With These Google Search Hacks You’ll Find the Holy Grail!

There are Google users and Google power users. While users just search things or look up information typing words into the plain old search bar, power users know how to use a pool of possibilities that the most popular search engine has. For example, with one word in the search bar, you can limit you’re the results to a bunch of similar websites, or you can play an old school game by googling a two-word phrase in the Images section. Hopefully, you have helpful tips below. The first hack everyone should know is that, when you enter a phrase in quotation marks, you will get results that contain the exact phrase. If you want to find a quote and are not sure about a word, you can substitute it with an asterisk. To exclude a word from your search —   which is especially helpful when you are searching for something that has several meanings —  simply add a hyphen before the word. If you put â€Å"OR† between words or phrases in quotes, you will search for all these phrases immediately, and the result will include either the first phrase or the second one. Sometimes, you need to search for information on a particular website or on similar sites. In the first case, you should type your keyword and use â€Å"site:† which is followed by the link (no spaces), and in the case of the latter, you should use your keyword and â€Å"related:† immediately followed by an URL. You can also try to look up for certain file types —  in this case, use â€Å"filetype:† followed by the three letters of its extension. Include the following symbols to limit your search to specific categories of search items: # for hashtags; @ for searching tags in social networks, such as profiles; for searching content by keywords which are strongly connected; $ for searching prices. You can use Google search to do calculations or to convert measures or currencies. For example, if you enter something like â€Å"645 + 784† in the search bar, you will get a result of the addition. If you type in â€Å"40 USD to GBP,† the very first result will be the amount of British pounds that is equal to $40. By typing â€Å"define:† before a word you want to look up, you will see its definition on the top of the page. Did you know that you can play with the Google logo with certain search queries? For example, try to google the phrase â€Å"do a barrel roll,† and you’ll watch your screen performing a full spin. Also, if you enter the phrase â€Å"Google in 1998,† you’ll have the search engine’s interface go old school. Your browser screen will turn into Atari’s Breakout game if you enter the search phrase â€Å"Atari breakout† in the images section. A major part of users on the Internet have Google at a search tool. Most of them are just ordinary users unaware of the secrets and tricks of the most powerful search engine. First of all, it is important to know â€Å"how to google† properly and limit your search by simply typing right in your omnibox. There are also some funny stunts that you can do with your search engine, such as turning it into its older version or an 8-bit game. Google is micro-updated frequently, so that it’s hard to know whether new tricks have been added, and how many such hacks you might have missed.

The Dangers Of Adult Children Of Alcoholics - 1772 Words

The primary goal of this paper is to challenge the belief that adult children of alcoholics tend to abuse alcohol as the result of bio-genetic composition, and to show instead the evidence that the unpredictable home environment in which alcoholics grow up may be responsible. I will also review the risk for alcohol abuse among and how growing up in a chaotic family environment affect adult children of alcoholics. Families with either one or two parents alcoholic they home life is in consist turmoil. They often have rules the children must follow and lack parental guidance. The children also to do not develop healthy coping skills and tend to be at risk of becoming alcoholic themselves due to their home environment. This kind of†¦show more content†¦During our class of addiction we talk about the role that each person play in the family in regards to addiction. According to the chemically dependent family model we have C.P. person, Hero, Mascot, Enabler, Scape Goat and Lost Child Passive adult each of them has issues that they are struggling within themselves. When doing family therapy for family with alcohol addiction you will see and understand this model. After reading Drinking A Love Story by Caroline Knapp this story sound so familiar. Caroline reports that she had her first drink at age 14. She does not know when or how it got away from her and she began drinking all the time. Caroline knew that her drinking had become serious problems and she really wanted to quit but, it was hard. One of the reasons it was hard for her to quit she love the way drinking made her feel and â€Å"its special power of deflection† (A Lover Story by Caroline Knapp pg 5). She could not stop drinking she was in love with alcohol and they had a very good relationship that she was not ready to let go. She could not imagine living without alcohol because it has been a part of her life for so long. She really goes into detail about her drinking and the quilt and embarrassment the next morning along with a hangover. The book also talk about her going to different place talking about her addiction

Twilight 11. COMPLICATIONS Free Essays

11. COMPLICATIONS Everyone watched us as we walked together to our lab table. I noticed that he no longer angled the chair to sit as far from me as the desk would allow. We will write a custom essay sample on Twilight 11. COMPLICATIONS or any similar topic only for you Order Now Instead, he sat quite close beside me, our arms almost touching. Mr. Banner backed into the room then – what superb timing the man had – pulling a tall metal frame on wheels that held a heavy-looking, outdated TV and VCR. A movie day – the lift in the class atmosphere was almost tangible. Mr. Banner shoved the tape into the reluctant VCR and walked to the wall to turn off the lights. And then, as the room went black, I was suddenly hyperaware that Edward was sitting less than an inch from me. I was stunned by the unexpected electricity that flowed through me, amazed that it was possible to be more aware of him than I already was. A crazy impulse to reach over and touch him, to stroke his perfect face just once in the darkness, nearly overwhelmed me. I crossed my arms tightly across my chest, my hands balling into fists. I was losing my mind. The opening credits began, lighting the room by a token amount. My eyes, of their own accord, flickered to him. I smiled sheepishly as I realized his posture was identical to mine, fists clenched under his arms, right down to the eyes, peering sideways at me. He grinned back, his eyes somehow managing to smolder, even in the dark. I looked away before I could start hyperventilating. It was absolutely ridiculous that I should feel dizzy. The hour seemed very long. I couldn’t concentrate on the movie – I didn’t even know what subject it was on. I tried unsuccessfully to relax, but the electric current that seemed to be originating from somewhere in his body never slackened. Occasionally I would permit myself a quick glance in his direction, but he never seemed to relax, either. The overpowering craving to touch him also refused to fade, and I crushed my fists safely against my ribs until my fingers were aching with the effort. I breathed a sigh of relief when Mr. Banner flicked the lights back on at the end of class, and stretched my arms out in front of me, flexing my stiff fingers. Edward chuckled beside me. â€Å"Well, that was interesting,† he murmured. His voice was dark and his eyes were cautious. â€Å"Umm,† was all I was able to respond. â€Å"Shall we?† he asked, rising fluidly. I almost groaned. Time for Gym. I stood with care, worried my balance might have been affected by the strange new intensity between us. He walked me to my next class in silence and paused at the door; I turned to say goodbye. His face startled me – his expression was torn, almost pained, and so fiercely beautiful that the ache to touch him flared as strong as before. My goodbye stuck in my throat. He raised his hand, hesitant, conflict raging in his eyes, and then swiftly brushed the length of my cheekbone with his fingertips. His skin was as icy as ever, but the trail his fingers left on my skin was alarmingly warm – like I’d been burned, but didn’t feel the pain of it yet. He turned without a word and strode quickly away from me. I walked into the gym, lightheaded and wobbly. I drifted to the locker room, changing in a trancelike state, only vaguely aware that there were other people surrounding me. Reality didn’t fully set in until I was handed a racket. It wasn’t heavy, yet it felt very unsafe in my hand. I could see a few of the other kids in class eyeing me furtively. Coach Clapp ordered us to pair up into teams. Mercifully, some vestiges of Mike’s chivalry still survived; he came to stand beside me. â€Å"Do you want to be a team?† â€Å"Thanks, Mike – you don’t have to do this, you know.† I grimaced apologetically. â€Å"Don’t worry, I’ll keep out of your way.† He grinned. Sometimes it was so easy to like Mike. It didn’t go smoothly. I somehow managed to hit myself in the head with my racket and clip Mike’s shoulder on the same swing. I spent the rest of the hour in the back corner of the court, the racket held safely behind my back. Despite being handicapped by me, Mike was pretty good; he won three games out of four singlehandedly. He gave me an unearned high five when the coach finally blew the whistle ending class. â€Å"So,† he said as we walked off the court. â€Å"So what?† â€Å"You and Cullen, huh?† he asked, his tone rebellious. My previous feeling of affection disappeared. â€Å"That’s none of your business, Mike,† I warned, internally cursing Jessica straight to the fiery pits of Hades. â€Å"I don’t like it,† he muttered anyway. â€Å"You don’t have to,† I snapped. â€Å"He looks at you like†¦ like you’re something to eat,† he continued, ignoring me. I choked back the hysteria that threatened to explode, but a small giggle managed to get out despite my efforts. He glowered at me. I waved and fled to the locker room. I dressed quickly, something stronger than butterflies battering recklessly against the walls of my stomach, my argument with Mike already a distant memory. I was wondering if Edward would be waiting, or if I should meet him at his car. What if his family was there? I felt a wave of real terror. Did they know that I knew? Was I supposed to know that they knew that I knew, or not? By the time I walked out of the gym, I had just about decided to walk straight home without even looking toward the parking lot. But my worries were unnecessary. Edward was waiting, leaning casually against the side of the gym, his breathtaking face untroubled now. As I walked to his side, I felt a peculiar sense of release. â€Å"Hi,† I breathed, smiling hugely. â€Å"Hello.† His answering smile was brilliant. â€Å"How was Gym?† My face fell a tiny bit. â€Å"Fine,† I lied. â€Å"Really?† He was unconvinced. His eyes shifted their focus slightly, looking over my shoulder and narrowing. I glanced behind me to see Mike’s back as he walked away. â€Å"What?† I demanded. His eyes slid back to mine, still tight. â€Å"Newton’s getting on my nerves.† â€Å"You weren’t listening again?† I was horror-struck. All traces of my sudden good humor vanished. â€Å"How’s your head?† he asked innocently. â€Å"You’re unbelievable!† I turned, stomping away in the general direction of the parking lot, though I hadn’t ruled out walking at this point. He kept up with me easily. â€Å"You were the one who mentioned how I’d never seen you in Gym – it made me curious.† He didn’t sound repentant, so I ignored him. We walked in silence – a furious, embarrassed silence on my part – to his car. But I had to stop a few steps away – a crowd of people, all boys, were surrounding it. Then I realized they weren’t surrounding the Volvo, they were actually circled around Rosalie’s red convertible, unmistakable lust in their eyes. None of them even looked up as Edward slid between them to open his door. I climbed quickly in the passenger side, also unnoticed. â€Å"Ostentatious,† he muttered. â€Å"What kind of car is that?† I asked. â€Å"An M3.† â€Å"I don’t speak Car and Driver.† â€Å"It’s a BMW.† He rolled his eyes, not looking at me, trying to back out without running over the car enthusiasts. I nodded – I’d heard of that one. â€Å"Are you still angry?† he asked as he carefully maneuvered his way out. â€Å"Definitely.† He sighed. â€Å"Will you forgive me if I apologize?† â€Å"Maybe†¦ if you mean it. And if you promise not to do it again,† I insisted. His eyes were suddenly shrewd. â€Å"How about if I mean it, and I agree to let you drive Saturday?† he countered my conditions. I considered, and decided it was probably the best offer I would get. â€Å"Deal,† I agreed. â€Å"Then I’m very sorry I upset you.† His eyes burned with sincerity for a protracted moment – playing havoc with the rhythm of my heart – and then turned playful. â€Å"And I’ll be on your doorstep bright and early Saturday morning.† â€Å"Um, it doesn’t help with the Charlie situation if an unexplained Volvo is left in the driveway.† His smile was condescending now. â€Å"I wasn’t intending to bring a car.† â€Å"How -â€Å" He cut me off. â€Å"Don’t worry about it. I’ll be there, no car.† I let it go. I had a more pressing question. â€Å"Is it later yet?† I asked significantly. He frowned. â€Å"I supposed it is later.† I kept my expression polite as I waited. He stopped the car. I looked up, surprised – of course we were already at Charlie’s house, parked behind the truck. It was easier to ride with him if I only looked when it was over. When I looked back at him, he was staring at me, measuring with his eyes. â€Å"And you still want to know why you can’t see me hunt?† He seemed solemn, but I thought I saw a trace of humor deep in his eyes. â€Å"Well,† I clarified, â€Å"I was mostly wondering about your reaction.† â€Å"Did I frighten you?† Yes, there was definitely humor there. â€Å"No,† I lied. He didn’t buy it. â€Å"I apologize for scaring you,† he persisted with a slight smile, but then all evidence of teasing disappeared. â€Å"It was just the very thought of you being there†¦ while we hunted.† His jaw tightened. â€Å"That would be bad?† He spoke from between clenched teeth. â€Å"Extremely.† â€Å"Because†¦ ?† He took a deep breath and stared through the windshield at the thick, rolling clouds that seemed to press down, almost within reach. â€Å"When we hunt,† he spoke slowly, unwillingly, â€Å"we give ourselves over to our senses†¦ govern less with our minds. Especially our sense of smell. If you were anywhere near me when I lost control that way†¦Ã¢â‚¬  He shook his head, still gazing morosely at the heavy clouds. I kept my expression firmly under control, expecting the swift flash of his eyes to judge my reaction that soon followed. My face gave nothing away. But our eyes held, and the silence deepened – and changed. Flickers of the electricity I’d felt this afternoon began to charge the atmosphere as he gazed unrelentingly into my eyes. It wasn’t until my head started to swim that I realized I wasn’t breathing. When I drew in a jagged breath, breaking the stillness, he closed his eyes. â€Å"Bella, I think you should go inside now.† His low voice was rough, his eyes on the clouds again. I opened the door, and the arctic draft that burst into the car helped clear my head. Afraid I might stumble in my woozy state, I stepped carefully out of the car and shut the door behind me without looking back. The whir of the automatic window unrolling made me turn. â€Å"Oh, Bella?† he called after me, his voice more even. He leaned toward the open window with a faint smile on his lips. â€Å"Yes?† â€Å"Tomorrow it’s my turn.† â€Å"Your turn to what?† He smiled wider, flashing his gleaming teeth. â€Å"Ask the questions.† And then he was gone, the car speeding down the street and disappearing around the corner before I could even collect my thoughts. I smiled as I walked to the house. It was clear he was planning to see me tomorrow, if nothing else. That night Edward starred in my dreams, as usual. However, the climate of my unconsciousness had changed. It thrilled with the same electricity that had charged the afternoon, and I tossed and turned restlessly, waking often. It was only in the early hours of the morning that I finally sank into an exhausted, dreamless sleep. When I woke I was still tired, but edgy as well. I pulled on my brown turtleneck and the inescapable jeans, sighing as I daydreamed of spaghetti straps and shorts. Breakfast was the usual, quiet event I expected. Charlie fried eggs for himself; I had my bowl of cereal. I wondered if he had forgotten about this Saturday. He answered my unspoken question as he stood up to take his plate to the sink. â€Å"About this Saturday†¦Ã¢â‚¬  he began, walking across the kitchen and turning on the faucet. I cringed. â€Å"Yes, Dad?† â€Å"Are you still set on going to Seattle?† he asked. â€Å"That was the plan.† I grimaced, wishing he hadn’t brought it up so I wouldn’t have to compose careful half-truths. He squeezed some dish soap onto his plate and swirled it around with the brush. â€Å"And you’re sure you can’t make it back in time for the dance?† â€Å"I’m not going to the dance, Dad.† I glared. â€Å"Didn’t anyone ask you?† he asked, trying to hide his concern by focusing on rinsing the plate. I sidestepped the minefield. â€Å"It’s a girl’s choice.† â€Å"Oh.† He frowned as he dried his plate. I sympathized with him. It must be a hard thing, to be a father; living in fear that your daughter would meet a boy she liked, but also having to worry if she didn’t. How ghastly it would be, I thought, shuddering, if Charlie had even the slightest inkling of exactly what I did like. Charlie left then, with a goodbye wave, and I went upstairs to brush my teeth and gather my books. When I heard the cruiser pull away, I could only wait a few seconds before I had to peek out of my window. The silver car was already there, waiting in Charlie’s spot on the driveway. I bounded down the stairs and out the front door, wondering how long this bizarre routine would continue. I never wanted it to end. He waited in the car, not appearing to watch as I shut the door behind me without bothering to lock the dead-bolt. I walked to the car, pausing shyly before opening the door and stepping in. He was smiling, relaxed – and, as usual, perfect and beautiful to an excruciating degree. â€Å"Good morning.† His voice was silky. â€Å"How are you today?† His eyes roamed over my face, as if his question was something more than simple courtesy. â€Å"Good, thank you.† I was always good – much more than good – when I was near him. His gaze lingered on the circles under my eyes. â€Å"You look tired.† â€Å"I couldn’t sleep,† I confessed, automatically swinging my hair around my shoulder to provide some measure of cover. â€Å"Neither could I,† he teased as he started the engine. I was becoming used to the quiet purr. I was sure the roar of my truck would scare me, whenever I got to drive it again. I laughed. â€Å"I guess that’s right. I suppose I slept just a little bit more than you did.† â€Å"I’d wager you did.† â€Å"So what did you do last night?† I asked. He chuckled. â€Å"Not a chance. It’s my day to ask questions.† â€Å"Oh, that’s right. What do you want to know?† My forehead creased. I couldn’t imagine anything about me that could be in any way interesting to him. â€Å"What’s your favorite color?† he asked, his face grave. I rolled my eyes. â€Å"It changes from day to day.† â€Å"What’s your favorite color today?† He was still solemn. â€Å"Probably brown.† I tended to dress according to my mood. He snorted, dropping his serious expression. â€Å"Brown?† he asked skeptically. â€Å"Sure. Brown is warm. I miss brown. Everything that’s supposed to be brown – tree trunks, rocks, dirt – is all covered up with squashy green stuff here,† I complained. He seemed fascinated by my little rant. He considered for a moment, staring into my eyes. â€Å"You’re right,† he decided, serious again. â€Å"Brown is warm.† He reached over, swiftly, but somehow still hesitantly, to sweep my hair back behind my shoulder. We were at the school by now. He turned back to me as he pulled into a parking space. â€Å"What music is in your CD player right now?† he asked, his face as somber as if he’d asked for a murder confession. I realized I’d never removed the CD Phil had given me. When I said the name of the band, he smiled crookedly, a peculiar expression in his eyes. He flipped open a compartment under his car’s CD player, pulled out one of thirty or so CDs that were jammed into the small space, and handed it to me, â€Å"Debussy to this?† He raised an eyebrow. It was the same CD. I examined the familiar cover art, keeping my eyes down. It continued like that for the rest of the day. While he walked me to English, when he met me after Spanish, all through the lunch hour, he questioned me relentlessly about every insignificant detail of my existence. Movies I’d liked and hated, the few places I’d been and the many places I wanted to go, and books – endlessly books. I couldn’t remember the last time I’d talked so much. More often than not, I felt self-conscious, certain I must be boring him. But the absolute absorption of his face, and his never-ending stream of questions, compelled me to continue. Mostly his questions were easy, only a very few triggering my easy blushes. But when I did flush, it brought on a whole new round of questions. Such as the time he asked my favorite gemstone, and I blurted out topaz before thinking. He’d been flinging questions at me with such speed that I felt like I was taking one of those psychiatric tests where you answer with the first word that comes to mind. I was sure he would have continued down whatever mental list he was following, except for the blush. My face reddened because, until very recently, my favorite gemstone was garnet. It was impossible, while staring back into his topaz eyes, not to remember the reason for the switch. And, naturally, he wouldn’t rest until I’d admitted why I was embarrassed. â€Å"Tell me,† he finally commanded after persuasion failed – failed only because I kept my eyes safely away from his face. â€Å"It’s the color of your eyes today,† I sighed, surrendering, staring down at my hands as I fiddled with a piece of my hair. â€Å"I suppose if you asked me in two weeks I’d say onyx.† I’d given more information than necessary in my unwilling honesty, and I worried it would provoke the strange anger that flared whenever I slipped and revealed too clearly how obsessed I was. But his pause was very short. â€Å"What kinds of flowers do you prefer?† he fired off. I sighed in relief, and continued with the psychoanalysis. Biology was a complication again. Edward had continued with his quizzing up until Mr. Banner entered the room, dragging the audiovisual frame again. As the teacher approached the light switch, I noticed Edward slide his chair slightly farther away from mine. It didn’t help. As soon as the room was dark, there was the same electric spark, the same restless craving to stretch my hand across the short space and touch his cold skin, as yesterday. I leaned forward on the table, resting my chin on my folded arms, my hidden fingers gripping the table’s edge as I fought to ignore the irrational longing that unsettled me. I didn’t look at him, afraid that if he was looking at me, it would only make self-control that much harder. I sincerely tried to watch the movie, but at the end of the hour I had no idea what I’d just seen. I sighed in relief again when Mr. Banner turned the lights on, finally glancing at Edward; he was looking at me, his eyes ambivalent. He rose in silence and then stood still, waiting for me. We walked toward the gym in silence, like yesterday. And, also like yesterday, he touched my face wordlessly – this time with the back of his cool hand, stroking once from my temple to my jaw – before he turned and walked away. Gym passed quickly as I watched Mike’s one-man badminton show. He didn’t speak to me today, either in response to my vacant expression or because he was still angry about our squabble yesterday. Somewhere, in a corner of my mind, I felt bad about that. But I couldn’t concentrate on him. I hurried to change afterward, ill at ease, knowing the faster I moved, the sooner I would be with Edward. The pressure made me more clumsy than usual, but eventually I made it out the door, feeling the same release when I saw him standing there, a wide smile automatically spreading across my face. He smiled in reaction before launching into more cross-examination. His questions were different now, though, not as easily answered. He wanted to know what I missed about home, insisting on descriptions of anything he wasn’t familiar with. We sat in front of Charlie’s house for hours, as the sky darkened and rain plummeted around us in a sudden deluge. I tried to describe impossible things like the scent of creosote – bitter, slightly resinous, but still pleasant – the high, keening sound of the cicadas in July, the feathery barrenness of the trees, the very size of the sky, extending white-blue from horizon to horizon, barely interrupted by the low mountains covered with purple volcanic rock. The hardest thing to explain was why it was so beautiful to me – to justify a beauty that didn’t depend on the sparse, spiny vegetation that often looked half dead, a beauty that had more to do with the exposed shape of the land, with the shallow bowls of valleys between the craggy hills, and the way they held on to the sun. I found myself using my hands as I tried to describe it to him. His quiet, probing questions kept me talking freely, forgetting, in the dim light of the storm, to be embarrassed for monopolizing the conversation. Finally, when I had finished detailing my cluttered room at home, he paused instead of responding with another question. â€Å"Are you finished?† I asked in relief. â€Å"Not even close – but your father will be home soon.† â€Å"Charlie!† I suddenly recalled his existence, and sighed. I looked out at the rain-darkened sky, but it gave nothing away. â€Å"How late is it?† I wondered out loud as I glanced at the clock. I was surprised by the time – Charlie would be driving home now. â€Å"It’s twilight,† Edward murmured, looking at the western horizon, obscured as it was with clouds. His voice was thoughtful, as if his mind were somewhere far away. I stared at him as he gazed unseeingly out the windshield. I was still staring when his eyes suddenly shifted back to mine. â€Å"It’s the safest time of day for us,† he said, answering the unspoken question in my eyes. â€Å"The easiest time. But also the saddest, in a way†¦ the end of another day, the return of the night. Darkness is so predictable, don’t you think?† He smiled wistfully. â€Å"I like the night. Without the dark, we’d never see the stars.† I frowned. â€Å"Not that you see them here much.† He laughed, and the mood abruptly lightened. â€Å"Charlie will be here in a few minutes. So, unless you want to tell him that you’ll be with me Saturday†¦Ã¢â‚¬  He raised one eyebrow. â€Å"Thanks, but no thanks.† I gathered my books, realizing I was stiff from sitting still so long. â€Å"So is it my turn tomorrow, then?† â€Å"Certainly not!† His face was teasingly outraged. â€Å"I told you I wasn’t done, didn’t I?† â€Å"What more is there?† â€Å"You’ll find out tomorrow.† He reached across to open my door for me, and his sudden proximity sent my heart into frenzied palpitations. But his hand froze on the handle. â€Å"Not good,† he muttered. â€Å"What is it?† I was surprised to see that his jaw was clenched, his eyes disturbed. He glanced at me for a brief second. â€Å"Another complication,† he said glumly. He flung the door open in one swift movement, and then moved, almost cringed, swiftly away from me. The flash of headlights through the rain caught my attention as a dark car pulled up to the curb just a few feet away, facing us. â€Å"Charlie’s around the corner,† he warned, staring through the downpour at the other vehicle. I hopped out at once, despite my confusion and curiosity. The rain was louder as it glanced off my jacket. I tried to make out the shapes in the front seat of the other car, but it was too dark. I could see Edward illuminated in the glare of the new car’s headlights; he was still staring ahead, his gaze locked on something or someone I couldn’t see. His expression was a strange mix of frustration and defiance. Then he revved the engine, and the tires squealed against the wet pavement. The Volvo was out of sight in seconds. â€Å"Hey, Bella,† called a familiar, husky voice from the driver’s side of the little black car. â€Å"Jacob?† I asked, squinting through the rain. Just then, Charlie’s cruiser swung around the corner, his lights shining on the occupants of the car in front of me. Jacob was already climbing out, his wide grin visible even through the darkness. In the passenger seat was a much older man, a heavyset man with a memorable face – a face that overflowed, the cheeks resting against his shoulders, with creases running through the russet skin like an old leather jacket. And the surprisingly familiar eyes, black eyes that seemed at the same time both too young and too ancient for the broad face they were set in. Jacob’s father, Billy Black. I knew him immediately, though in the more than five years since I’d seen him last I’d managed to forget his name when Charlie had spoken of him my first day here. He was staring at me, scrutinizing my face, so I smiled tentatively at him. His eyes were wide, as if in shock or fear, his nostrils flared. My smile faded. Another complication, Edward had said. Billy still stared at me with intense, anxious eyes. I groaned internally. Had Billy recognized Edward so easily? Could he really believe the impossible legends his son had scoffed at? The answer was clear in Billy’s eyes. Yes. Yes, he could. How to cite Twilight 11. COMPLICATIONS, Essay examples

Leading and Managing People Library and Information Service

Questions: 1. How would you lead this team of international employees and friends?2. Is building community important in a virtual world? If so, what would you do to promote a sense of community among these team members? Answers: 1. Managing long-distance associates is a challenge, and it is imperative that the leader maintains team focus and ensures that every team member has shared traits and is working towards a common goal. For that, all the team members must be made aware of what is required of each one of them. One very crucial thing is to identify and effectively recognize the effort of every associate in all corners of the world. The trouble with driving international groups is that they are internationally and topographically scattered and are additionally compelled by contrasts in time zones and social mannerisms. To handle that, a leader must pay close attention, make remote employees feel included, supported and part of the team. It necessitates consistent initiative direction and administration (Lewis 2012). 2. Even in todays technologically advanced world, numerous employments are not helpful for remote work and essentially require physical proximity. Encouraging international groups becomes productive where employees feel needed and work in a synchronized environment. Integrating inclusion into a remote team denotes ascertaining that all team members have a mutual trust factor. For facilitating that, a team leader must have a sensitivity of differences in culture, skills and time. Through preparation, timing and assurance, internet usage, video conferencingand online media tools assists in bringing together and developing community. To ascertain optimistic and valuable functioning concurrences along with motivated unity, discussing, structuring and adhering to basics for team functioning, with the help of integrated and effective communication methods, is essential (Qiang, Fu and Jun 2015). References Lewis, R., 2012.When teams collide: Managing the international team successfully. Nicholas Brealey Publishing. Qiang, B., Fu, W. and Jun, G., 2015. Research on Strategies of Improving the Efficiency of Information Movement in the Virtual Community.Library and Information Service,20, p.023.

The Appeal and Value of Fantasy Stories and Films Essay Example

The Appeal and Value of Fantasy Stories and Films Essay Man, as a species, is creative and has been throughout the ages. They put their creativity to use in the making of fantasy stories and films, many of which have made both positive and negative impacts on society today. The question is: are fantasy stories and films merely an escape from reality? Or do they offer us something more? I am of the view that fantasy stories and films are appealing and do have value in today’s society. The interesting storylines, their role in bringing hope and positivity to the world and their economic value all play a part in the appeal and value of fantasy stories and films. Fantasy stories and films have managed to pique the interest of children worldwide due to the colourful graphics and often amusing and unique storylines. Though the stories conveyed are often fictional, they often carry certain morals and values which are rubbed off on the children who read and watch these fantasy stories and films. For instance, in ‘Pokemon’, where the protagonist travels around the world to train and become the best at his craft, teaches the audience the importance of resilience and perseverance as they see their favourite characters marching on even after they have faced certain setbacks. Shows like ‘Adventure Time’ and ‘He-Man’ also depict not just human characters but animals as well and there is often a symbiotic relationship between the human protagonist and his trustworthy feline sidekick. This is also found in the Disney film ‘Bee Movie’, where human and animal work together to achieve a common goal. Child ren, who are the largest demographic to read and watch these stories and animated films, are at the age where they are most impressionable, and even subconsciously, the good-natured spirit of these films are passed down to them and they carry these value imparted for the rest of their lives. Even teenagers or adults, after reading or watching these stories and films, are reminded of the imp We will write a custom essay sample on The Appeal and Value of Fantasy Stories and Films specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Appeal and Value of Fantasy Stories and Films specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Appeal and Value of Fantasy Stories and Films specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Heat Attacks Essays - RTT, Medicine, Clinical Medicine, Free Essays

Heat Attacks Essays - RTT, Medicine, Clinical Medicine, Free Essays Heat Attacks Too Few Americans Take Aspirin to Prevent Second Heart Attack In an article from Doctor Gilbert Ross of the American Council on Science and Health it was revealed that only 26% of former heart attack patients take aspirin on a regular basis to prevent a reoccurrence of heart disease. Harvard Medical School did a study of data collected between 1980 and 1996. (This was a time when the use of aspirin was shown to have benefits for those who suffer from heart disease.) The percentage of aspirin uses rose 21%, up from 5%, between that 16 year period. While these results are a major improvement, the numbers are nowhere near what medical experts expected them to be. The regular intake of aspirin by heart disease patients has been proven to reduce the risk of blood clots, which are a major cause of heart attacks. The American Heart Association also recommends that people who suffer from unstable angina, a major warning sign of a heart attack which is characterized by sharp pain, take aspirin to reduce the chances of recurrent angina. Evidence of aspirin's benefits is seen mostly in patients who already suffer from heart disease, but it has been proven that it helps patients to prevent it from ever occurring as well. Patients are advised not to take aspirin for this reason without first consulting a doctor. This is because taking aspirin too often can cause some side effects which include ulcers and allergic reactions. This is also a reason that some doctors think the numbers in the study were so low- doctors are not aware that their patients are taking aspirin since it is an over the counter drug. Doctors also do not consider reporting the use of over the counter drugs to a study. More people should look into taking aspirin though. Results show that death rates have gone down considerably over the past 40 years for patients suffering from all forms of heart disease. This is amazing considering the highest risk factors still are not being treated. These include smoking, high blood pressure, and high cholesterol. Bibliography Glibert Ross, M.D. American Council on Science and Health www.acsh.org March 13, 2000

Discussion 13 nur 702 Assignment Example | Topics and Well Written Essays - 250 words

Discussion 13 nur 702 - Assignment Example Thirdly, a gender dimension to my clinical problem exists and links available evidence with health policy. Burden of hypertension is greater among women than among men. American Heart Association (AHA) helps fight for strong public health policies that help in combating heart disease and can help with the first area. The AHA advances its mission through volunteer funds and research. American Kidney Fund can help in lobbying for health policy that would give patients financial support to help cater for their care and to conduct health education. HealthyWomen can help in foregrounding women issues that accrue from hypertension and heart disease mobilizing for health policy that would help address these issues. To get involved in health policy specific to my clinical problem, I will endeavor to contribute my evidence to the shaping the policy content. Additionally, I will be in the forefront showing the need to have laws that cover the issues that will be found to be pressing regarding the clinical problem. Finally, I will contribute in keeping surveillance ensuring that the policy is implemented and adopted (Brownson, Chriqui & Stamatakis,

Supply Chain Management in Whirlpool Research Paper

Supply Chain Management in Whirlpool - Research Paper Example Unlike its competitors like Electrolux, LG and General Electric, majority of the Whirlpool's products undergoes some form of manufacturing inside U.S. Although, Whirlpool outsource their operations, it is done minimally, with majority of its manufacturing plants located in North America. Apart from this manufacturing segment of its supply chain, Whirlpool also has a widespread distribution network to supply or reach the product to the intended customer. This distribution network consists of factory based distribution centers or warehouses, from where the finished product reaches the regional distribution centers, and then to the local distribution centers, thus finally reaching retail outlets for the client to buy. (Cookie, 2008). With such extensive operations, Whirlpool had to have an optimized Supply Chain Management (SCM) to satisfy the customers, and emerge successful. Although, in early 2000’s, Whirlpool had problems in managing its supply chain, by implementing effectiv e strategies and importantly by using Information technology (IT) tools, it has been able to strengthen its supply chain. Even after the acquisition of Maytag, Whirlpool continued to improve its supply chain by associating with strong players like Penske Logistics, who brought in more IT tools Porters’ five forces The bargaining power of the buyers has increased because now they have better information about the products, prices and their characteristics because of a lot of exposure about the company and its products through various mediums. In the case of Whirlpool also, the bargaining power of the buyers has accentuated and that is impacting its supply chain. So, to improve its supply chain, Whirlpool decided to first focus on the customer requirements, and then proceed from there, in a backward manner. With that focus, Whirlpool studied customers’ expectation and found they are â€Å"asking for accurate promises as a first requirement: "Give a date, hit a date."â⠂¬  (Lee, 2009, p.182). Because of this behavior of the buyers, Whirlpool understood they have to deliver products as soon as possible to the customers. â€Å"The supply chain needed to be able to get that appliance to [the consumer] within 48 hours,† (MacMilan, 2008). To fulfill this target, Whirlpool started incorporating technology in an accentuated manner in its supply chain. In that direction, Whirlpool also associated with number of suppliers in its supply chain, thereby increasing the bargaining power of the suppliers as well. Although, Whirlpool did not outsource its manufacturing operations, when it came to supply chain operations, it did not stress on conducting it in-house. After making thorough assessments regarding its extensive operations, Whirlpool decided to outsource the maintenance functions. Historically, its supply chain was divided into three parts, with Ryder Logistics handling supply of raw materials to the manufacturing plants and reaching the finishe d goods to its distribution centers, while ERX managed its regional distribution centers. (Bowman, n. d). For all these operations, Whirlpool had to supply its fleet of tractors and trailers, as well as manage it. That is when, Whirlpool overhauled its distribution strategy and decided to â€Å"transform its private fleet into a dedicated operation managed by an outsider†, with Penske Logistics coming into the picture. (Bowman, n. d). Penske Logistics with a wide range of IT

Othello Race Journal Essay Example | Topics and Well Written Essays - 250 words

Othello Race Journal - Essay Example This can be seen in the language which is used to describe the character. For instance, throughout the play he is refereed to as â€Å"this Moor†, â€Å"the thick lips†, or more pejorative as â€Å"Barbary horse†, and â€Å"Devil†. ("Elizabethan Thater: Skakespeare in Context" ) Moreover, characters in the play are more prone to believe that Desdemona was poisoned or somehow bewitched and in this way, forced to love Othello than to believe that their relationships are natural. â€Å"Did you by forced courses subdue and poison this young maids affections?† ("Elizabethan Thater: Skakespeare in Context") Obviously, race becomes the crucial feature that sets him apart. Throughout the play, the attitudes towards Othello are much influenced by that fact that he is racially different from the majority in the society. The following creates the tension between the characters and drives the development of the conflict. As a whole, the play reflects the existing at those time anxieties and prejudices relating to interracial marriages and the belief in the white superiority that define the place of Othello among others. In this context, Othello fulfill the role of an outsider in the society which is guided by racial stereotypes and

Building Economics And Life Cycle Costs Construction Essay

Building Economics And Life Cycle Costs Construction Essay Economic understanding regarding building designs usually aim for steering building decisions to achieve for two situations: economic efficiency and/or cost effectiveness. For instance, a building design that, besides assuring to be profitable is promising to be more profitable than other available solutions, can be considered to be the economically efficient choice for an investor. Yet, a building decision that is considered cost-effective, guarantees, for instance, that a design solution with benefits equal or better to those of competing alternatives has lower costs. Cost-effectiveness is thus understood as a subset of economic efficiency; yet, both conditions can appear in one solution, but dont have to. The use of optimization thus reflects the strategy of achieving specific economic goals. Consequently, by minimizing life-cycle costs or maximizing net benefits, an economic analysis is applied to determine the most cost-effective or the economic efficient choice respectively . Overview The reflection and analysis of life-cycle costs (LCC) is an economic evaluation technique that determines the total amount of cost of a product or project over time. Having in common that the role is to provide insight in future matters regarding all occurring costs, LCC assessment in business organizations today, serves mainly three purposes : To be an effective engineering tool for use in design, planning and project execution To be a design and engineering tool for environmental purposes To be applied proactively in cost management. A similar understanding applies to the building sector. With the increasing need to deliver economic solutions, developers, designers, planners, engineers and managers try to foresee, steer and control costs at all stages of a buildings life-cycle. By overseeing a building projects inherent costs and directing attention toward its root causes, building projects can get useful decision support before, during and after its realization, performed on large and small buildings, on partial building elements, or on isolated building systems . Throughout the design, development and operation of building projects, LCC can thus be successfully used to compare alternatives to find the most cost effective solution . With the growing pressure of governments to hold companies responsible for the costs that their products generate to society and its environment, consumers are likely to benefit from the use of LCC assessment. Sustainable building strategies require foreseeing a reduction and control of significant LCC, such as energy costs for projected building designs. Consequently, organizations such as the National Institute for Building Science or the Whole System Integrative Process (WSIP, 2006) demand for early integration of cost related planning issues into the building design process. Eventually, future building designs that are less costly may also be considered better in terms of quality when all costs of a buildings life-cycle are adequately included. A strong commitment of building design is thus to enhance the practical value of buildings. While the value of products is defined as proportionate to the satisfaction of needs divided by the use of resources, its value is proportionate to quality divided by costs . Value-driven building designs therefore require being both: quality driven and cost conscious. In addition, probably the most important condition for resource optimization is appreciation of the built structure by its users: only buildings that are valued will achieve a long lifespan (Eberle, 2007). Proactive cost management is understood as an effort to eliminate product costs before they occur, as opposed to reducing costs after they are incurred, which is considered reactive cost management . Expecting the design and planning of building projects to be proactive view is inevitable, since changes in the later planning and execution phases or even during building operation become more and more difficult to deal with. Especially during initial design stage, the consideration of LCC can help designers to make their decision-making process become more cost efficient . In reality, a proactive involvement of cost might not be the case. Essentially, comparisons or studies on the building design and its influence on the cost of building operations over the life of a building are barely explored during the early design phase. If of any concern, financial aspects during early stages of design are mainly focusing on preventing uncontrolled cost expansion of initial, predominantly constru ction costs. The possibility of actively integrating all LCC members during the early design stages remains difficult to achieve as current methods of sequential design and cost estimation make it hard to foresee the impact of investment and to reduce building operation costs to an extent that would change the perception of these capital costs. In addition, the implementation of such proactive cost management quite often incurs more costs up front, for instance for the extended amount of research and development that projects then require for. Such consequences, and with them the traditional view on cost management can easily challenge the implementation of proactive consideration of LCC assessment, where necessary time and funding for the early stages of design and planning appears insufficient . A consideration of proactive design understanding and its use of LCC assessment thus also involve necessary changes in terms of thinking, such as from a partial focus to holistic thinking (Eberle, 2010), from structure orientation to process orientation or from cost allocation to cost tracing . Life Cycle Cost (LCC) With emphasis on cost-effectiveness the consideration of life-cycle costs (LCC) is used to evaluate competing alternatives primarily on the basis of costs, allowing for choices for a given building, facility or system. The method is to compute the LCC for a particular course of action by summing all significant, time adjusted costs associated with it over the relevant period of time. The method of using LCC is thus applicable to building decisions that require for cost related decision-support, such as system modification, replacements or combinations of interdependent budgets, budget allocations, or lease or buy decisions. Yet, it is also applicable for the evaluation of competing building designs; suitable, when focusing on cost rather than benefits for two or more mutually exclusive project alternatives. Typically, the analysis or assessment of LCC includes all initial and future costs that are affected by the decision and excludes others that are not. The exclusion of costs is no t necessarily required when their contribution can help to better understand the impact between cost consideration and the amount of improvement (Ruegg Marshall, 1990). LCC of building projects are often distinguished according to the building projects phase and are likely to be separated into initial (capital) cost, operational and post-operational costs Pushkar et al. (Pushkar, et al., 2005). Figure 2.x: Life-cycle Costs of a building life cycle The diagram in Figure 2.x illustrates the occurrence of different LCC members of the BVO model over growing operation time. It also demonstrates the increasing significance of continuous, operation costs over a projects running time, as its percentage of the total expenditure steadily increases compared to the initial investments at the project commencement. Net Present value (NPV) Besides LCC considerations of evaluating building designs, economic understanding of monetary systems requires to foresee their change of value over time, due to inflation, its investment to generate future profit, or both. In the building sector, the most commonly used methods of LCC assessment are accounting systems, initially developed to determine the financial worth of an investment; they are as follows : Simple payback: defined as the time taken for the return on an investment to repay the investment. Net present value: defined as the sum of money that needs to be invested today to meet all future financial requirements as they arise throughout the life of the investment. Internal rate of return: defined as the percentage earned on the amount of capital invested in each year of the life of the project after allowing for the repayment of the sum originally invested. LCC analysis is commonly performed using present value currency representation. In the following, the use of net present value is explained more closely as it has been implemented in the BVO model as it complies with the decision to use LCC for the assessment of design and its use allows for appropriate representation of costs elements in reference to their timely occurrence. The use and implementation of Net Present Value (NPV) models enables the adjustment of currency amounts in relation to their time of occurrence. It is thus a considerable measure when include costs elements of different time occurrences. The NPV is thus typically suggested to analyze the profitability of long term investments or projects, or the evaluation of available options (Dale, 1993). Essentially, it compares the value of money today to the value of that same amount in the future, taking inflation and returns into account. Among others, Ruegg (1990) defines the net present value as: (x) , where is the estimated cost in year t, d is the discount rate, and T is the period of analysis in years. The NPV of a building project takes into account all the apparent variables acting upon a cash stream; it is thus sensitive to the  reliability of future cash inflows that an investment or project will yield.  If the NPV is positive, it should be accepted. However, if NPV is negative, the project should possibly be rejected because cash flows will also be negative. Discount rate The discount rate is a method of determining the time value of money. To prevent the value of investment eroding by the effects of inflation, the factor of inflation can be integrated into the discount rate, known as the net of inflation discount rate and calculated as : (x) For instance, if inflation is 5% per annum and interest is received at 10%, then: (x) Thus, to make the influence of the discount rate become realistic it requires for reliable input to foresee the appropriate adjustment of financial aspect of interest and inflation. Similar to the typically practiced modification of construction costs that are based of earlier cases, such modification is necessary for future costs to remain representative. The accuracy of predicting and adjusting the monetary value may appear, however, problematic with growing life-time estimations of a building, as long term predictions become increasingly vague. Setting the study period The consideration of a LCC study period is expected to relate to the following factors such as the investors and stakeholders projected time horizon, the anticipated life time of the building, project, etc., the decision whether to accept or reject the choice, or whether the perspective is individually private or public perspective oriented. For instance, an investor or project developer might only be interested in short term cost as it is intended in creating revenue from the sale of the finished building project, while a building owner or operator might rather focus on evaluation the operative cost of a building design and their involvement over the complete life-cycle. When considering the overall sustainability of a building project, the complete life-cycle must be considered and anticipated. LCC assembly Buildings LCC are categorized by the three phases that they go through during their life-cycle. They are the initial or capital cost (1) at the beginning of a building project that involve its planning, design and realization, the operational cost (2) occurring during the buildings active phase of use, and the post-operational cost (3) that assemble the costs at a building lifes end. Though the three life cycle phases for buildings are clearly defined, their transition at a specific point of time can be vague, for example a building might already be partly operating while other areas of the building are still under construction. Figure 2.x describes the three phases and their overlapping character of transition between them. Figure 2.x: A buildings life-cycle phases In addition, operational phases can be interrupted, or at least obstructed by renovation or refurbishment phases to ensure or reinstall a buildings quality and use. For instance, building developments of industrialized countries with a high demand on energy costs, suggest that a buildings life-cycle performance can be improved when taking a renovation period of 25-30 years with a constant improvement of the buildings insulation properties into account . Figure 2.x describes how the buildings life cycles can be extend through periodic renovations and/or refurbishments. Figure 2.x: Extend a buildings operational phase through periodical renovations and refurbishments Initial (Capital) Cost The initial (capital) cost comprises all the costs necessary that ensure the building realization up to the moment of its active building use. Occurring costs are thus not only the construction of a building but also all related processes of project planning and development that are involved such as: Land costs, such as costs for acquisitions and necessary preparation of land. Professional fees, which apply for involvement of building planning professionals such as architect, engineer, lawyer, etc. Construction Cost, encompass all cost for the erection of the building and installment of projected building systems Commissioning Cost, comprising all cost applicable to certify necessary fulfillment of standards and requirements or the approval for building operations of building systems involved. Promotional and sale cost, for informing the  prospects  about special discounts,  sale, or  schemes. Funding costs, In general,  price  of obtaining  equity capital Management costs, comprising all cost necessary for the organizing  and  coordinating  the  activities  of an enterprise in accordance with certain  policies  and in achievement of project realization. Operational Cost The operational phase encompasses all the cost necessary to utilize and use the building according to its original purpose. Operational cost are becoming more and more noticeable over the life cycle of a project; due to the long period of building use they can grow significantly bigger than initial costs (). For instance, when à ¢Ã¢â€š ¬Ã‚ ¦ According to Ruegg and Marshall (1990), operational costs can be identified as: Energy Costs, includes necessary fuel and all applicable energy costs Operation and Maintenance Cost, includes non-fuel operation costs, such as management, cleaning, servicing, rates and taxes, sewerage, salvage, funding costs, routine maintenance, furnishings, supply à ¢Ã¢â€š ¬Ã‚ ¦ (check Ruegg) Repair and Refurbishment Costs, includes appraisal of all foreseen and estimated cost for repair or replacements of building systems or elements during a buildings use. Post-Operational Cost Post-operational cost includes the collection of all cost necessary cost that may appear at a building end of use. Mostly due to economic needs or owner related circumstances the buildings operational use becomes infeasible and a variety of options require to be considered. Unlike industrial products, the end of a buildings life cycle does not necessarily determine the end of a buildings life but instead refers to the end of a buildings original determined use. A building can thus have more than one operational cycle, when through post-operational interventions a new cycle of building use can be created. Post-operational cost can thus be categorized as Renovations Cost, represent minor repairs and makeovers necessary to maintain or reinstall building quality and use. Refurbishment Cost, include the cost necessary for major overhauls of buildings or building elements that otherwise result in obsolete building conditions. Refurbishment may also include the change of a buildings original use. Demolition, Disassembly and Recycling Cost likely occur at the end of a building life cycle. While in typical product life cycle the terms represent individual strategies involving separate specifications and costs, contemporary building removals mostly include the three them associating to separate treatment of individual buildings elements. Moreover, a number of regained materials and building elements may even create cost reduction due to their existing value possible reuse or recycling purposes. Sale, though the sale of a building does not essentially represent a cost per se, such case can occur when the new owner faces major difficulties for further use of the facility (i.e. due to contamination). Still, even if not a cost, the sale of a building can be used for LCC considerations, for instance if the sale of a building can be seen as a considerable reduction of buildings LCC due to the buildings inherited value. LCC declaration During a programming phase of building projects, cost estimations require to determine individual element of cost or benefits. To do such Tempelmans Plat (2001) points out that each demand and supply requires being determined in terms of quality, quantity, time and money. While quite often there is no or little basis of estimating future cost, estimations of future costs start by reflecting the current cost or benefit values as point of departure. Since cost estimations are subject to time related changes, costs or benefits require thought, whether to expect fundamental changes in the demand and supply of goods and services in question over time, or if considerable change of service or quality of goods are to be expected. If there is no sound basis to believe otherwise, it deems appropriate to assume that changes of prices will be approximately the same as prices in general (Ruegg Marshall, 1990). Still, the estimation of all cost elements usually poses a major difficulty due to their probabilistic nature and the distinctive character between individual costs elements. Common uncertainties for the prediction of long-life projects are: its life-cycles prediction, the interpretation of operation and maintenance costs, revenues and unforeseen or unpredictable factors that affect project economics. Since dealing with so many unknowns, it appears difficult to anticipate cost and benefit related developments. Existing methods of dealing with high risk exposure are best guess, relating to individual risk attitudes and risk adjustment through the introduction of methods using probability and statistics (Ruegg Marshall, 1990). The consideration of a LCC study period is expected to relate to the following factors such as the investors and stakeholders projected time horizon, the anticipated life time of the building, project, etc., the decision whether to accept or reject the choice, or whether the perspective is individually private or public perspective oriented. For instance, an investor or project developer might only be interested in short term cost as it is intended in creating revenue from the sale of the finished building project, while a building owner or operator might rather focus on evaluation the operative cost of a building design and their involvement over the complete life-cycle. When considering the overall sustainability of a building project, the complete life-cycle must be considered and anticipated. Cost estimation during early design stages During a schematic design phase of a building design, traditionally only construction costs are estimated. Such procedure comes with the disadvantage that long term costs that, if considered, may significantly influence design outcomes are usually not reflected. The practice of introducing operational and/or post operational costs thus require for designers specific estimation and understanding to prevent a decision-making and in a premature design situation. Since experiences of cost estimation for construction costs originate from knowledge gained during earlier comparable projects, a case-based oriented approach, such as suggested by Sowa and Hovestadt (2008), can also be used and practiced for other LCC members. Because such estimation and declaration of costs generally requires for extensive experience, the use and creation of databases that allow for differentiation and declaration may not easily compensate for. Cost estimators usually have considerable experience gained through working in the building construction industry, estimating and monitoring building costs through all the stages realization stages of a project (NIBS, 2010). The estimation of cost thus not only require for skills such as a clear judgment and straightforward attitude, but for qualities such as awareness, uniformity, consistency, verification, documentation, evaluation, and analysis . Yet, with the growing complexity of building projects, it seems vital to have the cost estimations involved right from the very beginning to ensure that the project estimations reflect the decisions made. Especially during the early design stage, changes will require estimates to be prepared at different levels during the design process with increasing degrees of information provided. At any point of a design, not all portions of the design would be at the same level of completeness. Yet typical, such contingencies for the aforementioned will be reduced as more design documentation is produced (NIBS, 2010). For instance, the estimation of construction costs typically corresponds to the phases of the building design and development process in a top-down manner, meaning that cost estimates improve their precision and detailing with the progressing stages of design realization. In addition, cost estimates usually try to comply with considered standards within the building industry. In the United States, for instance, a widely accepted system provided for cost estimates is the UniFormatà ¢Ã¢â‚¬Å¾Ã‚ ¢ or, for later planning stages the MasterFormatà ¢Ã¢â‚¬Å¾Ã‚ ¢ (CSI, 2011) system, which allows design teams to evaluate  alternative building designs and systems. In Europe, cost estimates are usually practiced according to DIN regulations such as the DIN 276/277 for cost estimation and declaration of building designs (Frà ¶hlich, 2007). A building projects first cost estimates can already appear during the architectural programming phase with the purpose to facilitate budgetary and feasibility determinations. Usually based on past information with adjustments made for specific project conditions such estimates are prepared to develop a project budget. At such level, design schemes normally do not yet exit, required data for cost appraisals are thus drawn from general functional description, schematic layout, and geographic location, building size expressed as floor-area, numbers of people, seats, cars, etc., and intended use. Respective estimates are thus based on costs per square units, and/or alternatively number of cars/rooms/seats, etc. During the schematic design phase, the purpose of estimate is to create a more complete assessment that is typically based on a better definition of the scope of work. While also compared to earlier budgetary and feasibility determinations, an estimate at this level may be used to price various design schemes in order to see which scheme best fits the budget, or it may be used to price various design alternatives, or construction materials and methods for comparison. The more developed schematic design criteria such as a detailed building program, schematic drawings, sketches, renderings, diagrams, conceptual plans, elevations, sections and preliminary specifications are reflected. Available information is typically supplemented with descriptions of soil and geotechnical conditions, utility requirements, foundation requirements, construction type/size determinations, and any other information that may have an impact on the estimated construction cost. The goal at the end of schematic design is to have a design scheme, program, and estimate that can be contained within budget . Net Benefits (NB) LCC considerations are typically used to make cost-effective choices, as its technique is to compare alternatives competing primarily on the basis of costs (Ruegg Marshall, 1990). Yet, if a building design is planned to generate revenue, a comparison of invested costs to its predicted returns can help to determine advantages between designs options. In such case, the method of calculating the net benefits (NB) of a building option is considered an applicable way of finding the most economically efficient choice among alternatives. In such case, the calculation of NB is achieved by subtracting the time-adjusted costs of an investment from its time-adjusted benefits (Ruegg and Marshall, 1990). In relation to building-volume optimization, because the optimization of cost is generally expected to steer a building-volume design towards minimized volume/surface ratio, window/opening ratio and/or net surface areas, the integration of revenue considerations can help to justify the amount of indispensable volume reduction when practicing BVO. Similar to cost considerations, the estimation of buildings projected revenue can be established by floor-area declarations. In addition, while a buildings annual income is expected to change depended on its market value over the span of a buildings life-cycle; the diagram in figure 2.x shows how a buildings generated income can be perceived as originating from a products marketing perspective, which consists of at least four stages of introduction, growth, maturity and decline . Figure 2.x: A products marketing perspective over a life cycle. Source: Kà ¶nig (2009) The prediction of generating buildings revenue thus requires for understanding and forecasting these changes over a given period; its moments of rise and decline that strongly depend on a buildings perceived value and its decay due to intensity of use (elaborate further, see Koenig). Shown in Figure 2.x, when plotting a typical development of cost and revenue predictions the financial profitability of building occurs at point a, and becomes obsolete when the cost of become larger than the income generated. Such situation appears at operation time b with operation cost appearing higher than the income; at least at this point the buildings economic purpose becomes unsuccessful. Figure 2.x Cost vs. Revenue. Source: Kà ¶nig (2009) When adapting a buildings foreseen lifecycle to this understanding, a buildings lifetime and the creation of revenue can be exceeded by interference of the maturity process through possible renovation or refurbishment measures. In Figure 2.x a buildings generated income during a foreseen life-cycle may thus be illustrated by separating the building operation period by new construction constructions phases that are required for the renovation and/or refurbishment of the building. Figure 2.x: A buildings generated income extended through renovation and refurbishment top. Source: Kà ¶nig (2009) In reality, the periods between theses interventions very much vary from the owners intention to keep high-level building quality or the necessity to prevent a building from becoming obsolete or having higher operation costs that income. From an economic standpoint, interventions to improve the buildings ideally take place when profitability can be increased or maintained. For instance, Kà ¶nig et al. (2009) suggest that, in an industrialized country, a replacement and improvement of buildings insulation performance should take place after a period of 20-30 years. Especially with the amount of operation costs strongly increasing due to continuously rising energy costs, the need for innovations and improvement for reducing buildings energy consumptions became highly prominent. Finally, because a clear definition of a buildings income require for experiences of earlier comparable cases, the use of existing data are necessary to help predicting the revenue curve and the point of interventions for necessary building improvements. An optimization, particularly of passive resource oriented building improvement thus depends on well implemented predictions and assumptions of a buildings foreseen life-cycle and performances. Yet, when of a designer existing experience or the amount available data is not sufficient and/or its quality is questionable, the building-volume optimization process may clearly suffer from it. Conclusion The use of assessing life-cycle costs (LCC) is seen as tool that helps associating estimated costs over a projects foreseen life span. LCC of a building or a building system are defined as the total discounted amount of cost of owning, operating, maintaining and disposing over a defined period of time . The consideration to use life-cycle cost as an objective for the BVO model is based on its ability to include different building costs over a specified period, allowing for comparison and impact analysis between, for instance, initial and operational costs. The establishment of LCC as an objective for building performance optimization thus defines the primary BVO model goal. To be effective, the attempt of reducing overall building costs requires for a cost distribution that allows for effective declaration and activation of significant building elements during early architectural design stages. According to volume geometry, this can be building-volume surfaces as well as building flo or-areas. With the possibility to link costs to selected areas, the model requires a wider variation of costs to be successful. Because early design stages mostly refer to estimated costs; cost distribution and specification is more likely to be based on users experience or existing available data originating from earlier comparable building design cases . For the BVO model currently only initial and operational have been integrated because convincing and direct associations between post-operational costs and building elements at a buildings lifes end are hard to foresee and the available options appear diverse. Still, eventual costs for the renovation or refurbishment of buildings or building parts can be integrated as they are usually more common and estimations based on area declaration exist. While the main aim of the BVO model lies in the improvement of the buildings geometry (volume of the building) and not in the building system that eventually operates it, the induced process is understood as to eliminate or reduce the amount of incurring cost of a projected design before they occur. Once a building-volume design is established, system considerations may then further reduce costs by means of using appropriate technology as practiced by engineers. As mentioned earlier, Eberle (2007) suggested that active and passive design features are responsive towards each other, thus the priority in the design process should aim for optimizing passive design features first as they do not require the use of additional resources. Because constant definitions already include premade assumptions and partial definitions on an incorporated system they should be chosen wisely as not to affect unrealistic results. BVO design is thus understood proactive, as its primary intention is the improving passive design elements of the building-volume. Yet, the integration of LCC helps to understand significance of individual cost members and effectively use the diff

Andrew Carnegie :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5162000   Ã‚  Ã‚  Ã‚  Ã‚  Over the last hundred years many great people have come and gone. Only a few of these people have etched a legacy in history that puts them in a category of being influential through out the entire century. To achieve this state of supreme centennial importance ones impact must benefit not only the people living in the present but must also positively affect the men and women of the near and distant future. Anyone who accomplishes this task should be named the most influential person of the Twentieth Century. Because of Andrew Carnegie’s stand against harsh labor, expansion of the steel industry, and extreme generosity with ongoing philanthropic work, history will record him as the most influential person of the Twentieth Century.   Ã‚  Ã‚  Ã‚  Ã‚  Carnegie is most widely known for his monopolization of the steel industry. He developed numerous companies to support the need for steel in the developing United States. He foresaw that following the Civil War steel was going to be an important part of American life. He decided that it would be a smart idea to invest in the developing industry and that decision paid off enormously. (Amer. Exp.) He worked to modernize the United States through the building of bridges, railroads, and other vital roadways, which in turn brought the country together. By 1900, Carnegie Steel Juggernaut produced more steel, than all of Great Britain. In the early part of the Twentieth century large monopolies ruled the industrial world bringing about long hours, low wages, and harsh working conditions. This was also the time when the thought or the attempt to unionize was completely out of the question as far as most leaders of industry were concerned. Andrew Carnegie was the one of the so-called robber barons that took a stand against the unfair working conditions. Carnegie preached the rights of laborers and felt they should unionize to protect their jobs. (Amer Exp 2) As a result of Carnegie’s strong reputation his stand for unionization sent a message to the world that unions can and should be allowed. He persevered to shorten the average workday, and saw industry as a corporation between the worker and the employer. Carnegie felt that work and money were a means to an end. His goal in industry wasn’t to become the richest man but instead to improve himself to benefit the greater good of mankind. He felt that the best way to accomplish this goal was through communication.

There are two levers for moving men. One is fear and the other, interest

The interest of the students is a one wild, untamed and elusive matter which controls the path to where the instruction will fall. It is a feather which has the power to tip the balance of the weighing scale between success and failure. It is a determining factor to whether the approach will be effective or not. So for the teaching-learning process to be productive and utterly successful, the teacher, instructor or facilitator must capture this intangible creature and keep a firm hold of it for it may fuel the engine of your train named â€Å"Instruction† towards the station on the avenue of accomplishment and goals. Or it may head for the worse and suffer a catastrophic derailment which is our dear students’ ignorance of what we intend to teach them which defines a real teaching fiasco. To remedy such dilemma, you must lubricate your gears with the grease of â€Å"Variations†. With doing this, we are aiming to smoothen the rotation of wheels of the lesson on the axles of the objectives we have set for the meeting. By means of conducting varied teaching methods, incorporated with series of corresponding assessment tools with appropriate instructional materials, we may ensnare and nail our students’ interest on the lesson so deep that maneuvering our way to success will be as easy as eating pie during tea time. Once we have mesmerized our students’ attention, we can gain an overwhelming boost of motion and accelerate the pace of productivity of our instruction so effective we can attain, or even surpass our educational objectives and come up with a much desirable outcome. Our teaching methods and strategies shall depend on the capabilities and needs of our students. The learners shall be at the apex of our considerations for they are the center of the teaching-learning process. The effectivity of our strategies depends on how much our learners gained from us. We are much likely to be triumphant if our students acquired a ton of knowledge from us. It will mean that we have succeeded on our aim to distribute our ideas to them. This is a way of flourishing their minds to which we are going to reap a bountiful harvest of creativity and imaginative thought in the future. Just like in farming and agriculture, in order for our farmers to produce more crops, they practice different kinds of methodologies in planting, maintaining and harvesting, integrating different sorts of techniques to come up with a new innovative way to cultivate crops. Then if we try to transfer this thought in Education, our teachers arrive at the idea of using different types of teaching approaches and techniques so that they can increase the level of the Philippine Education compared to the overwhelming standards of International Schooling. By integrating different ways of teaching, we envision to proliferate the amount of knowledge we give our students because through the use of varied methods, we can maximize our very limited time for instruction.

Feminine Virtues in the Ibo Tribe essays

Feminine Virtues in the Ibo Tribe essays In Things Fall Apart, Chinua Achebe shows the importance of feminine virtues in the Ibo tribe. In the novel women, regarded highly for their importance in bearing children and acting as wives, receive praised for their significance. Achebe illustrates the women of the tribe as strong, powerful people whose importance you cannot fail to notice. Anasi was a middle aged woman, tall and strongly built. There was authority in her bearing and she looked every inch the ruler of the womenfolk in a large and prosperous family (Achebe 20). Often entrusted with instilling morality in their children and governing their conduct, women in the tribe hold high regard in the respects of their fellow tribes people. A female goddess will remind men to uphold their morals and mind their conduct, much the way a mother would her child. Once again, a mother holds a high magnitude in the tribe. Mothers and wives appear as the only two positions that women in the Ibo tribe can receive praise for. Outside these roles of acting as mother and/or wife, a woman will receive little, if any respect. It was clear from the way the crowd stood that this was a ceremony for me. There were many women, but they looked on from the fringe like outsiders (Achebe 87). With festivals held in public places, men presided and took seats of honor in front. Women, forced to stand at the edges, looked on from there because they simply did not hold importance. Also, throughout the book, Achebe emphasizes the womens role in childbearing and their fault if the childs would not occur healthily. Nneka has had four previous pregnancies and childbirths. But each time she had born twins, and they had been immediately thrown away. Her husband and his family were already becoming highly critical of such a woman and were not unduly perturbed when they found she had fled to join the Christians. It was a good rid ...

Understanding Usage of Generic Types in Delphi

Understanding Usage of Generic Types in Delphi Generics, a powerful addition to Delphi, were introduced in Delphi 2009 as a new language feature. Generics or generic types (also know as parametrized types), allow you to define classes that dont specifically define the type of certain data members. As an example, instead of using the TObjectList type to have a list of any object types, from Delphi 2009, the Generics. Collections unit defines a more strongly typed TObjectList. Heres a list of articles explaining generic types in Delphi with usage examples: What and Why and How on Generics in Delphi Generics with Delphi 2009 Win32 Generics are sometimes called generic parameters, a name which allows to introduce them somewhat better. Unlike a function parameter (argument), which has a value, a generic parameter is a type. And it parameterizes a class, an interface, a record, or, less frequently, a method ... With, as a bonus, anonymous routines and routine references Delphi Generics Tutorial Delphi tList, tStringList, tObjectlist or tCollection can be used to build specialized containers, but require typecasting. With Generics, casting is avoided and the compiler can spot type errors sooner. Using Generics in Delphi Once you’ve written a class using generic type parameters (generics), you can use that class with any type and the type you choose to use with any given use of that class replaces the generic types you used when you created the class. Generic Interfaces in Delphi Most of the examples I’ve seen of Generics in Delphi use classes containing a generic type. However, while working on a personal project, I decided I wanted an Interface containing a generic type. Simple Generics Type Example Heres how to define a simple generic class: typeTGenericContainerT classValue : T;end; With the following definition, heres how to use an integer and string generic container: vargenericInt : TGenericContainerinteger;genericStr : TGenericContainerstring;begingenericInt : TGenericContainerinteger.Create;genericInt.Value : 2009; //only integersgenericInt.Free;genericStr : TGenericContainerstring.Create;genericStr.Value : Delphi Generics; //only stringsgenericStr.Free;end; The above example only scratches the surface of using Generics in Delphi (does not explain anything though - but above articles have it all you want to know!). For me, generics were the reason to move from Delphi 7 / 2007 to Delphi 2009 (and newer).

Management (McDonald's) Essay Example | Topics and Well Written Essays - 1250 words

Management (McDonald's) - Essay Example This was however not ethically rosy. The local business community was concerned that the aggression of the McDonald's franchise was anticompetitive and was also not auguring well with other workers in Brazil. There quick integration was considered unethical by preemption of competitors. This was formulated from their high rents that McDonald was levying from the local restaurants. Thus McDonald ended up in court for double rate rental fees factor on sales as compared to the US mother country scenario which is only 8.5%. Jordan (2000, p. A23); Korten, (2001, p. 419 -449). On the side of the unsatisfied employees, there was gripe about their reduced hours of work and shifts to evade paying overtime. The Ministry of Labor in Sao Paulo was mandated to investigate these claims that the employees claimed prevented them from working longer to earn more overtime. The global practice of McDonald is however shift based during peak hours and to achieve efficiency, this strategy was deployed to minimized work hours to up to 8 hours a week. Due to lack of strong laws, McDonald got away with these allegations and is continuing with the practice up 30 years to date. McDonald senior management claims that this is what has helped them to survive the high inflation in the Brazilian fast food market and justify by the peril of other fast food companies in the past. Jordan (2000, p. A23); Burt (1983, p. 419-420); Korten, (2001, p. 419 -449). McDonalds's Stakeholders' map by use of Sethi's Dimensions on Corporate Social Performance Sethi (1975, p. 58 -64) McDonald has a network of stakeholder as shown in the diagram above. They have owners and investors who earn share after every financial period. They have banks that have lent them money to carry out their aggressive financial expansions. They belong to various trade associations that are based in the respective regions of investment. The media companies help them in the advertisements everywhere as well as in their publicity campaigns. The transport companies that they partner with help them in the JIT deliveries. They have a range of supplies in the cereals, poultry, meat, vegetable, ice cream ingredients and other food and drink soft products. They have recycling companies that help them on the collected packaging and wraps to avoid pollution. They have customers from children, youth, men and women. There is pressure group such as the case in Brazil that felt the Macdonald was preempting the potential competitors. Naylor (2004, PPT. 5.3); Sethi, (1975, p. 58-64). McDonald also has got trade unions who sued them like in the case at Brazil for 'under employment.' They have millions of employees World wide. The European Union has also been stepping up regulations to the McDonald in relation to some trendy health concerns about some of their foods. The governments are related to them in the provision of business environment and tax collection. The local governments have been allowing them to set specific number of store while regulating competition. The business community is mainly composed of potential fast food restaurants who would like to see a level playing field of investment. The legal system is there to ensure that McDonald adheres to the standing law and order. Naylor (2004, PPT.

Bird Flu Research Paper Example | Topics and Well Written Essays - 1000 words

Bird Flu - Research Paper Example Bird flu in humans is similar to the average influenza, so detecting it and diagnosing it can be, at times, difficult. Symptoms can be a bit more harsh than a typical flu and can sometimes lead to death in those with a weaker immune system. Like the average flu, bird flu can be passed from person to person; unfortunately, while the same medications used in the human influenza can be used to treat bird flu, the virus tends to become immune to the effects of the human influenza vaccine, making it helpless against treating the virus. There are also other varying viruses that come from the bird flu microorganism, so symptoms and the threats on life can differ between which type of virus the person has. Bird flu is a virus that is passed from system to system, whether it is by bird or human. Like all microorganisms, bird flu can be carried by means of hands, therefore being capable of being passed on by merely touching another person that has the disease. Bird flu shares many symptoms and traits to a normal flu, so it is spread in the same way. People need to be careful how they handle food, and make sure that they wash their hands after making contact with something that has had previous contact with other hands. This microorganism is a bacteria, so while it may not be seen, it can most definitely be present in an area. This microorganism is transmitted to humans through indirect and direct contact. While it cannot be caught while eating poultry that has been infected by the disease (Mohamed Saif, 2005), it can still be caught by touching surfaces that the poultry has been on or by making physical contact with a bird that has it. Indirectly, bird flu can be caught in the same way as other diseases that are passed on by humans. The microorganism is found in birds and can be passed down to humans; its original environment is within the

LAB Essay Example | Topics and Well Written Essays - 500 words

LAB - Essay Example Also, in the earliest years of logging much of the work was done in the winter so that the logs could be moved on sleds. Per the previous question, there are two ways that logs were taken to the appropriate sawmills. The first it was by sled in winter or down the rivers. Although many Michigan men became wealthy in the logging industry the majority of the workers, like the lumberjacks made about $26 a month plus their room and board. This was not particularly much overall. Bare ground, abandon branches, and low lying stumps were all that was left behind after the loggers had left an area. The rivers no doubt suffered, they would have changed and been damaged from the constant use and devastation to the surrounding areas. These areas became had little protective groundcover and created immense fire hazards that often would threaten untouched woods and settled areas. So many people believed the propaganda being spread that the leads cleared by loggers was ideal for settlement and farming. For this reason many families spent all of the money they had on this land. However, the land was not fertile, the families could not pay their taxes, and the land became forfeit and given to the state. Ingham County was the first to be settled. The roads were little more than mud pits, uneven, and difficult to travel. Corduroy roads were roads made from logs, it most cases they were later replaced with planks roads, which were much smoother. The Michigan citizens in the 1960s and 1970s were concerned because the air quality was beginning to diminish, water pollution due to sewage and industrial waste. They began to take measures to improve and repair the damage being done to their home environment. The silo is a rounded tower-like building that is used for storing grains. Silage is the â€Å"finely chopped crops† that were fed to the farmer’s livestock (Michigan Historical Museum). A round

Adult learning and motivation Essay Example for Free

Adult learning and motivation Essay An exploration in to the multi-dimensionality of participatory behaviour; and what motivates adults to return to education. The research question that was initially formulated aimed to inductively generate a theory (Rothchild 2006; Cohen et al., 2000). Unfortunately, the initial question became subject to ethical challenges; and within a framework that would demonstrate rigour, validity and reliability, unsurprisingly; it was far better too approach/explore the multi-dimensionality of participatory behaviour; and what motivates adults to return to education. An enquiry designed around this approach has a better fit to a pragmatic framework (Armitage and Keeble-Allen, 2007; Bryman, 2007) and the BERA ethical directives. Furthermore, this should help bolster the totality of coherence; or as Moss et al., (2009) would suggest as; ‘a chain of reasoning and logic’. Similarly, individual agency and how the experiences of adult learners’ are co/re-constructed (Clark 2011; Flowers 2009; p. 3) needed a greater relationship to an interpretivist epistemology (E891 Part 2: Action 2.9; Gage 1989). As the researcher primarily overlooked these factors that, in turn, determine what is seen as valid and invalid knowledge; then [those] factors would have been overlooked when inferences were made during the research process reducing the quality and internal and possibly external validity. Obviously, this incommensurability will be addressed before the researcher analyses any data generated (Bryman, 2007; p. 19). With these approaches better placed the researcher could demonstrate that generally social and cognitive phenomena are simultaneously quantitative and qualitative (Ercikan and Roth, 2006; p.16) and participatory behaviour is an outcome of the ‘meaning-made’ (Clark 2011) i.e. social-cognitive collocation. This would then show that cognition is co-constructed (Clark 2011) and re-constructed by experience resulting in the multiple interpretations that create the social realities in which people act (Flowers 2009; p. 3). It could be suggested that the initial ‘meaning-made’ is a primary motivator which persists until the time the learner feels satisfied (Park and Choi 2009), or, has achieved ‘what they set out to achieve’ (Gustafsson Mouwitz, 2008). This also implies that ‘meaning-made’ is mutable (Gibbons Bylsma 1984) and subject to further co/re-construction; adjustment; or complete abandonment. Research philosophy After extensive ‘Adult learner’ research and talking with tutors that instruct adult learners’ highlighted a distinct difference in the approaches from which children (Pedagogy – teaching method) and adults (Andragogy – teach how to learn) are taught. The implementation of informal learning methods, however, appears to have dominance in the adult education field (Gibbons Bylsma 1984). Therefore, in order to shape and advance the theory, research design and instrument/s required conducting a focussed literature review of several learning theories (see fig 1); namely, Knowles’s Andragogy Theory (Houde 2006), Cross’s Characteristics of Adult Learners (CAL) (Kohl-Frey and Schmid-Ruhe 2007; Crittenton Women’s Union 2012), Margin (Gibbons Bylsma, 1984) and Proficiency Theory (Gustafsson Mouwitz, 2008). Fig. 1 is showing the associated theories that characterize adult learners’ What becomes problematic is; adult learning has not been researched as vigorously as others areas of education, so the real challenge will be – as Hodkinson and Macleod (2010) encountered to anchor the line of enquiry in a combined paradigmatic harbor. In contrast to Hodkinson and Macleod (2010), the upcoming report will be combining the aforementioned theories with the following paradigms’ as they display a distinct homogeneity. Specifically, social (E891 Part 2: Action 2.5), and cognitive constructionism (De Abreu 2000), Interpretivism (E891 Part 2: Action 2.4; Gage 1989) with quantitative and qualitative data collection i.e. mixed methodology. A critical review of the initial report by Street (2013) and Holmes (2013) exemplified the scarcity of knowledge and understanding some had on the associated theories. Both commented on differing aspects of the line of enquiry, but these were conceptual in nature. Street (2013) illustrated that the researcher must remain aware of the macro/micro societal effect that the learning environment has on the adults lived/shared experience and Holmes (2013) suggested that there needed to be a better fit to the realities of the adult learner. With this in mind I re-conceptualized the report and reflected more specifically on the feedback and guidance. Therefore, in order to steer the paradigms so that they pull in the same direction, the aforementioned theories naturally occurring and overlapping dimensions will be grouped (i.e. constant comparison method; Cohen et al., 2000; p. 151) by their substantive statements (i.e. content analysis; Gillham, 2000; p. 137) and used to engender questions. This process generated four themes that naturally expanded upon their shared features. Social contact and Relationships Goal and relevancy orientated External expectations Internal expectations In order to check for consistencies/inconsistencies (Denscombe, 1999; p. 217-8) between the questionnaires i.e. Phase 1 and Phase 2 and interview responses both datasets will be triangulated to assess the overall motivation/s toward participatory behaviour i.e. cross-sectional design (Bryman, 2006; p. 104). This ‘Mutual’ approach (Armitage and Keeble-Allen, 2007) will be implemented during the adult learners’ regular session/s, which should (1) reduce bias (Nederhof, 1985) and attrition (Torgerson 2009), (2) be more pragmatic than experimental research (Torgerson 2009), (3) increase internal validity, reliability and research quality, (4) support external validity and (5) decrease demand characteristics due to any researcher effects. Research enquiries can be polarized into qualitative and quantitative classifications based on how phenomena are represented (Ercikan and Roth, 2006). But, the researcher firmly believes; if representative qualitative and quantitative data have shared aspects that are dependent on their counterpart for completeness (Ercikan and Roth, 2006; p.16; Bryman, 2006; Bryman, 2007), then the incorporation of cross-validation is warranted to best serve this enquiry. This strategy should ensure internal validity; especially when considering using complementary methods (Armitage and Keeble-Allen, 2007). Moreover, as these quantitative and qualitative counterparts contain a fundamental element of the interactive dependency that is shared, and required, for individual understanding i.e. the connectivity of interactivity and the influence on representative individuality then the research must be aware to consider that both methods have shared and conflicting elements. Consequently, when considering multidisciplinary approaches, mixed methods i.e. quantitative and qualitative and triangulation one must be aware that incommensurability can exist between them. Brannen (2005) suggests that some methods become more feasible than others and deemed a better ‘fit’ as [they] provide more sensitivity when investigating complex social phenomena. Hence, certain methods, used in conjunction can become less than complimentary with the other. Additionally, Yin (2006) suggests that the ability to tighten the use of mixed methods so that they do in fact occur as part of a single study requires integration. The claim is that, the more that a single study integrates mixed methods, the more that mixed methods research, as opposed to multiple studies, is taking place (Yin, 2006). Furthermore, Houghton et al., (2010) highlight one of the ethical challenges, which have important implications for qualitative research, practical examples and solutions. The unpredictability of qualitative research means that an a priori prescription for ethical conduct is not always possible. Therefore, the researcher must be constantly mindful of the on-going impact that the research might have on those involved, while simultaneously being ethically sensitive and morally competent Although, mixing methods does provide an inferential narrative to the statistical outputs from quantitative analysis, it might not sufficiently negate the qualitative and quantitative dichotomy (Yin, 2006), or, necessarily produce the expected scholarly standard for presenting credible evidence (Maclure, 2005). These qualitative and quantitative complements are noticeably even arguably intrinsic facets of social/cognitive interaction/functioning; hence, the methods used to collect data in this enquiry will be trying to procure what happens when the internal interact/s with an external influence/s (Yin, 2006). This illustration provides a start for thinking about yet other types of mixed method research. The point is, if a relationship is completely absent— particularly where two or more methods address wholly different dependent, independent, or descriptive variables—the mixed methods are likely to form separate studies, not a single study (Yin, 2006). All these influences are important and relevant, but they are only some of the processes that, together, comprise a complex social world and unfortunately; understanding that the relevance and value assigned to learning by adults’ highlights the importance induced, does not necessarily liberate them (Hacking 1999; p. 2) from any disenfranchisement they could feel. Likewise, the researcher understands that the aforementioned factors are not the only variables that are existent; however, the researcher is of the opinion that those factors (see fig. 3 + 4) are the most prominent from the observations made and literature review conducted. Research Design Fig. 2 is illustrating the design and flow of data analysis that establishes the internal validity, reliability and quality of the research enquiry. Historical background Considering participation in adult learning since 1996 we see it has remained around 40% for those of working age (16 – 69) for seventeen years. These were either currently participating, or had recently participated in the last three years. Of those that did participate, there is an equivalent amount that has not participated since leaving full time education. Although, 80% of students’ currently participating intend on continuing in further education after they have completed the present course (see Tab.1). Whilst participating in Further Education and Lifelong Learning I observed a possible explanation for the existence of these variances (that being relevance and value). A possible explanation for the disordinal interaction (percentages decrease in the ‘Likely to learn in the future’ group whilst percentages for ‘Unlikely to learn in the future’ group increase) demonstrated in table 1 could be; the further in years an adult moves away from education the less relevance and value they attribute to returning to it. Or, is it as Siraj-Blatchford (2010) may suggest; that the adults are overscheduled and more committed to sustaining the home environment and maintaining a career with ‘on the job’ training. Multimodal Heuristics Informal learning is seemingly multimodal i.e. being valuable and relevant to the matter at hand and socially constructed through long/short term interactions (GTC 2006). The informal learning mechanisms that mediate influence shapes learning environments’ (Evans, et al., 2010; p. 6), cognitive processes and our social interactions (Evans, et al., 2010; p. 6). ‘Meaning’ then, is co/re-constructed by experience resulting in the multiple interpretations that create the social reality in which people act (Flowers 2009; p. 3). And as Vygotsky would state; context affects cognitive and by way of behavioural activities (De Abreu, 2000; p. 3) Bruner’s suppositional framework suggests that learners form new ideas or theories based upon what they already know (GTC 2006). His theory of learning, not only, related to the way childrens thinking developed, but it could also be applied to adults learning new and unfamiliar material (GTC 2006). Learners, as Bruner proposes, are creators and thinkers through the use of inquiry (GTC 2006). The process of which how learners dynamically construct knowledge is heavily in focus: implying the transformation of information, which suggests that Bruner’s theory of Constructivism falls into a cognitive domain (GTC 2006). Learners are provided with opportunities to construct new knowledge and new meaning from authentic experiences (Brockmann 2011). As a result, this exposes the pivotal role Multimodal Heuristics start to have when adults’ decide to return to education. For instance, a parent can reassure a frightened child that ‘shadow monsters do not exist!’ Although, a sibling can suggest leaving the light on to scare the monsters’ away. This indicates that informal learning can alter our worldview (e.g. ‘When did you stop believing in Santa?’) if it is seen to offer a plausible solution. This supports the concept of how informal learning can contribute to our understanding, cognitive processes (De Abreu 2000), social interactions, and the associated behaviours (Schwartz 1995; p. 5). These multimodal components; not only determine the level of commitment and motivation (Park Choi 2009) that is ascribed to the retention of relevant and valuable information (Gibbons Bylsma, 1984; p. 23), but also contributes to the ease of transfer and retrieval of that information (Ekey 2012). The characteristically pragmatic nature of adult learners’ (Abdullah, et al., 2008; Kohl-Frey and Schmid-Ruhe 2007; Crittenton Women’s Union 2012) also demonstrates this need/requirement for information to have applicability to their life. This is determined by the perceived applicability it has to their future experiences and interaction. The internal dimensions of meaning-making are also multimodal (Clark 2011) and seemingly derived from the combination of the value and relevance (or Multimodal Heuristics adults’ decide, through cognitive appraisal, their own level of involvement) assigned by the adult to measure applicability. Consequently, we could suggest that this is an ad hoc contribution to our social cognition (Aronson et al., 2005; p.57 – 64; De Abreu 2000; p. 4), our availability heuristics (Rules of thumb; Aronson et al., 2005; p. 74 75) and the associated behavior and schemas (Aronson et al., 2005; p. 59 61), which then assist navigation of social environments’. Unfortunately, understanding that the relevance and value assigned to learning by adults’ highlights the importance induced, does not necessarily liberate adults’ (Hacking 1999; p. 2) from the disenfranchisement they could feel in institutions where learning is delivered primarily from a traditionally pedagogical approach. Similarly, these interactions are situational and experienced directly by participation, so it will be difficult to generalize the results further than adult learning. Theory development Essentially, humans tend to seek out information that confirms what they think/believe to be most relevant or true to their experiences and/or future interactions; a relative cost-benefit/means-end (Evans, et al., 2010; p. 6) cognitive appraisal that enables Multimodal Heuristic co/re-construction (Clark 2011). This process begins to filter out information that is considered worthless. The cost-benefit (Primary appraisal) and means-end analyses (Secondary appraisal), along with the personal value and relevance adults’ assign to learning (‘rule of thumb’ Gustafsson, L., Mouwitz, L. (2008); p. 5) appear to be hierarchical and Maslowian in nature. Additionally, an adult must consider, through means-end analysis, the benefit of actively participating and building upon their knowledge and experience, throughout their participation in learning. Ultimately mediating their need for satisfaction i.e. Socio-emotional negotiation and selectivity (Houde 2006). As a result, for the adult to consider participation Multimodal Heuristics must negotiate support for expectation and assess the benefit knowledge, learning and education have in recompense for reorganizing multiple obligations, and competing priorities (Evans, et al., 2010; p. 12). Therefore, is socio-emotional negotiation and selectivity a process of fragmenting information so that it creates a heuristic commensurability with an individual’s normative social and cognitive functioning, which therefore, influences behaviour i.e. influential connectivity of socio-cognitive interactivity affecting the potentials for action? Fig. 3 is showing the internal framework of the decision making, and meaning-making, mechanisms that help generate mental constructs of multimodal heuristics. To some degree, we can compare the assessment of value and relevance to Gustafsson Mouwitz (2008) description of Proficiency Theory, and, means-end and cost-benefit analyses to McClusky’s Margin Theory (1974, as quoted in Gibbons Bylsma 1984). These theories emphasize a need to be competent at tasks’ whilst being realistic about certain physical, mental and social capabilities. If there is conflict between primary and secondary appraisals this could be seen as a violation of expectation (Deffenbacher 1993), which may account for drop-out rates, serial signers’, absenteeism, non-participation in task relevant activities, specific course popularity, the cost-benefit/means-end analysis (Evans, et al., 2010; p. 6; Geertz 1993; p. 4 5) for staying the course and societal perception of lifelong learning (Tab. 1). For instance, after asking my students’ (12 in total) if they had any questions about what had been learnt, they responded with â€Å"what would I do if†¦?† and â€Å"When would I use†¦?† As there were only subtle variations in discourse, in regards to relevance and value, I feel this highlights (1) what comprises Multimodal Heuristic co-construction, and (2) what is required from information when it is presented outside of their interpretation of it. Moreover, adults maintain autonomy (Gibbons Bylsma 1984) by performing a cost-benefit analysis to justify their participation; being that peripheral or full (Swan 2005; p. 5). Firstly this, amongst others mentioned, will form the basis of ‘what counts as value and relevance evidence’, and, from which, quantitative data will be collected (questionnaire). Lastly, the quantitative data will be qualitatively complemented with a semi-structured interview to produce a rich narrative and attain thick descriptions (Geertz 1993). The semi-structured interview will be conducted with a subset of the surveyed group and will represent a cross-section of the adult learners’ in that group i.e. single parent, co-parent and a single male/female with no dependants. And as Denscombe (1999) and Brockmann (2011) found; interaction is situational and experienced directly by participation, making it essential to respect [their] views, with, further recognition given to the possibility that [their] priorities may not reflect the general consensus view or official theory. For example, Gustafsson Mouwitz (2008) have reported; what is valued and encouraged in formal learning environments lacks to varying degrees explicit relevance in the workplace. Therefore, adults must demand a greater degree of relevance, value and satisfaction when deciding to return to, and participating in, education (Abdullah, et. al. 2008; Houde 2006). Fig. 4 is showing the internal framework of secondary appraisal that aims to justify the decision made and validate the perception of learning by paralleling meaning-made with the realities of the study. Illustrating, not only that the individual agency of these interpretations of relevance and value are co/re-constructed (Clark 2011) cognitively (GTC 2006) and socially (Hacking 1999), but also that adults’ apply this form of Heuristic Multimodality when seeking satisfaction from having their expectations fulfilled. Park Choi (2009) have reported that relevance and satisfaction, being sub-dimensions of motivation, are known to be interrelated with various course-related issues. Even though the societal influences mentioned in this report can modify (1) the assessment of relevance and (2) affect the personal satisfaction adults cultivate (Park Choi, 2009) they can also mediate and reinforce participatory behavior (Park Choi, 2009) by enhancing the importance adults’ induce when deciding an academic and/or social level of involvement (Gibbons Bylsma 1984). Furthermore, students’ have asserted that relevance is a significant mediator in their assignment of value. Many students’ have commented that relevance paralleled the value assigned to learning and their specific choice of subject(s). These statements were observed over time and place using a relative constant comparison method (Cohen et al., 2000; p. 151). Their comments demonstrated the application of a cost-benefit and means-end analysis e.g. â€Å"How relevant is†¦in the big scheme of things?†, â€Å"When would I use†¦?† and â€Å"I don’t see the relevance? Evidently, the use of Multimodal Heuristics acts as a mechanism that could also increase commitment, dedication and motivation (Park Choi 2009). In constant comparison data are compared across a range of situations, times, groups of people, and through a range of methods (Cohen et al., 2000; p. 151 2). The process resonates with the methodological notion of triangulation. The constant comparison method involves four stages: Comparing incidents and data that are applicable to each category, comparing them with previous incidents in the same category and with other data that are in the same category Integrating these categories and their properties Bounding the theory Setting out the theory The subjective ontological/epistemological view, research design and methodology exhibited in this report is sufficient and necessary to explore this direction of enquiry, if it were absent, it would prove problematic supporting a theory with an accompanying objective approach that advocates detachment (Flowers 2009; E891 Part 2: Action 2.2; Gage 1989; E891 Part 2: Action 2.5), when, in this case, it is more advantageous to explore the subjectivity of individual agency, participatory behaviour and situational experiences, motivation, and, the personal value and relevance assigned to learning, as these are closer to the truth. Instrument Design There will be two distinct phases to data generation; firstly, questions will be formulated from each of the four themes that CAL, Andragogy and Margin and Proficiency theories appear to create and then randomly assigned (Nederhof, 1985) to a questionnaire. A descriptive analysis of each question will be conducted to address whether the aforementioned multi-dimensionalities of adult learners’ are being considered. The strength of the trend in the agreement/disagreement should build a picture of the shared experiences. These questions will then be relocated back to the themes that created them, scored (Likert Scale; the higher the score the more relevance and value is attributed) and compared with the descriptive analysis to, not only generate a semi-structured small group interview schedule (Gillham, 2000), but also to get a sense of what is personally valuable and relevant about learning. This is an attempt to demonstrate; how meeting these multi-dimensionalities may be instrumental in maintaining learner participation (Park and Choi 2009). Furthermore, by mapping these realities, establish whether they support the general consensus view of these adult learning theories. An opportunity sampled group (16 – 35+) will be surveyed using this questionnaire (13 in total) with a small group interview being administered to a subset of the surveyed group (5 in total). Ideally, this subset should be representative of the adult learners’ in that educational facility. Even though the whole group will be opportunistically surveyed; in phase 2 every effort will be made to be more purposive. In order to support internal validity and ensure the reduction of any bias the incorporation of a ‘social desirability’ measure (Nederhof, 1985; SDR) will be added to the questionnaire. Certain questions will be cross referenced with one another to assess whether the adult learners’ are responding in a socially desirable way. This local blocking technique should increase the internal validity of the questionnaire, enhance the internal consistency of the small group interview questions, reduce bias and maintain rigour when all the data is analysed. This should also allow individual agency (E891 Part 2: Action 2.4; Gage 1989; Denscombe 1999), shared experience and the personal value and relevance attributed to learning to be highlighted. Due to the amount of data that could have been reported the evaluation will be specifically limited to the triangulation narratives of the ‘Theme Summaries’, interview data i.e. content and descriptive analysis (Clark, 2011). The researcher firstly formulated questions from these naturally occurring themes and searched for consistencies and inconsistencies (Denscombe, 1999) between the summary narratives (Gillham, 2000) and statistical outputs from the descriptive analyses (Bryman, 2007). Phase 1 As there were 30 questions generated from the four themes the in-depth analysis of each question will be triangulated and presented in the theme summaries. In an attempt to expose any consistencies/inconsistencies (Denscombe, 1999; p. 217-8) in the responses the data will be compared against the learning theories that created them: ensuring validity. Consequently, due to the amount of quantitative data generated from the in-depth analysis of the individual questions, this report will only include the second stage of Phase 1 i.e. descriptive analysis and theme summary triangulation. The interview responses from Phase 2 will be further triangulated with these summaries and content analysed to highlight the adult learners’ realities and ascertain what influences their decisions and motivates them to return too education i.e. by constant comparison method. Theme Summaries Social contact and Relationships Q1, Q2, Q6, Q7, Q17 Q19 and Q30 The adult learners’ appear to value social interaction and feelings of reciprocal respect whilst participating in learning, which demonstrates that the adult learners’ value a sense of ‘belonging’ (16/21). However, there is a small percentage that does not see ‘belonging’ as being of value. Therefore, the feelings of reciprocal respect and support cannot be generalised as influencing their decision to continue in learning. Internal expectations Q10, Q13, Q14, Q15, Q18, Q22, Q26, Q28 and Q29 This theme relates to the adult learners satisfaction. Satisfaction, being a sub-dimension of motivation, is something that must be regarded as paramount in the adult learning experience. The consistent attendance of the adult learners’ at the session/s is testament to their satisfaction with the course and the delivery thereof (18/27). In essence, if the adult learner considers that the potential learning opportunity is not transferable to the workplace, is not satisfied, or perceives it as inadequate at providing improvement to their problem solving capabilities could ultimately diminish their motivation to participate. Goal and relevancy orientation Q3, Q4, Q5, Q9, Q11, Q16, Q20, Q23, Q25 and Q27 External expectations Q8, Q12, Q21 and Q24 As these last two dimensions, respectively and comparatively, share a greater degree of similarity they will be interpretatively combined and presented together. Looking at these from a political perspective; the demand for lifelong learning to have greater prevalence in society sets an industry standard that demands conformity to it. Subsequently, this appears to facilitate the re/co-construction of self-directedness and the personal interests of adult learners’ so that they begin to mirror ‘what is required of them’; which is indicative of a cost-benefit/mean-ends analysis. Therefore, some adult learners’ might be so focussed or motivated on getting the qualification that they adjust their sense of self-direction in order to reorganise their lives and satisfy what is required of them i.e. Mutability for the betterment of self. It could also be suggested that the pressure too have certain qualifications encourages participatory behaviour in some adult learners’ and determines the relative conformity to industry demands and learning the required skills i.e. something they adapt to rather than adapted for them (Q8, Q9 and Q10). Conformity, in this sense, would then act as a pre-determinant to achievement; the perception of economic sustainability and upward mobility and what value, and relevance, learning has. Not surprisingly, this could be one reason why thousands of people leave their jobs: they only took the job because it is what was demanded of them, which is in direct conflict with their personal interests, self-directedness and life goals. Which also illustrates that cognition can be influenced by social interaction and be co/re-constructed by experience and meaning-made. The questionnaire included items that let the participant assess the value and relevance they attribute to learning as an adult. The overall strength of this agreement was guided by their experiences as an adult learner. However, some of the diagnostic questions seemed to be complex and ask two things of the participant. As this is a major source of error (Hammersley et al., 2003) the validity of those questions will be scrutinised as the participants may have weighted one aspects of the complex question more important than the other aspect, hence, an adumbrated response i.e. a decrease in validity. However, all of the responses were reduced to one mean average for that individual question, and as these were pooled from the four themes that characterise adult learners’ it reduced sampling error and bias. Furthermore, as there was a two stage analysis in phase one the validity of the research instrument is strengthened; especially when we factor in the use of the SDR measure to control for bias (Nederhof, 1985) and the encouragement of omission (Hammersley et al., 2003) when the participant had no opinion. What we cannot suggest at this stage of the analysis, however, is that the shared experience led to a shared meaning. As Denscombe (1999) ascertained; the perceptions of the individual are not always consistent with the general consensus view (Brockmann, 2011) of the group as a whole. This extends to the meaning-made and the individual nature of the meaning-making process. The surveyed group cultivated differing levels of relevance and value from their shared experiences. But, this was seemingly determined by the level of relevance and value that was extrapolated from their continued participation. Hence, the individual agency of meaning-making is an outcome of the level of value and relevance attributed to the shared experiences of learning as an adult, the level of satisfaction and a sense of mutability for the betterment of self. Phase 2: Narrative of Qualitative data Before the triangulation, constant comparison and content analysis the researcher must point out that (1) this was a small scale study, (2) the interviews was held in a small group so full disclosure by each participant was not always possible and (3) the results should not be over generalised to other adult learning situations. All that is being sought is an insight in to the connectivity of socio-cognitive interactivity and the subsequent influence on representative individuality; the multidimensionality of participatory behaviour and what the adults felt their motivations for returning to education were and still are. This should (1) map the external/internal influences on the adult learner; (2) expose the dimensions behind this seeming connectivity of socio-cognitive interactivity that create the potential/s for designated types of action i.e. Multimodal Heuristics and (3) if the analysis supports the researcher’s theory and the adult learning theories that feature in this enquiry. Some of the interviewee’s shared a meaning to one degree, but had a different meaning-making process before reaching that decision; the salient feature was a shared-meaning in a shared-goal in reaching university or attending a higher level course from the successful completion of the current course of study. This gave them a common ground on which to build upon ‘what learning means’ to them on an individual basis whilst allowing the shared-meaning element distinguish and define their individual social relationships in the class; whom they sought clarification from; what level of involvement they chose and what comparative judgements they begin to make on others in the session/s. Walter: â€Å"Well I think if you do†¦ I think if you do†¦like, we are social people, things†¦we are social and that’s that, that’s what we are†¦we are designed to be social people, if we exclude ourselves we do not, you know, we lose all basic human function, it’s like the guy at the front, you know he doesn’t †¦ he can exclude himself, he doesn’t do anything, he doesn’t enjoy being here, doesn’t have any excitement about coming and learning†¦if you exclude yourself from everyone else you’ll probably not learn!† Serena: â€Å"I like learning with a group but then it’s dependent on what I do with that information†¦but when it’s writing things down or posters and stuff I can’t have other people touching.† This illustrates that the need to feel self-directed and sometimes being free from outside interference is just one of the commonalities we start to see in the participants responses. Although, some of the interviewee’s do highlight that; Sally: â€Å"I came because I needed to do it, but now I quite, I’ve more motivation to do it because I enjoy it.† Therefore, the individual agency of meaning-making is, not only an outcome of the level of value and relevance attributed to the shared experiences of learning as an adult, the level of satisfaction and a sense of mutability for the betterment of self, but also the means/ends-cost/benefit interconnectivity seen in their decision-making process i.e. motivated to do it and their continued participation in the session/s that seemingly contributes further to the mutability for the betterment of self in these adult learners. The individual meaning-made is a product of these connective interactivities varying – and individually decided high/low levels of cost/benefit the course has and what perceived means/end reward the course provides for successful completion i.e. the multimodal heuristic factors that led to participatory behaviour and satisfaction. The shared-meaning is an accidental affinity that becomes synchronous with other people that are pursuing a similar goal as them. This suggests that they share similar educational values and relevancies due to their common or shared goals. The shared-meaning dimensions presumably start to mediate the differing high/low connective interactivity level in the cost/benefit and means/end analyses. Furthermore, this also starts to define and distinguish individual social relationships; who we seek advice and clarification from; what level of involvement we chose and what comparative judgements we make on others i.e. asynchronous affinity with others. The comments from these interviewee’s also highlights the need to feel proficient and competent about the material in the course and where they culture this confidence. It seems the more confident the adult learner gets about understanding the material and being able to discuss, question and seek clarification on their understanding the more proficient and competent they feel. This bolsters their feelings of satisfaction and adds to their motivation to continue through reducing the physical and mental sense of effort i.e. cost and/or means and increasing the perception of benefit cultured from continuation in the session/s. e.g. internal expectations and social relationships. This could be defined as a beneficial compromise for the betterment of self being the mediation of the perceived value social contact offers in raising confidence, increasing feelings of proficiency and reducing our fear of incompetency. The commentaries also point toward Margin theory (Gibbons Bylsma, 1984) in the manner of how ‘power’ and ‘load’ i.e. the amount we can manage is balanced with the effort we can assign to it and ‘expansive’ and ‘restrictive’ perceptions of future time i.e. the older you are the more urgent something becomes also contributes to the motivations of the adult learner (Gibbons Bylsma, 1984). So, is motivation the product of a restrictive ‘future time’ perspective creating a behaviourally urgent response to the realisation of your current educational inequities; therefore, adding to the perception of the reduction in opportunities for sustaining economic upward mobility? For example the following conversation illustrates the reasoning behind this question; Researcher: ‘so does anyone find, you know, that helps them decide to do a course, or, was it a combination of both things were like valuable and relevant to you as well?’ Walter: ‘Yeah, yeah†¦that’s the reason I’m here, you know you can’t get a well-paid job without English and Maths!’ Leroy: †¦Ã¢â‚¬â„¢and without those I can’t precede on to university’ Researcher: ‘So you can see the as an industry standard kind of then?’ Walter: ‘Yeah, this is the industry standard’ Researcher: ‘So to actually progress you need these things to progress?’ Walter: ‘Yeah†¦yeah†¦Ã¢â‚¬â„¢ Leroy: ‘Like to myself, like to have this qualification would make me feel better about it†¦but,’ Researcher: ‘Yeah†¦Ã¢â‚¬â„¢ Leroy: ‘†¦it’s a requirement’ Researcher: ‘yeah like a stepping stone’ Leroy: ‘yeah.’ Therefore, these adult learners’ may just see the benefit of having the qualification to progress beyond where they are now. This could also suggest that these adults’ are fully aware that the ‘real world’ applicability of certain subjects are determined by the industry demand for that subject, making a qualification economically more relevant and valuable to these adult learners’. We could theorise that society has a shared understanding about what industry requires of the workforce and how this requirement places a demand on the learner to rearrange their lives in order to participate in learning. Therefore, shared meaning in society could be facilitated by a shared understanding of what it demands of society, which supports the theory that adult learners’ must assign more personal relevance, value and expectations of satisfaction to learning before there is the motivation to return to education i.e. is there a beneficial compromise between what I want and what they require. And as can be seen in the descriptive analysis of Q20, Q21 and Q22.These questions relate to social influence and societies perception of value and relevance assigned to learning. The adult learner agrees that the decision to attend a course of study was suggested to them (Q20) and that this social influence/encouragement essentially provides the persuasive reinforcement to their implicit understanding that; learning increases an adult’s chances of employment (Q21). The adult learners’ also feel that the support they receive from the different sources of this social influence/encouragement is at a level which permits their participation on the course of study. We could again theorise that an individual knows what is demanded of them in the employment market, but they seek confirmation on what they already know. This suggests that ‘meaning’ is socially co/re-constructed by the individual seeking confirmation on their present understanding in order to reinforce their decision, and by way of, increase motivation to return to learning. Furthermore, the adult learners’ do not feel they have to make allowances to attend a course, as long as the scheduled session/s is at a convenient time for them to attend i.e. the conscious effort to avoid the conflicts between personal obligations and scheduled session/s. Moreover, showing that, for these adult learners’, the course of study has value and is personally and economically relevant to them. And as it was outlined in the ‘Theory Development’ section of this report; we can compare the assessment of value and relevance to Gustafsson Mouwitz (2008) description of Proficiency Theory, and, means-end and cost-benefit analyses to McClusky’s Margin Theory (1974, as quoted in Gibbons Bylsma 1984). These theories emphasize a need to be competent at tasks’ whilst being realistic about certain physical, mental and social capabilities. Moreover, because the theories that were used in this study have overlapping dimensions (e.g. Q3, Q4 and Q12 overlap Social contact and Relationships; Goal and Relevancy orientation and External Expectations) with each dimension seemingly providing a piece to the decisional mà ©lange that affects the internal expectations i.e. individual agency of the adult learner. We could therefore suggest that Multimodal Heuristics and co/re-constructive social influence, not only becomes more evident when motivation towards participation is being established and/or maintained, but may also be one of the key components in the processes that assist the transformation of identity. Hence, as a sense of belonging, competency, proficiency and satisfaction are valued and relevant to the adult learner and evolve as they evolve; as do their identities. Equally, in a sociocultural ontology progress in learning is viewed along trajectories of participation and growth of identity, so both competency and belonging matter in understanding learning. It is for these reasons that a sociocultural ontology describes learning as a transformation of identity. And as the report is looking at the macro and micro-structural influences on the adult learner and how that comes to mediate and motivate them toward participation we can suggest quite firmly that identity transformation is closely tied to multimodal heuristics which is apparently mediated by a co/re-construction between the connectivity of social/cognitive interactivity thus having an impact on the identity formation of the adult learner. So the relevancy and value that is selected from external sources is fragmentally factored from differing micro and macro-structural influences and negotiated in to cognitive constructs i.e. internally mediated hence facilitating the decisional components that create the motivation for, and support continued participation towards, designated types of action. Discussion, implications and conclusions So, are social contact and relationships the result of synchronous affinities? Is the use of multimodal heuristics an actual contributor to identity transformation? All that can be suggested is that the results support the theory of multimodal heuristics and the connectivity of interactivity and imply that motivation is established through the individual deliberately, and sometimes vicariously, extracting information from these proximal and distal influences. Hence, social/cognitive collocation comes to, not only reinforce their decision to participate in designated types of action, but also – to a greater or lesser extent impacts upon the transformation of identity. But, we must keep in mind that this is paralleled with a balance between the beneficial compromises for the betterment of self and the perceived value social contact i.e. belonging offers in raising confidence, increasing feelings of proficiency and reducing the fear of incompetency. The real implication of these results is the noticeable benefit of informal conversations being used to reinforce learnt knowledge. The participants suggest that more time for reflection and confirmation would go some way to aiding the retention of new information, how the information actually relates to their personal circumstances and how this also contributes to feelings of belonging, proficiency, competency and feelings of increased confidence. For example; Walter : â€Å"†¦if you have a conversation with someone, say after this class, you’ll remember that conversation better than you would, you know than someone standing at the front of the class going ‘this guy wrote this poem about this† And like the small child that is afraid of ‘shadow monsters’ and leaves the light on; the sessions could benefit from the incorporation of small group/whole class learning reinforcement dyads of informal conversations. This would then start to determine the level of commitment and motivation (Park Choi 2009) that is ascribed to the retention of relevant and valuable information (Gibbons Bylsma, 1984; p. 23), and further contribute to the ease of transfer/retrieval of the current learning material/s and any new information (Ekey 2012). In conclusion, if adults are autonomous, self-directed and pursue their personal interests and goals then; when an adult decides to return to education the course of study must display a greater degree of relevance to the adults. If the course of study is perceived as having relevance, it (1) fulfils their need for feeling autonomous, (2) allows the adult to make an informed decision as to the value it has, (3) contributes to the continuation of feelings of self-directedness and (4) also contributes to their perceptions of being closer to achieving their goals’; thus adding value. Especially when we factor in that adult learners’ are complying with requirements’ laid down by someone else and may need to reorganise multiple obligations and competing priorities in order to participate. Another reason that these adult learners’ generally value the social interaction, support and reciprocal respect they receive whilst attending a course of study. Hence, the sense of belonging would be enhanced if there were more opportunities for interaction. Therefore, creating more opportunities for reflection between learners’ could, not only, reinforce learning, but also support the feelings of belonging through increasing the opportunities for discussion on how the material covered in that session/s contextually relates to them. Moreover, focussing on enhancing feelings of proficiency by allowing the adult learner to co/re-construct their current understanding through reflecting upon it with learners’ that share the same learning experience and synchronous and asynchronous affinities. References Abdullah, M, Parasuraman, B, Muniapan, B, Koren, S Jones, ML. (2008) ‘Motivating factors associated with adult participation in distance learning program’ International Education Studies, 1 (4), pp. 104-109. 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(2011) ‘Problematizing short-term participant observation and multi-method ethnographic studies’, Ethnography and Education, vol. 6, no. 2, pp. 229–43. [online] http://www.tandfonline.com.libezproxy.open.ac.uk/doi/pdf/10.1080/17457823.2011.587361 (accessed 18/04/2013) taken from The Open University (2013) ‘E891 Action 3.10: Short term Ethnography; Part 3: Research design and data production, Milton Keynes, The Open University Bryman, A. (2006) ‘integrating quantitative and qualitative research: how it is done?’ Sage Publications, London, vol. 6(1) 97–113. [online]