Strategic interactions of players in Oligopoly Markets

Strategic interactions of players in Oligopoly Markets The strategic interaction between players in the oligopoly markets gives its study a tint of dynamism. This interdependence nature of oligopolies brings about the concept of conjectural behaviour, a situation whereby the actions and decisions of firms in the markets depends on the actions and decisions of the others. This brings about many of the theoretical problems in modelling oligopolistic behaviour (Waterson 1984, pg 17). An extension of such problem is borne on the willingness of firms to gain market power, and most cases; it is done through integration into lines of business that are related. Literature varies with respect to the theoretical aspect of integrating related firms with unrelated ones, as there has been mixed results in the area of profitability. Rumelt found out that firms that are not vertically integrated are more profitable (Rumelt 1976). Whereas, the situation was different with Luffman and Reed, who argued that vertically integrated firms are more profitable (Luffman and Reed 1984). Policy actions is said to cause a loss in social welfare rather than the actions of the firms themselves, and that integration is used strategically to achieve anticompetitive effects (Cowling and Mueller 1978). This study assesses the measurement of monopoly profit in a collusive oligopolistic market and also deals with the estimation of welfare loss in the distribution aspect of the British film industry. It will also deal with whether vertical integration contributes adversely to consumers welfare or not. The analysis is carried out using the gross profit, general selling administrative expenses and after tax profits of the distributors in the British film industry for the past 20 years, ranging from 1990 2009. As is in the treatment of oligopolies, there are different ways of measuring the game theory. It is either the use of Bertrand equilibrium (which focuses on the manipulation of price to gain market power) is employed, or the Cournot model (which talks about the adjustment of quantity) is used. In other cases, there is the use of intermediate models which deals with the combination of price and quantity adjustment to achieve competitive edge over other players in the industry. In t his analysis, Cowling and Muellers (1978) model will be employed. Their method is based on the Cournot-Nash equilibrium model. The distributors involved in this analysis will be divided into two categories as is the industrial structure. There will be a set that is involved in integration of the production and or exhibition aspect into the business of distribution, while the other set is basically the independent distributors, that is, those involved only in the business of distribution without recourse to other aspect of the industry. The next section will deal with a discussion into the industry. This will involve the history of the industry, the basic structure, size of the industry, how concentrated the industry is and a look into the recent development in the industry. A descriptive statistics into the distribution aspect of the industry will also be discussed. Chapter 3 (i.e. literature review) will deal with the approaches used in the analysis of the behaviour of oligopolies that collude in other to gain monopoly profits. The section will start with a brief review of the oligopoly theories as it affects the industry. The main model in this work, the Cournot-Nash model, will be reviewed before the discussion of the complications in the work of Cowling and Mueller (1978). The assumption that welfare loss is enhanced through vertically integration will then be reviewed. The methodology chapter (i.e. chapter 4) will be based on how the analysis is to be carried out. There will be the description of data, the met hods used and the problems encountered during the analysis. Chapter 5 will be based on the findings of the work. It will involve the presentation and discussion in the findings. The final section, chapter 6, will be a conclusion on the work and policy recommendation, if any. Chapter 2 The Industry The British film industry, over several years, can be classified as undulating, with its high and low peaks. The industry is characterised by volatility and persistent instability, and due to such inconsistencies, has attracted government intervention. There are catastrophic cycles in the history of British film. Fluctuations in cinema attendance and the degree of American dominance in the industry were major factors that influenced the industry. Despite these cycles, the industry is said to be the second largest in the world, next to that of US. This section would look at the history of the industry, the industrial structure (i.e. the key distinct but related sectors in the industry; production, distribution and exhibition), size and concentration. This would involve focusing on the pertinent issues that have contributed to the development of the industry over the years. After this, a discussion into recent developments of the industry would be done. History The emergence of the film industry can be attributed to the series of innovations encountered in the nineteenth century in the US, France and UK. Shortly after the UK dominance in the American market (accounting for about 15% share of the market), there was a slum in their dominance as a result of Americas expensive and heavily marketed productions, which resulted into the loss of indigenous followership to less than 10% (Bakker 2005). Despite this, the home audience increased prompting the government to introduce the Entertainment Tax in 1916. This is based on the premises that the industry is a sleeping giant, thereby including other forms of entertainment, like music hall and theatre in the tax. However, the tax was abolished in 1960 (Murphy 2004). The dominance of the American film market was unprecedented in the 1920s that the government had to intervene by the establishment of the Cinematograph Films Act in 1927. The act was to encourage the production of films indigenously and also set the criteria for the distribution and exhibition of films in the home industry. It was believed that the industry could help stimulate the exports of other goods and services in the British economy, and that it would help wade off American dominance in the industry. This act recorded significant success, as more production companies sprang up, among which are Warners, Fox and British International Pictures. The production of films in the UK doubled as a result. However, the criticism faced by the act has to do with the production of low quality films and low cost of the films, in order to meet the quota requirement set out by the Act. In 1936, the act was reviewed and it allocated quotas to both the distribution and exhibition sector of the i ndustry. Also, quality test was also included in the act. This was to encourage competitiveness in the international market for the industry. Financial institutions were also encouraged to participate in the industry through the provision financial assistance to firms in the industry. At the end of World War II, the industry experienced a boom, which saw cinema attendance soar. Of worthy mention is the existence of the Rank Organisation, a vertically integrated firm, involved in the production, distribution and exhibition of films in the industry. The firm dominated the industry in the 1940s, and was the largest film distributor at the time (UK Film Council Research and Statistics Unit 2009). The British government enhanced their role in the administration of the industry when it was realised the American film industry is taking over the home market, through the establishment of the National Film Finance Corporation (NFFC) and the Eady Levy in 1950. The Eady levy was a law enforcing the ploughing back of a percentage of the film profits back into the development of the industry (UK Film Council, 2009). In the early 1980s when Margaret Thatcher came into power, there was an attempt to create a free market in all industries, with the use of a deregulation policy. This was in view of breaking up monopolies, thereby, enhancing competitiveness in the economy. However, there was criticism that there would be a preference for profit maximisation of firms rather than the welfare of people (BFI Institute 2005, pg 1). In line with this deregulation policy, the Eady Levy was abolished in 1985 and the 25% tax break for film investors was removed. The withdrawal of government support in these areas made getting involved in the film business more risky. At the time, the only hope from the state was also privatised thereby curtailing financial assistance. The Rank Organisation failed at this time. Despite this, the industry still witnessed unprecedented growth. In the words of Leonard Quart, in his work The religion of the market cited in Friedman (1993), despite the Thatcher governments unwillin gness to aid the film industry, it did establish a general mood that encouraged economic risk-taking and experimentation with new and more innovative business practices (Friedman 1993, pg 25). Cannon Group became the dominant player in the industry and was involved not only in the financing of films, but was also engaged in the production, distribution and exhibition. But due to over expansion, the group became bankrupt. Structure, Size and Concentration The industry is characterised basically by activities in three areas, which include the production, the distribution and the exhibition of films. These activities are unique but are related in that the films produced are given to distributors, who market to the exhibitors that show it to the final audience. Thus from the process of production till the final stage where the films are screened, there is distributors who serve as middle men, who helps realise the potential of the film. Production The industry is production led. By production expenditure, the market is the fifth largest and is the eleventh largest with respected to the number of films produced as at 2008. The production sector is heavily dependent of inward investments, basically from the United States. This was attributed to the availability of tax relief, the high quality of workforce and the strength of the exchange rate. The fall of the UK pound contributed significantly to the rebound in the production of films. The total expenditure appreciated to about 20 per cent in 2009 when compared to that of the preceding year. Based on the UK Film Council Statistics in 2008, the sector has about 202 active production companies, with few large ones making films of substantial budgets and others producing mainly low budget films (UK Film Council 2009). Distribution Distribution has to do with the management of the release of films produced in order to earn revenue. The main function of the distributor is to convince the exhibitor in renting or booking each film after production. This is a value chain and it involves negotiation with exhibitors, sequencing of the various windows at which to screen the films, advertisement of the films produced and printing production of the films. However, there is also a weakness in this arm as most of the firms are dominated by the UK subsidiaries of American studios. As at 2008, these subsidiaries accounted for 78 per cent of the market power and the top distributors, numbering up to ten, were responsible for 95 per cent of the market share. The largest indigenous distributor in the industry in terms of gross box office is Entertainment Plc. It was responsible for 8 per cent of the market share in 2008. However, the distribution arm of the industry is taunted by audiovisual piracy, which contributed largely t o most of the losses experienced by firms involved. The marginal profit encountered are as a result of retail sale of DVDs and showing on television, with the Video on demand (VOD) market relatively underdeveloped, contributing marginally to the total revenue. The focus of this analysis is on the distribution aspect of the industry. Based on the characteristics of the sector, it is highly concentrated with few firms assuming a greater control of the market share. Unfortunately, this aspect of the British film industry has been given less attention in the past by state regulations, with more emphasis being given to production rather than distribution. However, the bulk of the profit generated in the industry is greatly enhanced by the activities of distributors as they are involved in the promotion and distribution of the work of the producers, helping achieve the full potential of the films. As stated earlier, this is because they act as intermediaries between film makers, exhibition outlets and the final audience. Due to their indispensable role, there absence in the industry would create a situation where there is neither reinvestment in film production nor the display of viable movies to the final consumers. Also, in their absence, the industry would be open to exploitation from external market, such as the domination in existence in the production aspect of the industry. There are several independent distributors who are UK-based operating in the sector and are basically divided into small and large independent distributors. Even though the large distributors are involved in the release of fewer titles in comparison with smaller ones, they still have control of the market share. Exhibition Exhibition has to do with the display of films to the final audience through theatre screening. The market is dominated by few large numbers, as is the case of the distributors, of firms. But these firms are not predominantly owned by foreign firms. In 2008, majority of the screens were controlled by firms; Odeon, Cineworld and Vue, two of which were owned by private equity firms. Recent Development Insert The industry contributed a total of GBP2.5bn to the economy in 2007, with production cropping up a large chunk of 48 per cent, distribution responsible 36 per cent and exhibition taking up the remaining 16 per cent. The industry also contributed to other aspects of the economy like exports and employment. In 2007, the balance of payment surplus accruing to the industry was estimated to about GBP232m. According to the Labour Force Survey conducted by the Office of National Statistics, there were over 35,000 jobs in the industry. There were over 7000 firms in the industry as at 2008 and these were mainly concentrated in the production arm of the industry. However, the concentration of activities in the distribution arm of the industry is concentrated in the hand of few. The contribution of distributors to the industry, and ultimately to the economy, makes it interesting for a study into how they contribute to welfare loss and how vertical integration affects the accumulation of monopoly profits/losses. Chapter 3 Literature Review From previous studies carried out by researchers, there were mixed results as regards the loss in social welfare by firms trying to gain the bulk of the market share in various industries. In the case of Harberger, he found out that the loss of welfare in the United States is at 0.1 of 1 per cent of the Gross National Product (GNP) (Harberger 1954). This finding confirmed that the loss of social welfare as a result of monopolistic tendencies is insignificant. This idea was also backed by others, even with the use of varying assumptions. However, this was under attack by Bergson (1973) who criticised the partial equilibrium framework employed. Bergson employed the general equilibrium approach, which assumed that social welfare can be captured through a social indifference curve. According to Cowling and Mueller (1978), it was argued that such assumptions brings about discrepancy between the variations in the price cost margins and the supposed constant elasticities of demand (Cowling and Mueller 1978). Thus, this analysis will employ the use of the partial equilibrium approach, following the work of Cowling and Mueller, which was based on the Cournot-Nash equilibrium approach. The next section deals with the brief review of oligopoly theories, the review of the model used, discussion of the complications of the Cowling-Mueller model, and how it affects the industry. Review of oligopoly theories The main feature of an oligopoly is the reliance of firms on the actions of the others, which makes it difficult to assume the simple solutions of a monopoly or perfect competition. There are two main forms clearly distinguished under the classical oligopoly theory, both being majorly determined by either price or quantity (Tasnadi 2006). In order to study the oligopoly markets, economists make use of the game theory in modelling their behaviours. There is the Bertrand competition, which relies on the manipulation of prices as a way of competition. On the other hand is the Cournot Nash competition, which describes the industry with oligopolistic tendency, as one in which companies compete on the amount of goods produced, with the assumptions of homogenous goods, no collusion, existence of market power, and rationality. There is no single model describing the workings of an oligopolistic market. This is because companies compete on varying platforms such as price, quantity, marketing , reputation, technological innovations, etc (Colander 2008). The Bertrand model of oligopolies focuses on price. The model illustrates the interactions between the firm (one who sets the price) and the customer (one who chooses the quantity to buy at the price given by the firm). The working of the model is based on the assumptions that goods are undifferentiated, no collusion and prices are set at the same time. Given the rationality of consumers, they buy from the firm who offers the lowest prices and if all the firms give the same price, they choose the firms to buy from at random. Assuming there is no capacity restriction, if a firm raises the price of its goods, it becomes likely that such firm would lose most or all its customers. In the same light, if the firm reduces prices below its marginal cost, it would lose money on every unit sold (Binger and Hoffman 1998). Thus, under the Bertrand model, the equilibrium is where the price is equals to marginal cost, resulting in zero-profit for the participating firms. However, relaxing the assu mption of capacity restrictions results in a situation where equilibrium is not achieved. The Cournot-Nash Model While the Bertrand model focuses on price, Cournot-Nash model emphasises the importance of quantity adjustment. The model assumes the existence of Cournot conjecture; that firms compete based on quantity rather than prices and that the behaviour of firms are stable. Equilibrium is reached at a point where neither firm desires to change what it produces based on its knowledge on what other firms produces. This is regarded as the Cournot-Nash equilibrium (Kreps 1990). Traditionally, the model considers two firms with the assumption that their marginal costs are linear but not necessarily identical. Each firm is believed to have the ability to decide on the level to produce in other to maximize profit, given the output level of the other firm and this is called the reaction function. In the case of N-number of firms, overall industry production curve is based on the reaction functions of other firms with respect to what the market leader produces. As in the game theory, each firm decide s on the best response function that helps maximize their profit, and if followed at all times results into the Nash equilibrium (Fulton 1997). In general, the Cournot theorem states that as the number of firms in the industry grows to infinity, it brings about competitive tendencies and pushes price towards marginal cost. In perfect competition, allocative efficiency requires that prices to be set equal to the marginal costs of production throughout the economy. If firms are able to restrict output in order to maintain price above the marginal costs this leads to a misallocation of resources and loss of economic welfare. The monopolist is able to raise his price above the level of marginal cost, as he is a price maker. This situation can be compared with the benchmark case of perfect competition where firms are price takers and cannot sell any unit of goods produced at a price higher than the marginal cost and cannot earn supernormal/abnormal profits. Fig 1: Welfare effect of Competition and Monopoly profits Figure 1 compares the welfare effects or performance of perfect competition and monopoly. It depicts the neoclassical case against monopoly. Theorists have formulated the welfare loss concept which measures the potential gain of a movement away from monopoly to perfect competition. The analysis shows the basic deadweight loss model used by Harberger (1954). In order to simplify the analysis, the assumption that costs are constant is used. If the industry is competitive, the firms cannot set price above MC (P=MC), thus the quantity produced is Qc. In figure 1, under perfect competition price would be at Pc and output Qc. Marshall stated that consumer surplus is the difference between what a consumer is willing to pay for a good and the amount actually paid for it. It is a measure of the benefits to a consumer of trading in a market. It is shown by the triangle between price and demand. Market demand is refered to as D (the amount consumers are willing to pay for an additional unit of the product). Thus, consumers pay a price Pc for all units purchased. Any marginal increase in output below Qc generates a difference between the price actually paid and the price consumers are willing to pay. This is the consumer surplus, represented by the larger triangle above marginal cost, depicting an absence of abnormal profit. Given a monopoly facing an equivalent demand and costs conditions, the maximisation of profit may be achieved through output reduction, which is at a point where MC=MR. Here, the price shifts to Pm, thereby setting price above MC, and quantity produced falls to Qm. The triangle above Pm is referred to as the surplus due to consumers in a monopolistic setting. The shaded portion A in the diagram is the supernormal profit due for a monopoly, which signifies the redistribution of wealth from consumers to firms. Thus, the decrease in consumer surplus, as a result of a competitive entity moving to monopoly is represented by the addition of the two shaded portions A and B. However, the net social loss accruing as a result of the existence of monopoly power is represented by the shaded part B (Sawyer 1981). In the work of Harberger, he argued that this triangle is really tiny and is nothing to worry about. Posner, in describing the net social loss, stated that: When market price rises above the competitive level, consumers who continue to purchase the sellers product at the new, higher price suffer a loss exactly offset by the additional revenue that the sellers obtain at the higher price. Those who stop buying the product suffer a loss not offset by any gain to the sellers. This is the deadweight loss from supracompetitive pricing and in traditional analysis its only social cost, being regarded merely as a transfer from consumers to producers (Posner 1975, pg. 807). Complications of the Cowling Mueller Model Observing the mark-up of price on marginal cost helps define the implied price elasticity of demand with the assumption of a profit maximizing behaviour, which also applies to a colluding oligopoly or pure monopoly. Following the work of Cowling and Mueller (1978), in defining a firms implied elasticity of demand, assumed that welfare loss will be estimated from their cost margins. (1) where we have as the price elasticity of demand for the industry; as the price given by firm i; and as the marginal cost of firm i. The estimates derived would help explain the amount of welfare loss (the single firms decision to set price above marginal cost) realised from the reaction functions of firms. The assumption that each firm in the industry possesses some degree of monopoly power is employed and will be applied on a firm by firm basis. This enables them to charge prices higher than the marginal cost of production, given there is perfect competition. This is to help in estimating the relative importance of the variations in each firms outputs. This draws more light on the interdependence of observed price distortions (dp) and changes in output (dq), as seen in the work of Cowling and Mueller (1978). Based on this assumption, the welfare loss of the firms can be derived from the partial equilibrium formula for welfare loss; Â ½dpdq. In a situation where the firms expectatio ns about the behaviour of other competing firms are borne out, it is assumed that = and = =1. Hence the equations; (2) (3) Following the assumption of constant marginal costs, monopoly profit term can be incorporated into the equation, thereby, resulting into (4) Harberger (1954) equated the elasticity of demand to be unitary, i.e. ÃŽÂ · = 1. This depicts that if dpi/pi is small, the social cost of monopoly would be insignificant. He argued that representing the elasticity of demand with a value of 1 was an attempt at compensating for the demerits of using a partial equilibrium measure of welfare loss to examine a structural change in the general equilibrium, and that this would not be so if individual firms cannot act as monopoly in terms of price manipulation. However Cowling and Mueller (1978) refuted this assumption by referring to it as a very awkward way of handling the problem which answers the criticisms raised by Bergson (1973) against the partial equilibrium approach as regards the interdependence of price distortions and change in output (pg. 730), even though their analysis was based on the so criticised partial equilibrium approach. Wenders (1967), as cited in Cowling and Mueller (1978), questioned Harbergers position, but wer e erroneous in their calculations due to ignorance in assuming that the degree of collusion is a variable. Thus, the assumption of joint profit maximization need not be used. Based on this, there is need for proper definition of the methodology involving the partial equilibrium approach, so as to derive plausible estimates from it (to be done later on in this discussion). In measuring the monopoly profits, the excess of actual profits over the long run competitive returns (which are the profits that are compatible with the long run survival in an equilibrium economy) is determined, after adjustment is made for the accommodation of risk, as in the case of Worcester (1973). He used a median profit rate of 90% in allowing for biasness: a rather ad hoc adjustment. The divergence of actual rates of profits and the mean rates was the root of monopoly profits in earlier studies, following that of Harberger. These studies treated industries whose profit is in the range of 5% above or below the mean profit as those that have created welfare loss. However, this will result in a downward biasness of the monopoly welfare estimate as it underestimates the level of monopoly returns. It is not feasible to lean ones analysis on the premises of equal effects on welfare loss by monopolists and firms in perfect competition. Even if the assumption holds, the problem of how to handle firms experiencing loss would arise. Rather, it is plausible to argue that these firms are in disequilibrium and as such, have costs above the competitive levels. Hence, in deriving the social cost of monopoly, the firms experiencing loss will be dropped. This is in line with the work of Cowling and Mueller, who assumed that the firms would return to their normal profits or would disappear, thereby, creating no long run loss to the economy. The role of vertical integration The effect of the firms trying to gain market power is also a contributory factor into the loss of social welfare. Vertical integration carves out niches for monopolistic possibilities in product and geographical areas. Vertical integration is divided into upstream (backward, deals with the production of basic inputs) and downstream (forward, deals with the production of finished or nearly finished products). When two or more operations are vertically integrated, there is a natural bias towards internal procurement of components even in the presence of inefficiency. Bounded rationality also has its role in the diseconomies effect of vertical integration. It would basically take place where it is mutually beneficial to do so and not necessarily when it is cheaper. According to Greenhut and Ohta (1976), vertical integration does not increase integrators monopoly power, but rather, eliminates transitional twist caused by increasing mark-ups. Not only does it eliminate such distortions, it improves the provision of differentiated goods. Carlton (1979) assumes the prevalence of downstream over upstream in an integrated world. Hence, integration is socially undesirable since the downstream firms cannot absorb risk as efficiently as the upstream. The market is less to be contestable if integration is embarked upon by established firms. This is because the possibility of a potential entrant having the know-how and the economies of scale in the successive stages of production is very slim. There is likely to be sunk costs, which may be too expensive for the new entrant, thereby raising entry barrier. However, the ability to discriminate hinges on being able to identify groups of customers having different demand elasticities, then being able to preven t them from price discrimination. This firm structure helps to prevent leakages between markets if the collusive oligopoly, engaging in the upstream successive stage of production, integrates into one or more downstream markets, while still possibly allowing sales of the upstream product to unintegrated firms for specific uses (Waterson 1984). In general, the vertical integration accrues to the firm benefits, which would not have been possible if independently functioning. Among the benefits are lower transaction costs, capturing upstream and downstream profit margins, reduction in uncertainty (i.e. there is always supply assurance), expansion of core competence and the ability to gain a considerable part of the market share. These benefits are supported by the existence of taxes and regulations of market transactions, economies of scale, and similarities between the integrated activities (Greaver 1999). According to Buzzel (1983), he argued that operating in an integrated basis results in the benefits being offset by costs and risks, among which he noted capital requirement, reduced flexibility, and loss of specialization. Firms enjoying monopoly power would act to defend their market through entry barriers, which is a potential free rider problem. Unless, the barriers to entry can be effectively coordinated, it would be difficult to derive a means of calculating above competitive profits. Given the unlikelihood associated with gaining monopoly profit without the expense of extra resource, it would be profitable to utilise extra resources to deter entry. Tullock (1967) and Posner (1975), as cited in Cowling and Waterson (2003), maintained that if the existence of competition for market power is granted by some authority and that the practice acquire real resource costs, it is possible that all the gains due on monopolistic tendencies may be frittered away in the struggle to obtain it. These resource costs may be in the form of excessive generation of advertising goodwill stock; involvement is excess production capacity and excessive costs on Research and Development by engaging in product differentiat ion. It was also believed that the efforts to acquire patent protection, tariff protection and other forms of unwarranted state treatment contribute significantly to welfare loss meted out by monopolies. So, Cowling and Muell

Adult learning and motivation Essay

An exploration in to the multi-dimensionality of participatory behaviour; and what motivates adults to return to education. The research question that was initially formulated aimed to inductively generate a theory (Rothchild 2006; Cohen et al., 2000). Unfortunately, the initial question became subject to ethical challenges; and within a framework that would demonstrate rigour, validity and reliability, unsurprisingly; it was far better too approach/explore the multi-dimensionality of participatory behaviour; and what motivates adults to return to education. An enquiry designed around this approach has a better fit to a pragmatic framework (Armitage and Keeble-Allen, 2007; Bryman, 2007) and the BERA ethical directives. Furthermore, this should help bolster the totality of coherence; or as Moss et al., (2009) would suggest as; ‘a chain of reasoning and logic’. Similarly, individual agency and how the experiences of adult learners’ are co/re-constructed (Clark 2011; Flowers 2009; p. 3) needed a greater relationship to an interpretivist epistemology (E891 Part 2: Action 2.9; Gage 1989). As the researcher primarily overlooked these factors that, in turn, determine what is seen as valid and invalid knowledge; then [those] factors would have been overlooked when inferences were made during the research process reducing the quality and internal – and possibly external – validity. Obviously, this incommensurability will be addressed before the researcher analyses any data generated (Bryman, 2007; p. 19). With these approaches better placed the researcher could demonstrate that – generally – social and cognitive phenomena are simultaneously quantitative and qualitative (Ercikan and Roth, 2006; p.16) and participatory behaviour is an outcome of the ‘meaning-made’ (Clark 2011) i.e. social-cognitive collocation. This would then show that cognition is co-constructed (Clark 2011) and re-constructed by experience resulting in the multiple interpretations that create the social realities in which people act (Flowers 2009; p. 3). It could be suggested that the initial ‘meaning-made’ is a primary motivator which persists until the time the learner feels satisfied (Park and Choi 2009), or, has achieved ‘what they set out to achieve’ (Gustafsson & Mouwitz, 2008). This also implies that ‘meaning-made’ is mutable (Gibbons Bylsma 1984) and subject to further co/re-construction; adjustment; or complete abandonment. Research philosophy After extensive ‘Adult learner’ research and talking with tutors that instruct adult learners’ highlighted a distinct difference in the approaches from which children (Pedagogy – teaching method) and adults (Andragogy – teach how to learn) are taught. The implementation of informal learning methods, however, appears to have dominance in the adult education field (Gibbons Bylsma 1984). Therefore, in order to shape and advance the theory, research design and instrument/s required conducting a focussed literature review of several learning theories (see fig 1); namely, Knowles’s Andragogy Theory (Houde 2006), Cross’s Characteristics of Adult Learners (CAL) (Kohl-Frey and Schmid-Ruhe 2007; Crittenton Women’s Union 2012), Margin (Gibbons Bylsma, 1984) and Proficiency Theory (Gustafsson & Mouwitz, 2008). Fig. 1 is showing the associated theories that characterize adult learners’ What becomes problematic is; adult learning has not been researched as vigorously as others areas of education, so the real challenge will be – as Hodkinson and Macleod (2010) encountered – to anchor the line of enquiry in a combined paradigmatic harbor. In contrast to Hodkinson and Macleod (2010), the upcoming report will be combining the aforementioned theories with the following paradigms’ as they display a distinct homogeneity. Specifically, social (E891 Part 2: Action 2.5), and cognitive constructionism (De Abreu 2000), Interpretivism (E891 Part 2: Action 2.4; Gage 1989) with quantitative and qualitative data collection i.e. mixed methodology. A critical review of the initial report by Street (2013) and Holmes (2013) exemplified the scarcity of knowledge and understanding some had on the associated theories. Both commented on differing aspects of the line of enquiry, but these were conceptual in nature. Street (2013) illustrated that the researcher must remain aware of the macro/micro societal effect that the learning environment has on the adult’s lived/shared experience and Holmes (2013) suggested that there needed to be a better fit to the realities of the adult learner. With this in mind I re-conceptualized the report and reflected more specifically on the feedback and guidance. Therefore, in order to steer the paradigms so that they pull in the same direction, the aforementioned theories naturally occurring and overlapping dimensions will be grouped (i.e. constant comparison method; Cohen et al., 2000; p. 151) by their substantive statements (i.e. content analysis; Gillham, 2000; p. 137) and used to engender questions. This process generated four themes that naturally expanded upon their shared features. Social contact and Relationships Goal and relevancy orientated External expectations Internal expectations In order to check for consistencies/inconsistencies (Denscombe, 1999; p. 217-8) between the questionnaires i.e. Phase 1 and Phase 2 and interview responses both datasets will be triangulated to assess the overall motivation/s toward participatory behaviour i.e. cross-sectional design (Bryman, 2006; p. 104). This ‘Mutual’ approach (Armitage and Keeble-Allen, 2007) will be implemented during the adult learners’ regular session/s, which should (1) reduce bias (Nederhof, 1985) and attrition (Torgerson 2009), (2) be more pragmatic than experimental research (Torgerson 2009), (3) increase internal validity, reliability and research quality, (4) support external validity and (5) decrease demand characteristics due to any researcher effects. Research enquiries can be polarized into qualitative and quantitative classifications based on how phenomena are represented (Ercikan and Roth, 2006). But, the researcher firmly believes; if representative qualitative and quantitative data have shared aspects that are dependent on their counterpart for completeness (Ercikan and Roth, 2006; p.16; Bryman, 2006; Bryman, 2007), then the incorporation of cross-validation is warranted to best serve this enquiry. This strategy should ensure internal validity; especially when considering using complementary methods (Armitage and Keeble-Allen, 2007). Moreover, as these quantitative and qualitative counterparts contain a fundamental element of the interactive dependency that is shared, and required, for individual understanding i.e. the connectivity of interactivity and the influence on representative individuality then the research must be aware to consider that both methods have shared and conflicting elements. Consequently, when considering multidisciplinary approaches, mixed methods i.e. quantitative and qualitative and triangulation one must be aware that incommensurability can exist between them. Brannen (2005) suggests that some methods become more feasible than others and deemed a better ‘fit’ as [they] provide more sensitivity when investigating complex social phenomena. Hence, certain methods, used in conjunction can become less than complimentary with the other. Additionally, Yin (2006) suggests that the ability to tighten the use of mixed methods so that they do in fact occur as part of a single study requires integration. The claim is that, the more that a single study integrates mixed methods, the more that mixed methods research, as opposed to multiple studies, is taking place (Yin, 2006). Furthermore, Houghton et al., (2010) highlight one of the ethical challenges, which have important implications for qualitative research, practical examples and solutions. The unpredictability of qualitative research means that an a priori prescription for ethical conduct is not always possible. Therefore, the researcher must be constantly mindful of the on-going impact that the research might have on those involved, while simultaneously being ethically sensitive and morally competent Although, mixing methods does provide an inferential narrative to the statistical outputs from quantitative analysis, it might not sufficiently negate the qualitative and quantitative dichotomy (Yin, 2006), or, necessarily produce the expected scholarly standard for presenting credible evidence (Maclure, 2005). These qualitative and quantitative complements are noticeably – even arguably – intrinsic facets of social/cognitive interaction/functioning; hence, the methods used to collect data in this enquiry will be trying to procure what happens when the internal interact/s with an external influence/s (Yin, 2006). This illustration provides a start for thinking about yet other types of mixed method research. The point is, if a relationship is completely absent— particularly where two or more methods address wholly different dependent, independent, or descriptive variables—the mixed methods are likely to form separate studies, not a single study (Yin, 2006). All these influences are important and relevant, but they are only some of the processes that, together, comprise a complex social world and unfortunately; understanding that the relevance and value assigned to learning by adults’ highlights the importance induced, does not necessarily liberate them (Hacking 1999; p. 2) from any disenfranchisement they could feel. Likewise, the researcher understands that the aforementioned factors are not the only variables that are existent; however, the researcher is of the opinion that those factors (see fig. 3 + 4) are the most prominent from the observations made and literature review conducted. Research Design Fig. 2 is illustrating the design and flow of data analysis that establishes the internal validity, reliability and quality of the research enquiry. Historical background Considering participation in adult learning since 1996 we see it has remained around 40% for those of working age (16 – 69) for seventeen years. These were either currently participating, or had recently participated in the last three years. Of those that did participate, there is an equivalent amount that has not participated since leaving full time education. Although, 80% of students’ currently participating intend on continuing in further education after they have completed the present course (see Tab.1). Whilst participating in Further Education and Lifelong Learning I observed a possible explanation for the existence of these variances (that being relevance and value). A possible explanation for the disordinal interaction (percentages decrease in the ‘Likely to learn in the future’ group whilst percentages for ‘Unlikely to learn in the future’ group increase) demonstrated in table 1 could be; the further in years an adult moves away from education the less relevance and value they attribute to returning to it. Or, is it as Siraj-Blatchford (2010) may suggest; that the adults are overscheduled and more committed to sustaining the home environment and maintaining a career with ‘on the job’ training. Multimodal Heuristics Informal learning is seemingly multimodal i.e. being valuable and relevant to the matter at hand and socially constructed through long/short term interactions (GTC 2006). The informal learning mechanisms that mediate influence shapes learning environments’ (Evans, et al., 2010; p. 6), cognitive processes and our social interactions (Evans, et al., 2010; p. 6). ‘Meaning’ then, is co/re-constructed by experience resulting in the multiple interpretations that create the social reality in which people act (Flowers 2009; p. 3). And as Vygotsky would state; context affects cognitive – and by way of – behavioural activities (De Abreu, 2000; p. 3) Bruner’s suppositional framework suggests that learners form new ideas or theories based upon what they already know (GTC 2006). His theory of learning, not only, related to the way children’s thinking developed, but it could also be applied to adults learning new and unfamiliar material (GTC 2006). Learners, as Bruner proposes, are creators and thinkers through the use of inquiry (GTC 2006). The process of which how learners dynamically construct knowledge is heavily in focus: implying the transformation of information, which suggests that Bruner’s theory of Constructivism falls into a cognitive domain (GTC 2006). Learners are provided with opportunities to construct new knowledge and new meaning from authentic experiences (Brockmann 2011). As a result, this exposes the pivotal role Multimodal Heuristics start to have when adults’ decide to return to education. For instance, a parent can reassure a frightened child that ‘shadow monsters do not exist!’ Although, a sibling can suggest leaving the light on to scare the monsters’ away. This indicates that informal learning can alter our worldview (e.g. ‘When did you stop believing in Santa?’) if it is seen to offer a plausible solution. This supports the concept of how informal learning can contribute to our understanding, cognitive processes (De Abreu 2000), social interactions, and the associated behaviours (Schwartz 1995; p. 5). These multimodal components; not only determine the level of commitment and motivation (Park & Choi 2009) that is ascribed to the retention of relevant and valuable information (Gibbons Bylsma, 1984; p. 23), but also contributes to the ease of transfer and retrieval of that information (Ekey 2012). The characteristically pragmatic nature of adult learners’ (Abdullah, et al., 2008; Kohl-Frey and Schmid-Ruhe 2007; Crittenton Women’s Union 2012) also demonstrates this need/requirement for information to have applicability to their life. This is determined by the perceived applicability it has to their future experiences and interaction. The internal dimensions of meaning-making are also multimodal (Clark 2011) and seemingly derived from the combination of the value and relevance (or Multimodal Heuristics – adults’ decide, through cognitive appraisal, their own level of involvement) assigned by the adult to measure applicability. Consequently, we could suggest that this is an ad hoc contribution to our social cognition (Aronson et al., 2005; p.57 – 64; De Abreu 2000; p. 4), our availability heuristics (Rules of thumb; Aronson et al., 2005; p. 74 – 75) and the associated behavior and schemas (Aronson et al., 2005; p. 59 – 61), which then assist navigation of social environments’. Unfortunately, understanding that the relevance and value assigned to learning by adults’ highlights the importance induced, does not necessarily liberate adults’ (Hacking 1999; p. 2) from the disenfranchisement they could feel in institutions where learning is delivered primarily from a traditionally pedagogical approach. Similarly, these interactions are situational and experienced directly by participation, so it will be difficult to generalize the results further than adult learning. Theory development Essentially, humans tend to seek out information that confirms what they think/believe to be most relevant or true to their experiences and/or future interactions; a relative cost-benefit/means-end (Evans, et al., 2010; p. 6) cognitive appraisal that enables Multimodal Heuristic co/re-construction (Clark 2011). This process begins to filter out information that is considered worthless. The cost-benefit (Primary appraisal) and means-end analyses (Secondary appraisal), along with the personal value and relevance adults’ assign to learning (‘rule of thumb’ Gustafsson, L., & Mouwitz, L. (2008); p. 5) appear to be hierarchical and Maslowian in nature. Additionally, an adult must consider, through means-end analysis, the benefit of actively participating and building upon their knowledge and experience, throughout their participation in learning. Ultimately mediating their need for satisfaction i.e. Socio-emotional negotiation and selectivity (Houde 2006). As a result, for the adult to consider participation Multimodal Heuristics must negotiate support for expectation and assess the benefit knowledge, learning and education have in recompense for reorganizing multiple obligations, and competing priorities (Evans, et al., 2010; p. 12). Therefore, is socio-emotional negotiation and selectivity a process of fragmenting information so that it creates a heuristic commensurability with an individual’s normative social and cognitive functioning, which therefore, influences behaviour i.e. influential connectivity of socio-cognitive interactivity affecting the potentials for action? Fig. 3 is showing the internal framework of the decision making, and meaning-making, mechanisms that help generate mental constructs of multimodal heuristics. To some degree, we can compare the assessment of value and relevance to Gustafsson & Mouwitz (2008) description of Proficiency Theory, and, means-end and cost-benefit analyses to McClusky’s Margin Theory (1974, as quoted in Gibbons Bylsma 1984). These theories emphasize a need to be competent at tasks’ whilst being realistic about certain physical, mental and social capabilities. If there is conflict between primary and secondary appraisals this could be seen as a violation of expectation (Deffenbacher 1993), which may account for drop-out rates, serial signers’, absenteeism, non-participation in task relevant activities, specific course popularity, the cost-benefit/means-end analysis (Evans, et al., 2010; p. 6; Geertz 1993; p. 4 – 5) for staying the course and societal perception of lifelong learning (Tab. 1). For instance, after asking my students’ (12 in total) if they had any questions about what had been learnt, they responded with â€Å"what would I do if†¦?† and â€Å"When would I use†¦?† As there were only subtle variations in discourse, in regards to relevance and value, I feel this highlights (1) what comprises Multimodal Heuristic co-construction, and (2) what is required from information when it is presented outside of their interpretation of it. Moreover, adults maintain autonomy (Gibbons Bylsma 1984) by performing a cost-benefit analysis to justify their participation; being that peripheral or full (Swan 2005; p. 5). Firstly this, amongst others mentioned, will form the basis of ‘what counts as value and relevance evidence’, and, from which, quantitative data will be collected (questionnaire). Lastly, the quantitative data will be qualitatively complemented with a semi-structured interview to produce a rich narrative and attain thick descriptions (Geertz 1993). The semi-structured interview will be conducted with a subset of the surveyed group and will represent a cross-section of the adult learners’ in that group i.e. single parent, co-parent and a single male/female with no dependants. And as Denscombe (1999) and Brockmann (2011) found; interaction is situational and experienced directly by participation, making it essential to respect [their] views, with, further recognition given to the possibility that [their] priorities may not reflect the general consensus view or official theory. For example, Gustafsson & Mouwitz (2008) have reported; what is valued and encouraged in formal learning environments lacks to varying degrees explicit relevance in the workplace. Therefore, adults must demand a greater degree of relevance, value and satisfaction when deciding to return to, and participating in, education (Abdullah, et. al. 2008; Houde 2006). Fig. 4 is showing the internal framework of secondary appraisal that aims to justify the decision made and validate the perception of learning by paralleling meaning-made with the realities of the study. Illustrating, not only that the individual agency of these interpretations of relevance and value are co/re-constructed (Clark 2011) cognitively (GTC 2006) and socially (Hacking 1999), but also that adults’ apply this form of Heuristic Multimodality when seeking satisfaction from having their expectations fulfilled. Park & Choi (2009) have reported that relevance and satisfaction, being sub-dimensions of motivation, are known to be interrelated with various course-related issues. Even though the societal influences mentioned in this report can modify (1) the assessment of relevance and (2) affect the personal satisfaction adults cultivate (Park & Choi, 2009) they can also mediate and reinforce participatory behavior (Park & Choi, 2009) by enhancing the importance adults’ induce when deciding an academic and/or social level of involvement (Gibbons Bylsma 1984). Furthermore, students’ have asserted that relevance is a significant mediator in their assignment of value. Many students’ have commented that relevance paralleled the value assigned to learning and their specific choice of subject(s). These statements were observed over time and place using a relative constant comparison method (Cohen et al., 2000; p. 151). Their comments demonstrated the application of a cost-benefit and means-end analysis e.g. â€Å"How relevant is†¦in the big scheme of things?†, â€Å"When would I use†¦?† and â€Å"I don’t see the relevance? Evidently, the use of Multimodal Heuristics acts as a mechanism that could also increase commitment, dedication and motivation (Park & Choi 2009). In constant comparison data are compared across a range of situations, times, groups of people, and through a range of methods (Cohen et al., 2000; p. 151 – 2). The process resonates with the methodological notion of triangulation. The constant comparison method involves four stages: Comparing incidents and data that are applicable to each category, comparing them with previous incidents in the same category and with other data that are in the same category Integrating these categories and their properties Bounding the theory Setting out the theory The subjective ontological/epistemological view, research design and methodology exhibited in this report is sufficient and necessary to explore this direction of enquiry, if it were absent, it would prove problematic supporting a theory with an accompanying objective approach that advocates detachment (Flowers 2009; E891 Part 2: Action 2.2; Gage 1989; E891 Part 2: Action 2.5), when, in this case, it is more advantageous to explore the subjectivity of individual agency, participatory behaviour and situational experiences, motivation, and, the personal value and relevance assigned to learning, as these are closer to the truth. Instrument Design There will be two distinct phases to data generation; firstly, questions will be formulated from each of the four themes that CAL, Andragogy and Margin and Proficiency theories appear to create and then randomly assigned (Nederhof, 1985) to a questionnaire. A descriptive analysis of each question will be conducted to address whether the aforementioned multi-dimensionalities of adult learners’ are being considered. The strength of the trend in the agreement/disagreement should build a picture of the shared experiences. These questions will then be relocated back to the themes that created them, scored (Likert Scale; the higher the score the more relevance and value is attributed) and compared with the descriptive analysis to, not only generate a semi-structured small group interview schedule (Gillham, 2000), but also to get a sense of what is personally valuable and relevant about learning. This is an attempt to demonstrate; how meeting these multi-dimensionalities may be instrumental in maintaining learner participation (Park and Choi 2009). Furthermore, by mapping these realities, establish whether they support the general consensus view of these adult learning theories. An opportunity sampled group (16 – 35+) will be surveyed using this questionnaire (13 in total) with a small group interview being administered to a subset of the surveyed group (5 in total). Ideally, this subset should be representative of the adult learners’ in that educational facility. Even though the whole group will be opportunistically surveyed; in phase 2 every effort will be made to be more purposive. In order to support internal validity and ensure the reduction of any bias the incorporation of a ‘social desirability’ measure (Nederhof, 1985; SDR) will be added to the questionnaire. Certain questions will be cross referenced with one another to assess whether the adult learners’ are responding in a socially desirable way. This local blocking technique should increase the internal validity of the questionnaire, enhance the internal consistency of the small group interview questions, reduce bias and maintain rigour when all the data is analysed. This should also allow individual agency (E891 Part 2: Action 2.4; Gage 1989; Denscombe 1999), shared experience and the personal value and relevance attributed to learning to be highlighted. Due to the amount of data that could have been reported the evaluation will be specifically limited to the triangulation narratives of the ‘Theme Summaries’, interview data i.e. content and descriptive analysis (Clark, 2011). The researcher firstly formulated questions from these naturally occurring themes and searched for consistencies and inconsistencies (Denscombe, 1999) between the summary narratives (Gillham, 2000) and statistical outputs from the descriptive analyses (Bryman, 2007). Phase 1 As there were 30 questions generated from the four themes the in-depth analysis of each question will be triangulated and presented in the theme summaries. In an attempt to expose any consistencies/inconsistencies (Denscombe, 1999; p. 217-8) in the responses the data will be compared against the learning theories that created them: ensuring validity. Consequently, due to the amount of quantitative data generated from the in-depth analysis of the individual questions, this report will only include the second stage of Phase 1 i.e. descriptive analysis and theme summary triangulation. The interview responses from Phase 2 will be further triangulated with these summaries and content analysed to highlight the adult learners’ realities and ascertain what influences their decisions and motivates them to return too education i.e. by constant comparison method. Theme Summaries Social contact and Relationships – Q1, Q2, Q6, Q7, Q17 Q19 and Q30 The adult learners’ appear to value social interaction and feelings of reciprocal respect whilst participating in learning, which demonstrates that the adult learners’ value a sense of ‘belonging’ (16/21). However, there is a small percentage that does not see ‘belonging’ as being of value. Therefore, the feelings of reciprocal respect and support cannot be generalised as influencing their decision to continue in learning. Internal expectations – Q10, Q13, Q14, Q15, Q18, Q22, Q26, Q28 and Q29 This theme relates to the adult learners satisfaction. Satisfaction, being a sub-dimension of motivation, is something that must be regarded as paramount in the adult learning experience. The consistent attendance of the adult learners’ at the session/s is testament to their satisfaction with the course and the delivery thereof (18/27). In essence, if the adult learner considers that the potential learning opportunity is not transferable to the workplace, is not satisfied, or perceives it as inadequate at providing improvement to their problem solving capabilities could ultimately diminish their motivation to participate. Goal and relevancy orientation – Q3, Q4, Q5, Q9, Q11, Q16, Q20, Q23, Q25 and Q27 External expectations – Q8, Q12, Q21 and Q24 As these last two dimensions, respectively and comparatively, share a greater degree of similarity they will be interpretatively combined and presented together. Looking at these from a political perspective; the demand for lifelong learning to have greater prevalence in society sets an industry standard that demands conformity to it. Subsequently, this appears to facilitate the re/co-construction of self-directedness and the personal interests of adult learners’ so that they begin to mirror ‘what is required of them’; which is indicative of a cost-benefit/mean-ends analysis. Therefore, some adult learners’ might be so focussed or motivated on getting the qualification that they adjust their sense of self-direction in order to reorganise their lives and satisfy what is required of them i.e. Mutability for the betterment of self. It could also be suggested that the pressure too have certain qualifications encourages participatory behaviour in some adult learners’ and determines the relative conformity to industry demands and learning the required skills i.e. something they adapt to rather than adapted for them (Q8, Q9 and Q10). Conformity, in this sense, would then act as a pre-determinant to achievement; the perception of economic sustainability and upward mobility and what value, and relevance, learning has. Not surprisingly, this could be one reason why thousands of people leave their jobs: they only took the job because it is what was demanded of them, which is in direct conflict with their personal interests, self-directedness and life goals. Which also illustrates that cognition can be influenced by social interaction and be co/re-constructed by experience and meaning-made. The questionnaire included items that let the participant assess the value and relevance they attribute to learning as an adult. The overall strength of this agreement was guided by their experiences as an adult learner. However, some of the diagnostic questions seemed to be complex and ask two things of the participant. As this is a major source of error (Hammersley et al., 2003) the validity of those questions will be scrutinised as the participants may have weighted one aspects of the complex question more important than the other aspect, hence, an adumbrated response i.e. a decrease in validity. However, all of the responses were reduced to one mean average for that individual question, and as these were pooled from the four themes that characterise adult learners’ it reduced sampling error and bias. Furthermore, as there was a two stage analysis in phase one the validity of the research instrument is strengthened; especially when we factor in the use of the SDR measure to control for bias (Nederhof, 1985) and the encouragement of omission (Hammersley et al., 2003) when the participant had no opinion. What we cannot suggest at this stage of the analysis, however, is that the shared experience led to a shared meaning. As Denscombe (1999) ascertained; the perceptions of the individual are not always consistent with the general consensus view (Brockmann, 2011) of the group as a whole. This extends to the meaning-made and the individual nature of the meaning-making process. The surveyed group cultivated differing levels of relevance and value from their shared experiences. But, this was seemingly determined by the level of relevance and value that was extrapolated from their continued participation. Hence, the individual agency of meaning-making is an outcome of the level of value and relevance attributed to the shared experiences of learning as an adult, the level of satisfaction and a sense of mutability for the betterment of self. Phase 2: Narrative of Qualitative data Before the triangulation, constant comparison and content analysis the researcher must point out that (1) this was a small scale study, (2) the interviews was held in a small group so full disclosure by each participant was not always possible and (3) the results should not be over generalised to other adult learning situations. All that is being sought is an insight in to the connectivity of socio-cognitive interactivity and the subsequent influence on representative individuality; the multidimensionality of participatory behaviour and what the adults felt their motivations for returning to education were and still are. This should (1) map the external/internal influences on the adult learner; (2) expose the dimensions behind this seeming connectivity of socio-cognitive interactivity that create the potential/s for designated types of action i.e. Multimodal Heuristics and (3) if the analysis supports the researcher’s theory and the adult learning theories that feature in this enquiry. Some of the interviewee’s shared a meaning to one degree, but had a different meaning-making process before reaching that decision; the salient feature was a shared-meaning in a shared-goal in reaching university or attending a higher level course from the successful completion of the current course of study. This gave them a common ground on which to build upon ‘what learning means’ to them on an individual basis whilst allowing the shared-meaning element distinguish and define their individual social relationships in the class; whom they sought clarification from; what level of involvement they chose and what comparative judgements they begin to make on others in the session/s. Walter: â€Å"Well I think if you do†¦ I think if you do†¦like, we are social people, things†¦we are social and that’s that, that’s what we are†¦we are designed to be social people, if we exclude ourselves we do not, you know, we lose all basic human function, it’s like the guy at the front, you know he doesn’t †¦ he can exclude himself, he doesn’t do anything, he doesn’t enjoy being here, doesn’t have any excitement about coming and learning†¦if you exclude yourself from everyone else you’ll probably not learn!† Serena: â€Å"I like learning with a group but then it’s dependent on what I do with that information†¦but when it’s writing things down or posters and stuff I can’t have other people touching.† This illustrates that the need to feel self-directed and sometimes being free from outside interference is just one of the commonalities we start to see in the participants responses. Although, some of the interviewee’s do highlight that; Sally: â€Å"I came because I needed to do it, but now I quite, I’ve more motivation to do it because I enjoy it.† Therefore, the individual agency of meaning-making is, not only an outcome of the level of value and relevance attributed to the shared experiences of learning as an adult, the level of satisfaction and a sense of mutability for the betterment of self, but also the means/ends-cost/benefit interconnectivity seen in their decision-making process i.e. motivated to do it and their continued participation in the session/s that seemingly contributes further to the mutability for the betterment of self in these adult learners. The individual meaning-made is a product of these connective interactivities varying – and individually decided – high/low levels of cost/benefit the course has and what perceived means/end reward the course provides for successful completion i.e. the multimodal heuristic factors that led to participatory behaviour and satisfaction. The shared-meaning is an accidental affinity that becomes synchronous with other people that are pursuing a similar goal as them. This suggests that they share similar educational values and relevancies due to their common or shared goals. The shared-meaning dimensions presumably start to mediate the differing high/low connective interactivity level in the cost/benefit and means/end analyses. Furthermore, this also starts to define and distinguish individual social relationships; who we seek advice and clarification from; what level of involvement we chose and what comparative judgements we make on others i.e. asynchronous affinity with others. The comments from these interviewee’s also highlights the need to feel proficient and competent about the material in the course and where they culture this confidence. It seems the more confident the adult learner gets about understanding the material and being able to discuss, question and seek clarification on their understanding the more proficient and competent they feel. This bolsters their feelings of satisfaction and adds to their motivation to continue through reducing the physical and mental sense of effort i.e. cost and/or means and increasing the perception of benefit cultured from continuation in the session/s. e.g. internal expectations and social relationships. This could be defined as a beneficial compromise for the betterment of self being the mediation of the perceived value social contact offers in raising confidence, increasing feelings of proficiency and reducing our fear of incompetency. The commentaries also point toward Margin theory (Gibbons Bylsma, 1984) in the manner of how ‘power’ and ‘load’ i.e. the amount we can manage is balanced with the effort we can assign to it and ‘expansive’ and ‘restrictive’ perceptions of future time i.e. the older you are the more urgent something becomes also contributes to the motivations of the adult learner (Gibbons Bylsma, 1984). So, is motivation the product of a restrictive ‘future time’ perspective creating a behaviourally urgent response to the realisation of your current educational inequities; therefore, adding to the perception of the reduction in opportunities for sustaining economic upward mobility? For example the following conversation illustrates the reasoning behind this question; Researcher: ‘so does anyone find, you know, that helps them decide to do a course, or, was it a combination of both things were like valuable and relevant to you as well?’ Walter: ‘Yeah, yeah†¦that’s the reason I’m here, you know you can’t get a well-paid job without English and Maths!’ Leroy: †¦Ã¢â‚¬â„¢and without those I can’t precede on to university’ Researcher: ‘So you can see the as an industry standard kind of then?’ Walter: ‘Yeah, this is the industry standard’ Researcher: ‘So to actually progress you need these things to progress?’ Walter: ‘Yeah†¦yeah†¦Ã¢â‚¬â„¢ Leroy: ‘Like to myself, like to have this qualification would make me feel better about it†¦but,’ Researcher: ‘Yeah†¦Ã¢â‚¬â„¢ Leroy: ‘†¦it’s a requirement’ Researcher: ‘yeah like a stepping stone’ Leroy: ‘yeah.’ Therefore, these adult learners’ may just see the benefit of having the qualification to progress beyond where they are now. This could also suggest that these adults’ are fully aware that the ‘real world’ applicability of certain subjects are determined by the industry demand for that subject, making a qualification economically more relevant and valuable to these adult learners’. We could theorise that society has a shared understanding about what industry requires of the workforce and how this requirement places a demand on the learner to rearrange their lives in order to participate in learning. Therefore, shared meaning in society could be facilitated by a shared understanding of what it demands of society, which supports the theory that adult learners’ must assign more personal relevance, value and expectations of satisfaction to learning before there is the motivation to return to education i.e. is there a beneficial compromise between what I want and what they require. And as can be seen in the descriptive analysis of Q20, Q21 and Q22.These questions relate to social influence and societies perception of value and relevance assigned to learning. The adult learner agrees that the decision to attend a course of study was suggested to them (Q20) and that this social influence/encouragement essentially provides the persuasive reinforcement to their implicit understanding that; learning increases an adult’s chances of employment (Q21). The adult learners’ also feel that the support they receive from the different sources of this social influence/encouragement is at a level which permits their participation on the course of study. We could again theorise that an individual knows what is demanded of them in the employment market, but they seek confirmation on what they already know. This suggests that ‘meaning’ is socially co/re-constructed by the individual seeking confirmation on their present understanding in order to reinforce their decision, and by way of, increase motivation to return to learning. Furthermore, the adult learners’ do not feel they have to make allowances to attend a course, as long as the scheduled session/s is at a convenient time for them to attend i.e. the conscious effort to avoid the conflicts between personal obligations and scheduled session/s. Moreover, showing that, for these adult learners’, the course of study has value and is personally and economically relevant to them. And as it was outlined in the ‘Theory Development’ section of this report; we can compare the assessment of value and relevance to Gustafsson & Mouwitz (2008) description of Proficiency Theory, and, means-end and cost-benefit analyses to McClusky’s Margin Theory (1974, as quoted in Gibbons Bylsma 1984). These theories emphasize a need to be competent at tasks’ whilst being realistic about certain physical, mental and social capabilities. Moreover, because the theories that were used in this study have overlapping dimensions (e.g. Q3, Q4 and Q12 overlap Social contact and Relationships; Goal and Relevancy orientation and External Expectations) with each dimension seemingly providing a piece to the decisional mà ©lange that affects the internal expectations i.e. individual agency of the adult learner. We could therefore suggest that Multimodal Heuristics and co/re-constructive social influence, not only becomes more evident when motivation towards participation is being established and/or maintained, but may also be one of the key components in the processes that assist the transformation of identity. Hence, as a sense of belonging, competency, proficiency and satisfaction are valued and relevant to the adult learner and evolve as they evolve; as do their identities. Equally, in a sociocultural ontology progress in learning is viewed along trajectories of participation and growth of identity, so both competency and belonging matter in understanding learning. It is for these reasons that a sociocultural ontology describes learning as a transformation of identity. And as the report is looking at the macro and micro-structural influences on the adult learner and how that comes to mediate and motivate them toward participation we can suggest quite firmly that identity transformation is closely tied to multimodal heuristics which is apparently mediated by a co/re-construction between the connectivity of social/cognitive interactivity thus having an impact on the identity formation of the adult learner. So the relevancy and value that is selected from external sources is fragmentally factored from differing micro and macro-structural influences and negotiated in to cognitive constructs i.e. internally mediated hence facilitating the decisional components that create the motivation for, and support continued participation towards, designated types of action. Discussion, implications and conclusions So, are social contact and relationships the result of synchronous affinities? Is the use of multimodal heuristics an actual contributor to identity transformation? All that can be suggested is that the results support the theory of multimodal heuristics and the connectivity of interactivity and imply that motivation is established through the individual deliberately, and sometimes vicariously, extracting information from these proximal and distal influences. Hence, social/cognitive collocation comes to, not only reinforce their decision to participate in designated types of action, but also – to a greater or lesser extent – impacts upon the transformation of identity. But, we must keep in mind that this is paralleled with a balance between the beneficial compromises for the betterment of self and the perceived value social contact i.e. belonging offers in raising confidence, increasing feelings of proficiency and reducing the fear of incompetency. The real implication of these results is the noticeable benefit of informal conversations being used to reinforce learnt knowledge. The participants suggest that more time for reflection and confirmation would go some way to aiding the retention of new information, how the information actually relates to their personal circumstances and how this also contributes to feelings of belonging, proficiency, competency and feelings of increased confidence. For example; Walter : â€Å"†¦if you have a conversation with someone, say after this class, you’ll remember that conversation better than you would, you know than someone standing at the front of the class going ‘this guy wrote this poem about this† And like the small child that is afraid of ‘shadow monsters’ and leaves the light on; the sessions could benefit from the incorporation of small group/whole class learning reinforcement dyads of informal conversations. This would then start to determine the level of commitment and motivation (Park & Choi 2009) that is ascribed to the retention of relevant and valuable information (Gibbons Bylsma, 1984; p. 23), and further contribute to the ease of transfer/retrieval of the current learning material/s and any new information (Ekey 2012). In conclusion, if adults are autonomous, self-directed and pursue their personal interests and goals then; when an adult decides to return to education the course of study must display a greater degree of relevance to the adults. If the course of study is perceived as having relevance, it (1) fulfils their need for feeling autonomous, (2) allows the adult to make an informed decision as to the value it has, (3) contributes to the continuation of feelings of self-directedness and (4) also contributes to their perceptions of being closer to achieving their goals’; thus adding value. Especially when we factor in that adult learners’ are complying with requirements’ laid down by someone else and may need to reorganise multiple obligations and competing priorities in order to participate. Another reason that these adult learners’ generally value the social interaction, support and reciprocal respect they receive whilst attending a course of study. Hence, the sense of belonging would be enhanced if there were more opportunities for interaction. Therefore, creating more opportunities for reflection between learners’ could, not only, reinforce learning, but also support the feelings of belonging through increasing the opportunities for discussion on how the material covered in that session/s contextually relates to them. Moreover, focussing on enhancing feelings of proficiency by allowing the adult learner to co/re-construct their current understanding through reflecting upon it with learners’ that share the same learning experience and synchronous and asynchronous affinities. References Abdullah, M, Parasuraman, B, Muniapan, B, Koren, S & Jones, ML. (2008) ‘Motivating factors associated with adult participation in distance learning program’ International Education Studies, 1 (4), pp. 104-109. [online] http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1569&context=commpapers&sei-redir=1&referer=http%3A%2 ‘Mutual Research Designs: Redefining Mixed Methods Research Design’, pp. 29 – 35, Taken from ERCM (2007) ‘6th European Conference on Research Methodology for Business and Management Studies’ Universidade Nova de Lisboa, Lisbon [online] http://books.google.co.uk/books?hl=en&lr=&id=VtYcSTUV0nQC&oi=fnd&pg=PA29&dq=bryman+pragmatism+%22multi+methods%22&ots=bC6CHJujM9&sig=sWf3Hfxlkrz-79fe5K0eGeqLI3M#v=onepage&q&f=false (accessed on 18/06/2013) Aronson, E., Wilson. T. D. and Akert, R. M. (2005) ‘Social Psychology’, 5th Edition, New Jersey, Pearson Education Inc, Cpt. 3, pp. 59 – 61, Cpt. 3 pp. 57 – 64, Cpt. 3, pp. 74 – 75 Brannen, J. (2005) ‘Mixed methods research: a discussion paper’, ESRC National Centre for Research Methods, Review Paper 5. [online] http://eprints.ncrm.ac.uk/89/1/MethodsReviewPaperNCRM-005.pdf (accessed on 01/08/2013) Brockmann, M. (2011) ‘Problematizing short-term participant observation and multi-method ethnographic studies’, Ethnography and Education, vol. 6, no. 2, pp. 229–43. [online] http://www.tandfonline.com.libezproxy.open.ac.uk/doi/pdf/10.1080/17457823.2011.587361 (accessed 18/04/2013) taken from The Open University (2013) ‘E891 Action 3.10: Short term Ethnography; Part 3: Research design and data production, Milton Keynes, The Open University Bryman, A. (2006) ‘integrating quantitative and qualitative research: how it is done?’ Sage Publications, London, vol. 6(1) 97–113. [online]

From Africa to the Americans Essay

The first pages of Kelly and Lewis’ To Make Our World Anew: Volume I: A History of African Americans to 1880 had opened the eyes of its readers about the real nature of the African race. While discussing the slave history of Black in the Western Hemisphere, he redirect the focus in discussing the great history of the Black people in its homeland in Africa. Prior to the slave trade and during the peak and climax of the numerous Black civilizations that existed, the Black people had managed to construct and established huge empires that were characterized with civilized systems like language and systems of writing. In many cases, the achievements of the Black people during their stay in their homeland can be compared to the successes of some of the greatest empire and civilizations that had existed in the East and in the West. It is just disappointing that the heritages of the Black people in Africa are undermined when compared to the heritage of the Asians or Americans for example. Rather, what is plotted in the mind of many people is the Blacks history as a slave. As the modern world had managed to reverse its perception on Black in relation to slavery period, it is important to note what happened in the past and the real history. Lewis and Kelly with their objective approach of the situation and history had provided us a new way of perceiving the Black people. With their reminders that great civilizations like Egypt that impacted other great civilizations like Greece and Rome, we are now starting to appreciate the beauty and wonders of the Black culture and descent. Today more than ever, we now see them not as ‘other people’ but rather a person that is equal to us that just happened to be created with a different color. Indeed, this is an improvement in the way of life in the modern world. Works Cited Kelly, Robin & Lewis, Earl. To Make Our World Anew: Volume I: A History of African Americans to 1880. 2000. Oxford UP. Oxford. pp. 3-52. Print.

Human Age Estimation from Facial Images Using Artificial...

Introduction Face Images convey a significant amount of knowledge including information about identity, emotional state, ethnic origin, gender, age, and head orientation of a person shown in face image. This type of information plays a significant role during face-to-face communication between humans [1]. Above prospects of facial images can be used in emerging branch of Human Computer Interaction (HCI). Human age has following characteristics: Aging is uncontrollable process: Aging cannot be delayed or advanced at will. It is slow and irreversible process. Personal Age Patterns: The aging factor of a person is defined by his genetic structure as well as external factors like health, lifestyle, weather conditions, ethnicity, etc. Aging†¦show more content†¦Photo indexing: Automatic indexing of photos is possible based on the age of a person. Missing individuals: reliable prediction of one’s appearance across ages has direct relevance in finding missing individuals. Age based acces s control: developing systems which provide age specific access to an individual at sites like security offices, military areas, social networking, etc. Other common places: Age estimation system can be helpful at various locations like hospitals, police stations, banks, government offices, educational institutes, sport events, etc. Related Work Various image processing researches related to face have been of keen interest since a long time. From past decade, though the study related with respect to aging pattern and age estimation has become important, it is still very challenging. Mostly age estimation is done using shape patterns of face or using facial texture information such as wrinkles. Existing methods for facial age estimation typically consists of 2 main steps: image representation and age prediction [3]. The general models used for representing images are Active Shape Model (ASM) [4], Active Appearance Model (AAM) [5], Craniofacial Growth Model [6], Aging Pattern Subspace [2], Manifold Learning [7] whereas for age estimationmulticlass classification problem or regressing problem. The ASM model was proposed by Cootes et al [8]. This was used for feature extraction by characterizingShow MoreRelatedOutline And Outline Of A Letter9612 Words   |  39 PagesCONTENTS CHAPTER TOPIC PAGE NO. Candidate’s Declaration I Acknowledgements ii Contents 1 Abstract 4 List of Figures 5 List of abbreviations 6 1. INTRODUCTION 1.1. Overview 1.2. Background 1.2.1 The human hand 1.2.1.1 Palm 1.2.1.2 Fingers Bones 1.2.1.3 Wrist and Hand 1.2.1.4 Muscles 1.2.2 Structure of hand 1.2.3 Movements 1.2.4 GraspsRead MoreBIOMETRICS IMPLEMENTATION IN COMPUTER SECURITY There must be some solid personal3000 Words   |  12 Pagesplaces etc. In absence of these schemes these systems are vulnerable to misuse. Therefore biometrics is introduced which refers to a secured access of an individual by automatic recognition based upon their behavioral and physiological characteristics. Using Biometrics we can conform an individual’s identity based on â€Å"who he is† rather than â€Å"what he has†. This paper gives a brief view of Biometrics, its advantages and disadvantages, the advancement of biometrics in now a days security management. InformationRead MoreCissp Study Guide67657 Words   |  271 Pagesstatement of roles and responsibilities C. statement of applicability and compliance requirements. D. statement of performance of characteristics and requirements. Answer: D Explanation: Policies are considered the first and highest level of documentation, from which the lower level elements of standards, procedures, and guidelines flow. This order , however, does not mean that policies are more important than the lower elements. These higher-level policies, which are the more general policies and statementsRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesPermissions Editor: Isabel Alves Production Service: Newgen–Austin Text Designer: Stuart Paterson Photo Researcher: Gretchen Miller Copy Editor: Nancy Dickson Illustrator: Jade Myers; Newgen–India Cover Designer: Stuart Paterson Cover Image: Paul Chesley/Getty Images Cover Printer: Courier Corporation/Kendallvi lle Compositor: Newgen–India Printer: Courier Corporation/Kendallville  © 2008, 2005 Duxbury, an imprint of Thomson Brooks/Cole, a part of The Thomson Corporation. Thomson, the Star logo,Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages10.5/12 ITC New Baskerville Std Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. 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