Jonesborough, Tennessee a Community Project Research Paper - 1

Jonesborough, Tennessee a Community Project - Research Paper Example The percentage of the population in Jonesborough with a bachelor’s degree and higher is 25.70%. Over 30% of the population are high school graduates. Over 90% of children 3 years and above attend school. Out of the 2179 households in Jonesborough, there are 1522 household families, 654 households are non-family, 603 are households have children and 1573 households have no children. The average household size in Jonesborough is 2.34. The annual residence turnover in Jonesborough is 16.96% (usa.com, 2010) The median household income for Jonesborough is $44,436. The per capita income is $25,765. In 2012, the unemployment rate in Jonesborough was at 6.3%, which is lower than the national average. The percentage of residents earning an income below the poverty level in Jonesborough is 25.6% a higher percentage compared to the states figure, which is 22.3%. The percentage of children living below the poverty level in Jonesborough is 33.1%. The University of Tennessee reports that al though the number of uninsured adults dropped to 11.2% in 2012, the number of uninsured children in Jonesborough community rose to 2.7% from 2.4%. In Washington County, the average health care cost is $10322. Looking at the health behaviors in Washington County approximately 28% of the adult population smoke, 29% of the adult population are obese, 29% are physically inactive (Countyhealthrankings.org, 2012). In Washington County, the number of premature deaths per 100, 000 of the population is 9028. According to usa.com, the median travel time to work in Jonesborough is 18.84 minutes. Data show less than 1% of the population utilize public transportation. 96% of Jonesborough population drive. Two percent of the population walk or cycle and 1% of the population walk home. The air pollution index of Jonesborough is 105 while its carbon monoxide index is 76. The lead index is 184. Environmentalist rate the good air quality in Jonesborough at 82%.  

Concept of Loyalty Essay Example | Topics and Well Written Essays - 250 words

Concept of Loyalty - Essay Example Loyalty is the exhibition of characteristics of commitment and devotion in order to strengthen a business or personal relationship. The concept of loyalty has its roots in all fields of life. A loyal person values the importance of faithfulness and dedication in carrying out daily activities of life. Loyalty always has a high appraisal value whether a person proves it to a person or to the organization for which he or she works. If we talk about loyalty in personal relationships, it is a fact that loyalty helps the people involved in a relationship build trust, faith, and confidence in each other. Whereas, in case of business relationships, loyalty plays its considerable role in strengthening the business terms between the involved parties. Loyalty not only shows its value in personal or business relationships but also it plays a critical role in the success of an organization or a business firm. The concept of loyalty is applicable to the employees as well (Green). Loyal employees a nd loyal customers make a firm grow and achieve reasonable market share. Employee loyalty is integral for the success of a business. Employees’ efforts, devotion, and dedication to their job responsibilities make a company reach a good position in the market and if the employees of a company will not be loyal to their company, the company will not be able to prove its worth in the market. It is true that a loyal employee is a key towards a company’s success.

The Implementation Of Erp At Tektronix Information Technology Essay

The Implementation Of Erp At Tektronix Information Technology Essay The Tektronix Inc: Global case study is a classic example of a case where an iconic leader with his team of motivated leaders and sponsors manages change by empowering and guiding people. Even though the ERP project was not an easy task, clear focus, planning and the executive push from the top meant the project was executed on a priority and various challenges tackled at the right time. In addition, the accomplishment of an ERP normally considered as a biggest information system project ever completed by a corporation (Whitten et al., 2000, Ehie and Madsen, 2005, Vlachopoulou and Manthou, 2006, Hitt et al., 2002). This case study also highlights the crucial role that business processes and business process reengineering play in the success of a global organisation. Additionally what is remarkable is the successful international implementation and rollout across divisions and geographies. Lets look at the various aspects of the ERP rollout at Tektronix one by one. The biggest challenge for any such initiative or a project is the management of change and the associated people management for such a large transformation project. This is in line with Grabski and Leech (2007) view that implementation of an ERP and associated BPR is not unchallenging. However, Carl Neun seems to manage this change as a true leader who is experienced and aware of challenges of change management (Westerman et al., 1999). Change management is a planned approach to causing people to accept transitions to develop operations (Joyce, 2000). Lets look at the change aspect of the project first and how the transformation from a legacy system to new generation ERP was successfully run. I am using the framework based of Harvard Business Review on Leading through Change. In John P Kotters (1995) article on Why Transformations fail, he highlights the eight steps to successful transformation of a organization as: Establishing a sense of Urgency Neun being an experienced CFO and an able leader knew that in order for the project to succeed and to link up the organization with an ERP system and create an ecosystem where information was available needed a sense of urgency to be created. He understood that for Tektronix to move forward and to invest and divest in various businesses, it needed to be connected via an information system else the company was headed for disaster. As Grabski and Leech (2007) stated that one approach to overcome this issue is investing in advanced information system, such as Enterprise Resource Planning (ERP) systems, to improve the business competitiveness. Moreover, the dwindling financial performance was a factor to create the sense of urgency required. The impetus from Roy Barkers goal to double the printer business and also the realisation that the printer business would be volume game created the urgency for Tektronix to be ready with an IT system that would support growth. Forming a powerful guiding coalition Neun and his senior management team were the powerful guiding coalition that was assembled by the CEO. In the case study it is mentioned that the CEO had given Neun the unlimited authority on implementation and the buck stopped with Neun with regards to the ERP implementation. Neun then selected his long time associate Bob Vance as the CIO. Along with the business justification from Roy Barker, the team become a powerful guiding coalition and the individuals worked together as a great a team. Creating a vision Carl Neun knew his end goal was to create an organisation where information was readily available and could be shared easily. He wanted to simplify the complexity and address change by removing archaic processes and systems. Neuns Frankfurt is Orlando analogy was the vision of the project. It highlighted that the business all over the world was similar barring language and certain local legal requirements. To support this, Bingi et al. (2002) believed that Integration through ERP systems allows organizations to share information in a standard format across its various divisions both in the headquarter and in its global offices, with no modifications for language and currency differences needed. Carl very clearly expanded his vision toward the implementation as with three components of a) separability of businesses b) leveraging shared services c) staying plain vanilla as possible, as alterations could lead to budget and time overruns, defective functionality (Sumner, 2000). Standardi sing the business processes was a key component of Carls vision and he was focussed to ensure that complex processes were simplified to the maximum possible extent. Communicating the vision The vision was communicated first by getting the business heads such as Barker to back the plan. Once he had raised the concerns other managers and senior managers joined in the cause. Carl and Vance took the lead to communicate the vision by first explaining their ideas of the simplified architecture of the transformed information system. They also took pain to simplify and push for standardisation. The idea of starting with implementation at CPID and then moving onto other divisions also gave the opportunity for the learnings at one place to be applied to the next one, as noted by Rogers (1995) that the adoption of a new system will follow an S curve by having innovator or early adopter organisations taking the lead, followed by early majority, late majority adopters, then at last laggards. This approach helped to teach the new behaviours as the guiding coalition was at the forefront of the change and were leading by example. Empowering others to act on the vision The key component for empowering others to change include a) Getting rid of obstacles to change b) Changing systems and structures that seriously undermine change c) Encouraging risk taking and non-traditional ideas, activities and actions. As identified by Ahadi (2006) as the change management effectiveness in the organisation. He asserts that the ability of the organisation to authorize employees, appraise performance, apply reward systems, conduct training and education and facilitate communication during the process of change is crucial. Carl Neun was empowered by the CEO to take the project through and the empowerment trickled down to the level of execution. This allowed the CIO and his team to put extra people, fire people who were acting as hindrance to the implementation. In addition the team structure put in place and the roles ensured that the projects in various geographies rolled up together very well in a coherent way. The key hindrance to success was lack of financial information and Carl Neun took the right steps to simplify the business processes and reduce disparities across the world and then put in the ERP system, which would enable the change. He shuffled the European organisation structure and chang ed it to commission basis as it would allow for the changes to be made swiftly and removal of the country managers helped the cause further. Planning for a creating Short Term wins The key to success of the Tektronix ERP implementation was the implementation of the project in waves. The concept of allowing the project to be implemented in waves did in turn create short-term wins where people and teams could see things were working. Not only did implementing the project in waves allowed for it to be implemented well but also allowed the learning from previous waves to be carried out into further projects. That is allowing what is known as windows of opportunity (Tyre and Orlikowski, 1994) to develop where the users would discover novel and better ways to carry out their daily work after implementation which could be fed back to the global group in other divisions. Consolidating improvements and producing still more change Once the first wave was successful the leadership team kept moving in to implement the changes across the organisation and across geographies. The credibility that came from implementing the first wave was used to push forward the further waves as the momentum picked up as things started to work. One very interesting aspect was the Neun and Vance decision to use consulting support for the implementation of the project. I think it was a great idea that saved the internal teams and people coordinating the project valuable time that would have been spent learning the nuances of Oracle ERP, as argued by Olsen and Saetre (2007) that the users of an ERP system may not fully be familiar with system and thus utilise it. It took the right call by allowing the firm that developed an interface between its manufacturing system and oracle to give it the rights to sell/license the interface. All these successful implementations of the one wave after another gave the momentum to keep pushing the change further and ensuring that the change agents were constantly at work on the key vision of Frankfurt is Orlando. The learning from every wave was useful and the managers were quick on their feet. They consolidated improvement to produce change and whatever was not working in a wave was changed and the successful behaviour then became a part of the next wave. For instance when the consulting firm called into help CPID was not helping, they quickly moved onto a combination of Aris, Oracle and other consultants to speed up the lost time. The project management team teamed up consultants with Tektronix staff who took the charge of business change while the consultants were given the responsibility to deal with system deals. The case clearly illustrates how the first wave was used to consolidate improvements and produce further change. While the implementation at CPID took a little longer than expected, it was considered successful. With this first domestic implementation, Tektronix was able to learn powerful lessons, build internal skills, and establish practices that helped with all of future implementation waves. Institutionalising new approaches The new business processes were thoroughly discussed before being implemented in different decisions and catered to the individual needs of each business unit. The senior team at each business unit understood the needs of the business unit and institutionalised the new approaches to doing business. Large scale project implementation and strategic alignment Tektronix managed a large-scale project very well despite lots of previous difficulties with regards to implementing other IT projects. However this one was a success because of the understanding and the vision of Neun and Vance to ensure that the business processes were simplified, as Hammer (1990) stated that the projects success involving companies investing in IT to develop their business, was usually not attained as the IT was only used to expedite existing processes. This process of alignment of the IT strategy and Business strategy is key to successful performance for any organisation as highlighted in the MIT90S (Scott Morton, 1991) and Strategic Alignment Models (SAM) (Henderson and Venkatraman, 1992). SAM suggests that for firms to be competitive, business and information strategies need to aligned (Avison et al., 2004). Henderson and Venkatraman (1992) have clearly demarcated the various domains in their strategic alignment model as shown below in the figure. They have highlighted the importance of internal and external perspectives and how the strategic fit between these aspects influences the competitiveness of firms. The key perspective that comes of the SAM is the straightforward relation between Business strategy and Business Infrastructure and IT strategy and IT infrastructure and processes. Also the cross dimensional alignment between Business Strategy and IT Infrastructure, IT strategy and Business Infrastructure and Processes is key to competitiveness. Fig 1: Strategic Alignment Model (Source: Henderson and Venkatraman, 1992) Looking at the case study it becomes apparent that Carl Neun understood the principle of a successful global organisation and his vision clearly brought together the functional integration as well as cross dimensional alignments. He knew that business processes needed to be reengineered first. As Skok and Legge (2002) acknowledged that the success of an ERP implementation is attained with preceding implementation of BPR. Accordingly, the business processes needed to be simplified and then the appropriate IT infrastructure and IT systems and processes to be put in place to get the benefits that Tektronix was seeking from the IT alignment. The strategy of implementing the project in waves was crucial to the success of the project and also the project team structure was the right structure for successful implementation of such a large project. Looking at the project management strategy, I feel that the team structure of Neun being the Project sponsor and Vance spending considerable time on the project in detail was very important. The local implementation was the guiding factor on how to move ahead with the implementation even though the global implementation had its own challenges as argued by Ross (1999), that overabundance of distinct and independent systems in different parts of the organisation impeding globalization. Program management and giving team members the authority and power to decide on the critical aspects that affected their business the most was a smart project management decision. I am particularly impressed by the structure at the local implementation where for each wave there were functional experts, change control team, Functional sub team and most importantly the test team. Each wave at the different business units had its peculiarity and different business processes depending on the structure and the need of the individual business units. If we look at the role of Functional experts who were allocated to each wave to ensure that all the essential knowledge and remained with the implementation teams till the final wave. As it has been highlighted that this led to postponement of some initiatives because other initiatives also depended on the availability of the most knowledgeable resources. I believe that this was the right strategy even though that led to delay of initiatives that were to be started; the waves that were on were implemented successfully. The project and program management of Neun and Vance must be commended, as they understood that they could not afford delays in projects. All project management is a delicate balance of the resources, time and cost as sides of a triangle. Affecting one has impact on the others. So when the projects were facing delays the management did not shy in putting in more consultants on the project. The team structure of leaving the system aspects to external consultants was a g ood decision as it freed up the business people and Tektronix experts to focus on the business processes and the knowledge aspect rather than having to understand the deep technical aspects or the architectural nuances of the ERP system. Software selection and extending the software functionality Tektronix has already seen the worse effects of the not invented here with regards to the software and infrastructure solutions. Neun made the right call with going for the Oracle ERP solution. Neun understood the outsourcing advantage and also the core competency of Tektronix was not at developing software solution. He left the development of the software and implementation to the right experts. Vance took the right decision with regards to the manufacturing ERP and leaving it in place. Had the manufacturing system been taken off and Oracle ERP components used, then it would have been a challenge as the people in manufacturing who had recently undergone a systems change would be swamped by the next change wave and would feel unsettled. I think this was the best decision taken to get an external company to do the interface between manufacturing ERP and the Oracle ERP. Vance and Neun also did not waste eons of time on deciding the alternatives and which ERP package to select. Such evaluation programs usually cost organisations lots of money and they highlight trivial differences between the best of the breed packages. The decision taken to go ahead with the oracle implementation, as the team was Neun and Vance had experience of working with Oracle and knew that the oracle solution would cater to the needs. The idea of using a small dedicated team that focussed on the capabilities of what Oracle could do and the time they spent upfront on ensuring that Oracle could do what was required for Tektronix shows the discipline and focus from top to bottom to get a solution working for the organisation. Another laudable aspect of the software implementation was the plain vanilla approach adopted by the Neun. His understanding that software adaptation and customisation not only costs money and time but also introduces other behaviours that need to regression tested showed a mature thinking with regards to software customisation and development . Instead he focussed on simplifying and adapting the business processes such that they could be realised in the plain vanilla implementation of the software. Only in special and rare cases was customisation allowed and then also where customisation was done, the teams were dedicated to rigorous testing and testing with full load scenarios to ensure that the customisation did not introduce any unintended errors and behaviours. Nevertheless, Markus et als (2000) studies of businesses implementing ERP observed that some adjustments to the system were unnecessary after the users began using it more effectively. The implementation move to using Aris and Oracle consultants once the Tektronix team were sure on what sort of consultants were useful showed the ability of the business and implementation leaders to take the best decisions for the business. They cut out the slack and unnecessary admin overheads related to evaluating consultants, interviewing and employing them. The idea to use consultants on a time and material basis was a smart idea on keeping the project on time. Use of low cost resources and contractors kept the project costs in rein and the putting of extra consultants on waves where a delay could occur, shows dedication and commitment to ensure roll outs happen in time and are successful for the projects. Replicating this success to the international level and using the waves methodology is commendable. The project team and execution structure for the international project was exemplary. The idea to do away with the country managers and keep a simple structure as the global structure was exemplary for the global project management. In fact selection of individuals who had long term ties and understanding of the global regions was the right approach taken by the program management team. Also the idea to create a central processing centre in Marlow was an excellent idea towards consolidation. Keeping English as the language of communication for the company was a sensible decision that fast tracked the implementation. Personally I feel that the brilliant job done at customisation for the printing of bills and local communication was hitting the nail on the head in terms of implementation. At the time when the project was implemented localisation was still picking up as a technology domain and would have taken much longer than expected. The consolidation of the infrastructure was another bold move which was taken by Vance; outsourcing the data centres completely freed the valuable resources and the company could focus on the core work of making the implementation a success. It was exemplary how they managed to pull off the whole thing together as a success. The results were satisfactory and when the people quoted that they spent 90% of their time just collecting data and only 10% analysing it. The whole situation changed after then implementation as people spent 90% of their time analysing information which was the core purpose of the implementation was to make information readily available and convert data into information. The Tektronix team did an excellent job. Conclusion I believe that the job was successful and what Tektronix needs to do for further implementations and such large programs is to keep the spirit and the learnings from the Oracle ERP implementation. One area that they need to pay a lot of attention would be the evolving business process framework and pay special attention to the management of Business processes. Going further in time with complex business needs and changing customer requirements and global environments would require Tektronix to adapt the business processes and if Tektronix paid special attention to keeping the business process framework up to date and then use it to drive the software changes it will keep things in control. The best way to do so would be to have process owners and process sponsors who are in charge of maintaining and consulting the stakeholders on process changes and then keep the process architecture of the organisation updated. This will ensure all further projects could experience similar success i f the right team structure and leaders are engaged.

Butch Cassidy and the Sundance Kid Essay -- Movies Papers

One of the more popular movies of the 1960s was Butch Cassidy and the Sundance Kid , which featured Paul Newman and Robert Redford as the two titled Western outlaws. The film portrays the careers of Butch and Sundance, and how they were forced by the law to leave the Wild West for South America. In the last scene of the movie, the two bandits are shown surrounded by a bunch of South American soldiers after a robbery-gone-bad. Facing capture and extradition to the United States, the two badmen charge out of their hiding place, guns firing away. The film stops there, giving the impression that the two outlaws died in a blaze of glory with their boots on. However, did the real Butch Cassidy and Sundance Kid meet their end in some one-sided shootout in South America? Members of both men’s families, as well as some historians, believe that the two men survived the shootout and later returned to the United States. A number of men have claimed to be the notorious outlaws , the most credible being a machine-shop owner by the name of William Phillips who said he was really Butch Cassidy. Based on the available information, the debate could go either way. Butch Cassidy and the Sundance Kid both came from respectable families that were trying to make a living on the wild American frontier of the nineteenth century. Butch, born Robert LeRoy Parker, was actually the grandson of one of the original bishops of the Mormon Church (Editors 91). However, early on in his life, Robert turned to crime. He started out small, rustling cattle and stealing horses (Meadows and Buck 22). Robert Parker picked up his alias from his short career as a butcher. The name Cassidy came from Mike Cassidy, the con who taught Parker ... ...n all likelihood, though, no smoking gun will ever be found that says that the two men did indeed die in Bolivia. Butch and Sundance probably would have liked it that way. Works Cited Editors of Time-Life Books. The Gunfighters. Alexandria, Virginia: Time-Life Books, 1974. Horan, James D. The Outlaws. New York: Crown Publishers, 1977. Johnston, Dorothy M. Western Badmen. New York: Ballantine Books, 1973. Meadows, Anne and Daniel Buck. â€Å"Running Down A Legend.† Americas. (Nov.-Dec 1990) : 21-27. Infotrac Expanded Academic ASAP. Patterson, Richard. Butch Cassidy: A Biography. Lincoln, Nebraska: University of Nebraska Press, 1998. Stewart, Gail B. Where Lies Butch Cassidy? New York: Crestwood House, 1992. â€Å"Wanted-Butch and Sundance.† Clyde Snow. NOVA. PBS. WUNK-TV, Greenville, N .C., October 12, 1993.

E-learning in health profession

Chapter ONE: IntroductionHealth professionals are working in a engineering goaded workplace, there are high outlooks that nurses develop accomplishments in information and communicating engineerings ( ICT ) ; ( Connecting for Health, 2008 ) . E-Learning has a important function to play in the future way of nurse CPD within the administration, with restraints on support for staff development activities ( Rivers, 2007 ) , together with the increased publicity of ego directed larning within CPD activities and an addition in digitised resources being made available on-line via inter and intranet, probe into this country of professional development within the administration is indispensable. Given the demands for an IT literate work force within the NHS the writer considers e-Learning to be a valuable medium for CPD activities and recognised a demand for farther geographic expedition in this country of go oning pattern development. The Nursing and Midwifery Council ( NMC ) require nurses to continually update themselves through CPD, normally referred to as PREP ( Post Registration Education and Practice ) ( NMC, 2008b ) . This poses a peculiar challenge in today ‘s workplace where there are fewer financess available to run into the demands of the diverse scope of staff development required, budgets are often set aside to supply little other than the ‘mandatory ‘ preparation and as a consequence nurses frequently perceive the demand to self fund ‘non compulsory ‘ CPD activities ( Rivers, 2007 ) . Additionally nurses besides face the challenge of happening clip to update, being released from pattern is frequently a challenge ; these challenges were recognised by Bahn ( 2007 ) in her survey into nurse orientation towards prosecuting in formal and informal acquisition within go oning instruction and womb-to-tomb acquisition. Sing entree to e-Learning in the workplace, Wright & A ; Bing ham present several barriers: â€Å" work force reserve to the usage of ICT for larning, combined with deficiency of basic ICT accomplishments, the restrictions of local IT infrastructures, and deficiency of staff clip to set about acquisition † ( 2008,4-5 ) . They go on to province that the deficiency of accomplishments and expertness to develop and present e-Learning and blended acquisition ( larning comprised of a combination of traditional and e-Learning attacks ( JISC no day of the month ) ) is a farther important barrier within about every administration they surveyed. The publication of the National Framework For Lifelong Learning ( DH 2001 ) and subsequently the development of the scheme Supporting Best Practice in e-Learning across the NHS ( National Workforce Group, 2005 ) work together to determine the development of C & A ; IT expertness within the NHS work force ; the National Programme for Information Technology ( NPfIT ) delivered through local execution by Strategic Health Authorities ( SHA ) ( Connecting for Health, 2008 ) and consequences of the E-Learning Scoping Exercise for NHS South Central part ( Wright & A ; Bingham, 2008 ) are expected to further back up the bringing of NHS Improvement Plan and the Standards for Health through more effectual preparation and development advancement at a local degree. There has been significant investing in increasing the proviso and handiness of IT resources to back up work based larning & A ; CPD. Many collaborative undertakings saw the outgrowth of resources developed by the former NHS University ( NHSU ) , abolished in 2005, whose purposes were to make and better chances for larning ; make high quality larning environments, and lead research into future larning demands. This developed into NHS Institute for Learning, Skills and Innovation ( DH 2005 ) , and subsequently NHS Institute for Innovation and Improvement. The Core Learning Units ( CLU ) developed under the NHSU were transferred to the Skills for Health administration and hosted within the NHS Core Learning Unit web site ( CLU, 2008 ) . Concurrently there has been apparent growing and development within the National Library for Health ( NLH ) which in April 2009 was transferred NHS Evidence and rebranded The NHS Evidence Health Information Resources ( NICE, 2008 ) with an increased proviso of e-books, and on-line diaries, together with increasing handiness of staff development resources within organizational Intranet or practical acquisition environments ; including digitised learning stuffs, pictures, CD-ROM and audio files ; often delivered online via Internet synchronised with Learner Management Systems ( LMS ) for monitoring and entering staff development activities. Research into e-Learning has increased in recent old ages with a turning figure of studies concentrating on developments within Higher Education Institutions ( HEIs ) viz. Higher Education Funding Council for England ( HEFCE ) ( 2005 ) , JISC ( 2007 ) , Sharpe et Al ( 2006 ) , Waite & A ; Bingham ( 2008 ) and developments concentrating on implementing e-Learning within the NHS examined by Farrell ( 2006 ) , Gill ( 2007 ) , National Workforce Group ( NWG ) ( 2005 ) and Wright & A ; Bingham ( 2008 ) ; the findings and recommendations from these publications will be considered within the design and execution of the research undertaking. Given the demands within the NHS for an IT literate work force, from the grounds presented, e-Learning proposes to be a potentially valuable medium to heighten CPD activities. Locally it is recognised that farther geographic expedition of the factors that influence the determinations of larning disablement nurses integrating of e-Learning into their CPD is needed. Premises: This survey assumes that e-Learning ( definition, see appendix 1 ) poses a important advantage in supplying nurses with the chance to run into Continuing Professional Development ( CPD ) ( definition, see appendix 1 ) demands in a more flexible manner than through the more ‘traditional contexts ‘ i.e. ‘campus based face-to-face bringing, entirely. Flexible acquisition and bringing were recognised by Sandars who stated that e-Learning has tremendous potency, he predicted that progresss in engineering would â€Å" let rapid entree to high-quality resources, both on- and offline, from work and place, and at a clip and gait to accommodate the person † ( 2003:3 ) . Ease of entree is still a cardinal constituent for the success of e-Learning for professional development. The ‘Martini ‘ gimmick phrase is still apparent today with any clip, anyplace, and any gait acquisition ( JISC ( Joint Information Systems Committee ) 2008 ) . With this flexibleness th ere is besides the possible to convey together the traditional contexts with e-Learning to supply a richer learning experience ; normally this is referred to as ‘Blended Learning ‘ ( Sharpe et al, 2006 ) . Flexibility is one of the cardinal advantages of e-Learning recognised by the National Workforce Group ( NWG ) and Department of Health ( DH ) ( 2006 ) who recognised the value of investing in workforce instruction delivered through e-Learning to back up the modernization of the NHS and the on-going development of its work force. Research inquiry: What factors influence the personal determinations of larning disablement nurses ‘ to incorporate e-Learning into their Continuing Professional Development ( CPD ) activities? The survey aimed to place and research factors which encourage and support the inclusion of e-Learning within CPD activities and factors which discourage and suppress the inclusion of e-Learning within CPD activities. Recommendations and findings of the survey seek to inform the development and bringing of CPD activities within the Ridgeway Partnership ( Oxfordshire Learning Disability NHS Trust ) . Structure of the survey: Chapter one, presents the survey focal point, placing influences from national authorities ; the professional organic structure for Nurses and Midwives rehearsing in the United Kingdom ( UK ) the Nursing and Midwifery Council ( NMC ) ; and influences from the Department of Health ( DH ) ; the National Health Service ( NHS ) and societal policy issues. Background information is so presented followed by a principle for set abouting the survey. The research inquiry is presented together with the purposes and aims for the survey, basically these guide the whole undertaking. In chapter two, contains the literature reappraisal. Existing literature refering to the subjects of E-Learning, Continuing Professional Development ( CPD ) and Learning Disability Nurses. Chapter Three, presents the methodological analysis and methods of the survey, researching the philosophical constructs that inform the overall attack of the thesis ; showing the theoretical model, design of the survey and related ethical issues. Ethical motives Committee blessing was sought for the survey, the moralss proposal procedure will be presented and explored. Finally the methods of the survey will be presented and discussed. The consequences of the survey are presented in Chapter Four, accompanied by informations analysis. Chapter five nowadayss a treatment of the salient points which emerged from the analysis of the consequences. Chapter six offers the decisions drawn from the treatments with cardinal findings of the undertaking. Recommendations for alterations in pattern associating to e-Learning and CPD activities are put frontward. A contemplation on the experience of carry oning this survey using the brooding model of ( Reference ) brings the thesis to an terminal.Chapter Two: LITERATURE REVIEWWhile transporting out the literature reappraisal ; it became evident that there is a deficiency of published work associating to the experiences of larning disablement nurses ‘ engaging in Continuing Professional Development ( CPD ) activities likewise there is a deficiency of published work concentrating on larning disablement nurses ‘ prosecuting in e-Learning. Structure how I under took the lit reappraisal†¦Chapter Three: METHODOLOGY AND METHODSThe research inquiry requires the premises about nurses ‘ engagement in eLearning within CPD activities be explored. A survey to supply such replies would necessitate an geographic expedition of the ideas and experiences of nurses be aftering and prosecuting with CPD activities ; hence a qualitative attack will be adopted for this survey. Qualitative research permits an geographic expedition of the lived experience and is viewed through the eyes of the individual under survey ( Bryman, 2004 ) . The survey will use an inductive, descriptive methodological analysis comprising of facets from both phenomenological and ethnographic attacks. Harmonizing to Creswell ( 2007 ) these are most appropriate attacks to see when analyzing experiences as lived by the survey participants. To accomplish this it is necessary that that the experiences of nurses prosecuting in CPD activities are collected, de scribed and so analysed before decisions are drawn. Therefore a assorted attack has been selected as it appears to be the most appropriate in replying the survey inquiry. Theoretical position: A qualitative design has been selected for the survey as it is extremely suited to researching the lived experiences of the participants to find which factors influence them when be aftering their CPD activities. The survey asked participants to portion their ideas and experiences to detect any possible barriers or restraints they have encountered when be aftering within CPD activities ; through single interview it will place which factors discourage and suppress the inclusion of eLearning within CPD activities and which encourage and back up the inclusion of eLearning within CPD activities. Thematic analysis will set up subjects from which actions cane be identified for service development. Paradigm – The paradigm of the survey consists of the followers ; the ontological position is relativist, the writer believes that there is no individual reply to the challenge, the result is dependent on context and is different among persons. The epistemic position is subjectivist, it would be hard to be nonsubjective in such a research undertaking as the writer has an established and seeable presence in larning & A ; learning in peculiar in e-learning in their employing administration, it is indispensable that this is taken into consideration as it may act upon upon the research undertaking and the methodological position is hermeneutic. Methodology: The survey is interview based and will use an inductive, descriptive methodological analysis seeking the experiences of larning disablement nurses prosecuting in CPD activities. The survey focuses on the experiences of registered larning disablement nurses, employed in a particular NHS Trust in England, UK. The inclusion standard is deliberately wide to guarantee nurses from any country of the Trust could take part. It is besides of import to roll up the positions of nurses who have non yet engaged in CPD activities utilizing e-Learning every bit good as those who have. Therefore for matter-of-fact grounds purposive sampling was employed. Purposive sampling ( Polit & A ; Hungler, 1999: 284 ) was utilised to try to happen a more closely defined group for whom the research inquiry will be important. Polkinghorne ( 1989 ) and Ryan & A ; Bernard ( 2003 ) advocator that trying continues until theoretical impregnation has been reached. This is advocated by Guest et Al ( 2006 ) who identifies in wellness scientific discipline research, that impregnation has become the ‘gold criterion ‘ by which purposive sample sizes are determined. It was hence of import to guarantee that a sufficient Numberss of participants are recruited to supply the volume of day of the month required to make ‘theoretical impregnation ‘ and remain manageable within the clip graduated table of the survey. A sample size of six has been chosen for this survey, this figure is suggested by Polkinghorne ( 1989 ) as a suited figure for informations aggregation via interviews. Figure 1 Outline of the methodological analysis.Draft survey/ interview agenda ( unfastened and closed inquiries ) ;Informal testing ;Revise bill of exchange survey/ interview agenda ;Pre-test revised bill of exchange utilizing interviews ;Revise study once more ;Carry out chief informations aggregation interviews ;Transcribe interviews ;Send to participants for ‘respondent proof ‘ ;Code informations and fix informations files ;Analyse informations and write study.( Based on Robson 2002:229 ) . A Trust decision maker will direct a missive ask foring engagement in the survey to each first degree, registered Learning Disability Nurse employed within the Ridgeway Partnership ( Oxfordshire Learning Disability NHS Trust ) . The invitation will include an lineation of the survey placing purposes and aims and time-scale and demands on participants. The participant information sheet and answer faux pas will be sent as enclosures to the invitation missive, they will be asked to return their completed answer faux pas. Correspondence will be sent via the Trust internal postal system, respondents will be provided with a return ego addressed envelope for their usage. If the full sample has non been recruited within four hebdomads so a 2nd invitation to take part will be extended via the Trust ‘Nurses Newsletter ‘ . This is a bi-monthly electronic newssheet produced within the Trust and sent by a Trust decision maker via electronic mail to all registered nurses. Potential participants will be invited to reach Jill Pawlyn for more information on the undertaking and to bespeak the participant information sheet. Inquirers will be sent a transcript of the participant information sheet and answer faux pas, they will be asked to return their completed answer faux pas. Correspondence will be sent via the internal postal system, respondents will be provided with a return ego addressed envelope for their usage. Follow up letters will be sent two hebdomads after reacting to the initial question. If no response received so the participant will non be contacted once more. Participants who complete and return the answer faux pas will be invited to go to an single interview. Although the focal point of the survey is on e-Learning activities, the initial invitation to take part is non being made electronically as this would instantly curtail the sample to participants who have a work electronic mail reference and are users of engineering at work. Interviews will be structured utilizing the interview agenda ; participants will be asked a series of inquiries to garner an history of their experience. To guarantee an accurate record of the interview is captured interviews will be audio recorded. Interviews will be conducted at a clip and workplace location which is most convenient to the participants, ideally an interview room on one of the three chief Trust sites ( Oxford, Marlborough & A ; Aylesbury ) which is near to the participants work base, is physically accessible and affords a sufficient degree of privateness to guarantee the participant can talk freely during the interview. Jill Pawlyn will guarantee suited suites are booked for each interview. Interview notes will be transcribed into direct ‘accounts ‘ , a transcript of the transcript will be sent to interview participants for ‘respondent proof ‘ . Data analysis will be conducted utilizing quantitative and qualitative attacks consisting of both thematic and descriptive analysis. Data analysis will get down on reception of the returned transcripts. Data analysis will be aided utilizing NVivo, this package can manage big sums of informations rapidly, and it helps the development of consistent coding strategies and provides individual location storage for all informations and stuff for the undertaking. Data will be analysed utilizing thematic analysis, informations within the interview transcripts will be given codifications, extra remarks and contemplations will be noted utilizing ‘memos ‘ ; similar recurring phrases, subjects, experiences etc will be sought. From the forms generated from the informations a set of ‘generalisations ‘ will so be developed these generalizations will be discussed and reported on in the concluding study ( Adapted from: Miles & A ; Huberman, 1994: 9 ) . Chief inclusion and exclusion standards. Inclusion standard First degree, registered learning disablement nurses employed in Ridgeway Partnership ( Oxfordshire Learning Disability NHS Trust ) , and of this group the first six who express involvement. Exclusion standard employees of Ridgeway Partnership ( Oxfordshire Learning Disability NHS Trust ) , who are non first degree, registered learning disablement nurses ; the research workers line director and those nurses to whom the research worker provides clinical supervising. No exclusions will be made on the footing of age, disablement, gender, race, cultural beginning or nationality, faith or belief, or sexual orientation. sample size for the research? How many participants/samples/data records do you be after to analyze in entire? Sample size six nurses drawn from a population of 150 nurses within one NHS Trust. Participants are all rehearsing nurses in the UK. Written communications within the trust are in English. How was the sample size decided upon? If a formal sample size computation was used, bespeak how this was done, giving sufficient information to warrant and reproduce the computation. The survey focuses on the experiences of registered nurses, employed in a particular NHS Trust in England, UK. The inclusion standard is deliberately wide to guarantee nurses from any country of the Trust could take part ; for matter-of-fact grounds purposive sampling is being employed. What are the possible hazards and loads for research participants and how will you understate them? There are no hazards or other obvious disadvantages from taking portion. There is a demand for participants to perpetrate clip to take part in the informations aggregation and look intoing the interview transcripts, across the continuance of the survey this should non transcend 1 1/2 hours in entire. To understate the hazard of incommodiousness take parting in the survey, interviews will be held in Trust locations as near to the participants ‘ work base as possible and at a clip which is reciprocally convenient to the participant and research worker. No hazard to self esteem originating from the interview, inquiries are non invasive. potency for benefit to research participants? There are no direct benefits to taking portion, although engagement will supply participants with an chance for personal contemplation through which they may derive penetrations into their ain acquisition penchants and place countries for future CPD actions. By take parting in this survey persons will assist us to understand how better to plan and back up CPD activities delivered via e-Learning within the Trust. How and by whom will potential participants, records or samples be identified? A Trust decision maker will direct a missive ask foring engagement in the survey to each first degree, registered Learning Disability Nurse employed within the Ridgeway partnership ( Oxfordshire Learning Disability NHS Trust ) . Confidentiality of the information provided by participants can merely be protected within the restrictions of the jurisprudence. Participant individualities will be protected through ‘de-identification ‘ , participants ‘ will be given an single unique placing codification which will be know merely to Jill Pawlyn. Personal information and the identifying codifications will be held individually and be stored in a secure location. Identities of participants will be held in assurance from other members of staff in the Trust. To make this, informations will be de-identified before it is analysed and in the concluding study participants will be referred to by a anonym. No personally placing information will be presented in the concluding study. The information will be kept firmly in the Trust, for two old ages from the day of the month of completion, before being destroyed. How and by whom will potential participants foremost be approached? Initial attack will be via a missive ask foring engagement in the survey. This will be sent by a Trust decision maker to each nurse employed within the Trust. The invitation will include an lineation of the survey placing purposes and aims and time-scale and demands on participants. The participant information sheet and answer faux pas will be sent as enclosures to the invitation missive, they will be asked to return their completed answer faux pas. The follow-up invitation will be achieved via the ‘Nurses Newsletter ‘ . The decision maker to the Director for Performance, Information and Nursing compiles and distributes the Nurses Newsletter, every two months. Distribution is via the trust electronic mail and internal station systems. Potential participants will be invited to reach Jill Pawlyn to bespeak farther information about the survey or to bespeak a transcript of the participant information sheet. Invitation letters will be sent to Nurses by a Trust decision maker who has entree to the database of registered nurses. On question, possible participants will be asked to supply personal information for future correspondence within the answer faux pas giving ; name, work reference, email reference and work phone figure. A follow up invitation to take part in the survey will be included in the Trust ‘Nurses Newsletter ‘ , the invitation will include an lineation of the survey placing purposes and aims and time-scale and demands on participants. Consent Potential participants will be sent a transcript of the participant information sheet and answer faux pas, they will be asked to return their completed answer faux pas. Correspondence will be sent via the internal postal system, respondents will be provided with a return ego addressed envelope for their usage. Follow up invitations will be sent two hebdomads after reacting to the initial question. If no response received so the participant will non be contacted once more. Participants who complete and return the answer faux pas will be invited to go to an single interview. At the start of the interview Jill Pawlyn will corroborate inside informations of the Participant Information Sheet with the participant, supplying an chance to inquire any farther inquiries they may hold. The consent signifier will be issued and the participant will be asked to subscribe the signifier to mean consent to take part. The participant will be given a transcript of their signed consent signifier for their records. The interview will get down. Should any participant diminution to consent, they will thanked for their attending. Participants will enter consent on a consent signifier. Consent received will be recorded in the survey records. guarantee the confidentiality of personal informations? Participants will be given an single unique placing codification which will be know merely to Jill Pawlyn. Participant name and work contact inside informations will be kept in an encrypted password-protected computing machine file held individually from any informations supplied during interview and audio recording ; accessible merely by Jill Pawlyn. Identities of participants will be held in assurance from other members of staff in the Trust. Data will be de-identified before it is analysed and in the concluding study, participants will be referred to by a anonym. No mention to personally placing information will be presented in the concluding study. Relationships between research worker and participants There are personal relationships in the administration patronizing the survey: The main research worker ( Marion Waite ) is an employee of Oxford Brookes University, the patronizing HEI. Other research worker ( Jill Pawlyn ) who at the clip of get downing the syudy was an employee of the Ridgeway Partnership ( Oxfordshire Learning Disability NHS Trust ) , the site of probe and a parttime pupil at Oxford Brookes University, the research worker is besides sub contracted as a portion clip employee of Oxford Brookes University. inform participants of the consequences? Findingss will be disseminated separately to participants and more widely through the Nurses Forum to Trust stakeholders in the signifier of an unwritten presentation and paper ; Presentation and study to the Trust R & A ; D commission ; Presentation at relevant conference ; Publication of findings in relevant diary or text book ; The undertaking study will be located in the Trust Library and Intranet as a mention resource ; A transcript of the concluding thesis is retained in the University library for mention. Sample: Entree to data/sample: Data aggregation: Datas analysis: Data will be analysed utilizing a thematic attack, theme designation will be achieved using the techniques of Ryan & A ; Bernard ( 2003 ) .Chapter FOUR: Consequence and ANALYSISmethods of analysis ( statistical or other appropriate methods, e.g. for qualitative research ) by which the information will be evaluated to run into the survey aims. Data analysis will be conducted utilizing thematic analysis, coding single responses for emergent subjects and issues. To help the procedure informations analysis package will be used ( e.g. NVivo 8 ) . Interview notes will be transcribed into direct ‘accounts ‘ , a transcript of the transcript will be sent to the interview participant for ‘respondent proof ‘ . Data analysis will get down on reception of the returned transcripts. Data analysis will be aided utilizing NVivo, this package can manage big sums of informations rapidly, and it helps the development of consistent coding strategies and provides individual location storage for all informations and stuff for the undertaking. Data will be analysed utilizing thematic analysis, informations within the interview transcripts will be given codifications, extra remarks and contemplations will be noted utilizing ‘memos ‘ ; similar recurring phrases, subjects, experiences etc will be sought. From the forms generated from the informations a set of ‘generalisations ‘ will so be developed these generalizations will be discussed and reported on in the concluding study. ( Adapted from: Miles & A ; Huberman, 1994: 9 )Chapter FIVE: DiscussionDiscuss the of import points that emerge from the analysis of the consequences. Restrictions: Restrictions chiefly originate in the sample method, purposive sampling introduces bias nevertheless it is necessary to concentrate the survey on the coveted mark group. The sample will merely include those who responded to the invitation to take part and returned completed consent signifiers. Further restrictions arise in the prejudice declared by the research worker, who has a peculiar professional involvement in e-Learning and its application to nurse CPD and possible ‘Observer Effect ‘ this is when the perceiver ‘s survey of the behavior changes the nature of the behavior, likewise this alteration can happen during interview. Robson ( 2002 ) indicates that addiction can cut down this consequence, placing how a individual becomes progressively familiar with the procedure of observation and hence less constrained.Chapter Six: DecisionMentionsBahn D ( 2007 ) Orientation of nurses towards formal and informal acquisition: Motivations and perceptual experiences. Nurse Education Today. 27 ( 7 ) , 723-730.Barker PJ ( 1991 ) Interview. In: Cormack DFS ( Ed ) . The Research Process in Nursing ( 2nd edition ) . Oxford: Blackwell Scientific Publications, 207-214.Bryman A ( 2004 ) Social research methods ( 2nd edition ) . Oxford: Oxford University Press.CLU ( 2008 ) NHS Core Learning Unit. Available at: hypertext transfer protocol: //www.corelearningunit.com/ ( accessed 17/11/09 ) .Connecting for Health ( 2008 ) Programmes for IT: In your country. Available at: hypertext transfer protocol: //www.connectingforhealth.nhs.uk/area ( accessed 17/11/09 ) .Creswell JW ( 2007 ) Qualitative Inquiry and Research Design: Choosing Among Five Approaches ( 2nd edition ) Thousand Oaks, California: Sage Publications Inc.Crofts L ( 2002 ) Geting Started. In: Tarling M & A ; Crofts L ( Eds ) The indispensable research worker ‘s enchiridion: for nurses and wellness attention professionals ( 2nd edition ) . Edinburgh: Baillie`re Tindall, 1-18.Department of Health ( DH ) ( 1999 ) Continuing professional development: Quality in the new NHS. Available at: hypertext transfer protocol: //www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/ @ dh/ @ en/documents/digitalasset/dh_4012012.pdf ( accessed 17/11/09 ) .DH ( 2001 ) Working together, larning together: a model for womb-to-tomb acquisition for the NHS. Available at: hypertext transfer protocol: //www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/ @ dh/ @ en/documents/digitalasset/dh_4058896.pdf ( accessed 17/11/09 ) .DH ( 2005 ) The NHS Institute for Learning, Skills and Innovation: The Way Forward. Available at: hypertext transfer protocol: //www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/ @ dh/ @ en/documents/digitalasset/dh_4107524.pdf ( accessed 17/11/09 ) .Economic and Social Research Council ( ESRC ) ( 2006 ) Research Ethics Framework ( REF ) . Available at: hypertext transfer protocol: //www.esrcsocietytoday.ac.uk/ESRCInfoCentre/Images/ESRC_Re_Ethics_Frame_tcm6-11291.pdf ( accessed 17/11/09 ) .Farrell M ( 2006 ) Learning otherwise: vitamin E larning in nurse instruction. Nursing Management, 13 ( 6 ) , 14-17Geertz C ( 1973 ) The reading of civilizations: selected essays. New York: Basic Books.Gill A ( 2007 ) E-Learning and professional development – ne'er exces sively old to larn. British Journal of Nursing. 16 ( 17 ) , 1084-1088.Guba EG & A ; Lincoln YS ( 1981 ) Effective rating: Bettering the utility of rating consequences through antiphonal and realistic attacks. San Francisco: Jossey-Bass.Guest G, Bunce A & A ; Johnson L ( 2006 ) How Many Interviews Are Enough? An Experiment with Data Saturation and Variability. Field Methods. 18 ( 1 ) , 59-82.HEFCE ( 2005 ) Scheme for e-Learning. Available at: hypertext transfer protocol: //www.hefce.ac.uk/pubs/hefce/2005/05_12/05_12.pdf ( accessed 17/11/09 ) .Husserl E ( 1977 ) Cartesian speculations: an debut to phenomenology. Dordrecht: Kluwer Academic Publishers.JISC ( no day of the month ) e-Learning. Available at: hypertext transfer protocol: //www.jisc.ac.uk/whatwedo/themes/elearning.aspx ( accessed 17/11/09 ) .JISC ( 2007 ) Accessible e-learning in Higher Education. Available at: hypertext transfer protocol: //www.jisc.ac.uk/media/documents/programmes/distributedelearning/delaccfinalreport.pdf ( accessed 17/11/09 ) .JISC ( 2008 ) Effective Use of Virtual Learning Environments. Available at: hypertext transfer protocol: //www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs ( accessed 17/11/09 ) .Miles MB & A ; Huberman AM ( 1994 ) Qualitative information Analysis: An expanded sourcebook. ( 2nd edition ) . Thousand Oaks. California: Sage Publications.National Institute for Health and Clinical Excellence ( NICE ) ( 2008 ) NHS Evidence: Health Information Resources. Available at: hypertext transfer protocol: //www.library.nhs.uk ( accessed 17/11/09 ) .National Workforce Group ( 2005 ) Supporting Best Practice in e-Learning across the NHS. Preston: Cumbria and Lancashire Strategic Health Authority.National Workforce Group & amp ; Department of Health ( 2006 ) Modernizing healthcare preparation: e-learning in health care services. Available at: hypertext transfer protocol: //www.healthcareworkforce.nhs.uk/index.php? option=com_docman & A ; task=doc_download & A ; gid=42 & A ; Itemid=82 ( accessed 17/11/09 ) .NMC ( 2008a ) The Code: Standards of behavior, public presentation and moralss for nurses and accoucheuses. Available at: hypertext transfer protocol: //www.nmc-uk.org/aArticle.aspx? ArticleID=3056 ( accessed 17/11/09 ) .NMC ( 2008b ) The PREP Handbook. Available at: hypertext transfer protocol: //www.nmc-uk.org/aDisplayDocument.aspx? documentID=4340 ( accessed 17/11/09 ) .Polit DF & A ; Hungler BP ( 1999 ) Nursing Research: Principles & A ; Methods ( 6th Edition ) . Philadelphia: Lippincott.Polkinghorne DE ( 1989 ) Phenomenological research methods. In: Valle RS & A ; Halling S ( Eds ) Existential-phenomenological positions in psychological science: researching the comprehensiveness of human experience. New York ; London: Plenum, 41-60.Punch K ( 2006 ) Developing Effective Research Proposals. ( 2nd Edition ) . London: Sage Publishers.Rivers S ( 2007 ) The larning journey, portion 4: who pays? Practice Nursing. 18 ( 11 ) , 560-563.Robson ( 2002 ) Re al universe research: a resource for societal scientists and practitioner-researchers ( 2nd edition ) . Oxford: Blackwell.Ryan GW & A ; Bernard HR ( no day of the month ) Techniques to Identify Themes in Qualitative Data. Available at: hypertext transfer protocol: //www.analytictech.com/mb870/Readings/ryan-bernard_techniques_to_identify_themes_in.htm ( accessed 17/11/09 ) .Ryan GW & A ; Bernard HR ( 2003 ) Techniques to Identify Themes. Field Methods. 15 ( 1 ) , 85-109.Sandars J ( 2003 ) e-learning: the coming of age. Education for Primary Care. 14 ( 1 ) , 1-5.Sharpe R, Benfield G, Roberts G & A ; Francis R ( 2006 ) The undergraduate experience of blended e-learning: a reappraisal of UK literature and pattern. Available at: hypertext transfer protocol: //www.heacademy.ac.uk/assets/York/documents/ourwork/research/Sharpe_Benfield_Roberts_Francis.pdf ( accessed 17/11/09 ) .Waite M & A ; Bingham H ( 2008 ) Best pattern counsel for blended acquisition attacks to CPD instruction for NHS s taff. Available at: hypertext transfer protocol: //www.nesc.nhs.uk/Docs/EL % 20Marions % 20Report.doc ( accessed 17/11/09 ) .Welman JS, Kruger SJ, & A ; Mitchell BC ( 2005 ) Research Methodology ( 3rd edition ) . Cape Town: Oxford University Press Southern Africa.Wright A & A ; Bingham H ( 2008 ) E-learning Scoping Exercise for NHS South Central: consequences and recommendations: Separate One: Trusts and PCTs. Available at: hypertext transfer protocol: //www.nesc.nhs.uk/Docs/06052008 % 20- % 20Final % 20report % 20 ( Public % 20copy ) % 20- % 20v8 % 20AGW.doc ( accessed 17/11/09 ) .BibliographyMurray PJ ( 1996-2002 ) Nursing the cyberspace: a instance survey of nurses ‘ usage of computer-mediated communications. Available at: hypertext transfer protocol: //www.peter-murray.net/msc/disscont.htm ( accessed 01/05/08 )Microsoft ( 2006 ) IT Training Any Time, Any Place for NHS Staff. Available at: hypertext transfer protocol: //www.microsoft.com/uk/press/content/presscentre/release s/2006/12/pr03774.mspx ( accessed 01/05/08 )Pope C, Ziebland S & A ; Mays M ( 2000 ) Qualitative research in wellness attention: Analysing qualitative informations. British Medical Journal. 320 ( 7227 ) : 114-116Sandars J & A ; Langlois M ( 2006 ) Online collaborative acquisition for health care go oning professional development: lessons from the recent literature. Education for Primary Care. 17 ( 6 ) : 584-92Smith JA ( 1996 ) Beyond the divide between knowledge and discourse: utilizing interpretive phenomenological analysis in wellness psychological science. Psychology & A ; Health. 11 ( 2 ) : 261-271.AppendixsDefinitions Continuing professional development ( CPD ) A First Class Service ( DH 1999: 5 ) defines CPD â€Å" as a procedure of womb-to-tomb larning for all persons and squads which meets the demands of patients and delivers the wellness results and healthcare precedences of the NHS and which enables professionals to spread out and carry through their possible † ; â€Å" CPD should be focussed on the demands of patients and should assist persons and squads deliver the wellness results and healthcare precedences of the NHS, as set out in national service models and local wellness betterment programmes. CPD should be a partnership between the person and the administration ; its focal point should be the bringing of high quality NHS services every bit good as run intoing single calling aspirations and larning demands. All chances should be taken for patients and patients groups to hold an input † ( DH 1999: 6 ) . e-Learning JISC ( Joint Information Systems Committee ) ( no day of the month ) indicate that e-Learning can be defined as â€Å" larning facilitated and supported through the usage of information and communications engineering ‘ . It can cover a spectrum of activities from the usage of engineering to back up larning as portion of a ‘blended ‘ attack ( a combination of traditional and e-Learning attacks ) , to larning that is delivered wholly on-line † .Mentions:Department of Health ( 1999 ) Continuing Professional Development Quality in the new NHS. Available at: hypertext transfer protocol: //www.dh.gov.uk/en/Publicationsandstatistics/Lettersandcirculars/Healthservicecirculars/DH_4004315? IdcService=GET_FILE & A ; dID=27906 & A ; Rendition=Web ( accessed 01/06/08 )JISC ( no day of the month ) e-Learning. Available at: hypertext transfer protocol: //www.jisc.ac.uk/whatwedo/themes/elearning.aspx ( accessed 01/06/08 )Useful Web sites:Interpretative Phenomenological Analy sis ( IPA ) this website lineations IPA and its application to qualitative research – hypertext transfer protocol: //www.psyc.bbk.ac.uk/ipa/The NHS Core Learning Unit ( NHS CLU ) has delivered core larning programmes since October 2005 following the death of the NHS University ( NHSU ) . The Unit isahosted administration within the National Health Service. Programs are funded by the Strategic Health Authorities in England and are, as such, available free of extra charges, to NHS staff. – hypertext transfer protocol: //www.corelearningunit.com/Useful web sitehypertext transfer protocol: //www.nesc.nhs.uk/e-learning__libraries/e-learning/strategy, _policies__documenta.aspxThe NHS Institute for Innovation and Improvement supports the NHS to transform health care for patients and the populace by quickly developing and distributing new ways of working, new engineering and first leading – hypertext transfer protocol: //www.institute.nhs.uk/The NHS and Social Care E-Le arning Resources Database – contains inside informations of e-Learning plans that have been developed and are available for usage within the wellness and attention sector – hypertext transfer protocol: //www.nhselearningdatabase.org.uk/ .Skills for Health was established in April 2002 with support from the DH, the independent and voluntary wellness sectors and staff administrations to go the Sector Skills Council ( SSC ) for wellness across the UK. Skills for Health takes a UK-wide lead for the development and usage of incorporate competence models across health care – hypertext transfer protocol: //www.skillsforhealth.org.uk/

Daisy Miller

Daisy Miller, A Study can be examined as the story of initiation of Daisy, one of its main characters. To demonstrate this conception, we will consider Marcus Mordecai’s, Joseph Campbell’s and W. R. B. Lewis’ works as well as examples from the nouvelle itself. Marcus Mordecai states, ‘the most decisive initiations carry their protagonists firmly into maturity and understanding, or at least show them decisively embarked toward maturity. These initiations usually center on self-discovery’ (Mordecai,1960:223). Daisy’s process of initiation fits clearly in Mordecai’s decisive initiation. She enters the world of maturity through a series of steps. To begin with, we should cite the definition of story of initiation that Mordecai provides: An initiation story may be said to show its young protagonist experiencing a significant change of knowledge about the world or himself, or a change of character, or of both, and this change must point or lead him towards an adult world. (†¦ ) it should give some evidence that the change is at least likely to have permanent effects. (Mordecai,1960:223) To continue, the stages by which Daisy accomplishes her decisive initiation are depicted by Joseph Campbell in his book The Hero with a Thousand Faces. On our opinion when the story begins, Daisy has already crossed the threshold, in others words, she has accepted the call of the adventure in Europe. This is the stage of departure. Being an American girl, what she sees as an adventure is the search for sociability and for being accepted as she had been in America. Daisy is the archetypical innocent uncontaminated heroine: There isn't any society; or, if there is, I don't know where it keeps itself. Do you? I suppose there is some society somewhere, but I haven't seen anything of it. I'm very fond of society, and I have always had a great deal of it (†¦ I used to go to New York every winter. In New York I had lots of society. Last winter I had seventeen dinners given me; and three of them were by gentlemen (†¦ ) I have (†¦ ) more gentleman friends; and more young lady friends too,† (†¦ ) She paused again for an instant; she was looking at Winterbourne with all her prettiness in her lively eyes and in her lig ht, slightly monotonous smile. â€Å"I have always had,† she said, â€Å"a great deal of gentlemen's society. (James, 1879: 11) Moving forward along the story we readers witness the stage of initiation proper. Daisy undergoes several experiences, that is to say, the trials or tests in Campbell’s terms. There are several crucial episodes outlining these tests. Many of them are mainly decisions taken by Daisy, which are seen as inexcusable mistakes by the American European society, though seen as natural behaviour by Daisy, quite the opposite to what she herself qualifies as ‘stiff’. As a way of example, Daisy has to cope with Mrs. Costello’s disdainful rejection, who refuses to become personally acquainted with her. Most importantly, Daisy herself deduces this fact through Winterbourne’s hesitant words. This is not a minor detail, because it is by her capacity of deduction that Daisy’s increasing emotional maturity is made evident: I shall be ever so glad to know your aunt. † Winterbourne was embarrassed. (†¦ ) he said; â€Å"but I am afraid those headaches will interfere. † (†¦ ) â€Å"But I suppose she doesn't have a headache every day,† she said sympathetically. (†¦ ). â€Å"She tells me she does,† he answered at last, not knowing what to say. Miss Daisy Miller stopped and stood looking at him. (†¦ ) â€Å"She doesn't want to know me! † she said suddenly. â€Å"Why don't you say so? You needn't be afraid. I'm not afraid! † (†¦ )You needn't be afraid,† she repeated. â€Å"Why should she want to know me? † (†¦ ) â€Å"Gracious! she IS exclusive! † she said. (James, 1879:18) At Mrs. Walker’s, one of the society matrons, Daisy makes a succession of social mistakes, such as asking Mrs. Walker, who was having a party, to bring her friend Mr. Giovanelli with her. Additionally, she confesses that she is going out for a promenade alone with him. Although this scandalizes Mrs. Costello, who prompted Daisy to desist from this plan, Daisy only fulfills her own desires. To make matters even worse, later on when Daisy is walking with Giovanelli and Winterbourne, Mrs. Walker follows Daisy and urges her to leave the men immediately and go with her in her carriage. Daisy’s firm refusal only accelerates what will be inevitable in the end, her social alienation. At the same time her determination and personality have reached their high peak: Do get in and drive with me! † said Mrs. Walker. â€Å"That would be charming, but it's so enchanting just as I am! † (†¦ ) â€Å"It may be enchanting, dear child, but it is not the custom here,† urged Mrs. Walker, (†¦ ) â€Å"Well, it ought to be, then! † said Daisy. â€Å"If I didn't walk I should expire. † â€Å"You should walk with your mother, dear,† cried the lady from Geneva, losing patience. â€Å"With my mother dear! † exclaimed the young girl. (†¦ ), â€Å"I am more than five years old. â€Å"†You are old enough to be more reasonable. You are old enough, dear Miss Miller, to be talked about. † (†¦)Daisy gave a violent laugh. â€Å"I never heard anything so stiff! If this is improper, Mrs. Walker,† she pursued, â€Å"then I am all improper, and you must give me up. Goodbye; I hope you'll have a lovely ride! and, with Mr. Giovanelli, who made a triumphantly obsequious salute, she turned away. (James, 1879:38-39) Mrs. Walker’s party is what Campbell designates as the Climax. Again, Daisy’s actions only seem to precipitate her dramatic fall. Initially, while she remains at home with Giovanelli, she first sends her mother alone. When she finally arrives she does not wait to be spoken to, totally unconscious of the ‘all the cold shoulders that were turned toward her ,‘ especially those of Mrs. Walker’s (James, 1879: 48). Eventually, the awful truth only dawned on her later: When Daisy came to take leave of Mrs. Walker, this lady (†¦ ) turned her back straight upon Miss Miller and left her to depart with what grace she might. (†¦ ). Daisy turned away, looking with a pale, grave face at the circle near the door;Winterbourne saw that, for the first moment, she was too much shocked and puzzled even for indignation. (James, 1879:44). Lastly, Daisy confronts Campbell’s Final Battle at the Roman Colosseum. When, disappointedly she perceives that Winterbourne, whom she had considered as a real friend, mistrusts in her chastity, she understands hat she will never fit in that hypocrite society, far advanced her ideas are for that era. Now she knows that her Gift, her knowledge, cannot be shared with this community. Therefore, she ultimate resolves to detach herself physically from that corrupted society. Being aware that being non native in Rome, hence not immune to malaria, and having spent many hours at the Colosseum, which is presumed to be in fected with this illness, she nonetheless refuses to take Eugenio’s disease preventing pills. In this way, Daisy completes the cycle of her story of initiation, by fulfiling Mordecai’s Decisive model. However, she does not do so in Campbell’s terms, namely in what he calls the Return. Quite the contrary, she follows W. R. B. Lewis’s pattern of Denitiation of the American Hero, explained in The American Adam : â€Å"†¦ the valid rite of initiation for the individual in the new world is not an initiation into society, but, given the character of society, an initiation away from it: something I wish it were legitimate to call denitiation’ â€Å" (W. R. B Lewis,1955: 115). In other words, the American hero does not return to the place from where he has departed. Instead, from disillusionment he prefers alienation, sealing her physical and social evinction. Henry James used many strategies when writing Daisy Miller, A Study. Whether literary, discourse or narrative, these features are what brought his nouvelle to life and provided it with unity. Henry James was born in New York, in a family of intellectuals. His father was a man known not only for his intelligence but also for encouraging his children to become the best in their fields of study. In Henry’s case, it was literature and he decided to follow literary realism. However, it was psychological realism what he was more interested in. This is what encouraged Henry James to create the term â€Å"central intelligence†: This term is used to describe a character in a story whose main purpose is to tell the story and filter the events taking place in it thought his or her thoughts and feelings. The central intelligence in Daisy Miller, A Study is Frederick Winterbourne. He is the character who filters the events in the nouvelle and he is the teller of the story, even though he is not the narrator. He is introduced in the second paragraph, once the setting of the story is provided to the reader by the narrator. The concept of central intelligence is probably the most important discourse strategy in the nouvelle. It is the main procedure by which the writer brings unity to the text, turning it into a whole. The centre of intelligence can also be seen as a narrative strategy, since it is the use of this character along with the presence of a narrator, the medium by which the writer tells the story. Daisy Miller, A Study has a 3rd person narrator as well as a center of intelligence. The narrator is not an omniscient narrator; it is a narrator who lacks the knowledge of what is happening in the minds of the characters, he only knows what Winterbourne perceives about them. An example that shows this relationship between the narrator and Winterbourne is the following:â€Å"Winterbourne wondered if he had been like this in his infancy, for he had been brought to Europe at about this age†. (James 1879: 6) In this extract of the text Winterbourne meets Randolph, Daisy’s brother. We can see the central intelligence of the nouvelle, how his feeling and thoughts filter the information, in this case Randolph’s behavior, and compares it with his own behavior, of which he is not certain of, since he does not remember. The narrator merely tells us what Winterbourne felt at the time but he does not give us any further information. An example of the narrative strategy found in the text, that shows us that Daisy Miller, A Study is in fact a story of initiation, is how the nouvelle is structured. It is divided in two parts. In the first part of the story we see how the two main characters meet and we learn about Daisy’s personality and peculiar manners. We could say that in this part of the nouvelle, which takes part in Switzerland, Daisy earns herself a bad reputation. An example of what people thought of Daisy can be seen in this extract taken from the text: In the evening Winterbourne mentioned to Mrs. Costello that he had spent the afternoon at Chillon with Miss Daisy Miller (†¦ ) She went with you all alone? †¦) And that, she exclaimed, is the young person to whom you wanted me to know! (James 1879:27) In the second part of the nouvelle, which takes part in Rome, we can appreciate how Daisy is rejected by Mrs. Costello and how the young woman accepts she will probably never be accepted as a respected member of society. As mentioned earlier, this is the moment we think Daisy receives her gift, in this case, the gift of knowledge, which is evidence in itse lf of Daisy’s acquired maturity. She knows what the rules of European society are and refuses to follow them. As the nouvelle progresses, this knowledge is what brings Daisy’s life to an end, both physically and socially. In Daisy Miller, A Study, there is a vast amount of literary devices playing art in what we consider the story of initiation. One such device is symbolism, and we have chosen to give this example since we believe it summarizes Daisy’s story. Flowers are said to be images that furnish sentences that would be very common otherwise. Moreover, the image of a flower can imply growth, maturity. Once flowers are mature enough, they blossom. The following quote shows how Daisy mature, from being a very naive girl, to a â€Å"very clever foireign lady†, as Winterbourne later puts it: â€Å"Winterbourne listened to him [Giovanelli]: he stood staring at the raw protuberance [bud] among the April daisies. † (James 1879:54) To conclude this essay, we would like to ratify our working hypothesis. We strongly believe Daisy Miller, A Study is a story of initiation. As illustrated previously, Daisy Miller, our heroine follows the stages proposed by authors such as Marcus Mordecai, Joseph Campbell and W. R. B. Lewis in her process of initiation and personal growth. As was also previously mentioned, we consider that this story of initiation was possible through the many strategies available to the author and writer of this nouvelle, that is, to Henry James. We also believe, this nouvelle transcends the obvious, it transcends the story of the encounter between an American man and a naive young American lady who does not seem to fit in European society. We think Daisy Miller, A Study is not only the study of the personalities its author describes, but also, and more importantly, the initiation of a young lady into womanhood.