How Mass Incarceration Has Become The New Form Of Jim Crow...

Since the beginning of this great nation there has always been a racial caste systems due to slavery, money, and greed. The End of slavery was after the civil war and enfourced through the 13th Amendment. The loophole that was created that was the exception that criminals can be treated as a involuntary servitude, which was noted in the U.S constitution. To speed things along you have the slavery which transferred to convicted leasing to Jim Crow Era and now Mass Incarceration which all has striped millions of the people, whom are in the lower caste systems, away from their families similar to slavery. This paper focus on how mass incarceration has become the new form of Jim Crow and slavery. The United Stated population represent 5% of the world population, but we have 25% of the world prisoners (NAACP). In the USA people of color represent 30% of the populations but contributes to 60% of those who are imprisoned(NAACP). I hope that that this study will open up conversations that the we are in a new form of Jim Crow and how Mass Incarceration should be tentatively looked through and help come up with ways to make Mass Incarceration go away. As social workers we must advocate for the people who cannot advocate for themselves, rather it is because of money or lack of education they do not know how they are being taking advantage of. It is in our hearts to make sure that everyone is in the same postion so that they can be the best that they can be. The purpose of this studyShow MoreRelatedIs The Mass Incarceration Of Blacks The New Jim Crow?1540 Words   |  7 PagesIs the Mass Incarceration of Blacks the new Jim Crow? American has a legacy of the mistreatment and disenfranchisement of African Americans. The same bad treatment that many think only took place in the past is in fact still intact, it’s just presented in a new way. The mass incarceration of blacks in the Unites States can be attributed to the â€Å"racial hierarchy† that has always existed. The U.S contributes to about 5% of the worlds overall population, and about 25% of the worlds prison populationRead MoreThe New Jim Crow : Mass Incarceration1361 Words   |  6 PagesBook Review Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness The premise of the ‘The New Jim Crow: Mass Incarceration in the Age of Colorblindness’ by Michelle Alexander, is to refute claims that racism is dead and argue that the War on Drugs and the federal drug policy unfairly targets communities of color, keeping a large majority of black men of varying ages in a cycle of poverty and behind bars. The author proves that racism thrives by highlighting theRead MoreMass Incarceration : The Color Of Justice Essay1352 Words   |  6 PagesMass Incarceration: The Color of Justice (DRAFT) Racial discrimination in the United States has been a radical issue plaguing African Americans from as early as slavery to the more liberal society we see today. Slavery is one of the oldest forms of oppression against African Americans. Slaves were brought in from Africa at increasingly high numbers to do the so-called dirty work or manual labor of their white owners. Many years later, after the abolishment of slavery came the Jim Crow era. In theRead MoreMass Incarceration In Michelle Alexanders The New Jim Crow Laws1083 Words   |  5 PagesJim Crow laws were state and local laws that reinforced racial segregation in the South between the end of Reconstruction in 1877 and the beginning of the civil rights movement in the 1950’s (Urofsky). The laws mandated segregation of schools, drinking fountains, restrooms, buses, and restaurants. In legal theory, blacks received â€Å"separate but equal† treatment under the law--in actuality, public facilities were nearly always inferior to those for whites, when they existed at all. In addition, blacksRead MoreThe Mass Incarceration Of The United States1198 Words   |  5 PagesThe mass incarceration in the United States, has grown hand in hand with the well-disguised scheme of racialized social control that worked similarly to Jim Crow institutions.   Howard Zinn describes social-economic structures that justified slavery, also prevented a class movement between poor whites and slaves that would threaten the power of the elite. The birth of white privilege and segregation of African Americans aided in creating Jim Crow policies and in the criminal justice and politicalRead MoreMass incarceration of African Americans, The Revised Caste System1780 Words   |  8 Pagesdisproportion in the United States has been an ongoing topic in history since slavery. As Americans we are affected by racial injustices everyday. One may not realize how their own racial identity plays a part in their everyday life exper iences. The dynamics of racial oppression and privilege with the United States is incredibly complex ranging from the time of establishment to present day. The present day racial inequality within the criminal justice system and incarceration rates has peaked in the United StatesRead MoreThe New Jim Crow By Alexander1294 Words   |  6 Pageslife. As an African American in today’s society it has been difficult to find opportunities in life because of the injustice and discrimination that the particular community is experiencing. However, I will compare the two articles with two outside source I found the New Jim Crow by Alexander, she effectively argues in her book how racism is evolving over time, but Alexander poorly makes the analogy of The New Jim Crow, compare to the Mass Incarceration in America. The other resource I found is calledRead MoreThe Rebirth Of Caste By Michelle Alexander1744 Words   |  7 PagesChapter, one The Rebirth of Caste examines the history of rac ial social control in the United States. Alexander refers to the shifting forms and habitual patterns of racial caste system. She vies that proponents of racial hierarchy have been able to guarantee its recurrence after effective ends following the end of slavery and the dismantling of the original Jim Crow. She describes the starting point of it all is to bring about the separation of the poor whites and blacks; creating a hierarchy inRead MoreAfrican American Culture s Justice System993 Words   |  4 Pagesexact 1616 is the year that African Americans started to become an enslaved race. Slavery was just the first chapter in the book of African American oppression. Ever since then society has treated the black community, as if they do not belong in America. The Jim Crow laws made it so that black people were excluded from a majority of the rights and resources that were supposed to be available for everybody. Mass incarceration is just a new, but subtler, version of oppressing th e African American communityRead MoreThe Effects Of Whitewash And Its Impact On Society943 Words   |  4 PagesThis paper addresses whitewashing because it seeks to show the impact it has had on society so that one can better understand the effects of it today in the 21st century. Understanding the foundational elements of whitewashing from the perspective of various topics will reveal the underlying causes of whitewash and its impact on the affected race today. Among the things that will be covered to reveal its impact will be how it has affected the educational systems, standards of beauty, and racial disparities

Bookstore Marketing Plan - 3746 Words

Harrisburg, PA 17110-2999 For the purposed business of HACC’s Overholt Bookstore of Harrisburg Area Community College December 5, 2010 Table of Contents Page Executive Summary........................................................................................................................... Situational Analysis........................................................................................................................... Company Analysis........................................................................................................................ Derrick Beards,†¦show more content†¦This market’s consumer demographic ranges from 10 to 50 years of age. Mr. Beard has secured a 10 year partnership between EA Sports and DMC for all Marketing Plan rights. His knowledge of diverse age demographics and â€Å"Speed Branding† will be a cornerstone of our marketing plan to understand the complexity of consumers at a community college. Jonathan Fertal, Cofounder and Vice President of Technology, has had a long term partnership with Apple Inc. since the conception of DMC. DMC’s first major marketing campaign was for Apple’s iPad and iMac. While working with Apple’s CEO Steven Jobs, Mr. Jobs was impressed with then little know marketing company comprised on community college students. With Mr. Job’s assitance and guidance, DMC became to be known in the Marketing Industry as â€Å"The Apple of Advertising,† because of its uncharacteristically innovative marketing mixes. Jonathan’s double Masters Degree in International Business and Marketing from University of Pennslyvania’s Wharton School of Business has shaped his understanding of global consumer habits. Currently DMC the exclusive rights to Apple’s marketing program. Mr. Fertal’s undertanding of technology as a cornerstone for education will be utilized. Mihir Patel, Cofounder and Vice President of Theater and Entertainment/Public Relations, played a key role with his marketing mix for the Broadway smash hit Avenue Q and JerseyShow MoreRelatedMarketing Mix4711 Words   |  19 Pagesnotes A)Marketing Mix variables (The 4 P s of Marketing) The major marketing management decisions can be classified in one of the following four categories: * Product * Price * Place (distribution) * Promotion These variables are known as the marketing mix or the 4 P s of marketing. They are the variables that marketing managers can control in order to best satisfy customers in the target market. The marketing mix is portrayed in the following diagram: The Marketing Mix Read MoreShort Cases19708 Words   |  79 PagesMM21c short cases:MM21c-front matter 12/23/08 12:59 PM Page 1 MANAGING MARKETING IN THE 2 1S T C E N T U R Y : SHORT CASES www.mm21c.com MM21c short cases:MM21c-front matter 12/23/08 12:59 PM Page 2 2 MANAGING MARKETING IN THE 21ST CENTURY TABLE OF CONTENTS 1. SONIK CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2. ICI FIBRES LTD. . . . . . . . . . . . . . . . . . . . .Read MoreThinking Outside the Covers of a Book: The Rise and the Fall of Amazon vs. Borders in the Online World1664 Words   |  7 Pagesdigital books and other forms of goods and services. By some book enthusiasts, Borders was much beloved. 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Barnes andRead MoreVista University Strategic Planning For 20251713 Words   |  7 PagesBuena Vista University Strategic Planning for 2025 In this strategic plan, we are looking at today’s situation to help determine the future structure of Buena Vista University at the Council Bluffs location in 2025. The strategic plan consists of a vision and mission statement, SWOT analysis, strategy, and success metrics. Vision Statement â€Å"Our objective is to be in the top 10% of private colleges in financial strength and operational soundness by year 2025.† Mission Statement â€Å"Our purpose is toRead MoreEssay Strategic Plan, Part I: Conceptualizing a Business1081 Words   |  5 PagesStrategic Plan Part 1: Conceptualizing a Business Jojie Urrete BUS/475 September 12, 2011 Linda McKee Strategic Plan Part 1: Conceptualizing a Business A strategic business plan will help the organization define its mission and vision, giving the organization a sense of purpose and direction. 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Traditionally, The book industry is the chain of â€Å"publisher-wholesalers-retail bookstores†. However, Amazon.com made this chain or supply useless. At amazon.com, unlike traditional bookstores, there are no bookshelves to browse. All contact with the costomer is either through its web site or by email. At the firm’s web site, customers can search for a specific book, topic and etc. Customers canRead MoreThe Amazon. Com1408 Words   |  6 PagesAmazon.com accepted payment from publishers to have books placed on recommended lists, widespread protests led the company to include disclaimers on the site and to broaden its merchandise return policy. Not only does Amazon.com lack a physical bookstore; it almost lacks books. Only a fraction of the titles available on its Web site are actually on shelves in one of its two warehouses. Most of the time, Amazon.com doesnt order a particular book from a distributor until after a consumer has orderedRead MoreMarketing Strategy Of The Us Bookstores Essay933 Words   |  4 Pagesf. Strategies The US bookstores industry includes about 10,000 stores with combined annual revenues of about $16 billion. Major companies include Barnes Noble and Books-A-Million. The industry is highly concentrated with the 50 largest companies accounting for about 85 percent of sales. The industry includes companies that operate physical retail locations like Barnes Noble and online booksellers such as Amazon.com. The industry is being redefined as booksellers ward off strong competition from

The Consequences Of Guns Essay Example For Students

The Consequences Of Guns Essay The Consequencesof GunsHandguns and other firearms have a longtradition in American civilization. The right to bear arms is an Americanright featured in the second Amendment of the Constitution. In the 18thcentury, when the constitution was written, times were different; therewas a need for armed citizens to insure the safety of the society as awhole. Contemporarily the police department preserves the safety of societyand the need for armed citizens is out of date. The founding fathers ofthe Constitution could presumably never imagine the horrendous outcomeof their actions. Every year too many lives are claimed as the result ofthe American governments inability to fully face up to effects of theissue. Compared to other western countries that have considerably strictergun control laws America is still viewed as The Wild-Wild West. The growing gun related death toll in theU.S. has to come to a turning point. Stripping away the constitutionalright to bear arms might have the effect that only criminals will haveaccess to guns. It is important to understand that in a society where bothcriminals and law abiding citizens have access to guns the likeliness ofan innocent person getting shot, when both parties are waving guns, isprobably greater than if only criminals have guns. A ban on firearms mightnot be appealing as a short-term solution but it is important that peopledont limit their thinking to their generation and not think about thesafety of their children, grandchildren and the society people are creatingtoday for them to live in. The main obstacle in removing firearmsfrom citizens in the U.S. is the second Amendment of the Constitution. It reads: A well regulated Militia being necessary to the security ofa free State, the right of the people to keep and bear Arms shall not beinfringed. The second Amendment can be interpreted as every citizen rightto bear arms. However the key word is Militia, meaning soldiers or defendersof the State. In the late 18th century, when the Constitution was written,times were very different than those of contemporary America. People werescared of possible invasions from Native Americans, the English, and othernationalities. By a well regulated Militia the founding fathers probablymeant that citizens could have a muscot standing in the corner just incase anything would happen. Note that the writers of the Constitution added,a well regulated in front of the word Militia. That would most likelyreveal a controversy in writing this Amendment, some of the founding fathersmight have foreseen the possibility of a misinterpretation of this Amendment. In the U.S. there are approximately 200million privately owned guns, which is statistically close to a gun perperson and places more than one gun per home on average (ODonnell 771). In other words, guns are all around. This effects, without a doubt, thewhole society structure and the citizens that live within its boundaries. The children that live within a gun infestedsociety are going to suffer the consequences. In fact, kids between theages 16 and 19 have the highest handgun victimization rate among all agegroups (ODonnel 771). Its not hard to understand why, since there areon average more than one gun per household, kids are likely to find firearmand in some cases even use it. In March 1998 two children, 11 and 13 yearsof age gunned down a total of 13 people in a school in Jonesboro, Arkansas. Of the 13, nine survived and five people, classmates and teacher, diedas a result of the shooting (Liesen, Owens). One of the boys had takentwo rifles from his grandfather. They positioned themselves about a 100yards from the schoolyard and when the bell for recession sounded and peoplestarted to exit the school building the two boys opened fire. This is ahorrendous event that proves that if guns are present within a householdor within a family, odds are that kids will know about where they are keptand perhaps even be curious enough to actually use them. In October, 1997 a 16 year old boy shotand killed his girlfriend and her best friend while they were exiting aMississippi school leaving six others wounded (Liesen, Owens). The spontaneityof young children and guns are a lethal combination as illustrated in thesetwo examples. In a study made across high schools inSeattle, 47% of males and 22% of females reported that they had easy accessto handguns and 11.4% were gun-owning males (ODonnel 772). The accessto guns might prove to be a deadly for both innocent bystanders and theholder of the gun. Children should not be able to own guns. One of theprerequisites for owning a gun should be that the person is responsibleenough to own a firearm. Since there are no guarantees for that, guns shouldonly be issued in extensively controlled forms otherwise the governmentjeopardizes the safety of the people theyve sworn to protect. In ages 10-14 72%, and in the ages 15-19,85% of all homicides are committed with firearms. In addition to that 60% of all suicides among youths is committed with a handgun. The total firearmdeath rate concerning white males in their teens now exceed natural causes(ODonnell 771). These are alarming statistics show the brutal realityof firearms in the U.S. Christianity And Islam EssayA study of the murder rate in WashingtonD.C. showed that within three years of the passage of a law prohibitingthe sale of handguns in the city the murder rate dropped by 25% (Kruschke22). The state of South Carolina and the city of Boston experienced similarresults when stricter gun control laws were recently enforced. In Bostonthe homicide rate dropped by 39% and in South Carolina the murder ratedropped by 28% (Kruschke 23). These are just some example of cities andstates that have realized that strict gun control is one way of decreasinghigh murder rates. According to a survey conducted by theJohns Hopkins Center for Gun Policy and Research revealed that the majorityof Americans would like to see guns more tightly regulated (Fire Control). Lets face it, a shooting is national news in most western countries butin the U.S. it is merely an every day occurrence that often doesnt evenget national coverage by the media. The American public is feeling thehorrendous effects of violence that the second Amendment brings and manyrealize that something has to be done to decrease the annual death tolldue to guns. The Gun Control Act of 1968 was attemptby the government to restrict the sale of guns by making sellers of gunslicensed and prohibited the sale of guns or ammunition to people that areconvicted felons, minors, drug users, illegal aliens or people who havebeen discharged from the military. This Act was passed during the wakeof the assassinations of Dr. Martin Luther King and Senator Robert Kennedy. It was huge reaction to a growing usage of handguns in the U.S. The legislatorsfigured out that the liberty of bearing arms wasnt for everyone. Gun ControlAct of 1968 has very likely contributed to a lowering the number of deathseach year than the alternative of not having laws that regulate the possessionand distribution of guns. Since then things havent become better and 30years of people shooting each other legislators are bound to realize thatthe personal liberty of bearing arms doesnt need to be modified but tobe cancelled once and for all. One common argument in the debate aboutgun control is that if guns are banned then cars will also have to be bannedbecause cars are also responsible for many deaths each year. The truthis that the usage for cars and guns are totally. The purpose of cars istransportation and guns to launch a bullet into a target. Yes, many accidentsoccur with cars every year that claims the lives of many innocent peoplebut it is very seldom that people are being hurt intentionally by driversof cars or other vehicles. Guns nevertheless are very often used as anintentional device for killing or harming another individual. It is importantto focus on the easiness of pointing a gun in a direction and pulling thetrigger, it doesnt take very long time and it might just claim the livesof one or more persons. There is not much time for second thoughts andnot much time for people to react. If someone were to do intentionallymurder one or more people with a car the event would take longer time,which leaves more time for the person behind the wheel to think over hisor her decision. Not to mention the person or persons intended of beingmurdered have a lot more time to react to a speeding car than a bullet. There are a lot of things that can be used to murder someone such as: akitchen knife, a baseball bat, a screwdriver, a sharp pencil etc. The mainreason for not banning these items is that they are not easy instrumentsto inflict harm with and their purpose is not to hurt people. Guns shouldbe banned because it doesnt take much out of a person to point it andpull the trigger. The key word in this argument is easiness; the easinessto end peoples lives and thats why guns are lethal instrument that ultimatelyshould be banned.

The Addams Family Musical Essay Example For Students

The Addams Family Musical Essay The Addamss Family Musical comically explores the familiar dissimilarity between the strange habits, somewhat violent of Addams, and the good habits of American society. Wednesday falls in love with a normal boy named Lucas; she plans a dinner with the boy and his parents at the Addams’s house. Wednesday ends telling a secret to Gomez just before dinner that they want to get married and the Spanish have to choose between helping the beloved daughter and lie to Morticia, which he never did for over 20 years. Thus, two distinct familie will be known in a dinner in the Addams’s house where also live Uncle Fester, Pugsly, Lurch, and Grandma, beyond the butler who just mumbles. The beginning of the musical has allegro tempo and canon characteristics. Start with Gomez singing solo, follow with Morticia join him in a fast mode, and then the whole Family sing as an ensemble â€Å"When You’re An Addams† with imitation, repetition, and con doppio movimento. Trapped† is the second song of the musical, which Gomez sings by himself aria and with affetto. This second melody has a drammatico characteristic; start in an adagio tempo and gradually increase (accelerando) until become allegro. Gomez sings that he is trapped between tell the secret to Morticia or keep the secret like Wednesday had asked. When Wednesday realizes that she fall in love with Lucas starts the third musical â€Å"Pulled†, which has an amore and an angstlich characteristc. We will write a custom essay on The Addams Family Musical specifically for you for only $16.38 $13.9/page Order now At the beginning she says how she is anxious to being pulled to a new direction, with colors and love and how she likes that. The melody has an acceralando tempo and a fermata in the end; becoming even more drammatico. Thus follows the entire musical with dramatico and animato characteristics. The Addams Family always reaches several important social issues, including the concept of a different family pattern that we are accustomed. After all, what is normal for a traditional family is certainly not for the Addams and vice versa. The Addams’s Family Musical comically explores the familiar dissimilarity between the strange habits, somewhat violent of Addams, and the good habits of American society. Wednesday falls in love with a normal boy named Lucas; she plans a dinner with the boy and his parents at the Addams’s house. Wednesday ends telling a secret to Gomez just before dinner that they want to get married and the Spanish have to choose between helping the beloved daughter and lie to Morticia, which he never did for over 20 years. Thus, two distinct familie will be known in a dinner in the Addams’s house where also live Uncle Fester, Pugsly, Lurch, and Grandma, beyond the butler who just mumbles. The beginning of the musical has allegro tempo and canon characteristics. Start with Gomez singing solo, follow with Morticia join him in a fast mode, and then the whole Family sing as an ensemble â€Å"When You’re An Addams† with imitation, repetition, and con doppio movimento. Trapped† is the second song of the musical, which Gomez sings by himself aria and with affetto. This second melody has a drammatico characteristic; start in an adagio tempo and gradually increase (accelerando) until become allegro. Gomez sings that he is trapped between tell the secret to Morticia or keep the secret like Wednesday had asked. When Wednesday realizes that she fall in love with Lucas starts the third musical â€Å"Pulled†, which has an amore and an angstlich characteristc. At the beginning she says how she is anxious to being pulled to a new direction, with colors and love and how she likes that. The melody has an acceralando tempo and a fermata in the end; becoming even more drammatico. Thus follows the entire musical with dramatico and animato characteristics. The Addams Family always reaches several important social issues, including the concept of a different family pattern that we are accustomed. After all, what is normal for a traditional family is certainly not for the Addams and vice versa.

Plato`s Apology Essays - Socratic Dialogues, Dialogues Of Plato

Plato`s Apology After reading Plato's account of Socrates defense, the Apology, I was completely blown away by the power of Socrates words and ideas. The reading left me thinking about how I felt regarding what he had said about virtue, truth and the quest for both. In class, we discussed Socrates search for virtue and we touched on the topic of this paper: the reasons Socrates believed that "the unexamined life is not worth living for man". It is my opinion that he is correct in that view and in this paper I intend to show you why. Like many philosophers alive in his time, it was Socrates belief that virtue could only be attained through examination. Only through exploration can you really understand what virtue is, and begin to act virtuously. Understanding, as well as sharing, this information was very important goal to Socrates. The significance of examining and understanding our lives is far greater than one might think. Understanding and comprehending the behavior of friends, as well as of ourselves, enables us to have empathy and compassion for them. And, allows us not to stand in judgment, which, in turn, allows us to live the moral, noble lives that Socrates spoke of. Another belief of Socrates that supports his view is the idea that evil derives from ignorance and the failure to investigate or explore peoples actions. I believe this to be true, also. This idea also supports his beliefs on death. Socrates was not well liked because he explored his ignorance, and was eventually put to death because of it. Marie Curie once said, "Nothing in life is to be feared, it is only to be understood." That could sum up a great deal of Socrates position in the Apology: why he was not shaken by death, why he spoke of his relationship with the gods, and possibly even why he felt the unexamined life is not worth living.

Rechazo de solicitud de tarjeta de residencia para EEUU

Rechazo de solicitud de tarjeta de residencia para EEUU Aunque cumplas con los requisitos para solicitar una tarjeta de residencia es posible que la peticià ³n sea denegada. Estas son las causas y quà © se puede hacer. Lee con atencià ³n esta lista de 42 causas que te hacen inadmisible (esa es la palabra que se utiliza tà ©cnicamente) para recibir la tarjeta de residencia. Lo ideal es conocerlas antes de meter los papeles con Inmigracià ³n, y asà ­ ver cules son las posibilidades de obtener la residencia. Pero si ya ests al final de la tramitacià ³n y te dicen que no, debes saber si puedes hacer algo. Y, en ese caso, lo quà ©. Causas de denegacià ³n de la tarjeta de residencia por ser inadmisible Padecer cierto tipo de enfermedades contagiosas o carecer de determinadas vacunas.Sufrir de enfermedades fà ­sicas o mentales de tal modo que puedas causarte daà ±o a ti mismo o a otros.Alcoholismo.Ser un drogadicto o haber sido condenado por violar alguna ley que regula las drogas ilegales, tanto en Estados Unidos o en cualquier otro paà ­s del mundo.  Ser un traficante de droga o participar de cualquier modo en ese tipo de delito.Ser esposo/a y/o hijos de un traficante, si se ha recibido dinero del narco en los à ºltimos cinco aà ±os.Haber sido condenado por un delito inmoral. Tener dos o ms delitos con una condena de cinco aà ±os o ms.Haber sido condenado por un delito agravado.Ejercer o haber ejercido la prostitucià ³n o haber solicitado los servicios de una prostituta (o, en su caso, de su versià ³n masculina). Esto aplica por diez aà ±os.Pretender obtener inmunidad para no ser procesado en EEUU por un delito y conseguir asà ­ salir del paà ­s.Haber realizado activi dades que comprometan la seguridad de los Estados Unidos. Haber cometido o haber conspirado para cometer un delito de trfico humano. O ser el esposo/a o hijo/a de tal persona y haberse beneficiado de ese delito en los à ºltimos cinco aà ±os.Realizar o haber llevado a cabo labores de espionaje o haber participado en un intento para derrocar al gobierno de los Estados Unidos.Haber realizado cualquier actividad que pueda clasificarse como terrorista.Membresà ­a en un partido totalitario, en el comunista o en el partido nazi.Haber participado en un genocidio.Ser una carga pà ºblica o cuando es probable que se va a ser en el futuro.Haber participado de cualquier forma en lavado de dinero o pretender entrar a EEUU para desarrollar esa actividad delictiva.Ser un mà ©dico o personal de sanidad que carece de la debida cualificacià ³n o certificacià ³n.Estar ya en Estados Unidos y haber entrado al paà ­s cruzando ilegalmente la frontera. Es decir, no hubo un control migratorio en una aduana terrestre, en un puerto o en un aeropuerto y, por lo tanto, ningà ºn oficial de inmigracià ³n admitià ³ o le concedià ³ una parole al extranjero que ahora solicita la green card. No haberse presentado en Corte cuando se tenà ­a una citacià ³n durante un proceso de deportacià ³n.Haber presentado o utilizado un documento de identificacià ³n falso. Asegurar falsamente que se es ciudadano de los Estados Unidos.Llegar a EEUU como polizà ³n  Haber que han violado las condiciones de una visa de estudiante.No tener documentos que son necesarios para obtener la green card.Haber sido penalizado civilmente de acuerdo a las disposiciones del artà ­culo 247C la Ley de Nacionalidad e Inmigracià ³n (INA, siglas en inglà ©s).Cumplir con alguno de los supuestos que hacen a una persona inelegible para poder adquirir la ciudadanà ­a americana, segà ºn los artà ­culos 314 y 315 de la INA.No haber cumplido en tu paà ­s con la obligacià ³n del servicio militar.Haber sido expulsado de Estados Unidos nada ms llegar a las fronteras del paà ­s.Tener o haber   tenido presencia ilegal en Estados Unidos.Cometer una infraccià ³n inmigratoria y despuà ©s continuaron vi viendo en Estados Unidos en una situacià ³n de presencia ilegal. Haber sido deportado Haber sido deportado y despuà ©s de su deportacià ³n han vuelto a cruzar ilegalmente a Estados Unidos, causando asà ­ lo que se conoce como prohibicià ³n permanente. Practicar la poligamia.Secuestro internacional de nià ±os.Haber votado ilegalmente en Estados Unidos.Haber renunciado previamente a la ciudadanà ­a para evitar pagar impuestos.Haber tenido  una visa de intercambio J-1 hasta que pasan dos aà ±os viviendo fuera de EEUU en los casos en los que aplica, que no es siempre.Cuando tu presencia en EEUU puede ser calificada de que serà ­a un perjuicio para el paà ­s.Haber reclutado a nià ±os-soldados o cometido tortura o asesinatos extrajudiciales.Haber atentado gravemente contra la libertad de religià ³n cuando se actuaba como oficial de otro paà ­s. Haber ayudado a indocumentados a entrar ilegalmente a Estados Unidos. Cà ³mo Estados Unidos sabe que se ha realizado alguna de esas actividades El gobierno de los EEUU obliga a todos los solicitantes de una tarjeta de residencia a someterse a unas pruebas biomà ©tricas, entre ellas, a la de huellas dactilares. Esto permite obtener mucha informacià ³n tanto de actividades realizadas en USA como fuera. Si cualquier agencia del gobierno se da cuenta de que has mentido en relacià ³n a uno de esos asuntos las posibilidades de que en el futuro puedas conseguir algà ºn beneficio migratorio son prcticamente nulas. Quà © hacer si si en tu pasado hay alguna actividad incluida en esa lista Si todavà ­a no se ha iniciado la tramitacià ³n de la tarjeta de residencia, consular con un abogado de inmigracià ³n especialista en tu tipo de problema. Y saber de antemano quà © se puede hacer. Si la tarjeta de residencia te ha sido ya denegada, consulta con un abogado de inmigracià ³n especialista en este tema para analizar si: Puedes pedir un perdà ³n (waiver). Estos son los requisitos y los trmites para solicitar el perdà ³n.  Adems, los familiares inmediatos de ciudadanos que estn en Estados Unidos y cuyo à ºnico problema es estar ilegalmente en el paà ­s y no pueden ajustar su estatus podrà ­an en algunos casos calificar para el perdà ³n provisional I-601A. Si hace muchos aà ±os (2001 o antes) se tuvo una peticià ³n aprobada a favor de un inmigrante, estudiar si se cumplen los requisitos para beneficiarse de la proteccià ³n 245(i). Si la prohibicià ³n para obtener la tarjeta de residencia por la causa que te afecta expira tras el paso de un nà ºmero determinado de aà ±os, ya pasaron y ya no habrà ­a ese problema.Si te afecta lo que se conoce como una prohibicià ³n permanente (permanent bar). Es muy difà ­cil de conseguir un beneficio, pero no imposible. Dependiendo de la causa de la prohibicià ³n y del tipo de visa que se desea solicitar es posible solicitar el perdà ³n en cualquier m omento o puede que sea necesario esperar como mà ­nimo  10 aà ±os fuera de Estados Unidos. O si simplemente no hay nada que hacer. Consejos para probar conocimientos En asuntos de inmigracià ³n, cuando ms sepas, mejor. Toma este test de respuestas mà ºltiples  para verificar que tienes los conocimientos bsicos para obtener y conservar la tarjeta de residencia.   Es un proceso largo y costoso. Cuando menos errores se cometan, mejor. Y este test te ayuda a mejorar tus conocimientos. Este es un artà ­culo informativo. no es asesorà ­a legal.

American Unjust Drug War Research Paper Example | Topics and Well Written Essays - 1250 words

American Unjust Drug War - Research Paper Example Such premises, as will be discussed below, are stronger than those which seek to justify the state’s tough anti-drug laws. II Thesis This paper asserts that America’s war against illegal drug use is unjust because it does not simply violates but violently repress the drug user’s inherent right to choose, putting the American society at greater risk. This argument strongly weakens the popular assertion of prohibitionists that illegal drug use poses extreme harm not only against users but the society as a whole, thus must be prohibited at all costs (Huemer 135). Moreover, this vividly illustrate that a law founded on distorted truth could create more rather than resolve problem, demonizing rather than humanizing society. Essentially so, the end could not justify the means; neither the means could justify the end. Democracy, which the American society proudly upholds, is founded on giving due respect to the inherent rights of every individual, as enshrined in the Bi ll of Rights of the Unites States Constitution. Violating any of these fundamental rights contradicts American principles on civil liberties, that could weaken the very foundation of this powerful nation. One of the rights inherent in every individual is no other than the right to choose, as this acknowledges the individual’s freedom to make personal decisions. This means, the body, self and life of the individual is his/hers alone. Whatever he/she would like to do about it is his/her sole right. Meaning, an individual has the fundamental right to choose and the freedom to decide whether or not he/she will use drugs, despite knowing the harm such choice may effect on him/her. As such, the government has no business over an individual’s decision on what to do with his/her body, self, and life. Therefore, America’s war against drug is unjust, because anti-drug laws do not simply deny but violently attack drug users of their personal autonomy, subsequently violatin g their other basic human rights such as the right to liberty and the right to life. This is not to say that criminalizing drug use unjustly tarnishes the user’s reputation, causing him/her to be socially isolated and depriving him/her of opportunities and decent life. Furthermore, since the right to choose is inherent in every individual, no one – not even the majority will and not even legislation – can take away this right from an individual; only the individual him/herself can surrender this right if he/she freely chooses to do so. Meaning, if the individual knowingly decides to subject him/herself to drug use regulation or prohibition, for example under medical care, then that is the only time that his/her drug use, specifically related only to the health problem being medicated, can become the business of the authority – in this case the medical health professional. But even under such circumstance, the failure of the individual to regulate or forbi d him/herself of drug use as medically prescribed does not make him/her a criminal. If the prohibition of drug use already violates the individual’s right to choose, criminalizing it is tantamount to state repression, further proving therefore, that America’

Healthy People and Your Community - Discussion Essay

Healthy People and Your Community - Discussion - Essay Example The hospital has developed an initiative whereby patients are assigned to primary care physicians who are charged with the task of overseeing them to prevent cases in which a simple case can turn into an emergency one. This has further proved fruitful after the hospital conducted a program of educating the people around on how best to handle illnesses to avoid last minute emergencies in hospitals (Healthy People 2012). The hospital facility has built various units around the place to facilitate easy access by patients. These units provide the requisite healthcare services that most of the patients need at any given time. The hospital has also partnered with respective health insurance companies in charge of providing covers to clients who need health care. This is because most people who do not have insurance covers cannot easily receive healthcare, are more likely to die because of lack or inadequate provision of healthcare and are likely to have poor health status(Healthy People 2012). The hospital has developed effective transport systems, with ready ambulances with first aid nurses who move patients with emergency cases to the nearest health facility with ease. These health facilities have enough doctors who work in shifts to ensure no patients wait longer either in emergency departments or outpatient departments. This goes on well even with other hospital departments such as labs, which ensure the tests required are conducted and treatment made within the shortest time possible (Healthy People 2012). The disparity comes in terms of racial and social discrimination as Blares and Hayes (2010) describe, which to some extend is reduced but still there among elderly health workers. This creates fear among the minority who might be suffering yet they need healthcare services. To reduce this problem, the government needs to incorporate the minority healthcare workers in the profession, to reduce the gap. This will increase the

Marketing Case Analysis Article Example | Topics and Well Written Essays - 750 words

Marketing Case Analysis - Article Example In order to be able to accomplish something within the worldwide marketplace today, the organizations sales force depends more upon on attaining the precise consumer and product information, it does not really matter if it is inside the organization or outside .the organizations sales force requires a cohesive, prearranged technique to follow the consumer leads, the contact information, in addition to their descriptions. Along with this the management within these organizations is on the look out of a technique where they would be able to investigate in detail the past sales data for the future prospects. If an organization is able to consolidate the data storage along with regulating the sales tools also practices, the organizations contending within this atmosphere would help the organization respond swiftly to the changing consumer inclinations and alterations within the market place, routinely guiding the way to the sales staff plus push them follow up. Also to be able to recogni ze a lot more prospects to cross sell and up sell, a lot more efficiently estimate sales figures, focus upon refining the sales relationships .It is suggested that organizations can in fact now automate their sales force in order to guarantee that their sales are closed quickly. (Microsoft .com) Also it seems that what Sprint is going through now, is a situation where, they are striking their numbers. Thinking how many more follow up calls have been made until now. These issues are persistently being obsessed into the heads of the sales team.( Keith Rosen , 2008) What is notable is the fact it is true for a lot of sales professionals, that the pressure to arrive at quota or else achieve a definite level of performance. At the same time as retaining a monthly sales objective helps only to settle the mind upon the reward which is why the actual focus upon the result can actually mean more harm. By the end of every selling month, the disturbance along with the pressure can actually overpower as the salespeople move quickly to perform at the optimum to close the sales in order to accomplish their targets. ( Keith Rosen , 2008) Because while the act of selling is considered by most as the transmission of the sentiment behind the product or service. One can visualize the mind-set that these over pressurized sales people are conveying to their prospects. The constant worry in addition to the apprehension of having to close additional sales unintentionally puts unjustified strain on the prospects as well as cultivates a detrimental association from the beginning. ( Keith Rosen , 2008 ) To produce improved results, it is recommended that they modify the way they are closing these sales at Sprint or modify how they perceive the whole situation. Also in order to recurrently go beyond the organizations sales goals as well as better supervise the team's outlook, amending the way they think, so in order to grow to be procedure driven relatively than just being outcome driven. The probability is that the, salespeople who are exclusively alert on the end product lack the procedure within they would believe. Moreover, they put more efforts in trying to be in charge of the result; approaching for what they yearn for

Joseph Beuys Social Sculptures Concepts

Joseph Beuys Social Sculptures Concepts Joseph Beuys developed a new concept of art as Social Sculpture in post-war Germany after the long period of repression and lethargy. His theory advocated that every person in every situation has the ability to re-organise society and this essay discusses how he sought to realise these ideas within his own practice. Beuys (1921-1986), is one of the most prominent and influential German artists to emerge after World War II. As well as an artist, he was a teacher and activist and his theory on the ability of art to change the dynamics of society has reverberated across a generation of artists. (Electronic Arts Intermix 1997) Beuys, along with other founding members of the Fluxus movement, helped to reinvigorate a prosperous Avant-garde after the long episode of Nazi oppression. His work was highly experimental and always contentious, layered with intricate meaning and symbolism. (Moma n.d.) Throughout his career he produced thousands of conceptual works, drawings, installations, objects, performances and lectures. Maturing as an artist during the Fluxus movement, this encouraged Beuys to create progressively more anti-establishment and eccentric works.(Turner 2001) The Fluxus was an international movement which began in the early sixties and continued to thrive throughout the 1960s and 1970s. It was distinguished by a strong Dadaist approach and encouraged artistic experimentation intertwined with social and political activism that rejoiced in revolutionary change. (Delahunt 1996)The Fluxus movement also centres on the absolute connection between art and life (Durini 1997, p. 26), a theme which was central to Beuys artistic practice. It was during the war that Joseph Beuys decided to dedicate himself to art. Beuys entered the Dusseldorf Academy at the conclusion of the war. It was during his time at the Academy that he began to query academic limitations and sought to further his artistic capabilities and understanding of art through his subject matter, sculptural techniques and the use of non conventional materials. A major turning point for Beuys came during the mid 1950s when he suffered from a severe bout of depression which lasted for several years. He surfaced from this period with a renewed sense of purpose and direction. Beuys states â€Å"This was the stage at which I began systematic work on certain basic principles.† (Walker Art Centre n.d.) These principles were to later expand into his Theory of Social Sculpture. In addition to his depression, Beuys also reportedly suffered from several injuries which he sustained during the five years he served in the war. It is speculated that due to this suffering, the theme of injury and healing are ever-present throughout his work. As a survivor of World War II, Beuys saw Western society as highly traumatised, psychic, social, political and ecological, and he believed that art was a means of mending this suffering. (Walker Art Centre n.d.) During the 1960s and 1970s, Joseph Beuys helped to solidify performance arts position within the art scene. He used a collaboration of sound, time and objects in a series of â€Å"actions†, to create sculptural performances. These performances were often recorded and demonstrated the captivating manner in which the artist was able to use his physical and psychic energy in which to create scenes infused with historical, mythological and personal significance. (Moma n.d.) Beuys believed that performance art was an intuitive approach in which he could convey his belief in the artists ability to repair a damaged world. (Turner 2001) Beuys was spurred on by the ideal belief human creativity could be universal and that art could create revolutionary change. This belief is what led Beuys to advocate this theory of the concept of ‘Social Sculpture during the 1970s, when his political activism was at the forefront. This was the idea that each human being had the potential to creatively contribute to the reshaping of society, in other words ‘society as an artwork. (Tate Collection 2009) Beuys idea of everyone as an artist was very powerful, because it is an indicator of our human potential for future evolution. (Howard n.d.) He believed that this potential was oppressed by conformity, social norms and conventions (Garner n.d.), and that in order for society to reach its full potential, it needed to free itself of routine and remain unobservant to disparities and surrounding conflicts. This idea formed a large part of the intention of his work, he states â€Å"I not only want to stimulate people, I want to provoke them†. (Masters n.d.) Beuys regarded teaching as an important part of his work as an artist. (Tate Collection 2009) He produced a large number of chalkboard drawings in which to communicate the basic principles of his Theory of Social Sculpture. They were often in the form of diagrams and demonstrated the relationships between art and society. (NGV International 2008) These chalkboard drawings are viewed as artworks in their own right. Joseph Beuys selection of materials for his sculptures was notably eclectic and he believed that certain materials had significant associations and through their repeated use they achieved personal representation. (Tate Collection 2009) He spent a substantial amount of time ensuring that his choice of aesthetic materials expressed his intentions. (Garner n.d.) Fat is a material that Beuys frequently used within his sculptures. He often used it to provoke discussion and believed it a material which was very basic to life. Its flexibility in changing from solid into liquid form made it a compelling symbol of spiritual transcendence. Felt is also a material that features frequently in Beuys work, and it became somewhat of a personal signature. He believed its often mundane nature could be transformed into objects with multi-layered significance; he also liked the manner in which it absorbs any liquid that it comes into contact with. Felt also appealed to him because of its ability to act as an insulator, it became a symbol of warmth and the way in which it could act as a muffler, for example when he wrapped a piano and a loudspeaker in it. (Tate Collection 2009) There is widespread belief that he had a strong preference towards these two materials because when he was injured in the war, fat and felt were used upon his wounds to help mend them . Beuys began to use fat in the 1960s with his installations ‘Fat Corners (1968) and a sculpture entitled ‘Fat Chair (1964). Beuys reasoning behind these pieces is that they began an almost chemical process that would not have been so potent if he had only spoken theoretically about them. (Walker Art Centre n.d.) In ‘Felt Suit (1970), Beuys uses felt in the idea that it is a protective and magical material. It is modern day armour made out of modest cloth. Hanging on the wall, an empty shell with no human presence it is not a suit at all, instead it becomes merely a piece of art. Beuys states that the suit represents warmth and a means in which to protect an individual from the world. Beuys states â€Å"Not even physical warmth is meant, namely spiritual or evolutionary warmth at the beginning of an evolution† (Turner 2001). The suit is also reminiscent of the solitude of human beings. Such suits were often worn by prisoners, particularly those in Nazi concentration camps. (Turner 2001) ‘Rose for Direct Democracy (1973), is one of Beuys most famous multiples, it consists of a rose in a transparent cylinder. For Beuys the rose is a simple example of the evolutionary process with its revolutionary goal, which is to gradually blossom. In contrast to the organic nature of the rose is a manmade cylinder with measurements on the side, capable of determining the volume of the matter inside. This piece symbolises the transition from an unyielding and artificial system into an organic and flourishing one. In one clear image it communicates the importance of love and knowledge and passion and science. (Arithmeum 2000) In ‘How to Explain Pictures to a Dead Hare (1965), Beuys cradled a dead hare for three hours whilst walking around and showing it his drawings while at the same time explaining each drawing to the hare in a whisper. The hare is symbolic of birth for Beuys, as the hare is born and burrows underneath the Earth, later to re-emerge from it. Whilst in this action, he also covered his head in honey and affixed fifty dollars worth of gold leaf to it. His reasoning behind this was that by covering his head in honey he was evidently doing something involved with thinking. Since it is bees who are the source of honey, its use represents the goodwill and affection that societies of bees are recognised for. (Ordinary Finds n.d.) Beuys stated that he would prefer to explain his pictures to a dead animal rather than to a person because this way his words were not taken too literally. Beuyss most well known action occurred during 1974 ‘I like America and America Likes Me, when he spent three days alone in a room with a coyote. For this performance, he was flown into New York and immediately upon landing he was enveloped in felt and loaded into an ambulance. He was then taken to the gallery where the action took place, without once setting foot on American soil. He explained that his wish was to isolate himself, see nothing of America other than the coyote. Native Americans held the coyote in god-like regard and after the settlers came they merely saw it as a pest which needed to be ridded. Beuys saw the disparagement of the coyote similar to the damage in which white men had imposed upon America and its native people. This action was an attempt to heal some of those wounds. He reasons, â€Å"You could say that a reckoning has to be made with the coyote, and only then can this trauma be lifted†. (Tate Collection 2009) In conclusion, Beuys served as a remedy to the needs of the population at the time, which was awakening from the shock of their economic, social and cultural sluggishness after the war. He demonstrated a way in which to rise from the ashes which was entertaining, wholesome and spiritually challenging. (Chicago Art n.d.) Within his works and teachings, he strived for a complete revamp of the system in which art is merely a consumer product. â€Å"Art is, he said, â€Å"a revolutionary change in the sense of completing the transformation from a sick world to a healthy one.† (Masters n.d.)

A Streetcar Named Desire, by Tennessee Williams :: A Streetcar Named Desire Essays

It is the complexity of the main characters and their interactions that make A Streetcar Named Desire such a successful and challenging play. The play A Streetcar Named Desire made playwright Tennessee William's name and has deservedly since had over half a century of success. This remarkable success can be credited to the intricate characters and their interactions with each other. Sisters, Stella and Blanche have had an enjoyable upbringing on the family plantation, "Belle Reve". As the name suggests Stella and Blanche's time at "Belle Reve" was near perfect. Like all things perfect it had to come to an end. While Stella did the logical thing and left the 'beautiful dream' and married Stan, Blanche hung on to it unable to move on and face reality. Blanche comes to Stella in an unbalanced state of mind in need of her sister's aid. The impression is given that this isn't the first time Stella has been there to help Blanche through a time of trouble. As much as she needs her help and as much as she respects her, Blanche strongly disapproves of her sister's new life. Stella tolerates Blanche's continual criticism of her husband, home and friends very well. From this and many other incidents throughout the play we see what a tolerant and adaptable person Stella is. Stan and Stella's relationship is far from ideal. Stan is a violent man. On occasions he hits Stella, but comes after her to satisfy his sexual needs. This is not to say that Stella is unhappy in her marriage to Stan. She has adapted to the way of life in "Elysian Fields" where it's accepted that women have arguments with their husbands and as a result are hit by them. Eunice and Steve have a similar relationship it is normal. Despite their violent relationship Stella relies on Stan as much as he does on her. Stella really does need Stan and the security he provides, especially with a baby on the way. Even if she weren't expecting a child Stella would have a lot of trouble leaving Stan. She admits to Blanche that, "I can hardly stand it when he is away for a night†¦and when he comes back I cry on his lap like a baby". From the moment Blanche first came to stay at Stella and Stan's home she posed a threat to Stan. He was used to being the only one Stella cared for, the one who ruled her.

A Visit from the Goon Squad by Jennifer Egan Essay

This essay will emphasize on whether or not the author of the story, â€Å"A Visit from the Goon Squad†, Jennifer Egan, thinks that adult behavior is shaped by one’s youth. The essay will focus on discussing the view of the author concerning whether one’s youth is responsible for shaping his or her adult behaviors. The author has taken time to show her feelings and connections in relation to ones youthful experiences and their ultimate old age. In the short story, the connections between the characters are all based on the fact that they were all friends and had connections to each other in the past. The connection is still there many years later. The story revolves around elaborating the lives of key characters so as to show that the author supports the notion one’s youth is responsible for shaping his or her adult behaviors. The one factor that has changed is how they perceive themselves and the journey that they have taken. This is because they are all at the story begins with great emphasis on Bennie. Salazar has been a music producer for a very long time. He has met very many people in his life and he has helped them produce the music that they were interested in, rock and roll. At the time, it was the genre of music that had the power to communicate to very many people. The connect ion to Sasha is drawn from the fact that Bennie hired her to work for him a very long time ago. The journey for both of them has been long and tiring. In A Visit from the Goon Squad, Jennifer Egan notes that each and every character is as a result of the journey that he or she took during their youth. This has shaped their thoughts, opinions and all the things that make them who they are in the novel. The term goon has been used to denote the silent robber that has reversed the general perception of the timeline that family, friends, acquaintances and loved ones had together. At each and every step, the author shows that the negative thoughts and sentiments represented are as a result of the difficult years that they have had to go through. â€Å"Times a goon, right? The sentiments presented show that the progress of each and every character may not be where they intended it to be. This is because of the very many things that they have experienced. Sasha has lived a life where she went from being a runaway in a foreign country who had battled with theft urges to a prostitute and many other emotional destabilizing factors. She also has a problem of kleptomania. This is represented by the fact that she grew up in a very violent home. The aspects of the things that she did all her life were a representation of what she had witnessed while goring up. As much as Bennie had hired her, there were very many secrets between the two as they rarely discussed their personal life. There are a lot of twists and turns with their relationship because Sasha sleeps with a young man named Alex. Bennie came to hire Alex to engineer the comeback of Scott, Bennie’s high school friend. The author therefore shows that Sasha has hardly changed the behaviors that she had as a youth. She is still doing the same things that she did when she was young. For example, the author notes that, â€Å"Sasha lived in a foreign country where she battled with urges of theft and being a prostitute†. She has not changed most of these behaviors because the author notes that she still has a problem with kleptomania. She also sleeps with a young man named Alex. The story by the author focuses on a few key characters that seem to reappear more frequently than the other characters. These are the characters that have been mentioned above such as Bennie and Lou. Lou has been described by the author as a coke-snorting music producer who loves to seduce teenage girls. Lou slowly became the mentor of Bennie, who was simply seen as a young and untalented bass player. The author has depicted most of the characters as being the same throughout the novel. For example, Lou used to snort coke and seduce teenage girls. This tells us a lot about his character. In the story, he is later described as a pimp who convinces young and under age Jocelyn to accompany him to Los Angeles. Lou is even seen imparting his theories about women to his son Rolph who is only eleven years old. This is evident when he takes his mistress and his two young children on a tour to Africa. Bennie is later depicted as an aging executive for rock music. The characters that he depicted as a youth are the same characters that he has now. This shows that his adult behaviors have been shaped by his youth. The author has used characters who are self destructive so as to show how one’s character can lead to their own destruction. As characters such as Bennie, Sasha and Lou grow older, fate is seen to lead them in directions they did not intend to go. This shows that they had no control over who they turned up to be. They are simply a product of what they were during their youth. Another way that the author has used to show the world that one’s adult behaviors are shaped by the youth is through shifting the story back and forth in time. The author has used different timelines. For example, the author has depicted some of the characters in the late sixties through music that was popular at that time. The author then shifts to present day and also the near future so as to show us the similarities and differences in the characters during that period of time. The main aim of doing this by the author is to show that most of the characters have not changed and they are not about to change in the near future. Conclusion In conclusion, the author supports the idea that one’s youth shapes his or her adult behaviors. Jennifer Egan has managed to do a great job of creating underdog characters that are self destructive and bring themselves down. I agree with the author that one’s behavior during adulthood has a lot to do with how they were during their youth. The characters that have been reviewed in this story have been seen to remain the same from their youth to their adulthood. This can be used as evidence that one’s youth indeed shapes their behaviors as adults. Characters like Lou, Bennie and Sasha have not changed throughout the story.

Free Essays on Two Directions For America

Americans face a critical decision about the direction of our country, not just in 2004 but for the long term. One is the conservative path for America: tax breaks for the wealthy that do little for the middle class while saddling us with massive debt; government by and for corporations that is indifferent to the struggles of everyday families; and a radical and destabilizing foreign policy that has overburdened our military and left our nation less secure. The other is a progressive path for America: Middle class tax breaks, affordable health care, and increasing economic opportunities to help the middle class. The progressive path for America is one that believes every American should have the opportunity to make the most of their lives given their talents and ambitions. Government has an important role in helping people reach their potential by promoting good paying jobs at home, supporting affordable health care for all, and providing quality education as the foundation of an increasing quality of life. Honest and fair government that puts the needs of citizens above all else. The progressive path honors our democratic values by focusing on what is right and necessary for all Americans, not just those with high paid lobbyists and political or financial clout. And a strong and measured foreign policy that fights our enemies everywhere and earns respect for American values and intentions. As former President Clinton stated earlier this week, "Strength and wisdom are not opposing values." America must relentlessly hunt down and eliminate fundamentalist extremists who aim to destroy our way of life. But in doing so, we must uphold our basic values, honor our international allies and prove to the world that the American way is a just and righteous way toward global security.... Free Essays on Two Directions For America Free Essays on Two Directions For America Americans face a critical decision about the direction of our country, not just in 2004 but for the long term. One is the conservative path for America: tax breaks for the wealthy that do little for the middle class while saddling us with massive debt; government by and for corporations that is indifferent to the struggles of everyday families; and a radical and destabilizing foreign policy that has overburdened our military and left our nation less secure. The other is a progressive path for America: Middle class tax breaks, affordable health care, and increasing economic opportunities to help the middle class. The progressive path for America is one that believes every American should have the opportunity to make the most of their lives given their talents and ambitions. Government has an important role in helping people reach their potential by promoting good paying jobs at home, supporting affordable health care for all, and providing quality education as the foundation of an increasing quality of life. Honest and fair government that puts the needs of citizens above all else. The progressive path honors our democratic values by focusing on what is right and necessary for all Americans, not just those with high paid lobbyists and political or financial clout. And a strong and measured foreign policy that fights our enemies everywhere and earns respect for American values and intentions. As former President Clinton stated earlier this week, "Strength and wisdom are not opposing values." America must relentlessly hunt down and eliminate fundamentalist extremists who aim to destroy our way of life. But in doing so, we must uphold our basic values, honor our international allies and prove to the world that the American way is a just and righteous way toward global security....

Pig Lovers and Pig Haters Essays

Pig Lovers and Pig Haters Essays Pig Lovers and Pig Haters Essay Pig Lovers and Pig Haters Essay Harris reasoning brings the history of the people and the land into account. They were nomadic pastoralist and the climate and location simply was not good to be raising pigs. They would have required too much energy to raise, for not as much output for the people. Harris took and ecological approach to explain away pig hatred. When it comes to pig lovers, Harris goes into great detail on the Marina clans in New Guiana. Long story short, they raise pigs because they are holy and need to sacrifice them to their ancestors in order to declare war and make peace. They are raised for years on end, ND take up more and more energy as the years go on. However, unlike the pig haters, the Marina people live in an area perfect for pigs. Pigs also give them necessary nutrients and protein for their fighting. Harris states, Rapport insists correctly, I believe- that in a fundamental ecological sense, the size of a groups pig surplus does indicate its productive and military strength and does validate or invalidate its territorial claims. In other words, the entire system results in an efficient distribution of plants, animals, and people in the region, from a human ecological point of view'(56). Both of his examples show materialism taking place in cultures and he goes further in to explain how these pigs actually affect the lives of the people and, in essence, help structure their everyday culture. This reading was different from Radcliff-Browns reading, because where R. B. Would give you insight into what was hipping within a culture or within a society, Harris went into explanations about why it is happening. He also went even more in depth to explain the evolution of possible theories to explain the current behavior of the societies. He didnt simply stick you with his idea and leave it at that; he resented explanations for what people during different stretches of time may have been, or were, thinking about the topic, and showed how it evolved into his own theory. R. B. , on the other hand, gave a straight forward, this is what you see, this is what you get approach. My first question is who is Cashew? I dont have much knowledge on this culture and they Just threw his name into the reading without any form of explanation on who he is/was. My second question is about the rumba tree. The reading talked about once the tree gets pulled out, the next round of fighting will begin and you ant to pull yours before your neighbor does. If the neighbor does indeed pull their tree out first, do they warn them that a fight is about to start, or do they Just attack? . Pig haters- Jews, Moslems, and Christians -God of ancient Hebrews denounced the pig as unclean, a beast that pollutes if it is tasted or touched -However, pigs convert grains and tubers into high-grade fats and protein more efficiently than any other animal Why hate? Pig is a dirty animal-(but other animals are Just as dirty)-recognized at beginning of Renaissance when rabbi Moodiness said swines flesh has a bad and damaging effect upon the body 19th cent. discovered trichinosis was caused by eating undercooked pork- verified rabbis findings (but cooked pork is fine to eat! ) Cashew must have something else in mind other than protecting the health of the people Most Jewish and Moslem theologians have stopped looking for a naturalistic basis of pig hatred. A frankly mystical stance had recently gained favor, in which the grace afforded by conformity to dietary taboos is said to depend upon not knowing exactly what Cashew had in mind and in not trying to find out. (39) Modern anthropologists Frazer- pigs like all UN-clean animals, were originally divine. This is NO help b/c other animals were also once worshiped in the Middle East Other scholars- pigs, and other animals tabooed in the Bible and Koran, were once totemic symbols of dif tribal clan s. But if we agree with this, we have to think that maybe clean animals were also totems. Author prefers Moodiness approach. Placed it in a natural context of health and disease where definite mundane and practical forces were at work. Need to adopt a broader deaf of public health that includes the essential processes by which animals, plants, and people manage to coexist in viable natural and cultural communities. Authors hype: the Bible and Koran condemned the pig because pig farming was a threat to the integrity of the basic cultural and natural ecosystems of the Middle East. (40) History shows the Hebrews were nomadic pastoralist living in arid regions. Pigs dont do well here (they cant sweat) and gain most weight when eating nuts, fruits, tubers, and grainsmaking them a direct competitor of man. (41-42) Pigs only poop and pee everywhere when temps get above 84 deg BC they deed to cool themselves off. Below 84 they keep their business and sleeping quarters separate. So only Really dirty BC of natural causes, not pigs want, but their need Pork was a luxury food. Only meat, no milk, fibers, labor 7,000-2,000 BC- 60 fold increase on human pop in mid east, so hade and water( what a pig needs) became more scarce SOCIO- pigs tasted good, but too expensive to feed them and keep them cool, so better to interdict the consumption of pork entirely, and concentrate on other livestock. (ECOLOGICAL EXPLANATION) Pig Lovers- New Guiana and the South Pacific Melanesian islands swine is holy and must be sacrificed to the ancestors and eaten on all important occasions (marriage, funeral, etc) -pigs must be sacrificed to declare war and make peace -sometimes huge feasts and all the tribes pigs are eaten at once! Vomit to make room for more) Then years to rebuild the herd Just to do it all over again. -one cannot truly be human except in the company of pigs. (46) Pig love involves sacrificing and eating of pigs on special occasions (46) The climax of pig love is the incorporation of the pig as flesh into the flesh of the human host and of the pig as spirit int o the spirit of the ancestors. (46) New Guiana- Marina people. Every 12 years each Marina subgroup, or clan, have a pig festival that is a year long (called khaki) 2-3 months after khaki, clan engages in armed combat with enemy clans, lots of death, and either loss or gain of territory. Each clan sacrifices more pigs during fighting. Now NO MORE pigs. Fighting STOPS. Plant rumba trees in sacred spot. Every adult male touches the tree as planted. War magician talks to ancestors. No more pigs, thankful to be alive, the fighting is over, no more fights as long as tree stays in ground. Now they begin raising more pigs. When enough for another major sacrifice, they uproot the tree and have another fight. This is all not crazy. Every part of this cycle is integrated within a complex, self-regulating ecosystem, that effectively adjusts the size and distribution of the Testaments (another clan) human and animal population to conform to available resources and production opportunities. (48) How do they decide when they have enough pigs to thank the ancestors properly? Marina have no calendar and numbers dont go past 3. Pig to people ratio. Women have to care for the pigs, as well as gardens, families, and household. Caring for 6 grown pigs uses half of her energy. More pigs?more people. More pigs and more people= more work for women. Pigs eat garden, they get angry, neighbors fight. Move houses away from each other= less secure = more Jittery. Women start to get angry and snap at families. Men check tree for growth, women yell, start a new khaki. Allies come to see if they are prosperous and powerful enough to continue supporting Practical explanation to love: Scarcity of meat in their diet. Pork is their best potential source of high-quality animal fat and protein. Makes good ecological sense to raise pigs. Temp and humidity ideal for pigs. Can feed by roaming through forest. BUT: Unlimited growth of pig pop can only lead to competition between man and pig. Can endanger gardens if pop. Let go too far Growing pigs take more time to feed, pulling away from feeding people Virgin land= efficiency of agricultural system plummets SO, khaki takes place Enhances the ability of the group to survive and defend its territory (55) by: Raises the level of protein intake for the entire group during the rumba truce?heather pop. By linking the khaki to then of the truce, ancestors guarantee massive doses f high-quality fats and proteins are consumed at the period of greatest social stress- in the months before the fighting Able to attract and reward allies when they are most needed-Just before the war Relationship between success in raising pigs and military power Rapport insists -correctly, I believe- that in a fundamental ecological sense, the size of a groups pig surplus does indicate its productive and military strength and does validate or invalidate its territorial claims. In other words, the entire system results in an efficient distribution of plants, animals, and people in the region, from a human ecological point of view. (56

Un Membership Research Paper Example | Topics and Well Written Essays - 500 words

Un Membership - Research Paper Example Charter (Weiss and Daws, 126). Firstly, the state seeking UN membership must submit a formal application to the secretary general of the United Nations. Usually, the head of state of that country writes and submits the application on behalf of the state. The application submitted must contain a clearly stated declaration that the state in question is in full acceptance of the obligations spelt out in the UN Charter. The Secretary General then submits the application to the President of the Security Council, who presents it to a sitting of the Security Council for deliberation by its members. The Security Council reviews the application, and its members vote on whether to accept or reject it. The Security Council comprises 15 member states, including five states that are permanent members. These permanent members are Russia, France, China, the United States, and the United Kingdom. Recommendation for admission must receive nine affirmative votes out of the possible 15, provided that none of the permanent member st ates votes against it. The Security Council then recommends the applicant state to the UN General Assembly for membership (UN News Center, www.un.org). The General Assembly is the deliberative organ of the United Nations. It comprises all the member states of the UN and meets in regular annual sessions to deliberate on various issues. The General Assembly reviews the application and considers the human rights and political record of the applicant state to determine if it is a peace-loving state. In addition, the General Assembly considers whether the Applicant State is fully willing and able to fulfill the obligations contained in the UN Charter. Finally, the members of the General Assembly present at the session take a vote regarding the application. The applicant state acquires membership if at least two-thirds of the member states vote in the affirmative. Following voting by the General Assembly, the Secretary

Molson's analysis Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Molson's analysis - Research Paper Example One of the major brands that Molson Coors has in mind to promote is the Molson Canadian, one of the three beer brands that it owns. Molson Canadian is a premium lager. One of the possible reasons as to why it is the product of choice to be targeted for expansion is its increasing popularity among beer brands worldwide. It is already a hit in its native country of production, Canada, and the company has major plans for it. The plans fostered research in the four countries considered of being potential markets on the international scene and this paper shall rank the countries in order of their potentiality and give the criteria and other details that would have determined the outcome of the results of ranking. There are several reasons as to why China is the best potential market for expansion of Molson Canadian premium lager. One is the popularity gain of premium drinks among the Chinese population (6% in 2010) and its promising steady progress. They distinctively prefer drinks that have quality and have some status. Premium lager drinks fit perfectly in this description. A preference is skewed towards imported premium lager brands given the inclination of the Chinese to the Western countries culture. This is in fact a perfect opportunity for the Molson Canadian premium lager, given its origin and perfection. The Chinese market has a promising future market, both in the present and in the future. This is given its younger generation’s capability to spend more on luxury goods. The young Chinese thus hold the future market for the Molson Canadian beer brand. Mexico could have been the best option if at all it had a little glimmer in its economy growth, which is its main letdown while considering the best country for Molson Canadian Premium Lager. This in fact was the main reason as to why they had a drop of 2% of beer volumes sold in 2010. The poor economy is a threat in that the population might prioritize other basic needs due to the rising

Dss Case Study Example | Topics and Well Written Essays - 3000 words

Dss - Case Study Example Therefore, this paper aims to study the application of Decision Support System in the UAE including the analysis of its effectiveness on the business arena. The selected application is the Enterprise Resource Planning (ERP), which is an application that integrated both internal and external information of different departmental sections in an organization. The application is aimed to allow the flowing of information between marketing, accounting, finance, and manufacturing, whilst managing the customer preferences and profiles. In addition, the research study also exhibits the importance of the ERP in order to determine its viability into the competitive global market. An effective DSS is the computerized application that assists the decision makers in compiling important information from a mixture of documents, raw data, business models, and personal knowledge in order to make decisions that solves the underlying or predicted problems. The business information that a DSS may assist include preparation of inventories for assets, projecting revenue costs based on the sales assumptions, and comparing sales figures, among others (Power, 2002). However, there are different areas in UAE under which DSS can be applied including in construction modeling support, in school’s learning management system, in operational management to assist employees, and automating financial records in accounts and finance departments. Other areas include human resource systems to monitor employees’ performance and attendance, for security monitoring by signing the visitors in and out or verifying their documents. In other words, DSS can be used in several areas, although it must be interactive and effective to all management staff. The organization must ensure there is satisfaction of all employee levels in adopting a new DSS in order to ensure its functionality and

Night of the Scorpion Essay Example for Free

Night of the Scorpion Essay Throughout Vultures there is also a dark mood, you are told about the ugly vultures and are given lots of gory imagery: Yesterday they picked the eyes of a swollen corpse in a water-logged trench and ate the things in its bowel. This violent imagery reinforces the sense of evil you get about the vultures. This imagery is also similar to the imagery in Night of the Scorpion mainly because this is about suffering, death and dying. In Vultures, however, the person is already dead, whereas in the other poem the mother is dying and suffering. At the end of Vultures, the perpetuity of evil is mentioned, this is quite pessimistic and shows that evil is never going to go away. At the end of Night of the Scorpion however, the mother is cured: After twenty hours it lost its sting. She survives and is now free of suffering and pain, without even any regrets that she was the one who was bitten.

Anorexia Nervosa :: Eating Disorders

Eating disorders are devastating behavioral maladies brought on by a complex interplay of factors, which may include emotional and personality disorder, family pressure, a possible genetic or biological susceptibility and a culture in which there is an over abundance of food and an obsession with thinness. Eating disorders are generally characterized as bulimia nervosa, anorexia nervosa and eating disorders not other wise specified. According to the World of Psychology anorexia is defined as " an eating disorder characterized by an overwhelming, irrational fear of being fat, compulsive dieting to the point of self starvation and excessive weight loss."(World of Psychology Page 317). There are some causes, symptoms, complications and treatment of anorexia nervosa. There is no single cause for the eating disorder anorexia but a number of factors including emotional disorders and cultural influences. Researchers have shown that emotional disorders such as depression collaborate in causing anorexia nervosa. This is because most anorexic patients have been found to have abnormal levels of certain neurotransmitters particularly serotonin, that are associated with depression and obsessive compulsive disorder. According to a research conducted by Dr. John .E. Godine of Harvard Medical School " studies are finding that low blood levels of amino acid tryptophan, a component in food that is essential to the production of serotonin, can produce depression and may also contribute to anorexia nervosa" (Psychology Today Page 17, May 97). Researches have also shown that changes in seasons affects both depression and eating disorders and also that onset of anorexia appears to peak in May, which is also a peak month for suicide. Anxiety disorders are also very common with anorexia. Phobias and obsessive-compulsive disorder (OCD) usually precede the onset of the eating disorder, while panic disorder tends to follow. Studies have shown that people with anorexia are especially prone to obsessive-compulsive disorder. Cultural influences can also cause anorexia as can be seen in most western cultures. The social pressures of western cultures certainly play a major role in triggering eating disorders such as anorexia. On the other hand, advertisers heavily market weight reductions programs and present anorexic young models as the paradigm of sexual desirability and on the other hand again, the media floods the public with ads for junk food. According to the World of Psychology "over the past quarter century, the 'ideal' female figure as portrayed in the media and by fashion and entertainment industries, has become even thinner, often to the point of emancipation"(World of Psychology Page 317).

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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(2011) ‘Problematizing short-term participant observation and multi-method ethnographic studies’, Ethnography and Education, vol. 6, no. 2, pp. 229–43. [online] http://www.tandfonline.com.libezproxy.open.ac.uk/doi/pdf/10.1080/17457823.2011.587361 (accessed 18/04/2013) taken from The Open University (2013) ‘E891 Action 3.10: Short term Ethnography; Part 3: Research design and data production, Milton Keynes, The Open University Bryman, A. (2006) ‘integrating quantitative and qualitative research: how it is done?’ Sage Publications, London, vol. 6(1) 97–113. [online]