John Locke and Immanuel Kant Essay

We are here concerned with the relationship between the human mind, somatic-sensory perceptions, objects of perception, and claims of knowledge arising from their interaction, through the philosophies of John Locke and Immanuel Kant. Confounding the ability to find solid epistemological ground, philosophers have, generally speaking, debated whether ‘what’ we know is prima facie determined by the objective, as-they-are, characteristics of the external world 1(epistemological realism) or if the mind determines, as-it-is, the nature of objects through its own experiential deductions (epistemological idealism). The purpose of this paper is to use the synthetical approach of Immanuel Kant, who utilizes a logical schematization of cognition along with experience (transcendental idealism), in the attaining of knowledge, to criticize Locke’s claims against innate ideas, and subsequently, origin and attainment of knowledge. In the first part of this paper, I will explain the major differences which distinguish epistemological realism and idealism. This disambiguation of philosophical jargon is to allow the reader to understand why the debate exists, how it impacts what human’s claims as ‘knowledge’, and whether or not the debate has any contemporary philosophical importance. This last feature is a relevant aspect of the debate since ‘knowledge’ applies to a great many areas of human life, including, but not limited to, the sciences, morality and ethics, and aesthetics. In the second part of this paper, I will outline Kant’s idealism, otherwise known as, transcendental idealism. This section will lay out the terminology in Kant’s epistemology which will act as a backdrop for comparing and contrasting the theory of Locke. This section will also describe the foundation of Kant’s epistemological claims. As mentioned in the introduction, the mind, the somatic-sensory perceptions, and objects of perception are to be accounted for in the debate between idealism and realism. Thus, the second part of the paper will conclude with an understanding of how knowledge arises under the rubric of Kant’s transcendental idealism. The third part of this paper is then dedicated to providing an account of Lockean innate knowledge and its place in our epistemological enquiry. It is presumed that several deficiencies, to be discussed, are apparent in Locke’s epistemological realism without the use of innate ‘ideas’. These deficiencies, however, are percolated only in light of the Kantian juxtaposition for which this section serves the purpose. In the final part of this paper, I will conclude that while Locke’s epistemological theories h ave had a great influence on the progress of epistemology, especially as a critique against rationalism, the idea of no innate ideas impressed upon the mind prior to experience ultimately leads Lockean realism to base claims that all knowledge arises solely from experience as inexhaustively question-begging without Kant’s transcendentalism. Dealing with the problems of realism and idealism can be seen in humans as young as three years old. Although it may not be so apparent to parents at the time, when a child asks, â€Å"How do you know that? ,† they are challenging the method in which a person uses to ‘know’ what they know. However, children, like philosophers, might not be satisfied with the first answer and continue with a meta-inquiry: â€Å"How do you know that? † While this interrogative approach to understanding the world can be frustrating it does illuminate a particular problem in reasoning, generally. That is, at some point we are forced to answer, vacuously, â€Å"I know, because I know. † However, the persistent child philosopher can rebut with, â€Å"How do you know that you know? † The problems intrinsic to the line of questioning above demonstrate a broad epistemological problem. To solve the problem philosophers have sought out ways in order to make ‘what we know’ or explaining ‘how we know’ a bit more reliable or certain. That is, to provide an answer to our inquisitive three year old that breaks the meta-inquiry of knowable certitude. Knowledge, however, is a little tricky because there is an identity problem between the world and the ideas, or thoughts, in our minds. In making claims of knowledge we must presume certain things are true. To say that you know something assumes that you (1) believe the world represented in your mind is exactly as it is whether you perceive it or not and what we have to say about the world must correspond to the way the world is perceived, (2) the world gives us information about objects, which can be accurate, but our minds are the final decision makers about the nature of those objects which can lead to skepticism, or (3) there is nothing stable about the appearances of the world as presented to our minds, and what we know is solely the product of collective reflection, otherwise known as reasoning. In the context of my thesis, it could be argued that if a set of instructions were provided, such as innate ideas in the mind, these three broad, epistemological viewpoints would be narrowed down to one. The first assumption, (1), is the philosophical position known, broadly, as epistemological realism. The second assumption, (2), is more of a dualism in that it is believed there is enough perceived objectivity in the world to have some certain knowledge of it, but it is still subjected to our experiential bias (intuition plays a more integral role in this doctrine). This is a kind of realism in that certain properties about the objects we perceive are unalterable or indisputable since they would retain those characteristics whether or not they are observed. The third position is epistemological idealism. This position holds, generally, that knowledge is not a product of the nature of objects, but instead, derived from the nature of the mind. In other words, the certainty of knowledge is granted through the nature of the mind found within the species deliberating over certain claims. As mentioned, the debate between idealism and realism does have, beyond satisfying the curiosity of toddlers, implications in other areas of philosophy. It is not the focus of this paper, but an example that illustrates potential problems is that of ethics and morality. In epistemological realism, it may be the case that certain acts produce pain in humans, but there is nothing, it is alleged, which a person can point to in the world that would verify this (kind of) pain as bad, good, rightly, wrongly imposed. In other words, epistemological realism holds that we can know facts about the way the world is because our mind is receptive and capable of reproducing them accurately in our minds, but it is another thing to try to extrapolate from these facts/experiences a particular value/meaning to attach to prescriptive claims. In the extreme case, an epistemological realist might claim that all rules of morality are completely made up and merely appeal to our feelings about facts, but we cannot know for certain. As for idealism, morality appears as a less problematic discourse since the very proprietor of knowledge is that which is arbitrating over moral disputes. However, the kind of facts and/or values which moral claims arise, for idealists, are of a strictly theoretical nature and can be said to carry as much empirical or logical certainty as those doubted in the case of realism. At best they are egocentric and/or egotistic. Even in contemporary debates, which diverge subtly from the philosophies this paper examines, the entailment of moral truths from realist or idealist doctrines remains unsolved. In some cases, such as Marxist philosophy, there can be a real confusion about which doctrine actually prevails. The Communist rule of Stalin and Mao is arguably a perversion of epistemological realism for what was actually and indiscernibly expressed as an idealist project. It was in the Critique of Pure Reason that the philosopher Immanuel Kant attempted to settle the problem of epistemological certainty and skepticism. Recalling the relationship between the mind, objects of the world, our perceptive apparatuses, and knowledge, Kant opens up the Critique of Pure Reason with two allusive statements[1]: (1) â€Å"†¦no knowledge our ours is antecedent to experience, but begins with it. † (2) â€Å"†¦though all of our knowledge begins with experience, it by no means follows that all arises out of experience. † Situating these two phrases within the context of realism and idealism requires parsing out the some key phrases within these statements. The first key phrase or term is â€Å"begins. † Kant tells us that â€Å"knowledge begins with experience. † That is, in order to say â€Å"I know,† one must first have an object which makes some kind of sensory impression on the mind. [2]â€Å"For how is it possible,† Kant asks, â€Å"that the faculty of cognition should be awakened into exercise otherwise by means of objects which affect our senses†¦so to convert the raw material of our sensuous impressions into a knowledge of objects? † It is, therefore, objects in the world that first supply us with the â€Å"raw material† for ‘beginning’ the process of attaining knowledge; the term ‘process’ is important here, because the two statements above allude to two different kinds of knowledge. It is not the case, claims Kant, all knowledge is a direct derivative of compounding impressions of raw data. For Kant, and this point lays the foundation of idealism, the mind plays a much more integral role in determining how those impressions are arranged in pre-conscious faculties. This difference plays an important role in the realism/idealism debate since the relationship between the minds’ functioning and knowledge claims depends upon disassociating two different kinds of demonstrations: (1) a method of proving what is known, (2) the acquisition of knowledge. More specifically, the debate between realism and idealism must in some ways reconcile itself with knowledge claims that are a priori and/or a posteriori. The former refers to rationalized knowledge which is universal, necessary and independent of experience (though this last condition, as we will see, is not so clear in Kant’s idealism). The latter is empirical knowledge which is acquired directly through our sensory perception and is validated by the relationship between what is stated and the way the world appears to be. For example, the claim that ‘snow is cold’ is a posteriori since the concept of ‘cold’ is not directly related to ‘snow’ independent of human experience. What is a priori knowledge is the fundamental subject of Kant’s transcendental idealism. According to Kant, a priori knowledge is not just about a method of proof, but also about how we attain a priori knowledge. As mentioned above, Kant is concerned with not only the knowledge that comes from experience, but also knowledge that arises from experience. That is, Kant seeks to settle how a priori knowledge, knowledge that lends epistemological certitude regarding to certain claims, is attained and verified without relying on facts about an external world. It is here that we see explicitly how a priori knowledge and epistemological idealism are integral and linked to the realism/idealism discussion; a priori knowledge is attained through a logical rationalization of concepts about objects that does not require a direct experience of them. In other words, a priori knowledge is knowledge which, according to Kant, begins with experience, but does not necessarily arise from that experience. To unpack this influx of these epistemological connections, it will be instructive to begin with what Kant calls the Transcendental Aesthetic. There is, states Kant, an arrangement to the mind which makes experience possible. This arrangement, or what Kant calls ‘schematism’ not only makes experience possible, but it also limits the scope of possible experiences. To refocus, Kant’s position is that space and time are the two most fundamental conditions for having an experience. All objects which are presented to the mind are done so, necessarily, in time and in space. It is important to recall that objects of perception/experience make impressions on the mind which is done through any or all of the five senses. This means that space and time, in order to be objects of the external world, must possess the property of being sensible. But if space is the condition for which objects are experienced, then space can only exist because space exists (this kind of paradox is addressed in the Antinomies). The same applies to time. Kant, therefore, purports that space and time are mere formal conditionings of objects via the minds operation providing, at the same time, the possibility of experience and experiential limitations. The upshot for Kant is that he loses nothing with this claim. The reality of space and time, as external objects, would lend no more validity to knowledge claims since the properties of space and time are necessary conditions for experience. Thus, making knowledge claims do not change whether space and time are properties of realist or idealist doctrines. In addition, Kant avoids the paradoxes which arise from claiming space and as objects of external reality by placing them as antecedent conditions for experience, as is needed, in the mind. This leads us to what Kant calls ‘synthetical’ claims a priori. By placing objects in space and in time there are going to be properties pertaining to the relations of objects to other objects and properties of objects that will follow the logic of being so represented. When Kant says that knowledge can arise from experience he is referring to the synthetical claims a priori which are determined by the logic of space and time as formal conditions for experiential representations. This is how Kant is able to famously answer how ‘every change has cause’ is necessary without realist fact. Kant admits that change is something that must be experienced, but change is an experience in space and in time. Since time is represented as a succession or the proceeding of an object through/from time t1 to time t2, and change is a relation of cause and effect, and since a cause cannot be its effect (see the paradox of space and time being the conditions of their own existence above), then once we are able to experience an event as ‘change’ in relation to an object (in time and space), we can, and with no further experience, strictly use the concepts of ‘cause’, ‘event’, and ‘change’, to make the a priori claim that ‘every change has a cause’; note, not just a change, or some changes, but every change has a cause. In other words, because of Kant’s transcendental idealism, we are logically justified in attaching certain knowledge of properties and relations in and between objects beyond what is provided by what we know a posteriori. It is through this understanding of Kant’s transcendental idealism that we are to understand and address John Locke’s assertion that the mind, when it first is developed, is nothing more than a blank slate, or ‘tabula rasa’. Locke’s task in Book I [3]â€Å"how men, barely by the use of their natural faculties, may attain to all the knowledge they have, without the help of innate impressions; and may arrive at certainty, without any such original notions or principles. † In Kantian language, impressions are those images that are implanted in the mind by sensuous perception/experience. The concept of innate, for Locke, then, must refer to impressions which are found in the mind before the Kantian impression. That is, as an ‘impression’ for both Locke and Kant, if it is innate, then the impression exists prior to sensual experience and provides some kind of information. This is the opposite of tabula rasa. In the beginning of Book I, Locke does not refer to innate knowledge, which would be the product of extrapolating statements from information; information, in this case, simply refers to facts or what Locke refers to as ‘simple ideas’. On one level there is a similarity between Kant and Locke. Locke goes on to state that [4]â€Å"it would be impertinent to suppose the ideas of colours innate in a creature to whom God had giveth sight, and the power to receive them from external objects. † For Kant, the recognition/knowledge of a color would require, first, that the eye experience what color happens to be. Thus, claims regarding color fall within the realm of a posteriori knowledge. In addition, the perception of color and the conception/idea of color are limited to the mode of experience one can have for color. One cannot hear, taste, or feel the color green, which, a priori, would require the mind to be further equipped with the innate condition/information of predetermining how to file color when it is sensed. In other words, the brain must already know that the concept ‘green’, if it is innate, is a concept pertaining strictly to sight. However, these are not the claims for which Locke is contesting for the proof that innate principles do not exist. More controversially, and, I believe, in opposition to Kant’s transcendental idealism, are the claims that ‘whatsoever is, is’ and ‘it is impossible for the same thing to be and not be’ cannot be shown to be necessarily true based on innate principles. It is in this claim that we find evidence for epistemological realism in Locke’s philosophy; for if it was to be true that ‘whatsoever is, is’ for Locke, then the claim must correspond necessarily to the way the world is through experience. In other words, it must be a fact that ‘whatsoever is, is’ as a result of experiencing the ‘whatsoever’. This being the case, Locke goes on to detail the [5]â€Å"the steps by which the mind attains several truths. † Like Kant, Locke claims that it is through sensory perception that the mind is imprinted with particular ideas. Unlike Kant, however, Locke claims that it is â€Å"by degrees† does there become a habitual familiarity which accompanies these ideas to be stored in the memory. The scene is analogous to what we assume to be the learning pattern of a baby; that through the incremental addition of experiences and seeing particular relations exposed in those experiences, the mind is furnished with the materials which become the objects of reflection. This being the case, it would seem that knowledge is perhaps not really knowledge at all, but an imitation of habitual experiences. But as Hume correctly pointed out, there is no certainty in consistency, and reasoning based on such a consistency. This justifies, tentatively, skepticism toward Locke’s claim that certainty can be attained without innate principles. Another criterion for innate principles, according to Locke, is that one must be aware of them as something knowable in order to prove their existence. Locke mentions how clinically insane and infants are unable to articulate what they know and how it is they know it. Locke gives the example of an infant not knowing [6]â€Å"that three and four equal to seven, till he comes to be able to count to seven. † This examination of Locke’s claims puts forth the question of whether or not a person ‘knows’ that three and four equal seven, or if a person is simply countenancing facts from his or her experience which is guided by epistemological realism. From a Kantian perspective, the matter is more about dealing with quantity (three, seven, four), the relationship between concepts (plus, equals), and the knowledge which can arise from predetermined, logical schemata in human cognition (four and four is greater than seven if three and four equal seven). It is not that Kant would assert that a language-less baby unexposed to elementary mathematics can know that three and four equal seven. Further, a baby would also not be able to articulate, even if its mind were furnished with the knowledge that ‘whatsoever is, is’ since a baby simply lacks the language to be able to say so. Inverting Locke’s challenge to see if the claim ‘whatsoever is, is’ can be assented to by babies and the mentally handicapped presents a fundamental problem his argument: the burden of proof is on Locke to provide valid counterfactuals to a baby and/mentally challenged persons. In other words, we should take Locke seriously when he moves beyond a simple imitation of what the world shows him and demonstrate when ‘whatsoever is, is not’ and ‘it is possible for something to be entirely red and entirely green at the same time’. Then Locke must move to show how these claims are grounded in a realist epistemology. This criticism bolsters the Kantian project in that transcendental idealism not only presents the possibility for experience, but also limits experience at the same time. A feature Locke is lacking. Without innate ideas, or some kind of cognitive structure which makes sense of perception, Locke must, in order to remain consistent, assume that there is a possibility that something can be simultaneously all red and all green and that we could perceive it when it does happen. Kant is essentially claiming that if there is an experienced contradiction such as, ‘something is simultaneously all red and all green’, then we can be pretty sure that the source of this confusion lies in our cognitive faculties and not in the world. It is not quite so clear with the Lockean project, however. Lockean realism takes for granted that the mind is representing an accurate portrayal of the world even in the case of a contradiction. This kind of reliance does not provide any kind of certainty or attainment of truths as Locke claims. On the contrary, what we would know is simply a regurgitation of experience thus creating confusion on where the source of a contradiction lies in the case one is presented in experience. In conclusion, when we compare the progress of epistemology as a historically situated study, then we come to see John Locke as an influential philosopher who challenged the rationalist doctrine which denied experience and empirical facts as integral to what we count as knowledge. It is that very project, however, that led John Locke and epistemological realism down a path of incoherency when both promised certainty through observation without grounding any source for that certainty. For its faults, which are not mentioned here, Kantian transcendentalism has been shown to be a more tenable answer to the idealism/realism debate as it has been contrasted with John Locke’s realism.

Political Inquiry Terms and Definitions

Research Design * Good research, bad research * Involves connecting theory and data. * Maximising leverage by using very few variables to explain many effects. * Reports on the degree of certainty of results. * Shows true causal relationship, not just correlation. * Provides accurate data and accounts for other variables. * Determines if the relationship is unidirectional. * Purpose of research * To establish a relationship between two or more variables * To demonstrate that the results are generally true in the real world and not in just a particular context. To reveal whether one phenomenon precedes another in time, establish time order * To eliminate as many alternative explanations for the observed finding as possible * Choice of design * What affects * Is research exploratory, descriptive or explanatory * What are the practical limitations in investigating hypothesis. * Experimental design: * Classical experimental design, 2 groups, pre and post test, randomisation, * Simple pos t test: only post test * Repeated measure design, measure how long effect takes to start. Multiple pre and post tests. Multigroup design, more than 2 groups, can compare different levels of experimental variable. * Randomised Field experiments, applies logic of randomisation and variable manipulation * Non-randomised quasi-experiments. Purposeful selection, target a certain group. * Non-experimental design: single group, no control over assignment and application of IV, inability to measure DV. * Case study: small N designs. Provide detailed explanation * Comparative analysis: compare two or several units in relative detail * Focus group: gather information about reaction to certain IV. Surveys: large number of people measured to find causal relationships. * Aggregate data analysis: variables are averages or percentages of geographical areas, find causal relationships. * Longitudinal designs, time span. * Trend analysis: measurement on same variables at different time periods to exa mine changes. * Panel analysis: follows a group of participants. * Intervention analysis: measurement of change in the DV is observed and taken before and after. No interaction, mere observation. * Ethnographies: form of data collection through participant observation, interviews and questionnaires.Field studies * Content analysis: textual analysis, study of recordings, written. * What they have in common * They all share the basic objectives of research design despite having different levels of internal and external validity. Using several designs together will cover each other’s shortfall. * They all attempt to draw sound conclusions supported by observable evidence * Terms * Causal vs spurious * Both show correlation between IV and DV, but in spurious the change in DV because 3rd factor caused changed in both. Causal is a direct relationship. 5 different relationships. Multiple causes without chain.Multiple causes with chain. Multiple causes that affect DV, but are changed with the introduction of another variable. Spurious causality with antecedent variable. Chain causality with intervening variable. * Covariation * Demonstrates that the IV does in fact covary with DV. Not causal relationship yet. * Time order * Show that the IV precedes DV. Effect cannot appear before cause. * Alternative causes * Confounding factors. Factors that possible cause a change in DV as well. * Randomised controlled experiments * Experiments that allow the researcher to control the exposure to the IV through assignments to groups.Selection and grouping all randomised. * Experimental design * The way in which the researcher controls exposure to test IV. 5 different designs. * Control group * The group of subjects that does not receive experimental treatment or test stimulus. * Pre-test * Measurement of the DV prior to administration of IV or experimental treatment. * Post test * Measurement of the DV after administration. * Internal vs external validity * Internal validity is the ability to show that manipulation or variation of the IV actually causes change in DV. * External validity is the ability to generalise from one set of research findings to other situations. History * A threat to internal validity. Events other than the experimental stimulus that occur between pretest and posttest measurements. * Along with maturation * Testing * When measuring the DV prior to the stimulus alerts the subjects of the research objectives. * Selection bias * Bias due to the assignment of subjects to experimental and control groups according to some criterion and not randomly. A threat to internal validity. * Experimental mortality * A differential loss of subjects from experimental and control groups that affects the equivalency of groups; threat to internal validity * Instrument decay A change in the instrument used to measure the DV, like different researcher conducting pretest and posttest. * Demand characteristics * Aspects of the research situation that ca use participants to guess at the investigators goals and adjust their behaviour or opinions accordingly. Trying to â€Å"help†. * Simple post test * Similar to classical. Experimental group exposed but control not, only post test is conducted. * Repeated measure design * Contains several pre and post test measurements to know exactly how quickly the effect of the independent variable should be observed or how reliable pretest measurement of DV should be taken. Multi-group design * There are more than one experimental r control group created so different levels of the IV can be compared. Can involve both pre and post test or just one. * Field experiments * They are experimental designs that are applied in a natural setting. Adopts logic of randomisation and variable manipulation. * Non-experimental design * They are designs that do not follow the experimental model of two groups and have controlled exposure to IV. They are more practical to do but are not as strong in terms of establishing causal relationships. * Case study * Comprehensive and in depth study of a single case or several cases.Provide detailed explanations * Comparative analysis * Comparing between two or several units in relative detail * Focus group * Often use to observe reactions to the introduction of the IV. Has a group of people who meet at a single location * Surveys * Measurement of DV and IV at the same time. Respondents report their exposure to various factors. No assignment to groups, examines groups basd on values of IV, measurement of DV to see differences between groups. * Aggregate data analysis * Variables that are displayed as averages or percentages, to find causality. Trend analysis and longitudinal design * Measurements on same variables at different time periods to see the changes caused by the IV on the DV. No manipulation of variables. Multiple measurements. * Panel study * A study that follows a group of participants where the same units are measured at different t imes. * Panel mortality * Refers to the participants in the panel study who drop out. Rate? * Intervention analysis. * Looks at the occurrence of the IV as an observation. Looking at the DV before and after IV. Works best when IV happens in a brief period in time and brief in nature.Measure only before and after event. Literature Review * Purpose of Literature review, 7 * To see what has and has not been investigated * To develop general explanations for observed variations in a behaviour or a phenomenon * To identify potential relationships between concepts and to identify researchable hypothesis * To learn how others have defined and measured key concepts * To identify data sources that other researches have used * To develop alternative research designs * To discover how a research project is related to the work of others. * What constitutes a literature review It is made of different relevant articles that provide more insight into topic * It should help arrive at a good researc h topic * It should show what has and has not been researched * It provides a general explanation for variations in behaviour or phenomenon * It identifies researchable topics * It should help develop alternative research designs * Best methods for collecting literature * Using electronic databases like JSTOR, Web of Science and Google Scholar. * Searching by topic and key words, slowly limiting results, read the articles and find new words to narrow down the search. Searching by starting with a single article. Use data base to find more relevant articles or other articles written by the same author. Use the citations in that first article. Find articles that have cited the first article. * Best ways to write a literature review * It should rely on scholarly sources * It must relate directly to topic * Have to become familiar with as much of the research before selecting the final sources. * Summarising of relevant literature that focuses on over-arching topics rather than single ar ticles. * Compiling all articles into something that makes sense. * Organising the topics ased upon the research question. * Identifying common themes or methodologies across the articles. * Discussion of conventional wisdom, illustrating how current politics has changed and identifying the flaws in past research. Sampling * Terms * Population * all case or observations covered by a hypothesis, all the units of analysis to which a hypothesis applies. * Sample * A subset of observations or cases drawn from a specified population. * Sample statistics * The estimator of a population characteristics or attribute that is calculated from sample data * Advantages and disadvantages of samples Advantages * It is cheaper and less time consuming as compared to using population * More convenient. * Disadvantages * They can be less accurate or more prone to error * Some studies do not use sampling, like case studies. * Population parameter * A characteristic or attribute of a population that can be quantified. * Estimator * A statistic based on sample observations that is used to estimate the numerical value of an unknown population parameter. * Element * A particular case or entity about which information is collected, the unit of analysis. When to use a sample * Practicality. When data from an extremely large population is required, it is impossible to interview or approach each and every subject. Thus sampling is require because although the sample statistics will not exactly equal the corresponding values, they will be reasonably close if sampling is done correctly. * Sampling frame * The particular population in which the sample is actually drawn from. * Random digit dial: purpose of and how and why it works * It is a procedure used to improve the representativeness of telephone amples by giving both listed and unlisted numbers a chance of selection. * It is used to overcome the problem of cell phone numbers which are unlisted * It works by randomly dialling numbers. * It works because it gives all numbers, whether listed or not a chance to get dialled. * Sampling unit * The entity listed in a sampling frame. Maybe same as an element or group. * Sample bias * The bias that occurs whenever some elements of a population are systematically excluded from a sample. It is usually due to an incomplete sampling frame or a non-probability method of selecting elements. Probability sample: types, pros and cons * Sample for which each element has a known probability of being included in the sample * Types: * Simple random samples: each element has an equal chance of being selected. * Pros: each element has an equal chance of being selected. * Cons * It is not truly random, small patterns of selection might appear. * Obtaining a list of the entire population is not possible, reducing the probability. * Systemic samples: elements are selected from a list at predetermined intervals * Pros It is easier to apply than simple random. * Useful when dealing with a v ery large population size. * Cons * May result in biased sampling: if elements on the list have been ranked according to a characteristic. The list contains a pattern that corresponds to the sampling interval. * Stratified samples: elements sharing one or more characteristics are grouped and elements are selected from each group in proportion to the group’s representation in the total population * Pros * Homogeneous populations, smaller sample seize is needed to achieve accuracy. * Cons Heterogeneous populations need a much larger sample to be accurate. * Proportionate samples: stratified samples where each stratum is represented in proportion to its size in the population. * Pros * Very representative of the population * Cons * Not good with heterogeneous populations * Disproportionate samples: stratified samples in which elements sharing a characteristic are under-represented or over-represented. * Pros * When the sample size is too small, can be used to increase it easily. * Cons * May not be representative of the population if weight factor is not used. Cluster samples: the sampling frame initially consists of clusters of elements * Pros * Used when no list of elements exists and to create one would be too expensive. * Reduces field work costs * Cons * There is greater imprecision. Samples are not representative of population. * Non-probability samples: types, pros and cons * Each element has an unknown probability of being included in the sample * Types * Purposive samples: when a researcher exercises considerable discretion over what observations to study. * Pros * Can learn more from carefully selected unusual cases. Cons * Not accurately representative of population. * Convenience sample: elements are included because they are convenient and easy for the research to select * Pros * Convenience * Large numbers easy to get * Cons * Unknown accuracy * Quota sample: elements are sampled in proportioned to their representation in the population. * Pr os * Similar to proportionate sampling, but subjects chosen purposefully. * Cons * Selection bias * Snowball sample: respondents are used to identify other persons who might qualify for inclusion into the sample * Pros Good for relatively selective and rare populations * Relationship between samples and statistical inferences * Statistical inferences is the mathematical theory and techniques for making conjunctures about the unknown characteristics of the population based on samples. Making inferences about a population. * Trying to define more clearly what supportable means * Samples provide an estimate of population attributes and may be off from the true population parameter. The difference is the level of precision lost. * 3 types of errors in inference Expected values or sampling error * Expected value is the average value of a sample statistic based on repeated samples of the population. * Sampling error is the difference between a sample estimate and a corresponding populatio n parameter that arises because only a portion of the population is observed * Standard errors * The standard deviation or measure of a variability or dispersion of a sampling distribution * Provides a numerical indication of the variation in sample estimates * Sampling distributions. A theoretical non-observed distribution of sample statistics calculated on samples on size N that, if known, permits the calculation of confidence intervals and the test of statistical hypothesis * Describes the mean, variation and shape of the distribution that is based on an independently and randomly drawn population. * It allows researchers to calculate the probability that sample statistics fall within certain distances of the population parameter. * Sampling error * the difference between a sample estimate and a corresponding population parameter that arises because only a portion of the population is observed * Standard error The standard deviation or measure of a variability or dispersion of a sampling distribution * Provides a numerical indication of the variation in sample estimates * Confidence * How much error this is in a sample. The degree of belief or probability that an estimate range of values includes or covers population parameter. * Sample distribution * Describes the mean, variation and shape of the distribution that is based on an independently and randomly drawn population. * Sample size. * 100 (11% +/-) * 600 (5% +/-) * 1000 (4% +/-) * 1500 (3% +/-) 4000 (2% +/-) Observations * Terms * Quantitative vs qualitative data * Quantitative data involves a large amount of data and its involves numeric manipulation * Qualitative data involves small number of cases, more in depth and it relies on quotations, comments, anecdotes and other written evidence to support arguments * Both seek to explain trends or patterns through systematically collected data. * Data collection, how do we choose the best way, characteristics of * How to choose the best way * Depends on th e question * Depends on the sample Depends on which constitutes the best measures, validity of the measurements that a particular method will allow. * Depends on cost and availability, some are more observable than others, some less expensive. * Depends on the reactivity to the collection by the population. * Consider ethical implications. * Characteristics * Primary and secondary data * IRB, what role it plays and the significance of it * Institutional review board, a must for any test involving human subjects. * It is guided by 3 principles: respect for persons, beneficence and justice. The role it plays s to ensure that all research conducted will not harm any individuals, recognise that they are autonomous and there is distribution of benefits to participants. To ensure that no ethical boundaries are crossed. * Its significance is that it has removed all unethical research to be done, but this limits the way data is collected. Thus researchers must consider the benefits vs the b urden of the research. * Observation, types and pros and cons: basic distinction is direct and indirect. * Direct * Allows researchers to view things in natural setting more often than laboratory. Field study or ethnography. Observation in lab gives more control over environment ‘ * Pros * Natural settings allow people to act normally, increases validity * Researchers can observe for longer periods of time * Lab can give more control. * Cons * Lab can also mean that subjects know they are being observed and thus alter behaviour, low validity * Natural setting cannot control external effects and variables. * Indirect * Observation of physical traces of behaviour, essentially detective work. Inferences are made based on physical traces * Two types of measures * Erosion Created by selective wear on some material. Looking at what has been eroded or removed, looking at what is left. * Accretion * Measures a phenomenon a manifested through the deposition and accumulation of material s. Seeing what has built up. * Pros * It raises less ethical issues than direct * Some materials or traces of them are more/less durable than other, making them more/less easy to measure, depending on the method. * Less obtrusive, much cheaper than alternatives * Cons * There are many threats to validity, prone to measurement problems * Can be difficult to make strong inferences * Participant Most field studies involve this, proverbial fly on the wall. Observing people for long periods of time. Assume a role or identity within the group. * Pros * Gain deep access into the group through informants * Natural setting * Observe for long periods so changes in behaviour can be studied * Has a degree of accuracy and completeness that other methods cannot provide. * Cons * It is not viable for every question, some things are just unobservable, like voting * Lack of control over the environment, inability to isolate factors * May be invalid or biased, going native.Becoming part of the enviro nment, perceived biased. * Difficulties with replication of study * Non participant * Same as direct. * Overt * Participants are aware of the investigators presence and intentions * Covert * Investigators presence is hidden or undisclosed. * Structured * Investigator looks for and systematically records the incidence of specific behaviours * Unstructured * All behaviour is considered relevant, at least at first, and recorded. * Ethical issues and how to avoid * Negative repercussions from associating with researcher because of the researcher’s sponsors, nationality or outsider status. Invasion of privacy * Stress during research interaction * Disclosure of behaviour or information to the researcher resulting in harm to the observed during or after the study. * How to avoid: ethical proofreading * Assume everything and all identities will be discovered * Look at actual words in manuscript * When describing potentially unflattering things go from general to specific * Be genera l about community at hand * Realise that data and research will be used again * Know what perspective and attitude is towards subject * Caution subjects multiple times Know study limitations and agreement are in advance * Have other people edit sensitive portions. Document analysis * Types of records, pros and cons of utilization * Two types of records * Running: produced by organisations rather than private citizens, carefully stored and easily accessed and is available for long periods of time. * Pros * Low cost in terms of money and time. * Accessibility * Covers more extensive period in time. * Extensive amounts of records * Many records are digitalised * Cons * At the mercy of those who keep the records, may or may not be biased. Questions on recording keeping practices, may not be kept properly. * Episodic: records that are produced and preserved in a more casual, personal and accidental manner. Diaries and memoirs. Important to political historians. * Pros * Used to illuminat e phenomena rather than generate large sample * Provides different perspectives on certain phenomena. * Use qualitatively. * Cons * Gaining access to episodic records can be difficult, locating suitable materials is the most time consuming aspect of data collection * Many are not digitalised. Content analysis, procedures, pros and cons, intercoder reliability * Refers to the use of excerpts, quotes, and examples from recorded documents to support and observation. * Can be both qualitative and quantitative in nature. * Procedures * Decide on appropriate sample, what materials to include in the analysis. * Define the recording or coding units, decide what is actually going to be measured. * Choose categories of content that are going to be measured, deciding the recording unit. How to measure what you want. Code words? Devise a system of enumeration for the content being coded, a numeric system based on what is being coded. Code for number of times X appears. * Pros * Gives researcher s access to subjects that would otherwise be difficult to attain. * Raw data are usually nonreactive, no undesired influences on behaviour. * Written records like newspapers have existed over long periods in time * They can be easily attained * It often enables us to increase sample size above what would be possible though either interviews or direct observation . * The cost of keeping records are borne by the keepers, it is low cost for those using them. Cons * Selective survival, record keepers may not preserve all pertinent materials, only selectively. Gaps may exist * Incompleteness. Gaps may exist due to fires losses of other types * Content may be biased. May be incomplete, selectively preserved, inaccurate or falsified * Unavailable to researchers because they are classified. * They lack a standard format because it is kept by different people. * Intercoder reliability * Refers to when two or more coders, using the same procedures, agree on how the content is analysed.The mor e times the coders make the same conclusions the same way, the more claims can be made. * Written records, pros and cons * Pros * Can be used when other means like direct observation or interviews are not possible. * Able to use for large scale collective behaviour, cannot possibly interview all. * Raises fewer ethical issues than observation or interviewing. * No risk to individuals as long as they are not identified in records. * Cheaper than other forms. * Not affected by time or history, what is recorded cannot be changed. * Cons * Gaining access may be difficult, classified Records not kept properly, or purposefully changed Survey research and interviews * definition and difference * surveys are a method of data collection that acts as an alternative to experiments or simulations. * Instead of manipulating an independent variable to view its effects, survey design examines the relationship between variables, better at establishing correlation rather than causation. * Types of s urveys, pros and cons, * Personal, face to face * High cost * High to medium completion rate * Potentially high sample congruence * Long to medium length * High data processing cost * Telephone Medium cost * Medium completion rate * Medium sample congruence * Medium to short length * High to low data processing cost * Mail * Low cost * Low completion rate * Medium sample congruence * Medium to short length * Medium data processing costs * Email * Low cost * Depends but low completion rate * Low sample congruence * Medium to short length * High to low data processing costs * Internet * Low costs * Depends but low completion rate * Low sample congruence * Medium to short length * High to low data processing costs * Group administration * Very low costs * High once group is convened completion rate Depends on group selection process, sample congruence * Variable length * High to low data processing costs * Drop off/pick up. * Very low costs * Low completion rate * Low sample congruence * Short length * Low data processing costs. * Completion and response rates, significance of * Refers to the proportion of persons initially contacted who actually participate. * When the proportion of the persons contacted who actually participate is too low, the ability to make statistical inferences about the population is limited * Too little responses, cannot make inferences. * Cost * Time and money. Have to balance between costs and completion rate. * Data processing * Answers of the surveys still have to be tabulated. All data need to be coded in a way that a computer can process them. * Problem with open ended questions. Have to be transcribed and coded. * A major reason for adopting internet and telephone surveys. * Sample-population congruence * Refers to how well the sample subjects represent the population from which they are drawn * Biases can enter through the initial selection of respondents or through incomplete responses. * The closer the congruence, the more repre sentative the sample, higher validity. Length * Too long and respondents lose interest or start answering without care, get distracted. * Too short and not enough data is collected. * Well motivated participants can help with the problem. * Response quality * Cannot take the responses at face value. * Participants may not have the same interests or familiarity with certain topics. * People may be reluctant to express their opinions to strangers. * Busy people won’t answer truthfully. * Interview bias * Occurs when the interviewer influences the respondent’s answers, may have a larger effect on telephone surveys than in person surveys. Question types and wording, what to be careful for and why, pros and cons * Close-ended questions * Pros * Easier for people to answer and takes little time * Easier to sort and tabulate data * Sensitive issues are better paired with close ended questions * Cons * Force respondents to choose from a list they may not agree with * Single si ded and double sided questions that can affect responses * Single side, agree or disagree with a statement * Two sided, gives two alternative statements to choose. Problems of recall versus recognition, can prompt answers that would have otherwise been blank. People don’t know the answer but recall when seeing the choice. * Oversimplified and distorted picture of public opinion * Open-ended questions * Pros * Allows respondents to state what they know and think. * Good for situations where likely answers are not known. * Cons * Respondents may respond too much or too little. * Problem with recording answers, tedious and difficult to code, interpretations vary as well. * Processing data is time consuming. * Wording Wording is important, question clarity is vital to get valid responses. Objectivity and clarity * Avoid * Double barrelled questions * Two questions in one. Sometimes participants might not agree with first question but is made to in order to answer the second. * Am biguous questions * One that contains a concept that is not defined clearly. * Participants may interpret the question wrongly. * Leading questions * Reactive question. Encourages respondents to choose a particular response because the question indicates that the researcher expects it. * Giving what the researcher wants, validity is off. Push polls. * Question order and effects * The order in which questions are presented may influence the reliability and validity of answers. Participants any answer differently or stop when they see certain questions. Can solve response set. * Branching questions * A question what sorts respondents into subgroups and directs them into different parts of the questionnaire * Filter questions * A question that screens respondents from inappropriate questions. * Response set * Straight line responding. * May occur when a series of questions have the same answer choices.Check the first few, then blindly check the rest. * Archives surveys, pros and cons * Existing surveys that have been designed in the past and are readily available to use. * Pros * Very cheap, for those with no access to funding. * Less time is spent designing the surveys. * More reliable and higher quality, widely used thus more reliable. * Well written questions. * Cons * The questions are not what you want. * Interviews, definition, pros and cons. * Interviewing is the act of asking individuals a series of questions and recording their responses.May be face to face or over the phone. * Pros * Sometimes asking questions is the only way * Elites can provide valuable information, but only through interviews. Focused interviews. * Can provide more comprehensive and detailed information, rich variety of perspectives. * Excellent form of data collection in exploratory studies. * Cons * Can be difficult to administer * Have to take into account non-verbal cues and be willing to go off topic * Detailed note taking * face to face, strong necessity for interpersonal skill s.

The Early Release of Google Shares

Google  Inc. ‘s  GOOG  -0. 72%  quarterly earnings report hit Wall Street more than three hours early on Thursday due to a glitch. The bigger glitch was what the Internet giant's results actually showed. Enlarge Image Shares of Google plunged after the company's third-quarter results missed expectations of strong growth, and inadvertently were released well before the market's close. Does Google's notable revenue and earnings miss spell trouble for the tech sector? Is this a buying opportunity in Google shares? Ken Sena, Evercore managing director, joins The News Hub to discuss.Photo: REUTERS. Among the litany of issues, the Internet search giant's profits slid 20% from a year earlier to $2. 18 billion, or $6. 53 a share. Revenue rose 45% to $14. 1 billion, thanks to the incorporation of Google's new Motorola hardware unit. But revenue excluding Motorola slowed for the fourth consecutive quarter, dipping to a growth rate of 19% from rates of more than 20% for the past f ew quarters. At the same time, Motorola also revealed a bigger-than-expected operating loss. The weak results, coupled with their unexpectedly early release from financial printer  R.R. Donnelley  RRD  -2. 56%  ; Sons Co. , wiped $22 billion off Google's market capitalization halfway through the day. Google's shares halted trading for a time before resuming. Google shares tumbled after the company's Q3 earning slipped out prematurely. WSJ's John Letzing has details on Digits. Photo: Getty Images. As of the 4 p. m. market close, the shares had recovered slightly to end at $695, down $60. 49, or about 8% for the day. Still, the stock drop was a reversal for Google, which had experienced a run-up in its shares in recent months.The company's market capitalization had recently pulled even with  Microsoft  Corp. MSFT  +0. 44%  for the first time, fueled by perceived good news about its online-ad business and missteps from rivals such as  Facebook  Inc. FB  +0. 33% At the crux of Google's profit slide was the growth rate of its biggest and most profitable revenue engine: ads on its Web-search engine and video site YouTube. The growth rate of those ad sales has steadily dropped since mid-2011. In the latest quarter, sales of the ads rose 15%, but that was down from 39% growth a year ago. The growth rate for uch ads fell not because advertisers were buying fewer of the ads—in fact, Google sold 33% more ads in the third quarter. But the average price paid by Web-search advertisers to Google per click dropped by 15% in the third quarter, Google said. The Early Earnings Release * Heard:  Buying Opportunity * Early Release a ‘Human Error' * ‘Pending Larry's Quote' * @PendingLarry: From Silent to Meme * Five Takeaways * Google Unveils $249 Chrome Laptop * Retail Investors Can't Keep Up Driving the declining prices for the ads was the shift by advertisers toward mobile ads, analysts said.That change is hurting Google in the short te rm because mobile ads cost less than online ads viewed on desktop computers. Some industry experts, however, predict the price differential will be minimal by the end of next year. Other Web companies are also grappling with the shift to mobile ads. Facebook, which reports earnings next week, has been racing to offer more mobile ad formats after earlier focusing more on online ads viewed on PCs. Google also faces toughening competition in its core search market, which also has a knock-on effect on its search ads.People may be doing some of the most valuable type of Web searches—those that relate to shopping—on sites like  Amazon. com  Inc. AMZN  +0. 82%  rather than on Google, said Sameet Sinha, a stock analyst at B. Riley ; Co. Advertisers generally are happy with Google. But Microsoft Corp. ‘s Bing search engine, which also powers  Yahoo  YHOO  +1. 51%  Search, has been capturing market share over the past year, according to Aaron Goldman, chief marketing officer of Kenshoo Ltd. , which helps companies like  Expedia  Inc. EXPE  +1. 35%  and  Sears Holding  Corp. SHLD  +1. 4%  advertise online. â€Å"We're seeing the Yahoo/Bing network taking share because clients get a 30% better return on their investment than on Google,† he said. Enlarge Image On an earnings call Thursday, Google Chief Executive Larry Page quickly moved to calm fears about mobile after saying he was â€Å"sorry for the scramble† involving the premature earnings release. Mr. Page, speaking in a halting and hoarse voice, said there is â€Å"tremendous innovation in advertising, which I believe will help us monetize mobile queries more effectively than desktop today. He also noted there are more than 500 million devices powered by Google's mobile Android software and that come preloaded with Google's search engine and its other services. Google stands to take a bigger revenue cut from ads that appear on Android devices than it does from  Apple  Inc. ‘s  AAPL  +1. 36%  iPhone and iPad. Mr. Page said Google was on pace to generate $8 billion a year from mobile devices, including advertising and sales of music, movies and apps on Android devices. A year ago, Google said it was on pace to generate $2. billion related to mobile devices, but that included only mobile ads, not content sales. Google's $12. 5 billion acquisition of Motorola also dragged on results. In its first full quarter as part of Google, the handset maker generated $2. 58 billion in revenue, lower than the $2. 75 billion that Mr. Sinha expected. Motorola also had a loss of $527 million. Google has said that it plans to cut costs at the division, including by laying off 20% of Motorola staff, or 4,000 jobs. On the call Thursday, Google said Motorola's results would be â€Å"quite variable† in the coming quarters.Despite all the issues, some analysts who had been bullish on Google remained upbeat. â€Å"While slight ove rall, Google numbers are not as bad as they initially appeared,† wrote Doug Anmuth, a stock analyst at  J. P. Morgan Chase  JPM  -0. 35%  & Co. , during Google's stock halt, adding that any investors who bought into the stock would be â€Å"taking advantage of the sharp selloff. † Google said it had $45. 7 billion in cash at the end of September, up from $43. 1 billion at the end of the second quarter. Its head count was 53,546, down from 54,604 three months earlier, including 17,428 employees at Motorola.

Understand the Principles and Requirements of Assessment

LEVEL 3 CERTIFICATION IN ASSESSING VOCATIONAL COMPETENCE LED BY CAROL SMOUT LESSON 1 26TH SEPT 2011 THE ROLE OF AN ASSESSOR ASSESSING PERFORMANCEGIVING FEEDBACK CONTRIBUTE TO A PAPER TRAIL ROLE OF AN ASSESSOR ROLE OF AN ASSESSOR WRITE EFFECTIVE ASSESSMENT PLANS 1. ASSESSING PERFORMANCE = A range of assessments, I am making a judgement on 2. GIVING FEEDBACK = Verbal feedback, Written Feedback. {Try to be positive, Don’t be negative candidates find this demoralising} 3. CONTRIBUTE TO a PAPER TRAIL = I have to write on a least 3 pieces of paper all of which are auditable Assessment plans. I need to contribute to a paper trail. As an Assessor I assess a Candidate/Student then someone {IV OR EV} then checks my assessment decision. This is called THE QUALITY ASSURANCE SYSTEM. When I am audited as an experienced Assessor I need to be able to demonstrate that I understand Quality Assurance. I have to be able to write effective assessment plans. 4. WRITE EFFECTIVE ASSESSMENT PLANS= Example: â€Å" I have met with blah blah blah and she/he has said she/he wants to do a shampoo & blow dry & a semi-permanent next week. â€Å"We plan to do this in this time on this date with this candidate & I am going to orally question her/him to check her/his underpinning knowledge. THIS EQUALS A PLAN !!! LEVEL 3 CERTIFICATION IN ASSESSING VOCATIONAL COMPETENCE LED BY CAROL SMOUT LESSON 2 3RD OCTOBER 2011 STAGES OF THE ASSESSMENT PROCESS PLANNING. STAGES OF THE ASSESSMENT PROCESS STAGES OF THE ASSESSMENT PROCESS REVIEWING JUDGING RECORDING QUALITY ASSURANCE 1. PLANNING = Assessment plannin g sheets & Consultation Sheets. 2. REVIEWING. Straight from SCHOOL TO COLLEGE no work base knowledge. First meeting with my candidate check if the candidate has any prior learning (APL= ACCREDITATION FOR PRIOR LEARNING) â€Å"What qualifications do you currently have† Do they relate to what they are currently doing now. I may find that some elements of the assessment may have already been done. When a candidate joins the college straight from school they still may have some prior learning. Some schools send their students to college to learn about hairdressing as part of their learning at school, some of this learning can be taken into consideration as prior learning. REVIEWING WORK BASE. If the candidate is joining college and is work based and is now coming to college for apprentership they may have been shampooing for 3 years so will not need to do their level one because of their prior learning they can go straight on to level 2. It would be unfair to make them do it all over again; they don’t need to be taught again. It’s all about taking the candidate forward. 3. JUDGING STAGE. This stage is the most difficult. Assessors find it most difficult as to â€Å"Am I Judging this right? † â€Å"Am I being really harsh or am I being a lenient? † So I have to follow 6 steps to ensure that I am doing this correctly. I have to check the Assessment by: IS THE ASSESSMENT 1. VALID Can be done using the Methods of Assessment. OBSERVATION, I can Observe it’s valid I can see it being done by that candidate. ORAL/VERBAL, I can ask questions and check their underpinning knowledge and check its validity EXAMS. Exams are obviously valid as there done under strict conditions, examiners are present their not allowed to talk etc. PROFESSIONAL DISCUSSION I Can talk to them in a professional capacity to check validity PROJECTS & ASSIGNEMENTS Are valid make sure signed dated good way at checking their knowledge. Although could have been done by someone else again ask oral questions and ask them to reference and put in a bibliography for me to refer and check if I feel not valid WITNESS STATEMENTS. An employer can provide a witness statement that a candidate has competently passed an assessment. It Valid if signed by their employer but still need to check validity could discuss how they achieved this pass what did they do how did they do it. PHOTOGRAPHIC EVIDENCE Valid I can see the photographic evidence try to get the candidates to get a picture that shows them doing the work. Still a little grey though as someone else could have done the work but just taken a photograph of the candidate with the client doesn’t mean necessarily that they have done the work. IS THE ASSESSMENT 2 RELIABLE. How sure am I that the above are reliable, how do I know for sure that the work I am assessing is that candidates own work, some are obviously reliable e. g. observation because I can see it being done. IS THE ASSESSMENT 3 SUFFICIENT. Has the candidate done enough to pass all elements of the unit being assessed. For example the candidate is being assessed to shampoo and condition a client’s hair and to sell a product. She/he may well have used all the correct products and massage movements but during the assessment She/he may not have been given the opportunity to sell a product in which case the candidate will have passed some elements of the unit chosen but because she couldn’t sell a product that part of the unit will have to be referred to another assessment but the candidate will have passed the other two elements of the unit. ALWAYS MAKE SURE THE CANDIDATE READS THROUGH THEIR PC’s (Performance Criteria’s) WHICH IS IN THEIR LOG BOOKS FOR EACH UNIT THERE ARE ELEMENTS OF THAT UNIT THAT THEY HAVE TO PASS TO ACHIEVE A FULL PASS IN THAT UNIT !!! IS THE ASSESSMENT 4. AUTHENTIC I have to know that every assessment they are doing is that candidates. How do know that that assessment is that authentic and reliable ? The best way to find out if not observed by me is to orally question them. IS THE ASSESSMENT 5. CURRENT Is the candidate demonstrating up to date skills? Is the candidate using up to date equipment? Example if the candidate is doing a colour & we haven’t got a roller ball or a climazon & they have to place the client under a hood dryer with a cap on the clients head. The service with that equipment is NOT CURRENT to industry. IS THE ASSESSMENT 6. SAFE Is the assessment taking place safe for all Are they working safely. I can stop an assessment at any time if there is a danger to the client, to anybody else in the room or to the candidate themselves. RECORDING STAGE Recording takes place in the log books for hairdressing. I record assessment decisions on consultation sheets. Also recording takes place for an assessment if it’s on a written paper on a marking front sheet. The awarding body gives us these marking sheets and it is my job to make sure that the candidate signs it & that I sign it & I put their marks on it. It is the evidence as to whether the candidate is competent on that written paper. There will be a written paper from C. H. E. A. T. When I mark assignments there will also be an assignment front sheet that I would record their feedback on. Whether it is passed or referred the candidate would sign it and date it, I would sign and date it to validate that assessment { THESE PAPER FORMS ARE VITAL FOR ME TO BE ABLE TO DO MY ROLE AS AN ASSESSOR FORMS ARE AVAILABLE FROM CAROLE AND VIA KERRY I NEED THESE FORMS AS SOON AS I START TO SHADOW} QUALITY ASSURANCE When I assess a candidate and I have already recorded it all on the previous documents. I also have to track a student candidate throughout their qualification, so if they have completed one whole unit I would need to sign off the tracking document, this document forms part of the tracking paper trail for Quality Assurance I also need to attend Standardisation Meetings. Usually done twice a year at the beginning and the end of a course. At these standardisation meetings I have to interact and share my views and contribute to these meetings. When we attend the meeting we all should bring along one or two units that we have marked, we can then shuffle them around between each other and look at them to make sure that the students are all being marked equally and that we haven’t been too harsh on them with a marking or too lenient on them. We all need to be marking to the same standard. This is what standardisation is all about & that forms part of this Quality Assurance Process. External verification officers come in they check and look at our tracking, they look at all our minutes and meetings, they come and look at the candidates log books, they look at their consultation sheets, they look at all their written papers & their assignments. They are checking that there was some sort of assessment in place & then they are making sure that I as an assessor planned the assessment. Health & Safety Legislation Sourced from HSE The Health and Safety at Work, etc Act 1974 The Management of Health and Safety at Work Regulations 1999 The Education (School Premises) Regulations 1999 The Workplace (Health, Safety and Welfare) Regulations 1992 The Manual Handling Operations Regulations 1992 The Control of Asbestos at Work Regulations 2006 The Health and Safety (Display Screen Equipment) Regulations 1992 The Electricity at Work Regulations 1989 The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 The Control of Substances Hazardous to Health Regulations 2002 The Provision and Use of Work Equipment Regulations 1998 The Construction (Design and Management) Regulations 2007 Disability Discrimination Act 1995 The Health and Safety (First Aid) Regulations 1981 The Health and Safety at Work, etc Act 1974 The main piece of legislation affecting the management of health and safety in educational establishments across all sectors is the Health and Safety at Work, etc Act 1974 (HSWA). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities in eg pupils/students and visitors to educational sites, including parents and contractors. In Northern Ireland, similar provisions are made by the Health and Safety at Work (NI) Order 1978. Employers and employees (as well as manufacturers, suppliers and the self-employed) must comply with the duties set out in the Act, which are summarised as follows. * Section 2 places a duty on employers to ensure the health, safety and welfare of employees as far as is reasonably practicable. It also requires employers to consult with trade union safety representatives on matters affecting health and safety in the workplace. Moreover, employers of more than five people must prepare a written health and safety policy and bring it to the attention of employees. Section 3 requires employers to ensure that non-employees (eg pupils/students) who may be affected by work activities are not exposed to risks to their health and safety. Where young or vulnerable persons may be affected, the duty of care is greater. * Section 4 places a duty on anyone responsible for the workplace to ensure that the premises, plant and machinery do not endanger the people using them. * Section 5 requires emplo yers to prevent and control harmful, noxious or offensive emissions into the atmosphere. Section 6 places duties on designers, manufacturers and suppliers to ensure that articles and substances are safe for use. * Section 7 states that it is the duty of every employee while at work to take reasonable care of him or herself and of any other person who may be affected by his or her actions. This section also requires employees to cooperate with their employer in relation to health and safety issues. * Section 8 requires employees not to interfere with or misuse anything provided in the interest of health and safety. The Management of Health and Safety at Work Regulations 1999 The main requirement of the Management of Health and Safety at Work Regulations is that employers must carry out risk assessments to eliminate or reduce risks. Employers with five or more employees need to record the significant findings of a risk assessment – it is not necessary to record risk assessments for trivial or insignificant risks. In addition, employers also need to: * make arrangements for implementing the health and safety measures identified as necessary by risk assessments * monitor and review those arrangements appoint people with sufficient knowledge, skills, experience and training to help them to implement these arrangements * set up emergency procedures and provide information about them to employees * provide clear information, supervision and training for employees and ensure that suitably competent people are appointed who are capable of carrying out the tasks entrusted to them * work together with any other employer(s) operating from the same workplace, sharing information on the risks that other staff may be exposed to, eg cleaning, catering or maintenance contractors * take particular account of risks to new and expectant mothers. A risk assessment is a careful examination of the work activities that could, whether on or off site, cause harm to people so that your employer can weigh up whether they have taken adequate precautions or should do more to prevent harm. The Management of Health and Safety at Work Regulations 1999 require employers to assess the risks arising from work activities to both employees and non-employees (eg students, visiting parents). Employees have a right to see the results of risk assessments. Who can do risk assessments? Employers are responsible for ensuring that risk assessments are carried out by competent people (ie those who have sufficient knowledge, skills, experience and aptitude). These people may be current employees, provided they have been suitably trained, or external health and safety professionals. Safety reps have a legal right to be consulted and can assist on risk assessments. However, the risk assessment remains the legal obligation of the employer and therefore should be signed by the employer once complete. Activities that should be assessed All work activities that could present a potential hazard should be risk assessed. ‘Hazard' means something with the potential to cause harm, including ill health as well as injury. ‘Risk' is the likelihood of that hazard actually causing harm during the course of work activities. In an education setting, there are particular situations that typically require risk assessments: * the work activities of all new and expectant mothers require a specific risk assessment under the Management of Health and Safety at Work Regulations, with any necessary adjustments made to their working conditions a risk assessment should be conducted before taking students off site * workplace stress and stressors should also be included within risk assessments The Education (School Premises) Regulations 1999 These regulations set out minimum health and safety standards for all maintained schools in England and Wales, covering issues such as temperature, toilet facilities for pupils, ventilation and lighting. Some of the standards also have to be met by non-maintained special schools and independent schools. The regulations operate in conjunction with the Workplace (Health, Safety and Welfare) Regulations, as outlined below. The Workplace (Health, Safety and Welfare) Regulations 1992 These regulations deal with physical conditions in the workplace and require employers to meet minimum standards in relation to a wide range of matters, which include: * maintenance of buildings and equipment * lighting * provision of drinking water * temperature * rest facilities * ventilation * toilet facilities * first aid. The Manual Handling Operations Regulations 1992 These regulations require employers to minimise the health risks associated with manual handling, a term used to describe activities which involve lifting, carrying, moving, holding, pushing, lowering, pulling or restraining an object, person or animal. Employers should: * avoid the need to lift, carry, push, pull, lower or support loads wherever possible * mechanise tasks where they cannot be avoided by the use of trolleys, barrows, lifts or hoists * carry out risk assessments, which take into account the work task, the activity involved, individual capacity, working environment and other factors. The Control of Asbestos at Work Regulations 2006 The Control of Asbestos at Work Regulations place specific duties on employers, owners and those in control of buildings to manage the risks from asbestos fibres that may be released when building or maintenance work takes place. The regulations require the following steps to be taken to manage the risk: * find out if there is asbestos on the premises, its amount and what condition it is in * presume materials contain asbestos, unless there is evidence that they do not * make and keep up to date a record of the location and condition of the materials containing asbestos or which are presumed to contain asbestos * carry out a risk assessment on materials containing asbestos * prepare and implement a plan that sets out in detail how the risk from this material is going to be managed * review and monitor the plan and the arrangements provide information on the location and condition of the material to anyone who is liable to work on or disturb it (including staff). Specialist help is ge nerally required to determine the presence of materials containing asbestos and to remove asbestos. The HSE advises that if asbestos is in good condition and is not likely to be disturbed or damaged, it is usually safer to leave it in place and manage it. The Health and Safety (Display Screen Equipment) Regulations 1992 These regulations oblige employers to assess the workstations of staff who use display screen equipment (DSE). The workstation is the equipment itself, its accessories and the surrounding work environment. The minimum requirements of employers are to: * identify â€Å"users† of display screen equipment, ie those who habitually use DSE as a significant part of their normal work * assess workstations to ensure that they meet minimum standards * provide information, instruction and training on the potential hazards of using DSE equipment * offer free eyesight tests to users of DSE equipment at regular intervals and to pay for spectacles that are required for the work * review assessments. The Electricity at Work Regulations 1989 These place a duty on employers to assess all foreseeable risks associated with work activities involving electricity. Employers are required to install safe systems of working, with well-maintained equipment, covering everything from power lines to kettles. All installation and repairs should be undertaken by a qualified electrician or those who have appropriate technical knowledge, though some minor repairs, inspections, fitting of plugs, etc may be under taken by suitably trained staff. The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations R. I. D. D. O. R 1995 Under these regulations (often referred to as RIDDOR), certain work-related accidents are reportable by law to the Health and Safety Executive or the local authority. The following must be reported: * death of any person * a ‘major injury' to any person at work * hospital treatment of any person who is not at work (eg pupil/student) * an accident which results in a person at work being incapacitated for more than three consecutive days (excluding the day of the accident) * specified dangerous occurrences, eg building collapse * specified work-related diseases, eg mesothelioma and hepatitis. Educational establishments should have clear guidelines on incident reporting and this should be conveyed to staff on the first day of their employment. Accident reporting An accident is an unplanned event that results in injury, damage to property or some other loss. The law requires that certain work-related accidents are reported to the local authority or the Health and Safety Executive. All accidents to employees, however minor, should be recorded. This is a requirement under social security legislation. As a result of a workplace injury an employee may need to claim for benefits in the future, and the relevant checks will be made to confirm that the accident occurred at work. Reporting and recording procedures vary. Employers need to be sure that they satisfy all legal reporting requirements for employees and non-employees, and take measures to monitor accidents. As part of the reactive monitoring process, accident records are needed to assess whether the existing controls are adequate or to identify if trends are developing and to implement new procedures. Records may also have to be produced for the Health and Safety Executive, to parents/guardians, or in the course of civil proceedings if a claim is brought following an incident. How to report an accident All accidents can be reported to the Incident Contact Centre (ICC), Caerphilly Business Park, Caerphilly CF83 3GG. Alternatively, call on tel: 0845 300 9923 on Mondays to Fridays between 8. 30am and 5. 30pm, email  [email  protected] om  or report via the internet at  www. riddor. gov. uk. The Control of Substances Hazardous to Health Regulations 2002 These regulations (often known as the COSHH regulations) require employers to asses s and prevent (or at least adequately control) the risks to health from the use of any hazardous substances used in the workplace. A hazardous substance is one which has, by law, to be labelled as ‘very toxic', ‘toxic', ‘harmful', ‘irritant' or ‘corrosive'. It therefore includes many chemical substances such as paints and cleaning materials, as well as wood dust. The obligations to employers are to: * assess the risks * decide what precautions are needed take steps to reduce or adequately control exposure to hazardous substances * ensure that control measures are utilised and maintained * monitor exposure * carry out health surveillance of employees who have been or are likely to be exposed * have in place emergency procedures to deal with accidents/incidents * ensure that employees are properly informed, trained and supervised. Educational establishments must have in place appropriate measures to ensure that the risks to the health and safety of pupils /students from exposure to hazardous substances are minimised. COSHH and hairdressers – key messages * Frequent contact with water and shampoo can irritate the skin leading to dermatitis. Some hairdressing and cleaning products can cause dermatitis and skin allergies. * Some dusty products like persulphates and henna can cause asthma. * Some hair sprays can make asthma worse. There are simple things you can do to prevent dermatitis and asthma: * Keep the workplace well ventilated. * Wear disposable non-latex gloves for shampooing, colouring and bleaching. * Dry your hands thoroughly after washing with a soft towel. * Moisturise your hands as often as possible. * Change your gloves between clients. * Check your skin regularly for early signs of skin problems. The Provision and Use of Work Equipment Regulations 1998 These regulations set out minimum standards for the use of equipment at work. The main requirements are for employers to: * take account of working conditions and hazards when selecting equipment * provide work equipment which conforms to relevant safety standards * ensure that the work equipment is suitable for its intended purpose and used only for that purpose * maintain and keep the equipment in good working order * ensure that appropriate safety devices are available, if required * issue staff with appropriate instructions, training and supervision to use the work equipment safely * make sure that equipment is inspected after installation or after assembly at a new location. The Construction (Design and Management) Regulations 2007 These regulations cover the planning and management of construction projects. An essential part of a project's development is health and safety. Consequently, there is a duty on those involved in a construction project, such as the controller of buildings (ie the LA/governing body/headteacher/principal), contractors and designers to cooperate with each other to identify risks early on, and to report matters that are likely to endanger health and safety. There is also a duty to take appropriate measures to prevent the risk of injury to any person during the construction, which would include staff, pupils/students and visitors to the premises. Disability Discrimination Act 1995 The Disability Discrimination Act 1995 defines a disability as a â€Å"physical or mental impairment that has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities†. To be substantial, the disability must last or be expected to last for at least 12 months. However, those with cancer, MS or who are HIV positive are deemed to be disabled from the point of diagnosis. The act requires employers to ensure that disabled persons have safe access to premises and safe egress in the event of evacuation. They must also make any reasonable changes to the physical features of premises, hours of work, etc that may be necessary to accommodate the needs of disabled employees. Disability discrimination The Disability Discrimination Act 1995 requires employers to make ‘reasonable adjustments' to premises or working practices to ensure that employees are not disadvantaged because of their disability. In order to have rights under the Disability Discrimination Act, an employee must show they are defined as disabled under the act. This means suffering from a physical or mental impairment that has a substantial and long-term adverse effect on the person's ability to carry out normal day-to-day activities. Any adverse effects must last for at least a year to be considered ‘long-term'. Impairments must affect at least one of the following: * mobility * manual dexterity * physical coordination * continence ability to lift, carry or otherwise move everyday objects * speech * hearing * eyesight * memory or ability to concentrate, learn or understand * perception of risk of physical danger. Under the act, people with cancer, MS and those who are HIV positive are deemed to be disab led from the point of diagnosis. Other impairments that employment tribunals have considered a disability include depression, epilepsy, ME and asthma. This does not mean, however, that all people who suffer from these impairments are disabled under the act – much depends on their ability to carry out at least one of the day-to-day activities listed above. Duty to implement reasonable adjustments Employers are obliged to make reasonable adjustments to premises or working arrangements to prevent a disabled person from being placed at a substantial disadvantage compared with persons who are not disabled. In educational establishments, adjustment to premises can include the following: * providing wheelchair-accessible toilets, ramps and automatic opening doors * allocating classrooms on ground floors * providing a designated car-parking space * widening doorways and re-arranging furniture to allow wheelchair-users to move around * providing ergonomically designed chairs or adapted keyboards * acquiring specialist equipment with magnifying facilities. Changes to working arrangements may be made by: employing an assistant to undertake administrative tasks * providing a reader or signer for a visually impaired person * adjusting the timetable or allowing extra non-contact time * allocating some duties to another employee * altering working hours to allow part-time work or job-shari ng * providing additional training. While the potential cost of adjustments often concern educational establishments, many are relatively inexpensive. Moreover, under the Employment Service's Access to Work Scheme, funding is available for human support and adaptations to premises and equipment. Disability employment advisors in Jobcentres offer free independent advice on adjustments to the workplace. Many LAs also employ disability officers. Other forms of discrimination under the Act Failure to make reasonable adjustments is one of the five ways in which an employer can discriminate on the grounds of disability. The others are: Direct discrimination: this occurs where a person discriminates against a disabled person if, on the ground of that person's disability, he or she is treated less favourably than a person not having that particular disability has been or would have been treated. There is no justification defence to a claim for direct discrimination. Disability-related discrimination: this occurs where the employer, for reasons relating to a person's disability, treats that employee less favourably than the employer treats or would treat others to whom that reason does not apply, and that treatment is not justified. Harassment: occurs where the disabled person is subjected to unwanted conduct which has the purpose or effect of violating his or her dignity or creating an intimidating, degrading, humiliating or offensive environment for him or her. Victimisation: essentially occurs where the disabled person is treated less favourably because he or she has commenced a claim under the Disability Discrimination Act; or has given evidence/information in proceedings brought by someone else; or has alleged that a person has contravened the act. A claim for disability discrimination must be presented to the Employment Tribunal within three months beginning with the date of the act of which complaint is made. The Health and Safety (First Aid) Regulations 1981 These regulations require employers to provide: * adequate and appropriate first-aid equipment and facilities * an adequate number of qualified first aiders * an ‘appointed person', if a first aider is absent, to take charge of first-aid arrangements, including looking after the equipment and calling the emergency services. The Approved Code of Practice to the regulations stresses that the employer must make an assessment of first-aid needs. Educational establishments should therefore take account of risks to pupils/students on and off site when considering their provisions for first aid. The Regulatory Reform (Fire Safety) Order 2005 Under this order, the ‘responsible person' in the workplace (ie the employer/owner/person in control) is required to take general fire safety precautions to ensure the health and safety of staff and others, such as pupils/students. These precautions include: * assessing the risk of fire, paying particular attention to those who may be especially vulnerable, eg children * ensuring that there are effective means of escape * making sure the workplace is well-equipped with appropriate fire-fighting equipment/detectors/alarms * adopting appropriate fire-fighting measures * nominating an adequate number of suitably trained and equipped competent persons to implement these measures. The order contains duties relating to safety drills and emergency routes/exits, which employees must be made aware of at their induction. Fire risk assessment Risk assessment is at the heart of fire safety management. A fire risk assessment follows the same principles as any risk assessment: * Step one: Identify the fire hazards, eg what could start a fire, combustible materials, etc. * Step two: Identify people at risk (look at numbers of people, vulnerable groups and the likelihood of the fire spreading). * Step three: Evaluate the risks and implement control measures to remove or reduce the risk. * Step four: Record the findings and inform staff and safety reps. Step five: Review and revise the plan as and when there are changes in work activities, the use of the building, etc. Safety representatives should request a copy of the school or college fire risk assessments. Further guidance on fire risk assessments and precautions is available from the Department for Communities and Lo cal Government at:  www. firesafetyguides. communities. gov. uk What every staff member should know Fire safety procedures should be a part of induction for every new member of staff. In particular, staff should be informed of the following: * the fire risk * what to do if they discover a fire * raising the alarm * recognising the fire alarm and acting on it * calling the fire brigade. Discovering a fire If a fire is discovered, the first action is to raise the alarm so the occupants of the building know there is a fire and that they must leave. This is usually done by locating the ‘break glass' call point. There are many types of fire extinguishers used in schools and colleges. Staff that are not trained to use fire-fighting equipment should not waste time trying to make them work. Those who have been trained and nominated to use the equipment should not attempt to put out large fires. If a fire cannot be put out, the door should be closed and the building evacuated RECOGNISE GOOD PRACTICE IN ASSESSING CANDIDATES IN RELATION TO ASSESSMENT. As Assessors we should be demonstrating good practice in relation to equality and diversity ; equal opportunities Equality = Treating everyone as an individual, not the same as everyone else, we are not all the same, we are all very different individuals. Eg there may be limitations to someone with a disability. They cannot be treated the same as myself as her/his disability may limit them in what they can do, so they need to be treated individually. Diversity. Is about the diverse nature of the industry. The clients, different hair types, textures etc. Diversity means all different sizes, shapes, ages, dark hair, light hair, black, white. It is good practice to ensure Health ; Safety to make sure that we adapt working environments for different clients, different candidates, and different students. It is good practice to encourage our candidates and students to use technology, encourage them to use computers, internet, submit assignments electronically etc. We have to be seen to be embracing this in our assessment processes. Reflective Practice Demonstrate a proactive approach to self-reflection, â€Å"How do I feel I am doing? † C. P. D {Continual Professional Development} is key to good practice. I need to keep myself up to date with my skills. I need to keep up to date with new equipment being introduced to the industry. I should always be in-front of my candidates/students, I should never be in a situation where a student is telling me about new trends, new equipment that I have never heard of. It is good practice that I am always seen to be keeping ahead in the industry that I am assessing. It is not good practice if I do not know what is going on in the industry I am assessing I should get feedback from others too on how I am doing. Each year I have to obtain 30 hours of evidence of hands on C. P. D. This is achieved {if I am working for the college} in July C. P. D week it may be that the college sets up 2 days where a company comes into the salon and demonstrates new equipment trains us on up to date styles. They will also open up a commercial salon so that we can work commercially for a day. The college may also send us out for training for instance to Saks. I have to upload all of my work to I. F. L to ensure my C. P. D.

Short story analysis Essay Example | Topics and Well Written Essays - 1000 words

Short story analysis - Essay Example character, Soapy may be termed as a round character since he has a complex personality as he is often portrayed as a person full of conflicts and contradictions throughout the story as opposed to a flat character that only has one personality. As seen in the story, Henry indicates that Soapy takes different turns in his life (1). One would argue that Soapy does not take these decisions according to his wish but circumstances force him. A good example is when he rejects charity as he believes that he will one day pay for the favors (Henry 1). Soapy also tries to be a criminal by spending time with criminals and hopes to turn himself to jail. From the narration of Henry, Soapy may be termed as a dynamic character. This is because Soapy changes over time due to the various crisis that he is facing. It is even arguable that Soapy is making attempts to solve his central conflicts and that his major role is to resolve the conflicts that face him. A case in point is the event that Soapy is thrown to prison even with his being an innocent person (Henry 1). Despite Soapy breaking the law through committing petty crimes, he does not behave like a criminal and his fate may be described as that of freedom. However, the same does not happen for the case of Soapy (Henry 1). These turn of events steer his life throughout the story. The character, Soapy, plays a major role in the story. Throughout the story, the life and times of Soapy take a central place. Soapy is the protagonist and the crucial moments in his life are well explained throughout the story. He is seen to make attempts to find ways in which he will spend his winter and he opts to commit crime as opposed to getting a job. The crimes would then land him in prison on the island. A success of this plan will ensure that he gets constant food and a home as his pride cannot allow him receive public charity (Henry 1). Soapy does not want to have any pending issues with the public, so he opts to find ways of getting

Joseph Beuys - Into Fat Essay Example | Topics and Well Written Essays - 500 words

Joseph Beuys - Into Fat - Essay Example The paper "Joseph Beuys: Into Fat" analyses Joseph Beuys and his art. â€Å"That’s how the Tartars found me days later. I remember voices saying ‘Voda’ (water), then the felt of their tents, and the dense pungent smell of cheese, fat and milk. They covered my body in fat to help it regenerate warmth, and wrapped it in felt as an insulator to keep warmth in.† It was written in Wikipedia that this story has served as a powerful myth of origins for Beuys’ artistic identity, as well as providing an initial interpretative key to his use of unconventional materials. However, this myth was not mentioned, even if to be shrouded in fiction, in an idiosyncratic CV that Beuys produced in a 1964 festival, title Life Course/Work Course. This CV was a self-consciously fictionalized account of the artist’s life, in which historical events mingle with metaphorical and mythical speech, marking a blurring of fact and fiction that was to be characteristic of Beu ys’ self-created persona. Thus, it was a debate on the grounds of the plane crash myth, for had it been a real occurrence, it would have had a place it Beuys’ CV. Had it been made-believe, it would still secure a place in the controversial CV being that the myth provided the inspiration for his life’s work. And yet it was never to be documented this plane crash which happened in Cremia and his eventual meeting with the Tartars who taught Beuys the healing properties of fat and felt. Beuys staged performances or what he call â€Å"actions† which had the magic of rituals.

Business - ethics Essay Example | Topics and Well Written Essays - 250 words

Business - ethics - Essay Example this was dishonest, Frank replied that each firm had told him to submit his expenses and that therefore he was not taking something to which he had no right. One firm had not asked for receipts, so he determined it was making him a gift of the money. The problem is that Frank is committing fraud by telling the companies that he has expenses of $1000 because whenever his expenses have been paid by either company, the other company has no obligation to pay for expenses that do not exist. 3) Frank Waldron could return half of each companys money, telling the companies he intentionally requested payment from both companies and accept one the offers that have already been extended, thus discontinuing this fraudulent practice. Solution 1. The solution impacts Frank Waldron directly as he would likely become unable to secure a job due to his fraud. Next the Eastern State University placement office would be affected as their reputation with the companies would be tarnished since the fraud was perpetrated under their noses. Finally the companies are affected and would implement ways to prevent this from happening again thus putting red tape up for every new interviewee who might have legitimate