence the ADM will have on their organization. Once military professionals understandRead MoreMy Philosophy Of Teaching And Learning Programs Essay1612 Words   |  7 Pagesphilosophy of teaching aligns with Inquiry learning where a child’s natural inquisitive mind is nurtured through active learning experiences which are both child lead and adult le ad and involve open communication, questioning, feedback, observation and listening (Murdoch, 2014). The inquiry learning models of Murdoch, 5Es and SAUCE will be analysed for their effectiveness in integrating the curriculum. The integration of teaching and learning programs within the context of inquiry learning, are a key componentsRead MoreTeaching For Conceptual Understanding Of Science, By Richard Konicek- Moran And Keeley785 Words   |  4 Pages Reading through chapter four of the book â€Å"Teaching For Conceptual Understanding in Science,† by Richard Konicek- Moran and Keeley, allowed me to enrich my knowledge base about the extent of capabilities that children have and the distinguished ideas that have been created and majored by researchers in the course of the current century in order to provide students with the opportunity to sophisticate and reinforce their understanding of the scientific essentials. Likewise, the authors pointRead MoreLanger Article Critique Essay703 Words   |  3 Pagesstrengths and weaknesses of the Langer (2002) article. The body of the critique will develop the five major elements, which begin with the research question/problem to include the author’s purpose for writing the article. The next element is the conceptual framework, followed by the methodology, results/findings of the study, and lastly the discussion. Even though the research question is stated clearly in the third sentence, the use of the terms former and latter in the introduction was somewhat

Management and Steps Free Essays

|Name: |Date: | Graded Assignment Test Part 2: Thinking and Feeling 1. Write one short-term goal for enhancing your sense of self, and list all of the steps necessary to achieve the goal. The steps to your goal must include how you will deal with the positive and negative influences on your sense of self. We will write a custom essay sample on Management and Steps or any similar topic only for you Order Now (15 points) One goal to enhance my sense in self would to probably be to go to the gym and work out my muscular shape. The steps would include going to the gym daily and following the trainer’s instructions on how to build my muscle. The steps might go as follows: 1. Go to gym every day to increase muscular mass. 2. Every night preform a few exercises and such to maintain muscle mass 3. Eat healthy and lots of protein. 4. Take trainers advice of what else must be done. Some positive influences on my sense of self might be my social environment (Lots of close friends who actually will go to the gym with me so it applies to my goal as well). My friends also encourage me in whatever I choose to do. I will welcome this encouragement and it will definitely help me reach my goal. A negative influence might be an internal critic saying that I can’t reach my goal and that its way too hard and takes too much time. I will try to ignore this idea and focus on succeeding my goal and won’t stop until I do. 2. Imagine you are teaching a fifth grader about health. Write a paragraph for the fifth grader that explains why effective communication is related to health. Include a definition of â€Å"effective communication† in your paragraph. (15 points) Effective communication is being able to talk with someone in a better way, a way that both talkers will understand each other more clearly. Good communication first requires that you know what you are trying to talk to. If you don’t know what you are trying to say, it is difficult to communicate an effective message. It also means being able to listen to others, to let them know what you are thinking and feeling, and to say â€Å"no† when you need to. Effective communication is important to health because people understand each other a lot better with effective communication. Most people already think they know how to communicate well, that may be true, but how many times have you felt frustrated that someone didn’t really understand what you were trying to say? Or that you didn’t â€Å"get† what someone was telling you? Or that you agreed to do something you didn’t want to do? With effective communication you can learn how to talk and communicate with people better, which is a lot better for your health. 3. Pick a specific mental or emotional problem. List at least 5 signs or symptoms of that problem. Then list at least 3 actions you would take if a friend showed these signs. Then write down one reliable source of help you would use if your friend needed immediate help. (15 points) Five symptoms of depression are: 1) Deep sadness or emptiness 2) Feeling hopeless, guilty, helpless or worthless 3) Unable to make decisions 4) Weight or appetite changes 5) Wanting to be alone most of the time To help my friend with his problems, first I would suggest a counselor for him to go to. I would never leave him alone and always comfort him at all times. I would always make it clear for my friend that I am there for him and will help him deal with all his problems. 4. Write down one source of stress in your life. List the 3 steps of self-management, and create a plan to manage that stress in a healthy way. Your plan should have at least 4 stress management techniques. (15 points) One source of stress in my life is the large amount of summer course work I have to do. The three steps of self-management include: Identify the stressor. What’s bothering you? This is the most important step. * Change or manage the way you respond to the stressor. * Ask for help from a parent or guardian, a trusted friend, a counselor, or another trusted adult. My plan is to practice the three steps of self-management and then practice the following 4 steps: 1. Set realistic goals and prioritize what has to be done 2. Eat nutritious foods and get enough sleep. 3. Relax by deep breathi ng 4. Take time to do entertaining stuff (play sports, watch tv) How to cite Management and Steps, Essay examples

Peter the Great Persuasive Essay Example For Students

Peter the Great Persuasive Essay Espitia, Cesar L. AP European History, Period 2December 17, 1998Peter, overall, was an important step for the Russians during his reign. Although he was a man of hatred due to his childhood, his quests to Westernize Russia were paramount. He brought numerous things from the west whenever he visited such great nations as France, among many others. He mimicked everything he was, at times imposing harsh edicts on the people of Russia in order for them to comply. Little by little, Peter began to gain power comparable to that of Louis XIV, by undermining everyone including the nobility. We will write a custom essay on Peter the Great Persuasive specifically for you for only $16.38 $13.9/page Order now Although Peter was very much barbaric by nature, he was humorous and civilized. Yet his greatest virtue was his jealousy for all the wealth the West had obtained. Therefore his curiosity took the best of him. He wished to know how and why everything worked and how he could improve it. It is true he absorbed all that he saw but his incorporations were utilitarian. He wished and sought everything that would make his country catch up to the West. This of course would prove to be a difficult task, one that incorporated innumerable amounts of bloodshed and torture throughout Russia. Reason being that the nation was extremely religious and thus hostile to radical changes in common life. Peter during his reign had a mind of a child, umprejudice to all that he saw. He even became tolerable of all religions and allowed them to build churches, all except the Jesuits. He though that they propagandized their religion far more than the others did. To fortify his country, Peter put a lot of effort to give Russia a modern army, an efficient government, industry, commerce, and ports that could reach the world. Peter economized everything except human life. The first step he took to become an absolute ruler was to diminish his lavish lifestyle. He drastically cut all royal extravagances; everything including cooks, balls, receptions, etc. Unkingly as it may sound it did help raise his revenue; he even turned over his possessions in the name of the state. It even got to the point where his friends would pay for a share of the meal being eaten at a picnic, to the underpayment of his palace staff. Women in Peters life were the same; he saw them as minor incidents in his life. He underpaid prostitutes for their services, yet he did have several mistresses and strumpets. Only one caught his eye and soul Catherine I. Catherine did what no other woman could, she got through all the anger of the Czars pitted soul and found a tender spot within. Catherine was first seen by Russia as a s trumpet, and Peter never did formally recognized (although she had bore his children) until 1722, when he crowned her empress. Her influence over him was good in many ways. For one, he improved his manners and etiquette. She somehow managed to moderate his drinking to the point where if Peter had friends over and was extremely drunk, Catherine would only need command him quietly to come home and he obeyed. At other times Catherine I would be able to persuade the Czar to not torture or kill several prisoners.The one thing she never tried to do was influence politics. However, she did request of him to see that friends and family be provided for. By this time Peter had gained absolute power yet he took it for granted. He agreed with many of what Louis XIV and Cromwell had said, taking into consideration that only one absolute ruler, without any noblemen, was necessary to serve the state. Peter saw himself not as a despot but as a servant to the state. In order to indirectly prove his power he had St. Petersburg built. It took years of intense labor and numerous deaths to complete the project. The palace was not only built upon a swamp, but also upon the bones and bodies of many of the peasant who helped build it. Mimicking Louis XIV, he ordered the noblemen to build houses around St. Petersburg in order to keep an eye on them. The boyars, under great protest, built them. Later on, he made St. Petersburg the capital of Russia because he hated the ecclesiastical atmosphere found in Moscow and he wished the noble to see the future of Russia through his window to the West. Next Peter wished to build an army that would guard the Russian commerce through the Baltic Sea. This idea triumphed for a while, yet it was readily decimated because of Nature itself. See Russia is naturally a land-locked country. Yeah sure there is water tot he north of it, but it is frozen nearly all year. Furthermore, the merchant marine was disorganized and badly built. The ships began to fal l apart because of the rotting wood and cracking masts. Due to this Moscow took its revenge and became the capital of Russia again. The only permanent reform during Peters reign was the army. Before Peter the entire army was dependent upon peasants led by their lords. This army was poorly disciplined, and armed. In building a standing army, the boyars were undermined, yet the soldiers were equipped with the latest technology. The reason he took such a forward step was because he needed it in opening the Baltic, and transforming the Russian economy and government. One of the most remarkable things that Peter did that no other ruler did was to improve the status of woman. He encouraged them to learn, remove their veils, dance, sing, make music, etc. He issued edicts forbidding prearranged marriages, and requiring at least a month and a half of between betrothal and marriage in order to insure that the couple does love each other before being wed. However from this women did have more illegitimate births and since there was great opposition to Peter especially from the religious groups and clergy, this would be used against him. Within religion, Peter abolished patriarch after the death of Patriarch Adrian. He left the place void until he finally filled it with a new position, the Holy Synod. This official would only be able to comply to whatever Peter the Great said not the church. All properties of the church were turned over to the Czar, and ecclesiastical courts were curtailed. The bishops were now appointed by the bureaucracy and miracle centers became limited. Furthermore, Peter being tolerant of religion allowed several religions to assemble churches in the Nevski Prospekr, which came to be known as Prospect of Tolerance. This in turn made terminated the Middle Ages of Russia. Besides this the economy of Russia grew immensely under Peter. A new class of aristocrats rose, these would be the new leaders of the new economy that Peter would build based on indu stry, taxation, commerce, etc. The first thing he did was to cultivate all the natural resources that Russia had to offer. Tobacco, mulberry and vine were cultivated along with the breeding of horses and sheep. Besides these iron was mined to the point that in 1710 Russia ceased to import iron, it had enough to become an exporter of the product. He brought foreign artisans and managers and prodded the Russians of every rank to learn the new methods of industrial arts. All those who didnt want to comply were threatened with torture. During this time the amount of factories grew to 233; the most ever seen in Russia ever. High protective tariffs were imposed to shield the industries from foreign nations. However, the merchant class demanded more from the Czar, and wished to be treated less like serfs. In 1723 Peter complied in an edict and raised the social status of that class. Wars, however, forced the ruler to allow the government to monopolize various industries. Taxation became ex haustive. Nearly everything became taxed; even those men who wished to retain their beards. Peter, however, did not include the nobility and clergy. All this, overall, devastated the coinage. As part of the Cultural Revolution, Peter imposed on the Russians many new ideals of the West. He modeled the new Russian alphabet after that of the Greeks, angering many of those that belonged to the Orthodox Church. He finally allowed the publication of the first Russian newspaper, Gazette of St. Petersburg. He ordered printing presses to be brought to Russia and people to work them. Many of the scriptures and books found in Russia were changed to the new alphabet. He built a grandiose library that was filled all the latest books of the West. He further allowed the building of science and technical schools that would improve the intellectual capacity of those in Russia. Noble children were sent to these schools, and after his death an expedition was formed that would finally solve the enigma of Russia and North America being united. Vitus Bering later carried out the expedition across the Pacific Ocean. The aftermath of all the things Peter did somewhat reverse everything he had done. The Russians were used to the bad conditions they had lived in prior to Peter, but under his rule things got extremely worse. Crime spread and begging continued, although Peter tried to stop this by setting up relief centers, yet this didnt help much. Everyone in Russia had extreme hatred towards Peter; many even wanted to kill him. This, however, never even dented Peters spirit. This was seen when he even tortured his son Alexis. Alexis was tortured until his death during 1718. In the long run, Peter tried to make things better for Russia. Some of the things that were implemented during his reign lasted, and later modified. He dragged Russia kicking and screaming, into a new age of Westernization. Although in his mind he wished to do good, it turned out to be somewhat worse, yet it has to be accredited to him that during his reign the people were united (unfortunately against him), and the economy flowed smoothly.

To Be Or Not To Be... A Knight Essays - Literature, Cephalophores

To Be Or Not To Be... A Knight To Be or Not To Be?. A knight To be or not to be? a Knight truly is the question presented through this story, which is a tale of Gawains trials and tribulations on his journey to the Green Chapel. First, before acknowledging Gawain as being or not being a knight, one must first know what a knight is. In reference to the Pentangle a knight or Gawain must be: ? first, he was faultless in his five senses, Nor found ever to fail in his five fingers, And all his fealty was fixed upon the five wounds That Christ got on the cross, as the creed tells; ? That all his force was founded on the five joys That the high Queen of heaven had in her child. ? The fifth of the five fives followed by the knight Were beneficence boundless and brotherly love And pure mind and manners, that none might impeach, And compassion most precious-these peerless five Were forged and made fast in him, foremost of men. (Ll. 640-655) This excerpt from Sir Gawain and the Green Knight demonstrates on what a knight should be when looked upon from the Pentangle mode of being a knight. What pertain to the Natural/Real Realm would be the five senses and five fingers. The five senses part is used to gain knowledge of the world and worldly wage. The five fingers are the deeds that are done. What pertain to the Religious, Spiritual, Christian Realm would be the faith in the five wounds of Christ would be Fealty and Force. Fealty is the faithfulness in the five wounds of Christ. Force or the force in battle is inspired by the five joys of Mary. What pertain to the Chivalric Realm are Beneficence, Brotherly Love & Truth, Pure Mind, Manners, and Pite. Beneficence pertains to the generosity that the knight bestows. Brotherly Love & Truth pertains to the fellowship and truth in which the knight bestows. Pure Mind pertains to the chastity that the knight shows through his encounters with women and their temptations. Manners per tains to the courtesy that the knight shows to the people that he comes upon. Pite, or piety, pertains to the compassion that the knight shows when he encounters different situations. (GP) The narrator defines Gawain as being: ? in good works, as gold unalloyed, devoid of all villainy, with virtues adorned in sight. (Ll. 633-635) This basically states that he was a model of a good guy. He kept himself out of trouble, we know this by reason of the narrator stating that Gawain was the Devoid of all villainy. This statement says that Gawain is lacking in any sort of evil. It seems to be that the Green Knight symbolically represents a villainous being that crashes in on a party to play a medieval Russian Roulette. In doing so causes an upheaval among the Knights of the Round Table. The Green Knight storms in and asks someone to chop his head off. At this part of the story it seems quite questionable as to his reasons for doing so. Gawain responds to the beheading game challenge in a humble, yet heroic sense. After the Green Knight barges into King Arthur's court and criticizes the Knights of the Round Table saying, Where is now your arrogance and your awesome deeds? for all cower and quake?(l. 87, 91) The Green Knight is now saying that the Knights of the Round Table are cowards. He is calling them out. The only one to accept the challenge is Arthur strictly to show that he is not a coward. Just as Arthur is about to decapitate the Green Knight Gawain speaks up and says, I beseech, before all here, that this melee may be mine. (l. 115-116) Here Gawain is speaking up and telling Arthur that if anyone will do this that it will be him. Gawain shows a great deal of courage in accepting this challenge for the reason that no one else, aside from Arthur, would except the challenge. Gawain finds hospitality and shelter at the castle of Bercilak, unbeknownst to Gawain, the Green Knight. Bercilak made an agreement that whatever I win in the woods I will give you at eve, and all you have earned you must

School is Bad for Children Essays

School is Bad for Children Essays School is Bad for Children Paper School is Bad for Children Paper Is School Bad for Children? John Holt Education has always been an intense topic of discussion among many cultures and different groups of people. For many years it was believed that without formal structured education, academic success couldnt be achieved. Today that idea has been challenged and proved invalid by homeschooling, online classes and alternative learning of all sorts. In the article,†School is Bad for Children,† American author and educator John Holt talks about the failures and flaws within our traditional schooling system. In â€Å"School is Bad for Children†, Holt states that a child enters school with more willingness to learn and desire to figure things out for themselves than they will ever be at school. He says that children learn the most important thing they will ever need to know before they even go to school which is â€Å"the mystery of language†. That when you first go to school you want to be there and want to learn. Why Is School Bad? The author states that children do not learn own their own anymore, that their learning is done passively for them. Holt says that learning is separate from living and in other ways, he learns that he is abandoned and disloyal. Whatever you like or thinks important, its not. The only thing that matters is what the system wants and think is important. So the students learns not to ask questions and given no chances, he soon acknowleges the adults sterio-type of him. Children realize when at school, to be wrong or unsure is not adequate. The school only desires the correct answers and the student has to accomplish ways to â€Å"pry the answers out of the teacher.† Holt states that children are taught not to learn from each other, to ignore other students and to focus only on the teacher. Another controversial part of this essay by Holt is that he states that children learn from school how to shut their brains off, and that eventually leads them to drug use. Then Holt gets so bold as to suggest to abolish mandatory school attendance because that would cause the children not to be forced to go to school but to want to go to school. Furthermore, he offers many strategies to fix the school problem, including: remove children from schools and bring them out to the real world, take them to meet adults besides their parents and teaches, let children work together, and let children grade themselves. His final suggestion is to abolish curriculum altogether. In a nutshell, Holt argues boldly that the way our current educational system works is not best for children or their learning process. In the article Holt points out the specific flaws in modern education. He also offers alternative ideas for educating our youth. Through examples John Holt expresses the idea that children are much better learners without any formal teaching, before they ever set foot in a classroom. John Holt makes the statement, almost every child on the first day he sets foot in school is smarter, more curious, less afraid of what he doesn’t know, better at figuring things out, more confidant, resourceful, persistent, and independent than he or she will ever be again in school. Holt explains that without any formal education, by experimenting all alone, the child has done a task far more complicated and abstract than anything he will be taught. The child discovers and learns to use language independently. Holt goes further to argue that traditional schoolsà ¢â‚¬â„¢ impersonal and dull approach teaches the child that his or her experience, hopes, fears likes dislikes and opinions count for nothing. School tells our children that he only way they are capable of learning is by being properly taught from a teacher, and that without formal instruction; he doesn’t have the ability to figure things out and find answers on his own. The child learns not to ask questions, the author says, because only right answers are sought and Continue Reading

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

An Evaluation of the European Computer Driving Licence Essay 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. 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. 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? ‘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. 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. 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. An evaluation of the European Computer Driving Licence (ECDL) as used by AEGON UK Services. 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. An Evaluation of the European Computer Driving Licence. (2017, Oct 12).

Statment of Purpose Personal Statement Example | Topics and Well Written Essays - 250 words

Statment of Purpose - Personal Statement Example Despite various hardships, especially in my first year which could have seen me drop from the course, I decided to struggle and pursue the course and through the effort, I graduated from King Khalid University with a bachelor’s degree in Medical Laboratory Sciences in 2012. In the course of my learning, I studied many fields including Biochemistry and Molecular Biology, Pathology, Histopathology, Microbiology, Virology, and Immunology, and was chosen as a group leader in the last two years of my course, a position I held until graduation. I started my one year internship in a central hospital, training in twelve sections inside the lab. During the same period, I attended some medical related conferences where I gained further insights in the medical field, while also working for four months in another hospital as Lab Manager. After the internship, I obtained a scholarship from my country to continue my higher education in United State of America. Here, I have been studying English at the University of Oregon, and I would like to combine my science background and English language to pursue a higher level education in my specialization, of which I discovered that Cytopathology program is where my interest and competency are positioned, and I really believe that I will be successful in this field. Therefore, I am seeking enrollment in Cytopathology Masters

Aspects of a particular culture Research Paper Example | Topics and Well Written Essays - 1250 words

Aspects of a particular culture - Research Paper Example This paper will focus on just two aspects of Indian culture, namely religion and marriage. More than 80% of Indians would regard themselves as adherents of the Hindu religion, while some 12% are Muslim and there are small minorities of Christian, Sikh and other religions each numbering between 2 and 3%. These numbers may appear small, but when one considers that the population of India is over 1.15 billion people, it is clear that they also are significant in size. The focus here will be the Hindu majority, though it should be remembered that the other religions also have their place in Indian society. One of the first things that strike a visitor to India is the pervasive influence of the caste system. Fuller (1992, p.3) points out that the Indian form of greeting is a symbolic act which reflects this main tenet of the Hindu world view. The hands are placed together, fingers pointing upwards, and the head is bowed, while the person says â€Å"namaste† which is the word for this gesture of respect. There are more elaborate forms, such as bowing low, or even lying prostrated on the ground, and more cursory forms, such as a mere flick of the head and hand. People use this gesture to greet people, and also to show respect to the many gods and goddesses that abound in their temples across the land. What this gesture reveals is that the Hindu religion is based upon a hierarchical inequality. Unlike a European handshake, the Hindu greeting expresses a fundamental asymmetry of rank in which both parties are aware of their own and the other’s place. So, for example, a wife s hows this respect to her husband, and so does a child to his or her parents, and an employee to his or her employer. This hierarchical structure is evident all across the society, and whole groups, or castes of people are classified with a particular position above and below other castes. A second

African Americans Essay Example for Free

African Americans Essay The African American journey has been one of trials and tribulations which they suffered greatly to achieve freedom and success. The battle has led the citizens of this nation to have witnessed the first African American President of the United States. The journey that has brought African Americans to the present situation has seen intermittent successes and numerous setbacks. Perseverance from many generations has brought about a gradual but progressive change. The journey begun in a state of slavery, through the act of slavery racism was seen in its rarest forms. The long journey emerged from African Americans being sold to white traders and transported across the Atlantic Ocean. Slaves were auctioned off and sold to the highest bidders. African Americans were considered personal property of the white man and viewed as economic commodity. Their strength and endurance was formed as a result of working in the fields and kitchens from sunrise to sunset. The slaves lived off of the bare necessities in life. This act of slavery existed for decades and helped to shape the course of American history. From slavery to the March on Washington and many other events, African Americans have fought for their rights in United States, and have achieved their identity through many historical movements. The 13th Amendment to the US Constitution officially abolished slavery and freed the slaves to make a life for themselves as the Reconstruction Period. During the Reconstruction Era (1867) African Americans still suffered hardships under the leadership of Andrew Johnson who became president after Lincoln had got assassinated in 1865. Andrew Johnson had no intention of helping the African Americans he wanted to punish the slaveholders in the South. Andrew Jackson opposed giving African Americans the freedom to vote or equal rights. 1870 the 15th Amendment was ratified and became a law that specified African Americans: Historical Journey from 1865 to the Present 3 African American men had the right to vote. Voting was part of African Americans receiving civil liberties. The Civil Rights Movement and racial oppression were very significant moments in the American history. Exploitation was seen based on the color of one’s skin. Oppression was the way to keep the African American’s voice unheard. The dominant race manipulated America and shaped it according to the value of one race in society. Gaining equality was the essence of the struggle for African Americans in which white society pushed to prohibit African Americans from gaining any form of equality. Americans were uninformed and unaware of how corrupt the government officials were. During the historical journey of the African Americans the government failed to have all humans’ best interest in mind. The African American Journey Devastation of trials and tribulations were prevalent among the African Americans before 1865. The Civil War put a new twist on how society tuned into a racist world. Racism was very powerful and demanding during this period in life. Racism still prevails in the present tense only in more subtle ways. Before 1865 issues with slavery depicted lynching, segregation, low wages for job performances and derogatory defamation of character within a race due to skin pigmentation. Slavery and degradation never killed the desire of freedom and a promising future for African Americans. This was one of the foremost occurrences of hatred and dehumanizing of man because of the color of their skin. This exemplified the state of condition the African Americans were placed and recognized that another race was superior or had power over another race. African Americans were considered powerless over their own lives. The Emancipation African Americans: Historical Journey from 1865 to the Present 4 Proclamation and the Thirteenth Amendment were passed by a strong leader named Abraham Lincoln, which declared all of America’s slaves were free by 1865. In 1865, African Americans were finally feeling like human beings and not like property that endured brutality, harsh whippings, no rights as humans and cruel punishment. The passing of various civil liberty movements’, education, employment and voting privileges improved. Fox (2014) stated that southern blacks were impatient in seeking voting privileges. The U. S. Constitution gave all blacks a nominal right to vote, but southern blacks were often blocked at the polls, and racial apartheid was the foundation of a rigid caste system. The Thirteenth and Fifteenth Amendment abolished slavery and Americans were making strides to work things out. After the release of slaves the black codes of law were passed laws, statues, and rules enacted by southern states after the Civil War to gain control over the slaves again and protect the white man’s property from retaliation. The slave owners were worried that they had to do the Plantation work themselves after the slaves were freed, and blacks would want revenge on them because of the hardships of oppression over hundreds of years. Progression of African Americans throughout the 18th and 19th centuries was a struggle. The relationships between blacks and whites were, frustrating and intense, primarily because the concept of reigning in superior positions over African Americans lives in respect to finances, social activities, cultural values or political affiliations has not changed significantly. African Americans fought for equal opportunity and their rights as a human race. They struggled to fit in with society. Despite the developments and changes, many fiscal and visual (how they were perceived) characteristics of African Americans at the end of the nineteenth century did not African Americans: Historical Journey from 1865 to the Present 5 differ from that of the mid-1800s. 1865-1876 was considered a time of change for African Americans but racism continued to cause much pain and despair for African Americans. Two significant events that surfaced to support the emergence of African Americans was the Harlem Renaissance Movement (1920) and the Civil Rights Movement. The Harlem Renaissance contributed to the talents and cultural beliefs of African Americans. They were able to bring perspective and pride to their lives. Harlem Renaissance was defined as: The Harlem Renaissance was the name given to the cultural, social, and artistic explosion that took place in Harlem between the end of World War I and the middle of the 1930s. During this period Harlem was a cultural center, drawing black writers, artists, musicians, photographers, poets, and scholars. Many had come from the South, fleeing its oppressive caste system in order to find a place where they could freely express their talents (Educational Broadcasting Corporation, 2002, p. 1). African Americans felt they were able to make specific contributions to society and start communicating their feelings, beliefs and values to others. The Harlem Renaissance Movement brought different racial groups together in appreciation of the music and poetry but did not have much success in breaking the racial divide between the races that were expressed in the Jim Crow excerpts. â€Å"The Renaissance incorporated jazz and the blues, attracting whites to Harlem speakeasies, where interracial couples danced. It contributed to a certain relaxation of racial attitudes among young whites, but its greatest impact was to reinforce race pride among blacks† (Educational Broadcasting Corporation, 2002, p. 1). The 1964 Civil Rights Movement gave African Americans the right to take a stand against racism. Racial discrimination was a major problem that caused havoc in the lives of African Americans. Several events emerged from the Civil Rights African Americans: Historical Journey from 1865 to the Present 6 movement that made a significant impact on the lives of African Americans- the Montgomery Bus Boycott and the Black Power Movement. The events above promoted a means of outlawing racial discrimination. Segregation was protested through political and social protest rallies and campaigns. The Black Power Movement gave African Americans a voice to be heard. Political and religious reasons were heard as their voices resonated throughout society. â€Å"The African American movement gained political legitimacy because it politicized the grievances of collective memory and appealed to a common ancestry to regain for this people cultural, political, and economic rights by rejecting subordination and White cultural supremacy or hegemony† (Jalata, 2002, p. 1). Before the Civil Rights Movement America was considered in the realms of practicing apartheid. All African Americans were humiliated, denied their civil rights and liberties, dehumanized and suffered tremendous hardships. Several movements initiated progress for African Americans. They were finally gaining their rights to live as human beings and become a part of society. â€Å"But the awkward truth is that when it comes to the goals laid down by the civil rights movement in general and Brown in particular, America is actually going backward† (Younge, 2014, p. 10). A school in Little Rock marked a turn in events for African Americans. This was in 1957 when the governor issued an order to the National Guard troops to stop the nine black children from entering the school. The order was denied and a mob of white students intimidated the black students. Federal soldiers escorted the black students into the school and were protected by the armed guards. The governor, African Americans: Historical Journey from 1865 to the Present 7 Faubus, closed all of the city’s schools to prevent integration. The African Americans prevailed regardless of the circumstances. According to Pearson Education (2000) other events that marked a period of setbacks and progression in the lives of African Americans are: †¢1931 NINE BLACK YOUTHS ARE INDICTED IN SCOTTSBORO, ALA., ON CHARGES OF HAVING raped two white women. †¢1947 JACKIE ROBINSON BREAKS MAJOR LEAGUE BASEBALLS COLOR BARRIER WHEN HE IS signed to the Brooklyn Dodgers by Branch Rickey. †¢1952 MALCOLM X BECOMES A MINISTER OF THE NATION OF ISLAM. OVER THE NEXT several years his influence increases until he is one of the two most powerful members of the Black Muslims. †¢1963 MARTIN LUTHER KING WAS ARRESTED FOR MARCHING AGAINST ANTI-SEGREGATION. †¢1966 THE BLACK PANTHERS WAS FOUNDED. †¢1967 THURGOOD MARSHALL WAS APPOINTED TO THE SUPREME COURT. †¢2002 HALLE BERRY AND DENZEL WASHINGTON RECEIVED OSCARS FOR BEST ACTORS. †¢1992 RACIAL RIOTS ARE SEEN IN LOS ANGELES AFTER ACQUITTING FOUR WHITE BOYS FOR beating Rodney King. African Americans: Historical Journey from 1865 to the Present 8 †¢2005 CONDOLEEZZA RICE BECOMES THE FIRST BLACK FEMALE U. S. SECRETARY OF STATE. †¢2009 BARACK OBAMA BECAME THE FIRST AFRICAN AMERICAN PRESIDENT. Many problems that exist today seem to be repeating themselves. America seems to be making an upturn and the ugly faces of racism are reappearing. Younge (2014) stated that schools are re-segregating, legislation is being gutted, it’s getting harder to vote, large numbers are being deprived of their basic rights through incarceration, and the economic disparities between black and white are growing. In many areas, America is becoming more separate and less equal. Overcoming hurdles was nothing new to Obama and Colin Powell. Both men achieved success in American society. Obama became the first black president and Colin Powell became Secretary of State and served on the Joint Chiefs of Staff. Barack Obama is the first African American President of the United States and that is considered a very important step forward in this country. His administration has been one of struggle and plight to succeed because of the turmoil going on in the nation. Obama has succeeded in great ways without the support of many Republicans in the house. Asked So, how has being Black affected your ability to govern? , Obama replied in part: By virtue of being African-American, Im attuned to how throughout this countrys history there have been times when folks have been locked out of opportunity, and because of the hard work of people of all races† (Cooper, 2012, p. 11). Obama has been successful in making equal opportunity a solution to African Americans: Historical Journey from 1865 to the Present 9 many problems. He has slowly opened the doors to more people and made equal opportunity happen through vigilance and determination. A great historical event occurred when Obama was elected as President. This surprised many Americans in the world. This symbolized a step forward towards racial equality in the history of African Americans. This election captured several important turn of events that said we have made great accomplishments. This completed the Civil Rights Movement and what it stood for, an emergence of a post-racial society, the elimination of multiculturalism and the possibility of ending the black struggle. There were several activist that would not have concluded that the black struggle has ended. Those people were Marcus Garvey, Ella Baker and Huey P. Newton. Their beliefs were based on specific facts that unifying scattered people of African descent, inspiring racial pride, and ultimately creating a separate, independent country should be the goals of racial uplift. Garvey thought black people were oppressed and divided as a race. Because they were ‘scattered as an unmixed and unrecognized part’ in numerous nations they were dependent upon the other races for kindness and sympathy. Many people have struggled to explain the plight of the African American race but the journey was one of hardship, courage and endurance that built character. The African American race has come a long way from cruelty and hardship inflicted during the 1800’s. The journey encompassed freedom, voting rights, civil liberties and equality. African Americans: Historical Journey from 1865 to the Present 10 References Blackpast. org. (2007). African American history timeline 1901-2000. Retrieved from http://www. blackpast. org/timelines/african-american-history-timeline-1900-2000 Cooper, K. J. (2012). The Presidents Report Card. Crisis (15591573), 119(4), 6. Retrieved from http://search. ebscohost. com. proxy-library. ashford. edu/login. aspx? direct=truedb=f5hAN=88314705site=eds-live Educational Broadcasting Corporation (2002). The Harlem Renaissance. Retrieved from http://www. pbs. org/wnet/jimcrow/stories_events_harlem. html Fox Piven, F. (2014). 50 and FIGHTING. Planning, 80(6), 10. Retrieved from http://search. ebscohost. com. proxy-library. ashford. edu/login. aspx? direct=truedb=f5hAN=96548704site=eds-live Jalata, A. (2002). Revisiting the black struggle: Lessons for the 21st century. Journal of Black Studies, 33(1). Retrieved from African Americans: Historical Journey from 1865 to the Present 11 http://search.ebscohost. com. proxy-library. ashford. edu/login. aspx? direct=truedb=edbAN=7268500site=eds-live Kirk, J. (2009). THE LONG ROAD TO EQUALITY. History Today, 59(2), 52-58. Retrieved from http://search. ebscohost. com. proxy-library. ashford. edu/login. aspx? direct=truedb=aphAN=36590274site=eds-live Pearson Education. (2000). African American history timeline. Retrieved from http://www. infoplease. com/spot/bhmtimeline. html Younge, G. (2014). The Awkward Truth about Race. Nation, 298(24), 10-11. Retrieved from http://search. ebscohost. com. proxy-library. ashford. edu/login. aspx? direct=truedb=aphAN=96204081site=eds-live.