Mary Shelley’s classic novel Essay

The second narrator we come to is Victor, who is also the central character in the novel. To begin with, Victor is adored by almost everyone: his parents; his siblings; the servants (Justine) and his teachers. For example, he makes this quote about his parents: â€Å"I was their plaything, their idol, and something better-their child†¦ † Even Walton describes him, as a â€Å"Celestial Spirit† who has â€Å"never-failing power of judgement† it is obvious that he is loved. The reader knows that this particular quote is only half true, as Victor has made some very poor judgements in the past. The reader can interpret this to achieve and open minded view of Victor and shows the imperfections and limitations of Walton. For example he must have very poor judgement to be able to describe Victor thus. The reader feels ambivalent to Victor. He is portrayed as a typical Byronic hero, a tragic, brooding hero whose personality traits make him great and powerful but also lead to his destruction. Walton describes his as † a noble creature in his better days, being even now in wreck so attractive and amiable†. He has a â€Å"thirst for knowledge† with a child’s blindness†-a dangerous combination. This is also a trait, which we see in Walton. Whilst he is buried in his work he neglects everything else, leading him to become isolated. Victor is partially aware of his faults or else unable to admit them. His ambition and passion for glory seem to be his own worst enemies. This idea is re-enforced by the quote â€Å"when younger, I believed myself destined for some great enterprise†¦ † he then goes on to describe his passion whilst creating the monster and his â€Å"senseless curiosity. † However, he still blames others for his downfall. He like Walton sees himself as a victim, the implication being that he swears to â€Å"pursue the demon, which caused this misery†. This he says without realising it was him who caused the monster to act as such. He seems to feel that fate was inevitable but he hypocritically believes Walton can change his by warning him against ambition. Although he blames the monster for his downfall, Victor alternately blames himself for the deaths of William and Justine. He also seems to believe in destiny and divine judgement, yet has no guilt over grave robbing to create his monster and believes him destined for happiness even though he has sinned. This leads us to believe that Victor is full of self-contradiction. Our feelings alter towards Victor throughout the novel. From chapter five onwards we see him as a lonely spirit, plagued by sorrow and remorse. This creates pity and in keeping the monster a secret, tension. Yet, when we meet the monster, we realise that Victor has not faced up to his responsibilities and we dislike and feel critical of him. Towards the end of the novel we dislike and pity both of them. Victor is portrayed as a typical Byronic hero right until his death. His tragic demise is very Romantic, the quote â€Å"I have myself been blasted in these hopes, yet another may succeed† as he parts from the world implies that he has the Romantic hope that some may succeed in ambition where he has failed. He cannot abandon his noble character, even in the face of death. Towards the middle of the novel, the monster relates his story and becomes the third narrator. Constructed from parts of corpses, Victor achieves the impossible by bringing him to life. Victor describes his appearance as such: â€Å"his yellow skin scarcely covered the muscles and arteries beneath; his lustrous black hair; teeth of pearly whiteness; watery eyes; shrivelled complexion; and straight black lips. † This description of his gruesome appearance fills the reader with both disgust and pity. His physical strength is greatly enhanced, subsequently making him invulnerable to anything but a violent death. This is how he is able to survive the dreadful conditions of the North Pole. Fitting in with his monstrous appearance, Shelley uses satanic imagery to depict the creature’s emotions, for instance, he says, â€Å"I bore a hell within me. † Victor also calls him â€Å"demon† and â€Å"devil† at various points in the novel. This emotive language describing the monster implies that he is an evil and demonic character who deserves to be hunted and feared. He seems to enjoy the murders of William and Justine, as if it justifies in some way, Victor’s neglect and hatred of him. He is only satisfied when he reduces Victor to complete despair, the same level as himself. Evidence of this is when Frankenstein has sworn to hunt the monster, he quotes â€Å"I am satisfied: miserable wretch! You have determined to live and I am satisfied. † His merciless killing of Clerval is the consequence of Victor’s destruction of his half finished female companion. He seeks to destroy Victor emotionally and mentally, rather than physically at first. This massacre of Frankenstein’s family and his fury are the result of the creature’s loneliness and rejection. He begins life as an innocent creature; a theory held by many philosophers at the time the novel was written, including Jean-Jacques Rousseau. He influenced the young Mary Shelley in his novel Emile. His natural attraction to humans and child-like wonder at the world around him excites our attention and evokes sympathy as we realise he is just like an innocent child struggling through the world alone. This great appreciation of nature, society and literature is evidence that the Romantic Movement influenced Shelley’s writing too. We see goodness in him when he collects wood for the DeLacey’s and saves a girl from drowning. The DeLacy family call him the â€Å"good spirit†, a total contrast from the imagery Shelley first describes him with. Our sympathy is again evoked with his desire for friendship and the prejudice he suffers from. The barrier between the monster and humans is ugliness, and the way in which Shelley writes reminds the reader of how cruel we ourselves are and makes us feel guilty. In being blind, DeLacy can accept him for who he is, but when this dream is shattered; Victor is his only hope at fulfilling his demand for a companion, subsequently providing justice, which Victor denies. The way he is mistreated turns him from an innocent creature into a vindictive, bloodthirsty monster. The three narrators are described by each other in great detail to help us understand more clearly their personalities and their characters. As the novel deals with some rather fantastical, disturbing ideas, it is understandably difficult to comprehend. However, the use of three narrators helps the reader to understand the complex ideas and breaks the novel down into sections which helps us to appreciate the complicated time and structure. It also shows us a more open-minded view of the characters. We see things from one perspective that we would not see from another, and therefore are able to independently have an opinion of the characters. Although I found the language and structure of the novel hard to comprehend, I did enjoy reading the novel and it has influenced the way in which I view the world, and brought awareness against ambition and isolation.

An Evaluation of the European Computer Driving Licence Essay

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

Indian & European Relations in the 1600s Essay

Spain in North America 1560s: Spanish give up search for Indian gold. Focus on defending their empire from English (who were plundering treasure ships and Caribbean ports) and French Protestants (who began to settle in Florida though the Spanish had already claimed the land). Spanish establish fort at St. Augustine, Florida (1565) to protect route of the treasure fleet. They also massacre French Protestants. Raids by Native Americans wipe out military outposts and religious missions. 1573: The Comprehensive Order for New Discoveries says that missionaries, not conquistadors, have to pacify the land. Franciscan friars set up missions in Nuevo Mà ©xico (New Mexico) and attack Native Americans. Native Americans do forced labor. 1680: Popà © leads revolt, kills 400 Spaniards and forces remaining 1500 to flee to El Paso, and destroys Spanish missions (Pueblo Revolt of 1680). Spaniards return, Native Americans make a deal that lets them practice their own religion and end forced labor, but they have to help th e Spaniards. Outcome: Spanish fail to convert Native Americans, Santa Fe left vulnerable. In Florida, raids by English leave St. Augustine vulnerable. French in North America 1608: First permanent settlement, Quebec, is founded 1662: King Louis XIV turns New France into a royal colony, tries to get people to move there. Cannot get enough people. New France becomes an area for trading furs. Rise of the Iroquois: French introduce diseases that kill many Indians. Indians get guns from fur trade, which leads to war. The Five Iroquois Nations come out on top, have control of the fur trade in Quebec (with the French) and New Amsterdam (with the Dutch). French Jesuits try to win Indian converts. They do not exploit the Indians, and they come to understand their culture. They eventually win converts by adapting Christianity to the needs of the Indians. Outcome: Despite efforts of the Jesuits, French fur trade causes devastation through disease and loss of Indian culture. Iroquois warriors kill many, though they too are harmed: French burned their villages and killed many warriors in 1666 and again in 1690. Dutch in North America Dutch set up a fur-trading post (Fort Orange) along the Hudson River. West India Company has monopoly on the fur. Later, Dutch founded New Amsterdam and made it the capital of New Netherland. Colony didn’t thrive: small population made it vulnerable. Fort Orange succeeds as a peaceful and successful fur-trading post. Dutch near New Amsterdam are more aggressive towards Indians. 1640: war. After the war, West India Company ignores New Netherland, focuses on slave trade. 1664: Dutch fall under control of the English under the Duke of York 1673: Dutch assault momentarily recaptures the colony Edmund Andros takes control, in retaliation imposes English law and demands allegiance. Outcome: Dutch, who had once been dominant, are now a subject people. Chapter 6: Making War and Republican Governments (1776-1789) Patriots demand that colonists join Loyalist or Patriot side – cannot stay neutral. Patriots have advantage to get supporters b/c they control local governments. Patriots make army, and Patriots encouraged people to support the army by taking a more active role in govt. Character of politics changes when common people exert influence: democratic army launches age of republican revolution. Americans forced to retreat, Britain pushed back Americans into PA. When winter comes, Britain halts their campaign and Patriots catch them off guard, winning small victories. Armies and Strategies Howe doesn’t want to destroy Americans, just wants them to surrender and compromise. Howe cannot win decisive victory, Washington avoids defeat. Washington’s handicaps: Fights only defensively, has unfit recruits, Radical Whig Patriots believe army is threat to liberty. American Victory at Saratoga Britain’s goal: isolate New England North’s colonial secretary Germain’s plan: attack Albany from 3 sides. Burgoyne, St. Leger, and Howe will attack. Howe’s different plan: attack Philadelphia (home of Continental Congress), end rebellion w/ single victory. Howe uses his plan slowly. Continental Congress flees to PA’s interior. Howe’s slow attack directly leads to defeat of Burgoyne’s army. Burgoyne’s actions: fights, then stalls. Americans led by General Gates slows Burgoyne’s progress. Burgoyne’s army stuck in Saratoga, NY. Beaten back while trying to raid VT. Has troops w/drawn to help Howe. Meanwhile, Gates’ forces grow. October 1777: Burgoyne forced to surrender. Turning point of the war. Social and Financial Perils British naval blockade causes disruption in New England fishing industry, and British occupation causes decrease in domestic trade and manufacturing. People move out, decrease in population. Chesapeake colonies: blockade cuts tobacco exports. Short supply of goods = army starts getting supplies from the people. Women and Household Production Women: 1 Increase output of homespuns 2 Participate in farmwork Despite this, goods remain scarce and prices rise. War also created deprivation, displacement, and death. War divides communities b/c of Patriots’ violence. Financial Crisis State govts are weak, don’t create new taxes. Creation of fiat money, Continental Congress and colonies’ economies crumble. Valley Forge Starvation and sickness for Americans during the winter in Valley Forge, but Baron von Steuben raises morale. Continental army becomes tougher and better disciplined. The Path to Victory, 1778-1783 1778: Continental Congress allies w/ France. Alliance gives Continental Congress money, supplies, and later troops. Also confronts Britain w/ international war that challenges domination of Atlantic. The French Alliance Alliance starts w/ secret loan to colonies to avenge France’s loss of Canada to Britain. Later turns into a formal alliance. Negotiating the Treaty American diplomats ensure treaty specifies that French support cannot end until the United States is independent. Alliance revives colonies and Continental Congress. The British Response War is becoming unpopular in Britain. Some British support Americans and campaign for domestic reforms. George III initially committed to crushing rebellion, but after British defeat at Saratoga changes his mind. Tries to prevent American and French alliance (Parliament repeals Tea Act, Prohibitory acts, and renounces right to tax colonies). War in the South French and Spanish (who joined the war against Britain in 1779) agendas cause British to shift focus of the war to the South. Britain’s Southern Strategy British plan: 1 Focus on winning tobacco and rice colonies (VA, Carolinas, GA) then rely on local Loyalists to hold them 2 Exploit racial divisions between slaves and Patriot owners – get slaves to flee At first, British are winning. But tide turns. Dutch join fight against British. France dispatches troops to America Partisan Warfare in the Carolinas General Green fights in Carolinas. Fighting goes back and forth. Britain is weakened by this war of attrition, and British decide to give up Carolinas to Greene and focus on VA instead. Benedict Arnold and Conflicting Loyalties Benedict Arnold switched from American side to British side. Fights for George III in VA. Britain Defeated Washington and the French fleet surround Cornwallis and his troops on land. Cornwallis is outnumbered, cannot escape by sea. October 1781: Cornwallis surrenders in Yorktown The Patriot Advantage Why the Americans won the war: 1 Some British mistakes 2 Widespread Patriots in America 3 Many Americans support war through taxes and joining the militia 4 Patriots led by experienced politicians 5 George Washington Americans refuse to support British army, refuse to accept occupation by Loyalist forces, and endure the inflation caused by the war. Diplomatic Triumph Peace talks begin in 1782, but French and Spanish stall b/c they still hope for major naval victory or territorial conquest. Ignoring Treaty of Alliance, Americans sign a separate peace w/ the British. September 1783: Treaty of Paris. Great Britain recognizes independence of the colonies. Britain gets: 1 Canada 2 Rights for merchants to pursue legal claims for prewar debts 3 Americans will encourage state legislatures to return confiscated property to Loyalists and grant them citizenship America gets: 1 Great Lakes and land east of the Mississippi River 2 Fishing rights 3 Freedom of navigation on the Mississippi 4 British cannot seize property like slaves 1783: Treaty of Versailles – Britain makes peace w/ France and Spain Chapter 10: Creating Republican Institutions, 1776 – 1787 The State Constitutions: How Much Democracy? Many states had written state constitutions when the Continental Congress urged them to in 1776. The Rise of Popular Politics, 1820-1829 Expansion of the franchise = most democratic symbol of the Democratic Revolution. Gives ordinary men more power than anywhere else in the world. The Decline of the Notables and the Rise of Parties American Revolution weakened the deferential society, but didn’t overthrow it. Wealthy notables still dominated the political system at first. 1810: Struggle to expand suffrage began. State legislatures grant broader voting rights to diffuse criticism and deter migration to the west. The new voters refused to support politicians that flaunted their high social status. Democratic politics is corrupt. Martin Van Buren: 1 Created political machine, the Albany Regency. 2 Patronage: gives government jobs to party members in return for their loyalty. (Spoils system) 3 Insists on party discipline, requires elected officials to follow dictates of the party caucus. The Election of 1824 Five candidates, all Republicans, campaigned for presidency. Jackson received most popular votes, but Adams won because Clay made a â€Å"corrupt bargain† with Adams, where Clay would vote Adams into presidency if he would become secretary of state. Presidency of John Quincy Adams: the last notable president Supports American System (protective tariffs, national bank, subsidized internal improvements) Resistance to the American System: southerners oppose protective tariffs because they raised the price of manufactures, and smallholders feared powerful banks that could force them into bankruptcy. Politicians oppose American System on constitutional grounds (for example, saying that the national government’s income couldn’t fund state improvement projects because those projects were the responsibility of the states). Southerners were also angry about the Tariff of 1828, which raised duties on raw materials and textiles. Southerners also dislike Adams’s pro-Indian policy. Jacksonian Impact 1 Expanded potential authority of President by identifying it with the voice of the people. 2 Upheld national authority by threatening use of military force, laying foundation for Lincoln’s later defense of the Union. 3 Reinvigorated Jeffersonian tradition of limited central government by undermining American System of national banking, protective tariffs, and internal improvements. 4 Undermined constitutional jurisprudence of Marshall by appointing Taney as Marshall’s successor. Taney partially reversed nationalist and property-rights decisions of Marshall. Example: In the case Charles River Bridge Co. v. Warren Bridge Co. (1837), Taney says that a charter doesn’t necessarily bestow a monopoly, and a legislature could charter competition (in this case, a competing bridge co.) to help the public. This decision directly challenges what Marshall said in the Dartmouth College v. Woodward case, where Marshall stresses the binding nature of a contract by saying that a state cannot invalidate a contract. Other cases that place limits on Marshall’s nationalistic interpretations by enhancing role of state governments: Mayor of New York v. Miln (1837): New York state can use â€Å"police power† to inspect health of immigrants. Briscoe v. Bank of Kentucky (1837): When it issues currency, a bank owned by the Kentucky doesn’t violate the provision of the Constitution that prohibits states from issuing â€Å"bills of credit.† As a result of the Taney Court’s decisions, the role of state governments in commerce was greatly enhanced. 5 States write new constitutions that extend democracy, many of which introduce classical liberalism (laissez-faire). Laissez-faire says the government role in the economy should be limited.

Enviromental Science - Water Quality Parameters Movie Review

Enviromental Science - Water Quality Parameters - Movie Review Example However, group 3 found a turbidity value of 30 downstream and group 4 found a turbidity value of 40 upstream. Temperature – the temperature of the water in the stream is within the normal temperature range. Water is cooler upstream than downstream meaning that metabolism activities in the stream are in the normal range. Temperature also affects reproductive activities in the stream and life cycles in general. Dissolved oxygen – it is the mass of oxygen present in the water, and its units are parts per million (ppm) or milliliter per Liter. The average dissolved oxygen of 7ppm means that the mass of oxygen in the water is within the required range for aquatic life. The values of 5.6 ppm and 5.2 ppm for dissolved oxygen upstream and downstream respectively shows that oxygen levels are lower than average. The amount of dissolved oxygen may be affected by temperature, flow of water, aquatic plants and altitude. Percentage Saturation – the percentage saturation is 62.2% upstream and 59% down stream. This is an indication of high metabolic activities in the stream that result in the production of by-products that increase the saturation of salts in water. This is a key parameter that lowers the water quality in the stream. PH – the pH of water in the stream is extremely crucial. It affects the ecosystem and toxicity of the water. The average pH of water in a stream is 6 – 7. The pH of water in the stream is 8.05 upstream and 7.9 downstream. This pH levels are suitable for aquatic life in the stream. Phosphate (ppm) - phosphate is a limiting nutrient which means that it is in short supply compared to nitrogen. The stream has low phosphate values of 1.6 and 1.4 for upstream and downstream

The Interaction Of Byelikov And Kovalenko In The Man In A Case Essay - 61

The Interaction Of Byelikov And Kovalenko In The Man In A Case - Essay Example The conflict between these two people discloses the main idea of the story. The story has a very interesting structure – a story in the story, but at the same time, it doesn't prevent Chekhov from conveying the uniform assessment of human life perception, stating his ideas and outlooks. Plot composition of this story is simple and original. The prolog is the story of a gymnasium teacher Burkin telling to his friend, a veterinarian Ivan Ivanovich, a story about the teacher of Greek language Byelikov. We learn about the appearance and the way of life of the main character. The plot begins when a new teacher of history and geography Mikhail Savvich Kovalenko comes to the city. He comes with his younger sister Varinka whom Byelikov liked and considered marriage with her. The conflict of Byelikov and Kovalenko is the conflict of the people with absolutely different characters, different ideas, and moral principles, and it is the foundation of the story. Byelikov lived in panic, bei ng afraid of reality irritants. Byelikov praised the past, expressing disgust for the present and classic languages which he taught. He wore the same â€Å"an umbrella and galoshes† in which he was hiding from the real life. And everyone was afraid of this strange person. His thoughts were also hidden in a â€Å"case†. Nobody could know what he is thinking about and what he is going to do. Kovalenko, on the contrary, was open to people, he clearly expressed his opinion. A number of events make the culmination of the story: the desire of Byelikov and Varinka to get married, the drawn caricature of the main character, driving bicycles. All these actions excited Byelikov and provoked the conflict between him and Varinka’s brother. Belikov's death, which according to others serves as a solution to all the problems, is the outcome.

The Arab Spring Research Paper Example | Topics and Well Written Essays - 2750 words

The Arab Spring - Research Paper Example The Arab Spring came into existence as a response to the lack of political freedom in the various countries in which it has occurred. At first, they were peaceful protests some of which became armed struggles whose aim was to topple the autocratic regimes ruling over these countries. According to Ben-Meir , the rebellion against such governments was due to the fact that instead of taking into consideration the calls of their people to allow them freedom that is more political. These autocratic regimes responded with violence against peaceful protesters, a move that may have been spurred by their conception that their authority was being threatened and that there was a need for them to reclaim such authority by using brute force. The use of force against unarmed civilians led to the discrediting of the legitimacy of such governments and calls for the stepping down of these leaders were made from many international organizations and governments. Moreover, in cases such as Libya and Syr ia, the peaceful protests suddenly became fierce armed rebellions against the government that attacked the unarmed civilians.Jones   states that protesters in the Arab Spring made very good use of modern technology such as social networks in order to organize protests as well as making people outside their countries aware of what was really going on because of the media blackout that had been created by the autocratic regimes. Many of these regimes had banned and continue to ban international journalists from having access.

English Academic Purpose Essay Example | Topics and Well Written Essays - 2000 words

English Academic Purpose - Essay Example The following is a research study that focuses to establish of the various practices adopted by the English community in communicating amongst themselves and the extent upon which some of the media links are mostly favored against others. Further, the research study seeks to denote on the prevailing differences amongst the media links and the prevailing differences that favor or harbor involvement into communicating via a range of the available social platforms. The subject of social media importance in human lives is critical and the British population has consequently reflected positive involvement in the digital world of communication (White, King, and Tsang, 2011:56). Therefore, the following research study establishes on the implemented approaches to ascertain and resolve the controversies on whether the social media is beneficial or harmful to the human society, and precisely, the British society. Literature review The research study on social media shall maintain precise focus on the influence of social media. The researchers shall focus on implementing the various findings that different study samples of the research expedition denote as feedbacks to the various questions asked in the questionnaire. During the research expedition, the researchers shall focus on establishing the various social networks used, the number people using these networks and the networks that seem to be more significant to others (Richardson, Gosnay, and Carroll, 2010:34). The study shall focus on the frequency of access to the social networks, and probably the reasons for using certain media through questionnaire interviews. The figure below establishes of the prospective extend of involvement by online users upon various social sites. Fig.1 showing the marginal share difference on involvement Eventually, the study shall establish of the successes of the research expedition and depict the findings of the study process reflecting from an analysis to the questionnaire findings. F urther, the study establish an analytical approach on the study findings, employ on the methodological and recommendation approaches of social practices and the extent at which the findings suit the desired findings of the study. Finally, the research shall evaluate on the entire process of establishing whether the social media is beneficial or harmful, and the corrective measures of whose use shall lead to the establishment of appropriate resolutions. Methodology to the social media research With the prevalence and availability of the social media communication devices, the research process seemed to be applicable as the population exercising the use of social media as a mode of communication was relatively high (Poore, 2012:53). The use of questionnaires to interview the prospective sample population of study remained the most accurate tool to conducting the research as the questions did not focus on personal issues, but rather focused on general issues as to whether the social me dia was beneficial or harmful to the society (Qualman, 2011:46). Therefore, the data collection method laws primarily the questionnaire as it established precise information instead of focusing on other researchers’

Software to Support Assessment of the Comprehensive Classroom Essay

Software to Support Assessment of the Comprehensive Classroom Technology Plan - Essay Example I am supposed to click to and fro through many pages. I am forced to look at pictures of commodities whether I want to or not, whilst attempting to find the product that I need. As a student, I am bound to figure out that the design of this website is flat. Whilst the criteria are split into sub-segments, these sub-segments are not visually identified in navigation. Therefore, in the organization platform section, there is not a single item in the look of the course-plotting links to inform the student that all administration platforms are a different sub-segment from other types of administration platforms. Additionally, varying commodities exhibited and sold on this website are supposed to be the leading items even if it means navigating through this website through the â€Å"all† criterion. Every sub-segment is supposed to have its individual color piece so that it is distinct where the student is on the website (Williams, Boone and Kingsley, 2004, p. 213). Adding a â€Å" quick search† section would enable a student to simply list all commodities or services on one page. Utilizing the uncomplicated visual technology, it is likely to have the picture for every commodity come forth when the cursor is moved above the product. Visual recognition is still existent. The stocking of the commodity is slow and makes the impression of a heavy site. Is a student looks at the home page of a commodity’s criterion; there is a huge chance that they will look at the following page. Consequently, preloading the pictures for the following pages in the background will be helpful. Such an approach will make the pictures appear on the following pages. The commodity data is surrounded by exceedingly additional visual dialogue. It is similar to attempting to hear trades tone in a noisy room. The segment that deals with the number of people who purchased a certain commodity is very busy and distracts new students (Williams,

International Marketing in Construction Industry Essay

International Marketing in Construction Industry - Essay Example ...) are aware of possible future challenges in this sector, and have started, or are preparing, to address them. The competition in this industry is high because these countries have a high demand for construction services, as they deem it to be necessary for their overall economic growth. In the past years, both the demand and the supply curves for this industry have witnessed a rightward shift, but as can be seen from the diagram below, the increase in demand has been more than the increase in supply, leading to a higher equilibrium price, and making this industry a highly profitable one for suppliers. Due to this very reason, there has been a lot of capital inflow and investment in the region, with more firms entering the market and a higher degree of competition in the industry. Deciding exactly which place to go will depend on the country's economy, the firm's goals, competition in that particular country, the market for labour force, etc. Also, policies by Governments and other statutory bodies regarding restriction on entry of foreign firms in the country will play a role. In the following topics, we shall discuss what factors will help the firm gain access to the market, and how the firm can tailor its own assets so as to make sure it best suits the region's industry. If we happen to see a bird's eye view of the constru... There is a huge variety in different states concerning the degree of development in this sector. For example, although public construction has remained weak in Vietnam, there has been a strong expansion in private construction that began in late-2001, and still continues1. In fact, this momentum was enough to pull overall growth in the industrial sector up to 9.0 per cent in 2003. Data shows that construction activities recovered strongly in Brunei from a contraction of 2.4 per cent in 2001 to expand 7.5 per cent in the following year but a real estate glut in the capital added to the sector's difficulties in 20032. The construction industry in Singapore has an annual gross output of about $10 billion, with a capacity of about $12 billion (Ofori, Foreign construction workers in Singapore). If we bring this to the forefront, then investing in Singapore's construction industry definitely seems to be a beneficial option for the firm. The industry contributes around 7 per cent of gross d omestic product (GDP) of the country and accounts for about 6.5 per cent of total employment. A very important thing to note is that since the mid-1980s, construction enterprises from Singapore have won a sizeable volume of projects in countries within the region. So, investors in Singapore are able to access markets throughout the region, without actually investing permanently in them. Regarding the area of Foreign Direct Investments in the region, South, East and South-East Asia have continued to be the main magnet for capital inflows into developing countries. In 2005, South-East Asia sub-region received $37 billion (Auansakul, An Excerpt from an Overview of World Investment Report 2006), led by Singapore, Indonesia, Malaysia and Thailand. Policies like allowing single-brand

Gaps in academic achievement Research Paper Example | Topics and Well Written Essays - 2000 words

Gaps in academic achievement - Research Paper Example A critical investigation of existing literature reveals that the problem of educational gap presents numerous challenges to policy-makers. Many studies have examined the achievement gap between black and white students, the contributing factors and the underlying implications. The growing consensus that the achievement gap between black and white students persists even after controlling for various observable characteristics, has been contested.   In a survey that used the Early Childhood Longitudinal Study Kindergarten cohort (ECLS-K), the latest data administered by the Education Department, Fryer and Levitt demonstrated that the achievement gap between black and white students can be eliminated by controlling for observable characteristics of the environment and school (Fryer and Levitt, 2004). The researchers asserted that the gap between black and white students widens once students enter school (Fryer and Levitt, 2004). The author’s main argument is that black studentà ¢â‚¬â„¢s underachievement is due to attending lower quality schools. The study is robust and compares results obtained in previous randomized studies with nonrandom sample frames. In a study that examined the extent to which family wealth affected test scores among young black and white students, Conley and Yeung (2008) found little evidence that the achievement gap between black and white students could be explained by wealth disparity. The researchers used data from PSID, a longitudinal study using a sample size of 5,000 participants (Conley and Yeung, 2008).

Buyer behavior Essay Example | Topics and Well Written Essays - 500 words

Buyer behavior - Essay Example Once the customer decision making process of the customers is understood, it becomes relatively easier to develop a customer profile as the customer’s decisions to buy specific items are rationally and emotionally influenced. In the process of making their decisions, customers consider categories based in rationales, and they may make a decision, particularly in the case of repeat customers, based on the brand or based on emotions. The decision making of customers can assist the business to ensure that they have an emotional attachment to the brand which is among the key elements that build brand loyalty(Wright, 2006, p. 27). Additionally, it is also among the key factors in obtaining recommendations and referrals, and when seeking more customers for the business, it is relatively easier to choose the best marketing strategies when the business has an understanding. Understanding the manner in which customers make decisions assists business in various ways in its future operat ions as it seeks to be successful. Understanding how customers make decisions makes it easier for the business to comprehend rational and the emotional reasons that affect customers and thus the business can make decisions based on this (Lamb, Hair & McDaniel, 2009, p. 140). For instance, a customer may have tax issues and be in need of advice making their situation acute, thus they will seek a business that provides peace of mind and assists them to worry less. If the business understands the manner in which the customers make their decisions, it will be easier to come up with ways that will ensure they are at peace. This is because the emotional reasons of the customers have a higher influence on the manner in which they make decisions compared to price. Understanding decision making process of the customers is also important for the business as this will assist the business as it makes plans on timing of strategic market

Romeo and Mercutio Essay Example for Free

Romeo and Mercutio Essay ‘Explore the ways in which Romeo and Mercutio are presented in Act 1 Scene 4 and elsewhere in Shakespeare’s play and in the performed version. In act 1 scene 4 of Romeo and Juliet, characters Romeo and Mercutio express different feelings that draw the reader in and shows how important the relationship between them is. In the scene everybody is wearing masks and Mercutio and Romeo have attended the Capulet’s party. Romeo states that he will not dance at the Capulet’s feast as he loves someone who does not love him so he is not in the mood to dance and be happy but Mercutio (a close friend of Romeo) tries to convince him to dance. Mercutio then goes on to recite his speech to Romeo about Queen Mab of the fairies and how she visits your dreams. Romeo is presented in a way that he seems like he worries whether dreams come true or if they are just made up. This makes him seem more scared than ready for anything. In Act 1 Scene 4, Romeo says that he â€Å"dreamt a dream tonight† to his friends Mercutio and Benvolio, on their way to the Capulet’s feast. He is worried whether his dream will actually become reality, saying that he fears the â€Å"vile forfeit of untimely death†. However, at the end of the play you see his dream as real life as he does eventually die before his time, because of this happening it is able to prove that Romeo may be seen a psychic. Also in this scene you see Mercutio also express his view on dreams and desires in his Queen Mab speech. After Romeo says that he dreamt a dream, Mercutio then jumps in and says he too dreamt a dream, although he says that â€Å"dreamers often lie†. He begins to describe Queen Mab, a fairy that brings fantasies to dreams. The speech begins very imaginative and unusual but changes nearer the end. Mercutio ends the speech saying that dreams are â€Å"children of an idle brain† and dreams are nothing but hopes. This shows Mercutio’s view on dreams and desires, which is that they are demeaning and undignified in comparison to Romeo’s view who see them quite real and true. This scene also shows how sensitive and depressed Romeo’s character really  is. Romeo talks about how uncomfortable being in love is making him feel â€Å"Under love’s heavy burden do I sink†. This is saying that Romeo sinks because of the strong and heavy weight of love. You can tell from this that Romeo is not enjoying being in love and at the beginning Rosaline does not love him and how sad this makes him feel – so the audience is being prepared for the meeting of Juliet and Romeo. Romeo is extremely depressed and does intend to dance or be merry, which is the reason that his good friend Mercutio tries to stop Romeo from feeling this way. Romeo and Mercutio’s relationship in the play in very important to the plot of Romeo and Juliet, for starters, Mercutio is the one who convinces Romeo to attend the Capulet’s feast and this is where Romeo and Juliet meet for the first time. No matter how reluctant to going Romeo was Mercutio was able to get Romeo to agree to go. Without Mercutio the couple would never of met and the play or Romeo and Juliet would not be able to unfold in the way it does. Another reason is because of Mercutios death it sets off event which then lead to the banishment of Romeo which then draws Romeo and Juliet together again. Not only is there comparison between parts of the actual play and film but there are differences with how they are both performed. A main comparison is that in a play text the focus is on what is spoken and it is then up to the imagination to build on a character. Whereas in a film text the focus is on how the characters look and the colours they are wearing because this can symbolise what the characters are like emotions. Another large difference is, in the play the language that is used creates different moods, whether it be poetic, longs or short sentences they all create various emotions – for example a short sentence may be trying to build tension between the characters. However, in the film, the camera shots affect how the characters feelings are put across to the viewer. Close ups are intended to show tension whereas longer shorts may be to show peace between the characters. This shows that there are infact many differences between the time in which Shakespeare, the per formed version was set and shown on stage and Shakespeare the filmed version was shown through the camera.

The Vision Mission And Values Of Good Leadership Business Essay

The Vision Mission And Values Of Good Leadership Business Essay Leadership is the exercise of power; it can be defined as the act of making something happen that would not otherwise occur (Warner Burke, 2002) This is easy to write the definition of leadership but its quite hard to practice in real life. The behaviour does matter first in leadership and the skills are second. There is hell of difference between manager and a leader. The manager more likely depends on management skills, planning, organizational and communication skills but the leader does have the skills of a manager as well as some more qualities. Some people born with qualities of a good leaders and some people develop such qualities in their to be a good leader. There are many qualities which a leader must have like confidence, charisma and the qualities continue to grow in a leader with experience. There are different styles of leadership. Some leaders have no style, which is right for some situation and wrong for some situations as well. Managers, Stake holders, staff, all people have different style of leadership according to different situation. For leadership to work well, people (employees and interested outsiders) must be able to connect their expectations, aims and activities to a basic purpose or philosophy of the organization. This foundational philosophy should provide vital reference points for employees decisions and actions Vision: Defines the desired or intended future state of a specific organization or enterprise in terms of its fundamental objective and/or strategic direction. Vision is a long-term objective. Mission: Defines the fundamental purpose of an organization or an enterprise, describing why it exists. Mission is a short-term objective. Values: Beliefs that are shared among the stakeholders of an organization. Values drive an organizations culture and priorities. And every body like executives, managers, staff, customers, suppliers, stakeholders, etc, need solid philosophical principles in term of mission vision and values on which to base their expectations, decisions and actions. Evens ,(1963)similarity hypothesis The more the similar parties the parties in dyad are ,the more likely a favourable outcome It means if every individual and and teams know their duties and if they match their goals with strategic direction of the organization than they would have the same thinking and they will work together on the same path which is the strategic direction of the organization to get better outcome . Strategic direction of organization is very important on march 6,1990 west Germany Daimler Benz and Japan Mitsubishi group revealed that they had secret meeting in Singapore .to work on a intensive cooperate among their different projects and lines of business .because germens cooperate structure does not mash or fit with Mitsubishi group of management approach . For this the organizational direction is being used was GSA(global strategic alliance ) which create new horizons in fact by this creates new products and ease the problem of worldwide excess productivity capacity became the essential part of every organizations structure and brought different national origins together. Leadership approaches and styles: Great Man Theories: This theory indicates about the leadership that great leader is born, not made. This kind of theory represents the heroic personalities who were got the qualities of leadership when they were born. Great Man theories assumes that leadership is integral These theories often represent great leaders as heroic, fabulous, and destined to rise to leadership when needed. The term Great Man was used because, at the time, leadership was thought of primarily as a male quality, especially in terms of military leadership. Trait Theories: Similar in some ways to Great Man theories, trait theory focuses on the people receive assured qualities and characters that make them better matched to leadership. Trait theories repeatedly classify specific personality or communicative features shared by leaders. But this theory raises the question as if certain traits are key features of leadership, how do we clarify people who hold those qualities but are not leaders? This question is one of the problems in using trait theories to illuminate leadership. Contingency Theories: This kind of leadership style emphasis on specific variables which are directly related to environment to have control on style of leadership which is best suited for the situation. According to this theory, the leadership style must be different in different situation. The leader can change their behaviours in different kind of situations. Contingency theory says that the success of a leader depends on the number of variables the leader use in different circumstances and the abilities of the admirers. Situational Theories: This kind of theory illustrates that leader choose the best action must be taken by the leader based upon the situational variable. Decision making in different type of situation does matter in this theory. Behavioral Theories: Behavioural thory believes that the great leaders can be made rather they born with qualities. This leadership theory focuses on the action of leaders rather the mental level, personality and internal qualities. Behavioural theory says people can learn to become great leader through getting knowledge, experience and observations. Participative Theories: The participative leadership theory illustrates that the leaders must take his/her followers into account. In this theory the followers take participate in decision making and the members feel more relevant and committed as well. The leader allows the members to participate in decision making process. Management Theories: Management theories (also known as Transactional theories) emphasis on the role of administration, association, and group performance. These theories base leadership on a structure of incentive and penalty. Managerial theories are frequently used in industry; when workforces are fruitful, they are satisfied; when they fail, they are reproached or penalized. Relationship Theories: Relationship theories (also known as Transformational theories) focus upon the networks formed between leaders and admirers. These leaders stimulate and inspire people by helping group members see the prominence and higher good of the job. Transformational leaders are absorbed on the presentation of group members, but also want each person to achieve his or her impending. These leaders frequently have high principled and moral standards. Leadership could be described in different levels in organization as Direct leadership Which is part to element leadership or direct line is in the organization were staff see their leader all the time . Organizational leadership They are the leaders on hundreds or some time on thousands of the staff but this is indirect leadership to help him there must be the staff at direct level to help the leader for decision making. Strategic leadership Strategic leaders are generally responsible for large organizations and may influence several thousand to hundreds of thousands of people. They establish  organizational structure, allocate resources, and communicate strategic vision. Strategic leaders work in an uncertain environment on highly complex problems that affect and are affected by events and organizations outside their own. Strategic leaders apply many of the same leadership skills and actions they mastered as direct and organizational leaders; however, strategic leadership requires others that are more complex and indirectly applied. Strategic leaders, like direct and organizational leaders, process information quickly, assess alternatives based on incomplete data, make decisions, and generate support. However, strategic leaders decisions affect more people, commit more resources, and have wider-ranging consequences in both space and time than do decisions of organizational and direct leaders. Perhaps of paramount importance-because they exert influence primarily through subordinates-strategic leaders must develop strong skills in picking and developing good second-tier leaders strategic_clip_image001.gif (586ÃÆ'-416) http://www.leadafrika.com/Templates/strategic_clip_image001.gif Strategic leadership skills and characteristics: There are many leadership skills and characteristics a person should posses to become a quality manager and to succeed in the globalized world of business.These leaders have certain characteristics such as the leader should be employers brand Should posses emotional intelligence,creativity, innovativeness, and flexibility, posses certain leadership characteristics as high ethical standards, energy, prioritization skills, commitment, dedication, goal orientation, empathetic, and extroverted. Leaders adapt leadership styles accordingly in order to better create and develop new ideas or reform existing ones. Some leaders may choose a certain leadership style based on the culture of their organization. A manager should provide leadership and direction to management levels according to the organizations goals, mission, and vision. Conclusion: Leadership is about the influencing and motivating peoples these days and leader are not born and leader can be developing through organisation structure and development training as well. Among the two leadership styles discussed, there are some that have a better fit in different organizational models. In the non-profit sector, using a servant leadership style would be effective the majority of the time, yet the other two models can be used for specific purposes. The leadership styles are noted in all organizations. However, there is a primary style shared in the organizational culture. There are many other styles not examined in this analysis, which opens the opportunity for further research in this area. Further research can be conducted using other leadership models and other industries. Supplementary research can also be done within each industry subdividing it further. The decision of which style to use in each industry would depend on the leader, follower(s), and tasks. A lead er should learn and practice those skills needed to be a successful leader. In conclusion, individual leaders who have the skills and qualities necessary to succeed are better equipped to execute the styles of leadership discussed. To become a successful leader one should utilize the best suiting style to everyone in every situation. The style of leadership used varies by organization and leader. While organizations may have a primary style of leadership, this is not the inclusive selection or style. The leadership technique and characteristic of the leader varies as the various experiences change. The leader must know to adapt and adjust their leadership style according to the current events of the organization. As the organization evolves through its growth stages, it calls for the use of different leadership styles.