Don’t Call Me Ishmael Essay

Throughout Michael Gerard Bauer’s Don’t call me Ishmael, the author frequently displays the contrasts between the two characters Ishmael Leseur and James Scobie. The two characters help each other find themselves throughout the book. They teach many valuable lessons and prove to us that being yourself rules over all. Firstly, both Scobie and Leseur have lessons they can teach to all. However, I have extracted my most meaningful quotes and sayings from the book. Sayings that teach the most valuable lessons and show deeper meaning in the characters. For instance, on page 20-21, Ishmael states â€Å"Essentially, the most important thing I learnt last year was to make myself as small target as possible.† I believe this has a strong message behind it, I interpret it as saying if you don’t do anything noticeable, then life will be easy. This however is not true. Rather than hiding from everything and trying your hardest to be invisible, we should learn to embrace life and the challenges that come with it. This is an extremely important life lesson that many people ignore. Another quote from earlier on in the book (page 69) Ishmael states â€Å"when Barry Bagsley threatened you, you backed down. That’s just the way it was† I interpreted the message in this to be that although it may seem impossible and scary, it’s sometimes better to stand up for yourself. Don’t call me Ishmael Essay: Throughout Michael Gerard Bauer’s Don’t call me Ishmael, the author frequently displays the contrasts between the two characters Ishmael Leseur and James Scobie. The two characters help each other find themselves throughout the book. They teach many valuable lessons and prove to us that being yourself rules over all. Firstly, both Scobie and Leseur have lessons they can teach to all. However, I have extracted my most meaningful quotes and sayings from the book. Sayings that teach the most valuable lessons and show deeper meaning in the characters. For instance, on page 20-21, Ishmael states â€Å"Essentially, the most important thing I learnt last year was to make myself as small target as possible.† I believe this has a strong message behind it, I interpret it as saying if you don’t do anything noticeable, then life will be easy. This however is not true. Rather than hiding from everything and trying your hardest to be invisible, we should learn to embrace life and the challenges that come with it. This is an extremely  important life lesson that many people ignore. Another quote from earlier on in the book (page 69) Ishmael states â€Å"when Barry Bagsley threatened you, you backed down. That’s just the way it was† I interpreted the message in this to be that although it may seem impossible and scary, it’s sometimes better to stand up for yourself. Don’t call me Ishmael Essay: Throughout Michael Gerard Bauer’s Don’t call me Ishmael, the author frequently displays the contrasts between the two characters Ishmael Leseur and James Scobie. The two characters help each other find themselves throughout the book. They teach many valuable lessons and prove to us that being yourself rules over all. Firstly, both Scobie and Leseur have lessons they can teach to all. However, I have extracted my most meaningful quotes and sayings from the book. Sayings that teach the most valuable lessons and show deeper meaning in the characters. For instance, on page 20-21, Ishmael states â€Å"Essentially, the most important thing I learnt last year was to make myself as small target as possible.† I believe this has a strong message behind it, I interpret it as saying if you don’t do anything noticeable, then life will be easy. This however is not true. Rather than hiding from everything and trying your hardest to be invisible, we should learn to embrace life and the challenges that come with it. This is an extremely important life lesson that many people ignore. Another quote from earlier on in the book (page 69) Ishmael states â€Å"when Barry Bagsley threatened you, you backed down. That’s just the way it was† I interpreted the message in this to be that although it may seem impossible and scary, it’s sometimes better to stand up for yourself. Don’t call me Ishmael Essay: Throughout Michael Gerard Bauer’s Don’t call me Ishmael, the author frequently displays the contrasts between the two characters Ishmael Leseur and James Scobie. The two characters help each other find themselves throughout the book. They teach many valuable lessons and prove to us that being yourself rules over all. Firstly, both Scobie and Leseur have lessons they can teach to all. However, I have extracted my most meaningful quotes and sayings from the book. Sayings that teach the most valuable lessons and show deeper meaning in the characters. For instance, on page 20-21, Ishmael states â€Å"Essentially, the most important thing I learnt last year was to make  myself as small target as possible.† I believe this has a strong message behind it, I interpret it as saying if you don’t do anything noticeable, then life will be easy. This however is not true. Rather than hiding from everything and trying your hardest to be invisible, we should learn to embrace life and the challenges that come with it. This is an extremely important life lesson that many people ignore. Another quote from earlier on in the book (page 69) Ishmael states â€Å"when Barry Bagsley threatened you, you backed down. That’s just the way it was† I interpreted the message in this to be that although it may seem impossible and scary, it’s sometimes better to stand up for yourself. Don’t call me Ishmael Essay: Throughout Michael Gerard Bauer’s Don’t call me Ishmael, the author frequently displays the contrasts between the two characters Ishmael Leseur and James Scobie. The two characters help each other find themselves throughout the book. They teach many valuable lessons and prove to us that being yourself rules over all. Firstly, both Scobie and Leseur have lessons they can teach to all. However, I have extracted my most meaningful quotes and sayings from the book. Sayings that teach the most valuable lessons and show deeper meaning in the characters. For instance, on page 20-21, Ishmael states â€Å"Essentially, the most important thing I learnt last year was to make myself as small target as possible.† I believe this has a strong message behind it, I interpret it as saying if you don’t do anything noticeable, then life will be easy. This however is not true. Rather than hiding from everything and trying your hardest to be invisible, we should learn to embrace life and the challenges that come with it. This is an extremely important life lesson that many people ignore. Another quote from earlier on in the book (page 69) Ishmael states â€Å"when Barry Bagsley threatened you, you backed down. That’s just the way it was† I interpreted the message in this to be that although it may seem impossible and scary, it’s sometimes better to stand up for yourself. Don’t call me Ishmael Essay: Throughout Michael Gerard Bauer’s Don’t call me Ishmael, the author frequently displays the contrasts between the two characters Ishmael Leseur and James Scobie. The two characters help each other find themselves throughout the book. They teach many valuable lessons and prove to us that  being yourself rules over all. Firstly, both Scobie and Leseur have lessons they can teach to all. However, I have extracted my most meaningful quotes and sayings from the book. Sayings that teach the most valuable lessons and show deeper meaning in the characters. For instance, on page 20-21, Ishmael states â€Å"Essentially, the most important thing I learnt last year was to make myself as small target as possible.† I believe this has a strong message behind it, I interpret it as saying if you don’t do anything noticeable, then life will be easy. This however is not true. Rather than hiding from everything and trying your hardest to be invisible, we should learn to embrace life and the challenges that come with it. This is an extremely important life lesson that many people ignore. Another quote from earlier on in the book (page 69) Ishmael states â€Å"when Barry Bagsley threatened you, you backed down. That’s just the way it was† I interpreted the message in this to be that although it may seem impossible and scary, it’s sometimes better to stand up for yourself. vDon’t call me Ishmael Essay: Throughout Michael Gerard Bauer’s Don’t call me Ishmael, the author frequently displays the contrasts between the two characters Ishmael Leseur and James Scobie. The two characters help each other find themselves throughout the book. They teach many valuable lessons and prove to us that being yourself rules over all. Firstly, both Scobie and Leseur have lessons they can teach to all. However, I have extracted my most meaningful quotes and sayings from the book. Sayings that teach the most valuable lessons and show deeper meaning in the characters. For instance, on page 20-21, Ishmael states â€Å"Essentially, the most important thing I learnt last year was to make myself as small target as possible.† I believe this has a strong message behind it, I interpret it as saying if you don’t do anything noticeable, then life will be easy. This however is not true. Rather than hiding from everything and trying your hardest to be invisible, we should learn to embrace life and the challenges that come with it. This is an extremely important life lesson that many people ignore. Another quote from earlier on in the book (page 69) Ishmael states â€Å"when Barry Bagsley threatened you, you backed down. That’s just the way it was† I interpreted the message in this to be that although it may seem impossible and scary, it’s sometimes better to stand up for yourself.

Customer Retention Strategies Essay

Assume you are doing a classroom presentation on customer retention strategies. Reread your responses to the What Do You Think? questions that you completed throughout this chapter. 1.What are some service attitudes and practices that promote retaining customers? Customer retention refer to a strategy with the purpose of doing whatever it takes to keep a company’s current customers on a long term basis (Gibson, 2012). Retaining customers is enabled by excellent customer service that produces many positive benefits for the organization. Retaining customers through effective customer service enables easier growth, indirectly and directly. When the customers are happy and satisfied then the staff is happy as well (2009). You can improve the customer stimulation by offering discounts, promotions and having active sales efforts will keep a relationship with your customer and attract them to buy more of the products or service you sell. Upon the organization, you can keenly monitor the customers for signs of attrition such as a decrease/increase in calls. If you develop a precise campaign strategy then you will prevent high risk customers and you will be able to retain in more swiftly manner. When you can improve the precision and clarity of your billing process, you can go a long way toward minimizing customer worry. Increasing the power of the service organization and the sales team to address customer complaints promptly and offer retention-oriented promotions are other ways to appease dissatisfied customers. When doing this, you are addressing the key sources of customer dissatisfaction (2011). 2.What service issues must be carefully addressed by the CSRs to retain customers over a long period of ti me? An angry, dissatisfied customer. When dealing with these customers, listen to what they have to say while they explain their problem. Offer an apology and  empathize with them even if you don’t agree with their complaint, you letting them know that you can and might come up a solution to help them. After things have been solved, do a follow up with them. 3. Which skills should CSRs demonstrate that keep customers returning for more products? You always want to keep your customers happy and satisfied so they can continue doing business with the company. Communicate and listen to your customers. When you listen to your customers, you can find out what they needs and wants are. Ask questions concerning them like: How you doing? Is your day going okay? Did you enjoy the product or service that you purchased? Let them know that you appreciate their business. Keep a positive attitude with the customers. Smile when you are talking to the customer; if you are on the phone still smile even though the customer can’t see it, they will feel it. Speak clearly try not to talk so fast to where the customer can understand you. Last but not least remain objective. Your goal is to make sure they are happy. I think if the CSRs use these skills, they wouldn’t have any problems losing customers. References: Customer Service. (2009). Retrieved June 1, 2014, from www.businessballs.com: http://www.businessballs.com Gibson, P. (2012). Customer Retention. In P. Gibson, World of Customer Service (p. 118). Mason, OH: Cengage Learning. Thorton, V. (2011, December 14). Three Keys to Attracting and Retaining Customers or Clients. Retrieved June 1, 2014, from www.evanmichael.com: http://www.evanmichael.com

Financial Services Regulation Essay Example | Topics and Well Written Essays - 1250 words

Financial Services Regulation - Essay Example In the context of the United Kingdom, the global financial crisis that occurred between 2007 and 2009 exposed significant failings in the corporate governance of banks. Narain et al. (2012) stated that as a result, the United Kingdom government introduced various reforms of which the latest was the enactment of the Financial Services Act on 19th December, 2012. This new act created new regulatory frameworks for the financial service industry and it subsequently abolished the Financial Services Authority. The two key regulatory frameworks that were created by this new act include the Prudential Regulation Authority and the Financial Conduct Authority (Cunningham et al. 2012). This study seeks to discuss the features of the Prudential Regulatory Authority and the Financial Conduct Authority, Approved Person Regime. The discussion will further cover the extent to which the reforms associated with the Approved Person Regime will possibly solve some of the significant failings that were n oted in corporate governance of UK’s banks in the past global financial crisis. ... In the past financial crisis, Bakker et al. (2012) stated that the significant failings that were noted on the banks corporate governance were mainly attributed to poor risk management strategies as well as inappropriate ethics and culture of the banks’ board of governance. Cunningham et al. (2012) on their part added that the failure of corporate governance was attributed to the failure in the attitude, behavior, and in certain circumstances the competence of the members of the board of governance. Therefore, this means that in order to prevent future failure of banks that can equally result to the collapse of the financial sector, it is important for organisations to cultivate an appropriate culture that is focused on delivering long-term obligations that are of benefit to the society. In this regard, Abiad et al. (2008) noted that the right organisational cultures are mainly rooted underneath ethical frameworks that are strong and use principles in individual decision makin g rather than a rational criteria. Stringent re-enforcement is required to ensure that the members of the corporate governance act along the set principles, which will deter them from violating any ethical standard. The re-enforcements come in the form of regulatory authorities such as the Financial Conduct Authority and the Prudential Regulatory Authority. Features of the Financial Conduct Authority Approved Person Regime According to Cunningham et al. (2012), the Financial Conduct Authority was established with the main mandate of regulating financial firms that are in the business of providing financial services to people residing within the UK. Consequently, this means that the regulatory body is tasked

655 Assignment Example | Topics and Well Written Essays - 750 words

655 - Assignment Example In this regard, courtesy and friendliness have made me in networking especially in my college life as well as in my career. Since I am very social I have good negotiation skills that have enabled me to attain leadership positions and leadership awards. Since I push for timeliness and productivity, am considered a good performance analysis and the organization often consults with me in the evaluation of staff performance as well as the mentorship of new employees (Goleman, 2008). Additionally, high levels of honesty and truthfulness have made my employers and friends to trust my confidentiality in conflict management. On numerous occasions, I have been called for advises on social aspects as well as on career progression. However, due to limited social interaction skills, I believe that am not fully utilizing my nourishing behaviors to the maximum potential (Davenport, 2011). In this regard, I have started undertaking Sociology and psychology classes to solve the problem. I am currently involved in community groups that operate in the form of groups. My leadership development will assist me not only to reach my goals but also enable me to improve my social skills, improve my self-control and ultimately improve my self-confidence. The three levels of personality have a significant impact on Social intelligence. In this regard, individuals will use their thinking skills to interact with others. Such skills have a positive effect on social intelligence since individuals will gain good social skills that they will use to unite their families and community (Casserly, 2011). Additionally, human empathy also improves Social intelligence since it enables individuals to express their emotions to others without the fear of being controlled. The interactions develop social skills within the community. Lastly, good communication also improves Social intelligence since it acts as a medium to show personal impressions and opinions. My first

Case of United States vs. Microsoft Essay Example | Topics and Well Written Essays - 750 words

Case of United States vs. Microsoft - Essay Example The second defense presented by Microsoft was that it was just competing hard against Netscape, and that such competition was welfare-enhancing, and that it did not commit any anti-competitive acts. The third defense given by Microsoft was that it did not have monopoly power in the operating systems market. The fourth defense presented by Microsoft was that competition in the software sector was intense and that its leadership position could be replaced at any time by a new competitor or entrant. Microsoft further argued in its fifth defense, that it is a leader in software innovation and as such intensified and not restrained the innovation process. Lastly, Microsoft reasoned that consumers have benefited from its low pricing of the operating system, the zero pricing of its Internet browser and from its enhancement and acceleration of the innovation process, rather than been harmed by them. Microsoft also argued that consumers benefit from the de facto standardization that its large market share brought to the operating systems market (Economides, 2011). Moreover, Microsoft contended that an anti-trust action against them will dampen incentives for competition and slowdown software innovation. On April 3, 2000, in a two-part decision, Judge Thomas Penfield Jackson ruled in Washington, D.C. that Microsoft's dominance of the personal computer operating systems market constituted a monopoly, and that it used its power against competitors in ways that stifled innovation and harmed consumers. Judge Jackson ordered the breakup of Microsoft into two separate units, one to produce the operating system, and one to produce other software components. This ruling however was overturned by the Court of Appeals on June 28, 2001, acting on the appeal of Microsoft. I think that the DOJ, perceived Microsoft as a bully who would eat their competitors or anybody for that matter, who will be a threat to their market leadership. Microsoft was viewed as a company who would halt inn ovations if it threatened its Windows monopoly. I view the DOJ’s accusations as trying to control the market process and at the same time belittling the ability of the market to correct itself. In my view, the antitrust case against Microsoft is an attempt by the government to control the industry which might eventually have an adverse effect on future technological advancements in the field. I do not think that it is fair for the DOJ to dictate or interfere what should go to the Windows operating system. Microsoft has every right to offer the web browser for free if it does so to gain dominance in the market and government cannot take that away from them. It is clearly a marketing move on their part. From the defense presented by Microsoft, I can see that the point they are driving at is that they are not a monopoly but rather a market leader. Their claim that their

Offshoring Sales Plan Essay Example | Topics and Well Written Essays - 1250 words

Offshoring Sales Plan - Essay Example Microsoft Great Plains, Navision, Microsoft CRM, Microsoft RMS, Remote Support Technology and Customization packages will serve to enterprise accounting, electronic requisitions, automation of operations, retail management, to have cheaper consulting rates and a specialized customization in development of automation and services. 1 eBECS having centers in UK, USA, China, India and Jordan need to concentrate on Jordan Centre to offer ERP products and services at affordable prices to clients ranging from Large scale enterprises and their branches to small size enterprises. eBECS is a Microsoft Gold partner that builds strong partnerships with enterprise customers looking to exploit the full potential of the investment in ERP. This is done by assisting various organizations to be agile and responsive in meeting the specific demands the trading environment demands. The company provides solutions using Microsoft Dynamics AX that is functionally serves a wide range of business sectors. The specialty of eBECS is to add lean capabilities to Microsoft Dynamics AX and a full integration to the core product using Microsoft components. The company is capable to offer to eBECS enterprise distribution call centre management system that can provide integrated solution for companies involved in call centers, warehousing, retailing, logistics and distribution. In last 7 years it has been proved that the company values for practical delivery time and can call customers across the manufacturing and distribution sector. The implementation of ERP makes the company a sof tware reseller as well as a partner that ensure the customer to gain competitive advantage. 2 3.2 Mission Statement: The company states that it offers solutions regarding Microsoft Dynamics AX, Lean manufacturing, EDCCM, e REQS and Application Integration. Its services are regarding consulting, off-shore, financing and bean integration. 3.3 Key to Success: The Key to Success is due to range of products and services it offers. The application integration in products enabled its success in offering products without changing the applications. Its offshore services from India and Jordan are responsible for offering services at affordable rate for premium and other customers respectively. 4. Products and Services 4.1 Products: 4.1.1 Enterprise Resource Management: The company offers its products in the form of solutions regarding enterprise resource management by using Microsoft Dynamics AX. The solutions offer demand flexibility, scalability and rapid implementation. The products of the company are designed to offer grown with existing investments and to automate the unique business processes. This in turn accelerates the success of the organization in delivering integrated and open collaborative working in the least time possible. 4.1...2 Customer Relationship Management: The delivery of the quality in products is due to customer relationship management at eBECS that helps clients to increase revenues and profitability. This is due to better management of relationship with customers. This is enhanced by automation of sales force and

Cola Wars Essay Example | Topics and Well Written Essays - 1500 words

Cola Wars - Essay Example Coca-Cola intensified its marketing effort from 74 million dollars to 1818 million dollars in a span of 4 years (1980-1984). Pepsi, on the other hand, also intensified its advertising from 66 million dollars to 125 million dollars during the same period. Another change in management style is the introduction of new products. Coca-Cola introduced eleven new products and Pepsi introduced thirteen new products. The two also increased their types of packaging sizes and they offered more than ten major brands. Another change in management of the two bodies is seen in the two venturing into new business areas, for instance, Coca-Cola has expanded to North America, Europe, and Asia. The Pepsi challenge in Dallas saw Pepsi eroding coke’s market, this in turn had Coca-Cola obtaining flexibility by having the franchising bottle contract approved and this boosted it past Pepsi maintaining the lead (Yoffie, 2004). There have been changes in the carbonated soft drink environment. For insta nce, the growth rate of the market size was predicted to decelerate. This is due to the cropping up of other non-alcoholic sectors: coffee, tea, energy drinks, bottled water, and sports drinks. This has caused market prices stagnation. Growth rate is decelerating due to the saturation of the market. This has made the soft drink companies look for alternative markets like bottled water, sports drinks, snacks and confections. Looking at the financial statements of the two bodies, it is clear the industry competition is high but the growth is stunted. Expanding of product lines have although kept their quick ratios inside a reasonable range. The sales and income trend is seen to be stagnant. Varying societal alarms, attitudes,... There have been changes in the carbonated soft drink environment. The growth rate of the market size was predicted to decelerate. This is due to the cropping up of other non-alcoholic sectors: coffee, tea, energy drinks, bottled water, and sports drinks. This has caused market prices stagnation. The growth rate is decelerating due to the saturation of the market. This has made the soft drink companies look for alternative markets like bottled water, sports drinks, snacks, and confections. Looking at the financial statements of the two bodies, it is clear the industry competition is high but the growth is stunted. Expanding of product lines have although kept their quick ratios inside a reasonable range. The sales and income trend is seen to be stagnant. Varying societal alarms, attitudes, and lifestyles are significant trends that are affecting the industry. Individuals are becoming more cognizant of their health - rise in obesity, not active lifestyles are a potential threat to the industry. Much of the success of these two companies can be attributed to them having an attitude that is progressive to the current competitive environment. In addition, their ability to adapt new technologies in production, packaging, and distribution gives them the opportunity to cater to the needs of the consumers more precisely and immediately than before. They do this in a way that they can still keep up with the market that is changing and the changing trends and maintain the capability to fine-tune with the changing market.

The key to a lasting marriage. A literature review Essay

The key to a lasting marriage. A literature review - Essay Example With the onslaught of industrialization however, the institution seems to have lost the respect and honor that was accorded to it with the result that divorce rates are on the rise. This paper discusses the respectable institution of marriage as a literature review of academic peer reviewed journal articles that discuss the key to a happy and successful marriage while relating to the discipline of psychology. I would like to start this literature review by discussing the financial aspect of marriage by reviewing a journal article that discusses how a change in the income level of a wife may affect the marriage. The article titled "Changes in wives' income: Effects on marital happiness, psychological well-being, and the risk of divorce." by Rogers and DeBoer. The article tries to answer "what happens in marriages in which wives have increased their income Does subsequent marital happiness improve or worsen Does the psychological well-being of husbands and wives increase or decline Does the risk of divorce increase, or is it lessened" (Rogers) This article is a good starting point as in today's modern world it is very much a norm that both husband and wife are working. Hence this article relates to a key aspect of modern married life. As per the article the authors found that a significant increase in a married women's income doesn't have any significant effects on their husbands. However the article does make us realize that a married man is comparatively less happy when his wife's percentage contribution to total family income increases. Nevertheless as per the article the chances of divorce is not significantly affected by the change in this percentage. Although the authors suggest that the increase in relative Income does on the contrary indirectly lower the risk of divorce by increasing the wife's martial happiness. To get to these results the authors used date from a sample of 1,047 married individuals (not couples) in medium-duration marriages, taken from a survey that begun in 1980 and continued to 1997. The authors have used structural equation modeling to gauge the discussed impact from 1980 to 1988. Final analysis was based on analysis using information of how these changes affect the risk of divorce between 1988 and 1997. I feel that although this article was fully researched but further research also needs to be conducted on the consequential affects on married life when the same females who had experienced a rise in income, experience a decline or a total loss of income. My second choice for the literature review is an article by Arturo Roizblatt, and other authors on long lasting marriages in Chile that was published in the Contemporary Family Therapy: An International Journal. The article discusses the Chilean segment of a study that included Canada, Germany, Israel, Netherlands, South Africa, Sweden and the United States of America with respect to long-term marriages. The study aimed to identify the main reasons for couples surviving for a long term while identifying their characteristics. The article also aimed at to prove if there could be an

Assessment for learning Essay Example for Free

Assessment for learning Essay Learning is an innate capability of a person. People perceive things and learn through their experiences while they grow up and develop accordingly with their ages. Aside from the normal people who learn in the normal way, there are off course other people who are above normal, after which learn through special trainings and conditioning. People learn accordingly with their capacity to gain information and store it in their minds. It is not only by sending children to school that they are learning but also through their real life experiences that require not only for their intelligence but also for their emotional skills. In determining the learning rate of a certain group, it is very important that the surveyor is able to gather the information about the specific group such as age range, family background, nutrition of the students and other factors that actually affect the learning activity of a person, be it a cognitive or conditional learning. There are also specific tests that can be given to the students or the target learners to have written and documented results. Suppose I chose the pool of elementary students that includes children ranging from 10-11 years old. These children are already exposed to a large scope of media that portray the different roles and scenarios in the society. If I am to analyze their emotional intelligence, I would give them examinations that can determine how well they interact with other students such that they will be told to work on groups. Through the activity, students with good family background can actually have the bigger possibilities of leading the group thus causing peace whenever other children tend to fight for what they believe. Off course there will be passive kind of children and the best tool to give or offer them are group dynamics that can actually unleash their inner talents. That is also possible if the conductor of the test is encouraging and enthusiastic. In terms of academic assessments, children on this age range can be fed with lectures and practice activities such as solving math problems or subject and verb agreement. In my past experiences as a child, it is very effective for me that children will be given the chance to construct their own sentences and math problems. After that, children will be asked to solve and analyze what they do and have it in group discussions. Group discussions can help the children to gain other ways of solving such problems and understanding different sentences. It is also helpful that the teacher follows up the development of the understanding of a student. Assessing the strengths and weaknesses of the lesson is necessary thus providing them devices and strategies that can help them understand more the difficult points. Specific tools that can be used in assessing the ability of a person in Mathematics and English can be flash cards and reading literary pieces (stories, anecdotes) respectively. Both can add up to the expertise of a student to the subject matter. Every child deserves the right for education. For those who can’t afford it, there are still many ways to supply your children with it; either tutoring them every day or enrolling them a school that caters scholarships. It is vital to feed the children with knowledge while they are young and still can acquire and save them to their memories. The value of education is much more priceless than any treasure in this world: not fading but still growing through ages. Reference QCA WEBSITE. Assessment for learning. Retrieved 1 May 2008 from http://www. qca. org. uk/qca_5067. aspx

Ethical Integrity Essay Example for Free

Ethical Integrity Essay This paper will deal with the concept of ethical integrity relative to the economic crisis of 2009. In order for this concept to make any sense, it must be a social ethic, guides to life and behavior for living in society. But the current state of western economics mas made it clear that revolutionary ideas need to be introduced into our conceptions about ethics, largely utilitarian and relativist. In this paper, the damage done to western economics–and the public perception of economics–will be seen through the eyes of four very different, but complimentary authors: John Locke, Pierre Proudhon, Murray Bookchin and GWF Hegel. All three will be used to deal with the elements of ethic integrity in a time of radical dissatisfaction with the status quo: a status quo where the state and the corporate governance of the western world is coming into question like never before. Proudhon was a revolutionary that functioned in the tradition of Locke. He takes the contract of free peoples that was so dear to Locke in forming the state and takes it one step further: that the state, as outlined by Locke, is not necessary at all, if the main basis of it is the contract in defense of natural rights. The state, in this view, seems to be an unnecessary middleman that always grows far beyond the bounds the libertarians like Locke seek to imprison it (George, 1922, 534). For Proudhon, then, all politics is coercive and power hungry, and hence, Locke’s libertarian theory just provides the groundwork for later tyranny and statism. Proudhon is the creator of a system fo exchange called, for lack of a better phase, â€Å"mutualist anarchism. † What Proudhon saw in his day (the late 18th century) was the wild industrialization of life, the making of quick fortunes and the basic instability of life that was the lot of the average worker and small business man. Such a view would fit to our own day as well. But what Proudhon envisaged is the dismantling of the central state and the large corporate behemoth into t mutualist federation of communities (George, 1922, 535). For him, the man was not a citizen, for that was a mystification with no meaning. He was primary a producer: an industrial worker, farmer, fisherman or banker. It was here that his economic worth was found. All others, the state and the corporate boss, were mere parasites that produced nothing. But if the ethical option of revolution is a proper one, then what would replace the huge modern state? This is the essence of mutualism: the morally integral person manifests his integrity by making and keeping contracts with other people and communities (George, 1922, 538). Anarchy for Proudhon is the moral force that binds individuals and communities to contracts, contracts which represent mutual agreement. If this is the case, then the state makes little sense: the force that binds is the community whose moral force as well as one’s reputation serve to cement ties one person (producer) to another. In other words, each community of producers, functioning in the larger community of diverse members, have their worth in their skills in a trade or producer’s association: this means that the function of this skill in the society requires a moral approach to contracts: by refusing to hold up one’s side of the bargain will expose the person in question as morally fraudulent and hence, outside of the system of mutual exchange, and hence, needless to say, broke. Mutualism means moral integrity because one’ ability to exchange goods and services by way of contract is the basis of an orderly society, not the direction of the state or the creation of needs by corporate bosses. The nature of revolution, then is the gradual taking of political power away from the sate and the corporate boards by these societies of mutual aid: producer’s organizations of farmers, mechanics, etc. Hence, what Locke began as the contract among free property holders to create a state is taken to its next level: workers and producers protecting their autonomy by joining in associations to function on the basis of mutual aid, guaranteed by contract and personal reputation. In other words, Proudhon takes Locke to the next level: from the mutual aid of property holders to the mutual aid of all producers (Proudhon, 1977, 12ff). In both cases, the idea of contract and mutual aid is central, but, since Proudhon is writing in an already industrialized time (Locke, right at the beginning), much has changed since Locke wrote, and the world of industry and finance has destroyed individual autonomy, not enhanced it. As in our own times, both the state and the corporate actors have grown into a symbiotic monster that sucks the average worker dry in taxes and debt. The reality is that no rational person can look at the economic system in the western world in 2009 and claim that it has protected autonomy, community and property: it has done exactly the opposite. Hence, this paper’s focus: the creation, basis and reaction of the morally integral person to this crisis.

Animation in TV Commercials

Animation in TV Commercials The effectiveness of animation in TV commercials Bryant May were the first British company to utilize animation for advertising purposes. In 1899 animator Arthur Melbourne-Cooper was hired to produce a stop-motion short in which matchstick men move along a ladder and paint an appeal on a wall. This appeal read `For one guinea Messrs Bryant May will forward a case containing sufficient to supply a box of matches to each man in a battalion with the name of the sender inside.'(www.bfi.co.uk) It is easy to be cynically dismissive of what is obviously a clever, if extremely crude, ad campaign disguised as a patriotic act of charity during the Boer war. However it is not as easy to be as dismissive of the extent to which animation has been adopted from these humble beginnings as a prevailing force within modern advertising strategy. The 22nd September 1955 gave birth to commercial television broadcasting in the United Kingdom. Right from the outset advertisers where quick to seize upon the opportunity and advertising possibilities that animation put in front of them. During these early years up to a third of television advertising was animated such as the â€Å"Murray Mints, the too-good-to-hurry mints,† or Snap, Crackle an Pop,† for Kellogg’s Rice Krispies which both debut in 1955. The Kellogg ads brought to life hand drawn characters that had been used on the packaging of cereal boxes since 1928 and the campaign still runs to this day. The Murray Mints commercial, which featured soldiers in bearskin hats march in time to a jingle, won best ad of the year in the inaugural year of British television advertising. (Robinson, 2000, p35) J Walter Thompson who had handled the Guinness account since 1929 set about bringing to life; through the process of animation, the extremely popular Gilroy post ers that had become an institution and started a ‘Guinness culture.’ If advertisers were keen to use animators in their campaigns then animators where certainly keen to encourage receive the work. The two industries formed a symbiosis which was characterised by the overnight emergence of a whole new market in the advertising industry meant that there were a lot of new opportunities for young animators to set up new companies with the minimum of capital and experiment with new techniques. Companies such as biographic which was set up by Bob Godfrey who produced ads for various companies such as Shipams fish paste and Nestle. (Threadgould, 2005) The use of animation in commercials certainly proved popular with advertisers, and with home viewers but it was the â€Å"Homepride flour men† who proved that it could also be an effective tool. The â€Å"Homepride flour men† ad debut in 1965. The ad featured two men in black business suits and bowler hats standing in between two packets of flour. A sieve is placed over the head of one of the men and flour poured into it. The processes is repeated with Homepride flour which sieves much quicker as it is graded and the second man is instantly covered in flour turning his black suit white. The reason is explained by the man in the hat; voiced by Dads Army star John Le Mesurier; and his words produced the slogan ‘GRADED GRAINS MAKE FINER FLOURS.’ The campaign succeeded in making Homepride a market leader within four months. These characters became so popular that a leader (Fred) was named by the advertising brains to give a name to the uniform faces. Merchandise such as aprons, peppermills, fridge magnets and various other kitchenalias were produced as ‘collectors’ items. Fred’s image spurned a whole range of sub products for the company and it is still used to sell a variety of Homepride products today. To keep up with changing times made retain a sense of tradition; various comedians such as Richard Briers and Paul Merton have voiced Fred, he is today voiced by Nick Frost from Spaced. Homepride have managed to infuse their brand identity with that of Fred, their iconic mascot. They have used his effigy on other products such as sauces and kitchen utensils to place the home pride brand firmly into people’s kitchens. However the runaway success of a particular ad campaign does not guarantee an increase of sales of the product it is supposed to promote. Creature Comforts began life as a short film. It was an incredibly engaging short due to the interaction between fantasy and reality with which it presented the viewer. In his book Understanding Animation Paul Wells describes the relationship between the diegetic narrative and the characters surroundings as fabrication and suggest that it is a narrative strategy. This is to say that ‘fabrication essentially plays out an alternative version of material existence, recalling narrative out of constructed objects and environments, natural forms and substances, and the taken for granted constituent elements of the everyday world.’(Wells, 1998 p90)   This means that there is a relationship between the abstract expression of character through the model and the ‘constituent elements of the everyday world,’ which lends itself more towards mimesis. Despite the fact that animation is an abstract form of expression, these ads have a ‘documentary feel’ that lends a voice of authority to their claims.   Nick Parks Creature Comforts and the electricity adverts that followed it present a world in which highly stylised models of animals are animated with the voices of members of the British public. The opinions and the voices of the public and then perfectly matched to appropriate animals. The most memorable example being Frank the jogging tortoise. Frank chats to a locked off camera about how nice it is to come back from a ten mile run into a warm flat, and how it is important that the boiler is easily â€Å"turn off and onable.† The world being presented to the consumer is instantly recognizable; frank is discussing the simple pleasures of modern life. He is an everyman despite the fact that he is a talking animal. The affinity between model animation and the physical world in which it is filmed means that it is to a certain extent confined by the physical laws of our world in order to remain recognizable and believable. Of course these laws can are being flouted, model characters can talk and discuss everyday matters like members of the general public, but the relationship between the animated models and the world they inhabit means that when physical law is flouted a sense of the uncanny or the fantastic is achieved. This is why the shorts or so engaging but it is also why they failed as ads. Despite the fact that the campaign reached number 4 in a 2000 poll of ‘The 100 greatest TV ads,† the common misconception is that the ads were selling gas. As Nick Park himself explains it, â€Å"People still refer to them as ‘the gas adverts.’† (Robinson, 2000, p124) Although the ads were highly memorable they failed to link the commercial and the product. Successful animalised advertising campaigns are based entirely on the same principles as successful live action campaigns. â€Å"Advertising’s central function is to create desires that did not previously exist.† (Dyer, 1982 p6) A miss-judged campaign such as the creature comforts campaign may not be deemed successful if it does not stimulate within the consumer a desire to consume a given product. Where as the Kellogg animated mascots for frosties, rice krispies and coco-pops have succeeded in becoming intrinsically infused with the products that they are selling. One of the main advantages of using animation in advertising is the ability of animators to create environments and worlds that could not be accessed or reproduced by a live action camera crew. These artificial environments can be used to stimulate imagination and desire, to create a fantastical world of possibility, which can then be realised by the purchase of a given product. Coco-pops are advertised by a variety of jungle characters that inhabit a fantastical world of imagination and fun that is extremely appealing to young children. Also when advertising medical products such as toothpaste, animated medical presentations can be employed. These usually take the form of a split screen with the advertised product on one side of the screen and a leading competitor on the other. The animation will then demonstrate just how the product works and is more effective than a rival brand. Another appeal of animation to the ad man is the classlessness of the form. (Threadgould, 2005) characters such as the Homepride’s Fred and the Fairy liquid baby are free from the class constraints of traditional British society. They bridge the class gap and appeal to proletariat and privileged alike. Animation can also be a relatively inexpensive process. Pioneers such as Peter Sachs of Larkin studios and Bob Godfrey of biographic, found quicker cheaper animation methods than the traditional fluid aesthetic style of Disney. They employed jagged and rough stylings that borrowed from German expressionism. The theory being, to use limited animation to maximum effect.   (Threadgould, 2005) By emphasising certain details advertisers can allude to certain qualities that can be associated with the product. For example the Michelin Man’s rounded tyre body alludes to the strength and durability of the tyres but also their malleability. The problem facing animating advertisers is a problem, which faces animators in general. The immediately obvious thing about animation is that it is an overtly fake diegetic form; that is unlike live action, which is often concerned with replicating the real world to achieve mimesis; the artificial process of creating narrative form is emphasized by the fact that the viewer is witnessing inanimate drawings brought to life through motion. The difficulty here is that advertising is the process of creating desire within the consumer; it suggests that there is a more desirable reality available to its audience through the consumption of a product. Successful animated adverts must therefore reconcile the fact that they are presenting to the consumer a fiction by alluding to an underlying truth. This is not necessarily problematic; Aesops fables were moral tales that spoke of ethical truths through anthropomorphic parable. Stories like the lion and the mouse or the wolf in sheep’s clothing took well-known anthropomorphic traits of certain animals and moulded them into cautionary tales about how one should live their life. In the same way animation selects certain details to present to the viewer to create abstract meaning that a consumer can readily identify with. The concept of the Jolly Green Giant for example is ludicrous; none of sound mind would actually believe that a giant green man lives in cornfields overseeing the quality of the corn. However symbolically he is representative of the qualities that the company wish to associate with there corn. He is a symbol of strength and power that come from nature. The corn he promotes is healthy strong and wholesome and this health can be acquired by those who consume it. He is jolly and friendly, a gentle giant who cultivates top quality product with a deft touch. We is also bright green the colour of nature, a symbol of health and vitality, the essence of life itself. Through these associations meaning is abstracted rather than dictated. It is the art of gentle persuasion as opposed to ‘the hard sell.’ Many people have preconceived ideas about animation as a whimsical medium suitable only for humour and children’s entertainment; however there are many examples of animation as serious political statement. Halas and Batchelor produced Animal Farm in 1954 as an adaptation of George Orwell’s novel. Scholars have often studied it as an allegory about the rise of Stalinism and the threat of communism, but it is no know that American backer Louis DeReochemount was a front man for the American CIA and the film was purposely used as anti Russian propaganda.   Like any other medium with an understanding of its aesthetic qualities can be used seriously and to devastating effect. A recent charity advertisement on behalf on the NSPCC depicted an animated child being sadistically and habitually beaten by his father. The ad showed the child being burnt with cigarettes, thrown down stairs and chocked. Humorous sound effects and cartoon clichà ©s along the same style of Tom and Jerry where used. This was a visual and aural aesthetic that the viewers were used to associating with harmless and enjoyable children’s cartoons. However the tension in play between the diegetic aesthetic of the animated child and the mimetic aesthetic of the father and the background environment served to unease, and unsettle to the point of disturbing the viewer. The viewer was left to imagine the results of such violence on a real child and the commercial’s effectiveness at highlighting the concerns of the NSPCC was undeniable. So why has animation become an effective tool in animation? The answer to this question lies within the concept of brand and brand identity. If the aim of the advertiser is to communicate the identity of a given brand as quickly and as succinctly as possible, then animation is an ideal medium.   In his book ‘Ad worlds: Brand, media, and audiences.’ Greg Myers defines branding as â€Å"the attachment of meanings to a labelled product.† (Myers, 1998, p33) That is to say that semiotic associations are associated with a given brand through the way it is produced, placed, promoted and priced. For example Guinness is a uniquely produced stout that is ubiquitously placed in almost every pub of the nation. It has a history of promoting itself through humour as a traditional drink to unwind and relax with and it is priced at a slight premium to give it a hint of exclusivity. Wally Olins suggests that a modern world that has become saturated with advertising, branding has become an essential tool in order for the consumer to quickly decipher to advertisers message before they are distracted by a competitor. In the words of Olins; â€Å"Why are brands such a clear and unique manifestation of our time? Simply because in a world that is bewildering in terms of competitive clamour, in which rational choice has become almost extinct, brands represent clarity, reassurance, consistency, status, membership –b everything that enables human beings to define themselves. Brands represent identify.† (Olins, 2003, p27) Getting consumers to empathise with a brand identity, and to desire to become a part of that identity can be extenuated through the use of a brand character. From Tony the Tiger to Joe Camel and the re-imagination of the milky bar kid to animated form, drawn and animated characters have been used to sell everything from children’s toys to cigarettes. These characters become intrinsically linked to the qualities of the product that they are selling. So what is it about the process of creating an animated character that is so effective in advertising?   In his book ‘Understanding Animation;’ Paul Wells sums up the basic principles of characterization as a narrative strategy in animation as; â€Å"the character may be understood through its costume or construction, it’s ability to gesture or move and the associative aspects of its design.† (Wells, 1998, p105) Regardless of if an animated character is an animal or human, animators rarely try to completely reproduce natural form. As such the problem is that they are presenting viewers with unnatural looking beings. If the viewer is to accept the characters shown before them, the characters themselves must be presented as believable.   This is why animators rely on exaggeration of individual features to suggest certain character types. Halas and Manvell describe this in their book ‘the technique of film Animation. †Characterization is achieved by the distortion of shapes and forms – big eyes, big mouth, big nose, large head small body etc.† (Halas and Manvell, 1968, p65) What the animators are stressing are the gesturing parts of the body, particularly the features of the head. The eyes, nose, mouth and ears are all vital in creating the illusion of human emotion. Anthropomorphic qualities in animals such as the strength of Tony the Tiger can be used promote a prod uct as healthy or enabling strength. There is a general rule of thumb with regards to which shapes go with what characters: kind gentle characters tend to have soft rounded faces with wide smiles and large rounded eyes. The Pillsbury Dough Boy is a great example of this principle. He is the embodiment of the jolly fat man. Generalizations such as this one serve as visual shorthand for the viewer; they optimise the impact of the character through economy and allow the viewer to make semiotic connections and process narrative information about the characters more quickly. In the words of Wells, animation â€Å"manages to compress a high degree of narrative information into a limited period of time through a process of condensation.†(Wells, 1998, p76) This method of economy and condensation in animation characterisation was born out of functionality as much as anything. Partially it was due to the fact that advertisements are extremely short. As such narrative information has to be delivered with great speed. In the medium of the television commercial, advertisers have anywhere between ten and thirty seconds in order to convey their message. As such the visual shorthand that animation design employs is perfect for the fast and accurate communication of the advertisers message.  Ã‚   With television being the dominant domain of the animated short, characters have to be easily recognizable on a small screen. It’s much easier to do this by recognizing one or two strong individual characteristics than several small ones. Most importantly however the simpler that a character is to draw, the quicker they become to reproduce.They rely on caricature and stereotype to relay narrative information quickly and succinctly. The Homepride flour men discussed earlier in this essay are a great example of how an understanding of characterisation in animation can give rise to a successful marketing campaign. They had a simple uniform design that was all at once, striking, memorable, unique and simple. The business suits and bowler hats stood for a business like British attitude, that at the same time was overly extravagant for selling flour and as such was self mocking. The characters were taken to the heart of the nation. With the effigy of Fred on all sorts of kitchen utensils his rightful place became the kitchens of British homesteads, and as such so did the Homepride brand. The twin process of animated character development and product branding both strive towards condensing as much narrative information into the least amount of detail possible and the shortest amount of time available.   Animation is an intrinsically imaginative medium. The human mind goes through a thought process of abstracting meaning from an animated diegetic aesthetic. It inspires thought in the way that advertisers wish to inspire thoughts of desire. It can be a pleasing experience in the example of Homepride’s Fred commercials, or it can be disturbing in such a way that the NSPCC have employed, either way the reaction provoked is one of individual thought and identification which in turn promotes the consumer to consume. Bibliography Bordwell and Thompson. (2001) Film Art: An Introduction, New York: McGraw Hill. Canemaker, J. (ed.) (1988) Storytelling in Animation: The Art of the Animated Image Vol. 2, Los Angeles: AFI. Dyer, Gillian. Advertising as Communication. London, Routledge, 1982. Griffin, H. (2001) The Animators guide to 2D Computer Animation, Oxford: Focal Press, Halas, J and Manvell, R. (1968) The Technique of Film Animation, Norwich: Focal press Limited. Kline, S. (1993) Out Of The Garden: Toys, TV and Children’s Culture in the age of Marketing, London: Verso. Myers, Greg. Ad Worlds: Brands, Media, Audiences, Arnold, 1998. Ollins, Wally. On Brand, Thames Hudson, London, 2003. Robinson, M. (2000) 100 Greatest TV Ads, London: Harper Collins. Wells, P. (1998) Understanding Animation, New York: Routledge. Williams, R. (2001) The Animators Survival Kit, New York: Faber and Faber. Websites(All accessed 27/11/05) www.bcdb.comwww.bfi.co.ukhttp://business.timesonline.co.uk/article/0,,9071-1560670,00.htmlwww.kellogs.com Filmography Animation Nation: The art of persuasion (Dir Merryn Threadgould, 2005, UK)Four Mations: Electric Passions (Dir Paul Madden, 1996, UK)100 Greates TV Ads (Dir Mark Robinson, 2000,   UK)

Designing a Network Essay -- science

Designing a Network I. STATEMENT & BACKGROUND The college of Business (COB) server is now being used to support deliver to the Computer Information System (CIS) department. The CIS professors would be using the server for various operations. Assignments, e-mail, and other types of information would be easier for the students to access. Network users are able to share files, printers and other resources; send electronic messages and run programs on other computers. However, certain important issues need to be addressed and concentrated on. In order to begin the process of setting up the COB server, the total numbers of users (faculty and students) must be determined. Some other significant factors to be approached are: the required software applications needed on the network, an efficient and appropriate directory structure and effective security structure. In designing the directory structure, the major focus must be on accessibility. The number of undergraduate CIS courses that the server will be used for is between 15 and 17. For the users to be ensured that their information is not at risk, we will create an effective security structure. In composing the appropriate security structure there must be certain access rights assigned to the users. An important technical detail in setting up a server is the amount of money that will need to be allocated for the restructuring of the system. For the system to function properly, the amount of hardwa re/ software will need to be determined. II. FUNCTIONAL REQUIREMENTS The COB server will primarily be used by CIS professors and CIS students. The approximate number of professors in the CIS department is between five and seven and the approximate number of CIS majors is between 100 and 120. As computer technology continues to grow, the number of CIS majors is vastly increasing. If we see a considerable rise in Computer Information Systems majors the department will have to expand its faculty members. The CIS professors will be using the server to disburse their syllabi, distribute specific assignments and send e-mail to their students. The layout, design and complexity of each class will determine how much the professor may be using the server. The first class a CIS major usually takes at Western is CIS 251. Management Information Systems (CIS 251). This class offers students a basis for management... ...led in to diagnose and solve the problems. Outside consultants are usually expensive and are most of the time are not worth it. The load placed upon the system will vary at times. Classes are going to have a conflict in assignment due dates and everyone is going to rush to the lab to finish their assignments. However I think that most of the time there will be a slight to moderate load placed on the system. Most students bounce in to check their mail or to send a quick message anyway. Sitting down and writing a program in one session is impossible any, so that will reduce the load in itself. Login scripts for each user need to be simple. Allowing students to write their own should not even be considered. Each student should have the same format and be placed at the same starting point each time that they login. Alloting a specific number of search drives and network drivers would definitly reduce problems. Students should be required to change their passwords periodically. The system login scripts could execute certain commands for each different users, faculty and students. These are just a few areas within the entire Technical Design process that require a serious answer.

Analysis Of The Ending Of death Of A Salesman :: essays research papers

Analysis of the Ending of "Death of a Salesman" The play "Death of a Salesman" shows the final demise of Willy Loman, a sixty- year-old salesman in the America of the 1940's, who has deluded himself all his life about being a big success in the business world. It also portrays his wife Linda, who "plays along" nicely with his lies and tells him what he wants to hear, out of compassion. The book describes the last day of his life, but there are frequent "flashbacks" in which Willy relives key events of the past, often confusing them with what is happening in the present. His two sons, Biff and Happy, who are in their 30's, have become failures like himself. Both of them have gone from idolizing their father in their youth to despising him in the present. On the last few pages of the play, Willy finally decides to take his own life ([1] and [2]). Not only out of desperation because he just lost his job, with which he was hardly earning enough to pay ordinary expenses at the end. He does it primarily because he thinks that the life insurance payout [3] will allow Biff to come to something [4], so that at least one of the Lomans will fulfill his unrealistic dream of great wealth and success. But even here in one of his last moments, while having a conversation with a ghost from the past, he continues to lie to himself by saying that his funeral will be a big event [2], and that there will be guests from all over his former working territory in attendance. Yet as was to be expected, this is not what happens, none of the people he sold to come. Although perhaps this wrong foretelling could be attributed to senility, rather than his typical self-deception [5]. Maybe he has forgotten that the "old buyers" have already died of old age. His imagined dialogue partner tells him that Biff will consider the impending act one of cowardice. This obviously indicates that he himself also thinks that it's very probable that Biff will hate him even more for doing it, as the presence of "Ben", a man whom he greatly admires for being a successful businessman, is a product of his own mind. But he ignores this knowledge which he carries in himself, and goes on with his plan. After this scene, Biff, who has decided to totally sever the ties with his parents, has an "abprupt conversation" (p.99) with Willy. Linda and Biff are in attendance. He doesn't want to leave with another fight, he wants to make peace

Adult learning and motivation Essay

An exploration in to the multi-dimensionality of participatory behaviour; and what motivates adults to return to education. The research question that was initially formulated aimed to inductively generate a theory (Rothchild 2006; Cohen et al., 2000). Unfortunately, the initial question became subject to ethical challenges; and within a framework that would demonstrate rigour, validity and reliability, unsurprisingly; it was far better too approach/explore the multi-dimensionality of participatory behaviour; and what motivates adults to return to education. An enquiry designed around this approach has a better fit to a pragmatic framework (Armitage and Keeble-Allen, 2007; Bryman, 2007) and the BERA ethical directives. Furthermore, this should help bolster the totality of coherence; or as Moss et al., (2009) would suggest as; ‘a chain of reasoning and logic’. Similarly, individual agency and how the experiences of adult learners’ are co/re-constructed (Clark 2011; Flowers 2009; p. 3) needed a greater relationship to an interpretivist epistemology (E891 Part 2: Action 2.9; Gage 1989). As the researcher primarily overlooked these factors that, in turn, determine what is seen as valid and invalid knowledge; then [those] factors would have been overlooked when inferences were made during the research process reducing the quality and internal – and possibly external – validity. Obviously, this incommensurability will be addressed before the researcher analyses any data generated (Bryman, 2007; p. 19). With these approaches better placed the researcher could demonstrate that – generally – social and cognitive phenomena are simultaneously quantitative and qualitative (Ercikan and Roth, 2006; p.16) and participatory behaviour is an outcome of the ‘meaning-made’ (Clark 2011) i.e. social-cognitive collocation. This would then show that cognition is co-constructed (Clark 2011) and re-constructed by experience resulting in the multiple interpretations that create the social realities in which people act (Flowers 2009; p. 3). It could be suggested that the initial ‘meaning-made’ is a primary motivator which persists until the time the learner feels satisfied (Park and Choi 2009), or, has achieved ‘what they set out to achieve’ (Gustafsson & Mouwitz, 2008). This also implies that ‘meaning-made’ is mutable (Gibbons Bylsma 1984) and subject to further co/re-construction; adjustment; or complete abandonment. Research philosophy After extensive ‘Adult learner’ research and talking with tutors that instruct adult learners’ highlighted a distinct difference in the approaches from which children (Pedagogy – teaching method) and adults (Andragogy – teach how to learn) are taught. The implementation of informal learning methods, however, appears to have dominance in the adult education field (Gibbons Bylsma 1984). Therefore, in order to shape and advance the theory, research design and instrument/s required conducting a focussed literature review of several learning theories (see fig 1); namely, Knowles’s Andragogy Theory (Houde 2006), Cross’s Characteristics of Adult Learners (CAL) (Kohl-Frey and Schmid-Ruhe 2007; Crittenton Women’s Union 2012), Margin (Gibbons Bylsma, 1984) and Proficiency Theory (Gustafsson & Mouwitz, 2008). Fig. 1 is showing the associated theories that characterize adult learners’ What becomes problematic is; adult learning has not been researched as vigorously as others areas of education, so the real challenge will be – as Hodkinson and Macleod (2010) encountered – to anchor the line of enquiry in a combined paradigmatic harbor. In contrast to Hodkinson and Macleod (2010), the upcoming report will be combining the aforementioned theories with the following paradigms’ as they display a distinct homogeneity. Specifically, social (E891 Part 2: Action 2.5), and cognitive constructionism (De Abreu 2000), Interpretivism (E891 Part 2: Action 2.4; Gage 1989) with quantitative and qualitative data collection i.e. mixed methodology. A critical review of the initial report by Street (2013) and Holmes (2013) exemplified the scarcity of knowledge and understanding some had on the associated theories. Both commented on differing aspects of the line of enquiry, but these were conceptual in nature. Street (2013) illustrated that the researcher must remain aware of the macro/micro societal effect that the learning environment has on the adult’s lived/shared experience and Holmes (2013) suggested that there needed to be a better fit to the realities of the adult learner. With this in mind I re-conceptualized the report and reflected more specifically on the feedback and guidance. Therefore, in order to steer the paradigms so that they pull in the same direction, the aforementioned theories naturally occurring and overlapping dimensions will be grouped (i.e. constant comparison method; Cohen et al., 2000; p. 151) by their substantive statements (i.e. content analysis; Gillham, 2000; p. 137) and used to engender questions. This process generated four themes that naturally expanded upon their shared features. Social contact and Relationships Goal and relevancy orientated External expectations Internal expectations In order to check for consistencies/inconsistencies (Denscombe, 1999; p. 217-8) between the questionnaires i.e. Phase 1 and Phase 2 and interview responses both datasets will be triangulated to assess the overall motivation/s toward participatory behaviour i.e. cross-sectional design (Bryman, 2006; p. 104). This ‘Mutual’ approach (Armitage and Keeble-Allen, 2007) will be implemented during the adult learners’ regular session/s, which should (1) reduce bias (Nederhof, 1985) and attrition (Torgerson 2009), (2) be more pragmatic than experimental research (Torgerson 2009), (3) increase internal validity, reliability and research quality, (4) support external validity and (5) decrease demand characteristics due to any researcher effects. Research enquiries can be polarized into qualitative and quantitative classifications based on how phenomena are represented (Ercikan and Roth, 2006). But, the researcher firmly believes; if representative qualitative and quantitative data have shared aspects that are dependent on their counterpart for completeness (Ercikan and Roth, 2006; p.16; Bryman, 2006; Bryman, 2007), then the incorporation of cross-validation is warranted to best serve this enquiry. This strategy should ensure internal validity; especially when considering using complementary methods (Armitage and Keeble-Allen, 2007). Moreover, as these quantitative and qualitative counterparts contain a fundamental element of the interactive dependency that is shared, and required, for individual understanding i.e. the connectivity of interactivity and the influence on representative individuality then the research must be aware to consider that both methods have shared and conflicting elements. Consequently, when considering multidisciplinary approaches, mixed methods i.e. quantitative and qualitative and triangulation one must be aware that incommensurability can exist between them. Brannen (2005) suggests that some methods become more feasible than others and deemed a better ‘fit’ as [they] provide more sensitivity when investigating complex social phenomena. Hence, certain methods, used in conjunction can become less than complimentary with the other. Additionally, Yin (2006) suggests that the ability to tighten the use of mixed methods so that they do in fact occur as part of a single study requires integration. The claim is that, the more that a single study integrates mixed methods, the more that mixed methods research, as opposed to multiple studies, is taking place (Yin, 2006). Furthermore, Houghton et al., (2010) highlight one of the ethical challenges, which have important implications for qualitative research, practical examples and solutions. The unpredictability of qualitative research means that an a priori prescription for ethical conduct is not always possible. Therefore, the researcher must be constantly mindful of the on-going impact that the research might have on those involved, while simultaneously being ethically sensitive and morally competent Although, mixing methods does provide an inferential narrative to the statistical outputs from quantitative analysis, it might not sufficiently negate the qualitative and quantitative dichotomy (Yin, 2006), or, necessarily produce the expected scholarly standard for presenting credible evidence (Maclure, 2005). These qualitative and quantitative complements are noticeably – even arguably – intrinsic facets of social/cognitive interaction/functioning; hence, the methods used to collect data in this enquiry will be trying to procure what happens when the internal interact/s with an external influence/s (Yin, 2006). This illustration provides a start for thinking about yet other types of mixed method research. The point is, if a relationship is completely absent— particularly where two or more methods address wholly different dependent, independent, or descriptive variables—the mixed methods are likely to form separate studies, not a single study (Yin, 2006). All these influences are important and relevant, but they are only some of the processes that, together, comprise a complex social world and unfortunately; understanding that the relevance and value assigned to learning by adults’ highlights the importance induced, does not necessarily liberate them (Hacking 1999; p. 2) from any disenfranchisement they could feel. Likewise, the researcher understands that the aforementioned factors are not the only variables that are existent; however, the researcher is of the opinion that those factors (see fig. 3 + 4) are the most prominent from the observations made and literature review conducted. Research Design Fig. 2 is illustrating the design and flow of data analysis that establishes the internal validity, reliability and quality of the research enquiry. Historical background Considering participation in adult learning since 1996 we see it has remained around 40% for those of working age (16 – 69) for seventeen years. These were either currently participating, or had recently participated in the last three years. Of those that did participate, there is an equivalent amount that has not participated since leaving full time education. Although, 80% of students’ currently participating intend on continuing in further education after they have completed the present course (see Tab.1). Whilst participating in Further Education and Lifelong Learning I observed a possible explanation for the existence of these variances (that being relevance and value). A possible explanation for the disordinal interaction (percentages decrease in the ‘Likely to learn in the future’ group whilst percentages for ‘Unlikely to learn in the future’ group increase) demonstrated in table 1 could be; the further in years an adult moves away from education the less relevance and value they attribute to returning to it. Or, is it as Siraj-Blatchford (2010) may suggest; that the adults are overscheduled and more committed to sustaining the home environment and maintaining a career with ‘on the job’ training. Multimodal Heuristics Informal learning is seemingly multimodal i.e. being valuable and relevant to the matter at hand and socially constructed through long/short term interactions (GTC 2006). The informal learning mechanisms that mediate influence shapes learning environments’ (Evans, et al., 2010; p. 6), cognitive processes and our social interactions (Evans, et al., 2010; p. 6). ‘Meaning’ then, is co/re-constructed by experience resulting in the multiple interpretations that create the social reality in which people act (Flowers 2009; p. 3). And as Vygotsky would state; context affects cognitive – and by way of – behavioural activities (De Abreu, 2000; p. 3) Bruner’s suppositional framework suggests that learners form new ideas or theories based upon what they already know (GTC 2006). His theory of learning, not only, related to the way children’s thinking developed, but it could also be applied to adults learning new and unfamiliar material (GTC 2006). Learners, as Bruner proposes, are creators and thinkers through the use of inquiry (GTC 2006). The process of which how learners dynamically construct knowledge is heavily in focus: implying the transformation of information, which suggests that Bruner’s theory of Constructivism falls into a cognitive domain (GTC 2006). Learners are provided with opportunities to construct new knowledge and new meaning from authentic experiences (Brockmann 2011). As a result, this exposes the pivotal role Multimodal Heuristics start to have when adults’ decide to return to education. For instance, a parent can reassure a frightened child that ‘shadow monsters do not exist!’ Although, a sibling can suggest leaving the light on to scare the monsters’ away. This indicates that informal learning can alter our worldview (e.g. ‘When did you stop believing in Santa?’) if it is seen to offer a plausible solution. This supports the concept of how informal learning can contribute to our understanding, cognitive processes (De Abreu 2000), social interactions, and the associated behaviours (Schwartz 1995; p. 5). These multimodal components; not only determine the level of commitment and motivation (Park & Choi 2009) that is ascribed to the retention of relevant and valuable information (Gibbons Bylsma, 1984; p. 23), but also contributes to the ease of transfer and retrieval of that information (Ekey 2012). The characteristically pragmatic nature of adult learners’ (Abdullah, et al., 2008; Kohl-Frey and Schmid-Ruhe 2007; Crittenton Women’s Union 2012) also demonstrates this need/requirement for information to have applicability to their life. This is determined by the perceived applicability it has to their future experiences and interaction. The internal dimensions of meaning-making are also multimodal (Clark 2011) and seemingly derived from the combination of the value and relevance (or Multimodal Heuristics – adults’ decide, through cognitive appraisal, their own level of involvement) assigned by the adult to measure applicability. Consequently, we could suggest that this is an ad hoc contribution to our social cognition (Aronson et al., 2005; p.57 – 64; De Abreu 2000; p. 4), our availability heuristics (Rules of thumb; Aronson et al., 2005; p. 74 – 75) and the associated behavior and schemas (Aronson et al., 2005; p. 59 – 61), which then assist navigation of social environments’. Unfortunately, understanding that the relevance and value assigned to learning by adults’ highlights the importance induced, does not necessarily liberate adults’ (Hacking 1999; p. 2) from the disenfranchisement they could feel in institutions where learning is delivered primarily from a traditionally pedagogical approach. Similarly, these interactions are situational and experienced directly by participation, so it will be difficult to generalize the results further than adult learning. Theory development Essentially, humans tend to seek out information that confirms what they think/believe to be most relevant or true to their experiences and/or future interactions; a relative cost-benefit/means-end (Evans, et al., 2010; p. 6) cognitive appraisal that enables Multimodal Heuristic co/re-construction (Clark 2011). This process begins to filter out information that is considered worthless. The cost-benefit (Primary appraisal) and means-end analyses (Secondary appraisal), along with the personal value and relevance adults’ assign to learning (‘rule of thumb’ Gustafsson, L., & Mouwitz, L. (2008); p. 5) appear to be hierarchical and Maslowian in nature. Additionally, an adult must consider, through means-end analysis, the benefit of actively participating and building upon their knowledge and experience, throughout their participation in learning. Ultimately mediating their need for satisfaction i.e. Socio-emotional negotiation and selectivity (Houde 2006). As a result, for the adult to consider participation Multimodal Heuristics must negotiate support for expectation and assess the benefit knowledge, learning and education have in recompense for reorganizing multiple obligations, and competing priorities (Evans, et al., 2010; p. 12). Therefore, is socio-emotional negotiation and selectivity a process of fragmenting information so that it creates a heuristic commensurability with an individual’s normative social and cognitive functioning, which therefore, influences behaviour i.e. influential connectivity of socio-cognitive interactivity affecting the potentials for action? Fig. 3 is showing the internal framework of the decision making, and meaning-making, mechanisms that help generate mental constructs of multimodal heuristics. To some degree, we can compare the assessment of value and relevance to Gustafsson & Mouwitz (2008) description of Proficiency Theory, and, means-end and cost-benefit analyses to McClusky’s Margin Theory (1974, as quoted in Gibbons Bylsma 1984). These theories emphasize a need to be competent at tasks’ whilst being realistic about certain physical, mental and social capabilities. If there is conflict between primary and secondary appraisals this could be seen as a violation of expectation (Deffenbacher 1993), which may account for drop-out rates, serial signers’, absenteeism, non-participation in task relevant activities, specific course popularity, the cost-benefit/means-end analysis (Evans, et al., 2010; p. 6; Geertz 1993; p. 4 – 5) for staying the course and societal perception of lifelong learning (Tab. 1). For instance, after asking my students’ (12 in total) if they had any questions about what had been learnt, they responded with â€Å"what would I do if†¦?† and â€Å"When would I use†¦?† As there were only subtle variations in discourse, in regards to relevance and value, I feel this highlights (1) what comprises Multimodal Heuristic co-construction, and (2) what is required from information when it is presented outside of their interpretation of it. Moreover, adults maintain autonomy (Gibbons Bylsma 1984) by performing a cost-benefit analysis to justify their participation; being that peripheral or full (Swan 2005; p. 5). Firstly this, amongst others mentioned, will form the basis of ‘what counts as value and relevance evidence’, and, from which, quantitative data will be collected (questionnaire). Lastly, the quantitative data will be qualitatively complemented with a semi-structured interview to produce a rich narrative and attain thick descriptions (Geertz 1993). The semi-structured interview will be conducted with a subset of the surveyed group and will represent a cross-section of the adult learners’ in that group i.e. single parent, co-parent and a single male/female with no dependants. And as Denscombe (1999) and Brockmann (2011) found; interaction is situational and experienced directly by participation, making it essential to respect [their] views, with, further recognition given to the possibility that [their] priorities may not reflect the general consensus view or official theory. For example, Gustafsson & Mouwitz (2008) have reported; what is valued and encouraged in formal learning environments lacks to varying degrees explicit relevance in the workplace. Therefore, adults must demand a greater degree of relevance, value and satisfaction when deciding to return to, and participating in, education (Abdullah, et. al. 2008; Houde 2006). Fig. 4 is showing the internal framework of secondary appraisal that aims to justify the decision made and validate the perception of learning by paralleling meaning-made with the realities of the study. Illustrating, not only that the individual agency of these interpretations of relevance and value are co/re-constructed (Clark 2011) cognitively (GTC 2006) and socially (Hacking 1999), but also that adults’ apply this form of Heuristic Multimodality when seeking satisfaction from having their expectations fulfilled. Park & Choi (2009) have reported that relevance and satisfaction, being sub-dimensions of motivation, are known to be interrelated with various course-related issues. Even though the societal influences mentioned in this report can modify (1) the assessment of relevance and (2) affect the personal satisfaction adults cultivate (Park & Choi, 2009) they can also mediate and reinforce participatory behavior (Park & Choi, 2009) by enhancing the importance adults’ induce when deciding an academic and/or social level of involvement (Gibbons Bylsma 1984). Furthermore, students’ have asserted that relevance is a significant mediator in their assignment of value. Many students’ have commented that relevance paralleled the value assigned to learning and their specific choice of subject(s). These statements were observed over time and place using a relative constant comparison method (Cohen et al., 2000; p. 151). Their comments demonstrated the application of a cost-benefit and means-end analysis e.g. â€Å"How relevant is†¦in the big scheme of things?†, â€Å"When would I use†¦?† and â€Å"I don’t see the relevance? Evidently, the use of Multimodal Heuristics acts as a mechanism that could also increase commitment, dedication and motivation (Park & Choi 2009). In constant comparison data are compared across a range of situations, times, groups of people, and through a range of methods (Cohen et al., 2000; p. 151 – 2). The process resonates with the methodological notion of triangulation. The constant comparison method involves four stages: Comparing incidents and data that are applicable to each category, comparing them with previous incidents in the same category and with other data that are in the same category Integrating these categories and their properties Bounding the theory Setting out the theory The subjective ontological/epistemological view, research design and methodology exhibited in this report is sufficient and necessary to explore this direction of enquiry, if it were absent, it would prove problematic supporting a theory with an accompanying objective approach that advocates detachment (Flowers 2009; E891 Part 2: Action 2.2; Gage 1989; E891 Part 2: Action 2.5), when, in this case, it is more advantageous to explore the subjectivity of individual agency, participatory behaviour and situational experiences, motivation, and, the personal value and relevance assigned to learning, as these are closer to the truth. Instrument Design There will be two distinct phases to data generation; firstly, questions will be formulated from each of the four themes that CAL, Andragogy and Margin and Proficiency theories appear to create and then randomly assigned (Nederhof, 1985) to a questionnaire. A descriptive analysis of each question will be conducted to address whether the aforementioned multi-dimensionalities of adult learners’ are being considered. The strength of the trend in the agreement/disagreement should build a picture of the shared experiences. These questions will then be relocated back to the themes that created them, scored (Likert Scale; the higher the score the more relevance and value is attributed) and compared with the descriptive analysis to, not only generate a semi-structured small group interview schedule (Gillham, 2000), but also to get a sense of what is personally valuable and relevant about learning. This is an attempt to demonstrate; how meeting these multi-dimensionalities may be instrumental in maintaining learner participation (Park and Choi 2009). Furthermore, by mapping these realities, establish whether they support the general consensus view of these adult learning theories. An opportunity sampled group (16 – 35+) will be surveyed using this questionnaire (13 in total) with a small group interview being administered to a subset of the surveyed group (5 in total). Ideally, this subset should be representative of the adult learners’ in that educational facility. Even though the whole group will be opportunistically surveyed; in phase 2 every effort will be made to be more purposive. In order to support internal validity and ensure the reduction of any bias the incorporation of a ‘social desirability’ measure (Nederhof, 1985; SDR) will be added to the questionnaire. Certain questions will be cross referenced with one another to assess whether the adult learners’ are responding in a socially desirable way. This local blocking technique should increase the internal validity of the questionnaire, enhance the internal consistency of the small group interview questions, reduce bias and maintain rigour when all the data is analysed. This should also allow individual agency (E891 Part 2: Action 2.4; Gage 1989; Denscombe 1999), shared experience and the personal value and relevance attributed to learning to be highlighted. Due to the amount of data that could have been reported the evaluation will be specifically limited to the triangulation narratives of the ‘Theme Summaries’, interview data i.e. content and descriptive analysis (Clark, 2011). The researcher firstly formulated questions from these naturally occurring themes and searched for consistencies and inconsistencies (Denscombe, 1999) between the summary narratives (Gillham, 2000) and statistical outputs from the descriptive analyses (Bryman, 2007). Phase 1 As there were 30 questions generated from the four themes the in-depth analysis of each question will be triangulated and presented in the theme summaries. In an attempt to expose any consistencies/inconsistencies (Denscombe, 1999; p. 217-8) in the responses the data will be compared against the learning theories that created them: ensuring validity. Consequently, due to the amount of quantitative data generated from the in-depth analysis of the individual questions, this report will only include the second stage of Phase 1 i.e. descriptive analysis and theme summary triangulation. The interview responses from Phase 2 will be further triangulated with these summaries and content analysed to highlight the adult learners’ realities and ascertain what influences their decisions and motivates them to return too education i.e. by constant comparison method. Theme Summaries Social contact and Relationships – Q1, Q2, Q6, Q7, Q17 Q19 and Q30 The adult learners’ appear to value social interaction and feelings of reciprocal respect whilst participating in learning, which demonstrates that the adult learners’ value a sense of ‘belonging’ (16/21). However, there is a small percentage that does not see ‘belonging’ as being of value. Therefore, the feelings of reciprocal respect and support cannot be generalised as influencing their decision to continue in learning. Internal expectations – Q10, Q13, Q14, Q15, Q18, Q22, Q26, Q28 and Q29 This theme relates to the adult learners satisfaction. Satisfaction, being a sub-dimension of motivation, is something that must be regarded as paramount in the adult learning experience. The consistent attendance of the adult learners’ at the session/s is testament to their satisfaction with the course and the delivery thereof (18/27). In essence, if the adult learner considers that the potential learning opportunity is not transferable to the workplace, is not satisfied, or perceives it as inadequate at providing improvement to their problem solving capabilities could ultimately diminish their motivation to participate. Goal and relevancy orientation – Q3, Q4, Q5, Q9, Q11, Q16, Q20, Q23, Q25 and Q27 External expectations – Q8, Q12, Q21 and Q24 As these last two dimensions, respectively and comparatively, share a greater degree of similarity they will be interpretatively combined and presented together. Looking at these from a political perspective; the demand for lifelong learning to have greater prevalence in society sets an industry standard that demands conformity to it. Subsequently, this appears to facilitate the re/co-construction of self-directedness and the personal interests of adult learners’ so that they begin to mirror ‘what is required of them’; which is indicative of a cost-benefit/mean-ends analysis. Therefore, some adult learners’ might be so focussed or motivated on getting the qualification that they adjust their sense of self-direction in order to reorganise their lives and satisfy what is required of them i.e. Mutability for the betterment of self. It could also be suggested that the pressure too have certain qualifications encourages participatory behaviour in some adult learners’ and determines the relative conformity to industry demands and learning the required skills i.e. something they adapt to rather than adapted for them (Q8, Q9 and Q10). Conformity, in this sense, would then act as a pre-determinant to achievement; the perception of economic sustainability and upward mobility and what value, and relevance, learning has. Not surprisingly, this could be one reason why thousands of people leave their jobs: they only took the job because it is what was demanded of them, which is in direct conflict with their personal interests, self-directedness and life goals. Which also illustrates that cognition can be influenced by social interaction and be co/re-constructed by experience and meaning-made. The questionnaire included items that let the participant assess the value and relevance they attribute to learning as an adult. The overall strength of this agreement was guided by their experiences as an adult learner. However, some of the diagnostic questions seemed to be complex and ask two things of the participant. As this is a major source of error (Hammersley et al., 2003) the validity of those questions will be scrutinised as the participants may have weighted one aspects of the complex question more important than the other aspect, hence, an adumbrated response i.e. a decrease in validity. However, all of the responses were reduced to one mean average for that individual question, and as these were pooled from the four themes that characterise adult learners’ it reduced sampling error and bias. Furthermore, as there was a two stage analysis in phase one the validity of the research instrument is strengthened; especially when we factor in the use of the SDR measure to control for bias (Nederhof, 1985) and the encouragement of omission (Hammersley et al., 2003) when the participant had no opinion. What we cannot suggest at this stage of the analysis, however, is that the shared experience led to a shared meaning. As Denscombe (1999) ascertained; the perceptions of the individual are not always consistent with the general consensus view (Brockmann, 2011) of the group as a whole. This extends to the meaning-made and the individual nature of the meaning-making process. The surveyed group cultivated differing levels of relevance and value from their shared experiences. But, this was seemingly determined by the level of relevance and value that was extrapolated from their continued participation. Hence, the individual agency of meaning-making is an outcome of the level of value and relevance attributed to the shared experiences of learning as an adult, the level of satisfaction and a sense of mutability for the betterment of self. Phase 2: Narrative of Qualitative data Before the triangulation, constant comparison and content analysis the researcher must point out that (1) this was a small scale study, (2) the interviews was held in a small group so full disclosure by each participant was not always possible and (3) the results should not be over generalised to other adult learning situations. All that is being sought is an insight in to the connectivity of socio-cognitive interactivity and the subsequent influence on representative individuality; the multidimensionality of participatory behaviour and what the adults felt their motivations for returning to education were and still are. This should (1) map the external/internal influences on the adult learner; (2) expose the dimensions behind this seeming connectivity of socio-cognitive interactivity that create the potential/s for designated types of action i.e. Multimodal Heuristics and (3) if the analysis supports the researcher’s theory and the adult learning theories that feature in this enquiry. Some of the interviewee’s shared a meaning to one degree, but had a different meaning-making process before reaching that decision; the salient feature was a shared-meaning in a shared-goal in reaching university or attending a higher level course from the successful completion of the current course of study. This gave them a common ground on which to build upon ‘what learning means’ to them on an individual basis whilst allowing the shared-meaning element distinguish and define their individual social relationships in the class; whom they sought clarification from; what level of involvement they chose and what comparative judgements they begin to make on others in the session/s. Walter: â€Å"Well I think if you do†¦ I think if you do†¦like, we are social people, things†¦we are social and that’s that, that’s what we are†¦we are designed to be social people, if we exclude ourselves we do not, you know, we lose all basic human function, it’s like the guy at the front, you know he doesn’t †¦ he can exclude himself, he doesn’t do anything, he doesn’t enjoy being here, doesn’t have any excitement about coming and learning†¦if you exclude yourself from everyone else you’ll probably not learn!† Serena: â€Å"I like learning with a group but then it’s dependent on what I do with that information†¦but when it’s writing things down or posters and stuff I can’t have other people touching.† This illustrates that the need to feel self-directed and sometimes being free from outside interference is just one of the commonalities we start to see in the participants responses. Although, some of the interviewee’s do highlight that; Sally: â€Å"I came because I needed to do it, but now I quite, I’ve more motivation to do it because I enjoy it.† Therefore, the individual agency of meaning-making is, not only an outcome of the level of value and relevance attributed to the shared experiences of learning as an adult, the level of satisfaction and a sense of mutability for the betterment of self, but also the means/ends-cost/benefit interconnectivity seen in their decision-making process i.e. motivated to do it and their continued participation in the session/s that seemingly contributes further to the mutability for the betterment of self in these adult learners. The individual meaning-made is a product of these connective interactivities varying – and individually decided – high/low levels of cost/benefit the course has and what perceived means/end reward the course provides for successful completion i.e. the multimodal heuristic factors that led to participatory behaviour and satisfaction. The shared-meaning is an accidental affinity that becomes synchronous with other people that are pursuing a similar goal as them. This suggests that they share similar educational values and relevancies due to their common or shared goals. The shared-meaning dimensions presumably start to mediate the differing high/low connective interactivity level in the cost/benefit and means/end analyses. Furthermore, this also starts to define and distinguish individual social relationships; who we seek advice and clarification from; what level of involvement we chose and what comparative judgements we make on others i.e. asynchronous affinity with others. The comments from these interviewee’s also highlights the need to feel proficient and competent about the material in the course and where they culture this confidence. It seems the more confident the adult learner gets about understanding the material and being able to discuss, question and seek clarification on their understanding the more proficient and competent they feel. This bolsters their feelings of satisfaction and adds to their motivation to continue through reducing the physical and mental sense of effort i.e. cost and/or means and increasing the perception of benefit cultured from continuation in the session/s. e.g. internal expectations and social relationships. This could be defined as a beneficial compromise for the betterment of self being the mediation of the perceived value social contact offers in raising confidence, increasing feelings of proficiency and reducing our fear of incompetency. The commentaries also point toward Margin theory (Gibbons Bylsma, 1984) in the manner of how ‘power’ and ‘load’ i.e. the amount we can manage is balanced with the effort we can assign to it and ‘expansive’ and ‘restrictive’ perceptions of future time i.e. the older you are the more urgent something becomes also contributes to the motivations of the adult learner (Gibbons Bylsma, 1984). So, is motivation the product of a restrictive ‘future time’ perspective creating a behaviourally urgent response to the realisation of your current educational inequities; therefore, adding to the perception of the reduction in opportunities for sustaining economic upward mobility? For example the following conversation illustrates the reasoning behind this question; Researcher: ‘so does anyone find, you know, that helps them decide to do a course, or, was it a combination of both things were like valuable and relevant to you as well?’ Walter: ‘Yeah, yeah†¦that’s the reason I’m here, you know you can’t get a well-paid job without English and Maths!’ Leroy: †¦Ã¢â‚¬â„¢and without those I can’t precede on to university’ Researcher: ‘So you can see the as an industry standard kind of then?’ Walter: ‘Yeah, this is the industry standard’ Researcher: ‘So to actually progress you need these things to progress?’ Walter: ‘Yeah†¦yeah†¦Ã¢â‚¬â„¢ Leroy: ‘Like to myself, like to have this qualification would make me feel better about it†¦but,’ Researcher: ‘Yeah†¦Ã¢â‚¬â„¢ Leroy: ‘†¦it’s a requirement’ Researcher: ‘yeah like a stepping stone’ Leroy: ‘yeah.’ Therefore, these adult learners’ may just see the benefit of having the qualification to progress beyond where they are now. This could also suggest that these adults’ are fully aware that the ‘real world’ applicability of certain subjects are determined by the industry demand for that subject, making a qualification economically more relevant and valuable to these adult learners’. We could theorise that society has a shared understanding about what industry requires of the workforce and how this requirement places a demand on the learner to rearrange their lives in order to participate in learning. Therefore, shared meaning in society could be facilitated by a shared understanding of what it demands of society, which supports the theory that adult learners’ must assign more personal relevance, value and expectations of satisfaction to learning before there is the motivation to return to education i.e. is there a beneficial compromise between what I want and what they require. And as can be seen in the descriptive analysis of Q20, Q21 and Q22.These questions relate to social influence and societies perception of value and relevance assigned to learning. The adult learner agrees that the decision to attend a course of study was suggested to them (Q20) and that this social influence/encouragement essentially provides the persuasive reinforcement to their implicit understanding that; learning increases an adult’s chances of employment (Q21). The adult learners’ also feel that the support they receive from the different sources of this social influence/encouragement is at a level which permits their participation on the course of study. We could again theorise that an individual knows what is demanded of them in the employment market, but they seek confirmation on what they already know. This suggests that ‘meaning’ is socially co/re-constructed by the individual seeking confirmation on their present understanding in order to reinforce their decision, and by way of, increase motivation to return to learning. Furthermore, the adult learners’ do not feel they have to make allowances to attend a course, as long as the scheduled session/s is at a convenient time for them to attend i.e. the conscious effort to avoid the conflicts between personal obligations and scheduled session/s. Moreover, showing that, for these adult learners’, the course of study has value and is personally and economically relevant to them. And as it was outlined in the ‘Theory Development’ section of this report; we can compare the assessment of value and relevance to Gustafsson & Mouwitz (2008) description of Proficiency Theory, and, means-end and cost-benefit analyses to McClusky’s Margin Theory (1974, as quoted in Gibbons Bylsma 1984). These theories emphasize a need to be competent at tasks’ whilst being realistic about certain physical, mental and social capabilities. Moreover, because the theories that were used in this study have overlapping dimensions (e.g. Q3, Q4 and Q12 overlap Social contact and Relationships; Goal and Relevancy orientation and External Expectations) with each dimension seemingly providing a piece to the decisional mà ©lange that affects the internal expectations i.e. individual agency of the adult learner. We could therefore suggest that Multimodal Heuristics and co/re-constructive social influence, not only becomes more evident when motivation towards participation is being established and/or maintained, but may also be one of the key components in the processes that assist the transformation of identity. Hence, as a sense of belonging, competency, proficiency and satisfaction are valued and relevant to the adult learner and evolve as they evolve; as do their identities. Equally, in a sociocultural ontology progress in learning is viewed along trajectories of participation and growth of identity, so both competency and belonging matter in understanding learning. It is for these reasons that a sociocultural ontology describes learning as a transformation of identity. And as the report is looking at the macro and micro-structural influences on the adult learner and how that comes to mediate and motivate them toward participation we can suggest quite firmly that identity transformation is closely tied to multimodal heuristics which is apparently mediated by a co/re-construction between the connectivity of social/cognitive interactivity thus having an impact on the identity formation of the adult learner. So the relevancy and value that is selected from external sources is fragmentally factored from differing micro and macro-structural influences and negotiated in to cognitive constructs i.e. internally mediated hence facilitating the decisional components that create the motivation for, and support continued participation towards, designated types of action. Discussion, implications and conclusions So, are social contact and relationships the result of synchronous affinities? Is the use of multimodal heuristics an actual contributor to identity transformation? All that can be suggested is that the results support the theory of multimodal heuristics and the connectivity of interactivity and imply that motivation is established through the individual deliberately, and sometimes vicariously, extracting information from these proximal and distal influences. Hence, social/cognitive collocation comes to, not only reinforce their decision to participate in designated types of action, but also – to a greater or lesser extent – impacts upon the transformation of identity. But, we must keep in mind that this is paralleled with a balance between the beneficial compromises for the betterment of self and the perceived value social contact i.e. belonging offers in raising confidence, increasing feelings of proficiency and reducing the fear of incompetency. The real implication of these results is the noticeable benefit of informal conversations being used to reinforce learnt knowledge. The participants suggest that more time for reflection and confirmation would go some way to aiding the retention of new information, how the information actually relates to their personal circumstances and how this also contributes to feelings of belonging, proficiency, competency and feelings of increased confidence. For example; Walter : â€Å"†¦if you have a conversation with someone, say after this class, you’ll remember that conversation better than you would, you know than someone standing at the front of the class going ‘this guy wrote this poem about this† And like the small child that is afraid of ‘shadow monsters’ and leaves the light on; the sessions could benefit from the incorporation of small group/whole class learning reinforcement dyads of informal conversations. This would then start to determine the level of commitment and motivation (Park & Choi 2009) that is ascribed to the retention of relevant and valuable information (Gibbons Bylsma, 1984; p. 23), and further contribute to the ease of transfer/retrieval of the current learning material/s and any new information (Ekey 2012). In conclusion, if adults are autonomous, self-directed and pursue their personal interests and goals then; when an adult decides to return to education the course of study must display a greater degree of relevance to the adults. If the course of study is perceived as having relevance, it (1) fulfils their need for feeling autonomous, (2) allows the adult to make an informed decision as to the value it has, (3) contributes to the continuation of feelings of self-directedness and (4) also contributes to their perceptions of being closer to achieving their goals’; thus adding value. Especially when we factor in that adult learners’ are complying with requirements’ laid down by someone else and may need to reorganise multiple obligations and competing priorities in order to participate. Another reason that these adult learners’ generally value the social interaction, support and reciprocal respect they receive whilst attending a course of study. Hence, the sense of belonging would be enhanced if there were more opportunities for interaction. Therefore, creating more opportunities for reflection between learners’ could, not only, reinforce learning, but also support the feelings of belonging through increasing the opportunities for discussion on how the material covered in that session/s contextually relates to them. Moreover, focussing on enhancing feelings of proficiency by allowing the adult learner to co/re-construct their current understanding through reflecting upon it with learners’ that share the same learning experience and synchronous and asynchronous affinities. References Abdullah, M, Parasuraman, B, Muniapan, B, Koren, S & Jones, ML. (2008) ‘Motivating factors associated with adult participation in distance learning program’ International Education Studies, 1 (4), pp. 104-109. 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