Running head: FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Assignment 7.2: Writing the Findings, Conclusions, and Recommendations Cynthia Gallagher Jones International University Winter 2009 Dr. Patrician Ryan

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Table of Contents Findings and Conclusions ............................................................................................................... 3 Recommendations ........................................................................................................................... 6 References ....................................................................................................................................... 7 Table 1: Data Analysis (Descriptive Statistics) of Respondent Ratings ......................................... 9 Figure 1: Evidence of AC Knowledge ......................................................................................... 10 Table 2: Evaluation Components Denoting Categorized Concepts KC, AC................................ 11 Appendix: POP III, POP II, POP I Results (Samples) .................................................................. 16
Figure A1: POP III .................................................................................................................................. 16 Figure A2: POP II ................................................................................................................................... 17 Figure A3: POP I ..................................................................................................................................... 18

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Findings and Conclusions

The data show that the scope of knowledge about the Avalon Project and its Declaration of Caracas includes three groups of respondents and two concept areas, Population I (POP I), Population II (POP II), and Population III (POP III); and Knowledge Concepts (AC) and Application Concepts (AC). Samples of 30 respondents include two with mean ratings of POP I that tend toward 1, two with mean ratings of POP II that tend about .8333; and 26 with mean ratings that tend about .333333 (see Table 1). Quantitative results and analysis did evoke further variables about categories of the three population groups of reading-audience and discussion participants of the articles, which tend toward a POP I rating greater than 8, a POP II rating between 0-8, and a POP III rating between 0-8, as follows: Question # 6 7 1 1 1 0 0 0

Respondent # POP I R1 POP II R2 POP III R3 Category of Concept: KC=Knowledge Concept

1 1 0 0

2 1 1 0

3 1 1 1

4 1 1 1

5 1 1 0

8 1 1 0

9 1 1 1

10 1 1 0

11 1 1 1

12 1 1 0

KC KC KC KC KC AC AC KC AC AC AC AC

AC=Application Concept The rating of understanding of each respondent to each question about the Knowledge Concepts (KC) and Application Concepts (AC) to which each question refers. The data analysis of these ratings reveal mean scores and other values that divide the respondents into three Population Groups (POP I, POP II, POP III), and divided knowledge that is evident through individual understanding of the KC and AC (see Figure 1 and Table 2). The AC categories presented inconsistencies across the three groups, while KC ratings tend toward 6 of POP I and POP II, and between 0 and 6 of POP III, as evident in the Samples (see Appendix). Although the data is quantitative that is derived through the analysis of the categorized questions which relate the Applied Research proposition about the Knowledge Concepts (KC), the Application (or practice) Concepts (AC) are disputed through that data yielded by 24

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

respondent questionnaire-surveys and interview responses, in which the hypothesis is confirmed about the respondent knowledge of the beneficence of the general subject and related categories. Responses to the AC Questions (#7, 10, 11, 12) were consistently inconsistent among the three population groups, however, indicating the relationship of those questions to current practice and priorities, rather than through the values of the Avalon Project. Since the data is quantitative, which involves the initial analysis of knowledge about the Avalon Projects Declaration of Caracas (Dewey, 1938, 1997; Dewey & Small, 1897; 2006; Sklar, Hagen, & Yale Law School, 2008; Rosati & Yale Law School, 2008; Westbrook, 1993; Berube, 2000; Stuhr, 2006), the original proposition is consistent about KC, but not about AC, a balanced argument that is therefore qualitative, as the scatterplot of Figure 1 also supports. The characteristics of the categories on which the questions are based form a more general explanation or theory of operation as indicated by the course author (Smith, 2010)the rationale for the crime and political corruption in Latin America and the Middle East today which is affecting the lives of Latin American and other travelling blogging journalists. As the course author describes, however, the balance of the argument for those categories is also qualitative, such that further findings from the logical arguments and data may be defined in nominal terms. The rationale about the relationship of qualitative studies and inductive reasoning pertains to the problem and original hypothesis, if writers and instructors inform representatives about the meaning and effective applications of the documents, then those representatives will be able to demonstrate levels of assimilated knowledge". Inductive results indicate different attitudes in respect to the AC of the policy. The dependent variable about the KC of the Project and its Declaration forms a synthesis about the relationship with diplomatic and humanitarian policy that is conveyed through articles

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

produced as described and/or research-work methods that compel the independent variable of a population, which also influences the division of the three sub-group variablesPOP I, POP II, and POP III. Some specific examples have resulted through responses to questions about the Avalon Project and its Declaration, which involve the problem about the relationship of justice, crime, and political corruption in law-political science and journalism. By categorizing and interpreting the data in terms of common themes" (Leedy & Ormrody, 2010, 147), the Project follows the Qualitative Case Study design and method, revealing information necessary to the determination of the knowledge and policy as a relationship with a general principle or application through practice or consequence important to policy makers today. Although assimilation of the KCs results in the three populations of individuals whose understanding may be measured through numeric data analysis, the qualitative interpretation of those results is most important, because they involve patterns of diverging priorities in political agendas, finances, resources, commodities, tactics, and policy, about which questions 7, 9-12 are orientedconcepts involving work in Latin America and Africa, for example, and Deweys work in progressivism (Masri, 2000; MESACN, 2005; IASCT, 1998; Dewey, 1938, 1997; Dewey & Small, 1897; 2006; Fuller, 2011; Kaye, 2000). Those qualitative results reveal the horrific crimes and fears that Latin American drug cartels are perpetuating on Latin American journalists and educators, issues with which even higher educated students and instructors are not familiar (of 30 respondents, 23 indicate a 0 rating of KC and AC), an alarming reality in respect to the secure planning of those respondents whose neighbors hesitate to engage in social blogs such as Facebook due to horrific slaughtering by the drug cartels of journalists and security representatives in Latin nations. Those results are products of qualitative Case Study methods in the Spiral Analysis Spiral about Synthesis, Classification, Perusal, Organization, and Legal

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Documents, Reports, Questionnaire-Surveys, Observations, Interviews at the Literature Table and by phone, and the interpretive relationship of the hypothesis to the findings. Recommendations Recommendations involve education, especially levels of higher education to correct inherent inability to assimilate knowledge about the Project and its Declaration, and which involves social and political functions. The ACs evoke concern for the conditions in Latin America that urgently involve the morbidity rates of travelling and American journalists, for

example, and that compel family members and peers in and about that region to hesitate in online participation about these issues, issues that involve inadequate communication. POP III especially represents diverse reading skills and educational backgrounds that directly pertain to disadvantages and literacy ratesa lack of communication and interest in current events that education at all levels may correct. Those who have not learned of the importance of political science to higher education and the relationship of those studies with programs such as the Software Foundation in Latin America (FSFLA) (MESACN, 2005; Fuller, 2012) may not even learn of the prominent educators who have or may or become potential victims of drug cartels. The reading audience that is unaware of these important issues needs a right to focus and communicate on these important life-saving policies and currently related dilemmas. Also solved through access to education is the problem about respondents who are unaware about cooperative OPEC oil companies that continue to support petroleum dependency (Masri, 2005) that pursue as assimilated knowledge is consequently inhibited by the focus of those who are most concerned about problems in the Middle East. The recommendation includes the ongoing education and communicative options of all population groups to learn of the relationship of education with an honorable viable government as foremost to the assimilation of knowledge.

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS References Berube, M. R. (2000, January 30). Eminent educators: Studies in intellectual influence (contributions to the study of education). Santa Barbara, CA: Greenwood/Praeger.

Dewey, J. (1938; 1997). Experience and education. New York: Touchstone Rockefeller Center. Dewey, J. & Small, A.W. (1897; 2006, February 17). My pedagogic creed and the demands of sociology upon pedagogy. Digitalized form retrieved from the University of Michigan at http://books.google.com/books/about/my_pedagogic_creed.html?id=gZq6NB6R-P8C Free Software for Latin America (FSFLA) Board Observers. (2009, July 29). Caracas declaration: Need for international and community cooperation in Latin America in favor of free software. Retrieved from http://www.fsfla.org/svnwiki/anuncio/2009-07declaracion-de-caracas.en Fuller, D. (2011, Summer). The declaration of Caracas. Pressing Times, 12. Berkeley, CA: Bay Area Alternative Press. Ibero-American Supreme Courts and Tribunals (IASCT). (1998, March 4-5). Ibero-American summit of presidents of supreme justice tribunals and courts. Retrieved from http://www.tsj.gov.ve/informacion/eventos/caracasdeclaration.html Kaye, H.S. (2000, March). Computer and internet use among people with disabilities. Disabilities Statistics. Retrieved from http://dsc.ucsf.edu/pdf/report13.pdf Leedy, P. & Ormrod, J. (2010). Practical research. N.J.: Pearson Education. Masri, R. (2000, September 29). The OPEC Caracas declaration. Retrieved from http://www.casi.org.uk/discuss/2000/msg01013.html Ministers of Energy of the South American Community of Nations (MESACN). (2005). Declaration of Caracas on the occasion of the meeting of ministers of energy of the South

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS American community. Retrieved from http://www.comunidadandina.org/ingles/documentos/documents/casa_2005_7.htm Rosati, D., Yale Law School (2008). The international military tribunal for Germany: The Nuremberg Trials Collection. The Avalon Project Documents in Law, History, and Diplomacy. Retrieved from http://avalon.law.yale.edu/subject_menus/imt.asp Ryan, A. (1997, February 17). John Dewey and the high tide of American liberalism. N.Y., London: W.W. Norton Sklar, B. & Hagen, V. M., & Yale Law School (2008). The Avalon Project: Declaration of

Caracas; March 28, 1954; Inter-American relations, collection of documents, legislation, descriptions of inter-American organization, and other material pertaining to interAmerican affairs. Washington, D.C.: Government Printing Office. Retrieved from http://avalon.law.yale.edu/20th_century/intam11.asp Smith, C. R. (2010). Module 3, section 3. EDU 522: Research Methods, Improving Learning Organizations. Retrieved from http://www.jiu.edu Stuhr, J. (2000, April 1). John Dewey: Knowledge products (giants of philosophy). Ashland Oregon: Knowledge Products. Westbrook, R.B. (1993, February). John Dewey and American democracy. New York: Cornell University Press.

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Table 1: Data Analysis (Descriptive Statistics) of Respondent Ratings Data Analysis (Descriptive Statistics) of Respondent Ratings
POP I R1 Mean
Standard Error

POP II R2 1 0 1 1 0 0 #DIV/0! #DIV/0! 0 1 1 12 12 Mean

Standard Error

POP III R3 0.833333 Mean 0.112367 Standard Error 1 Median 1 Mode 0.389249 0.151515 2.64 -2.05524 1 0 1 10 12
Standard Deviation Sample Variance

Median Mode
Standard Deviation Sample Variance

Median Mode
Standard Deviation Sample Variance

0.333333 0.142134 0 0 0.492366 0.242424 -1.65 0.812404 1 0 1 4 12

Kurtosis Skewness Range Minimum Maximum Sum Count

Kurtosis Skewness Range Minimum Maximum Sum Count

Kurtosis Skewness Range Minimum Maximum Sum Count

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Figure 1. Although the first hypothesis is supported by the findings, the related hypotheses are disproven due to their progressive nature in the application with ongoing priorities, as their scattered position about the scatterplot indicates, and the balanced argument is therefore qualitative.
Evidence of AC Knowledge AC 6 1 1 0
1.2 1 0.8 0.6 0.4 0.2 0 0 2 4 6 8 Series1 Series2 Series3

10

AC 7 1 0 0

AC 9 1 1 1

AC 10 1 1 0

AC 11 1 1 1

AC 12 1 1 0

Series 1: POP I; Series 2: POP II; Series 3: POP III

Running head: FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Table 2 Evaluation Components Denoting Categorized Concepts KC, AC

11

Qualitative Research about the Declaration of Caracas C O N C E P T 1 Raw text data inspiring Level I Code Source Level 1 Code Concept Theoretical Number Acquainte d with Subject P O P 1 P O P 2 P O P 3

Familiarity with the Yale University Law Schools Avalon Project, the Declaration of Caracas

(Dewey, 1938, 1997; Dewey & Small, 1897; 2006; Sklar, Hagen, & Yale Law School, 2008; Rosati, D., Yale Law School, 2008; Westbrook, 1993; Berube, 2000; Stuhr, 2006) (Dewey, 1938, 1997; Ryan, 1997; Westbrook, 1993 Berube, 2000; Stuhr, 2006)

Disadvantaged communities need help to prevent widespread devastation, and to wisely allocate resources both nationally and internationally

Humanitarianism; rectifying philosophical, sociological, educational-political problems Knowledge Concept (KC)

Aware of the Investigation by John Dewey (1859-1952) of the 1936-37 Moscow Trials that influenced

Relevance of psychological counseling and development, especially during trying times such as war and economic hardship

John Deweys theories of inquiry, knowledge, ethics, social sciences, metaphysics, progressivism, and logical relationships

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS educational reform 3 Aware that educational institutions are related in some way to a governmental system Dewey, 1938, 1997; Ryan, 1997; Westbrook, 1993 A fallacy exists that misinformed individuals maintain about the relationship between education and government journalism, political science, and law that forms of instruction should address The mandatory innovators and leaders have set a foundation for all studies relating to government and education

12

Knowledge Concept (KC) Law and political science are essential to governmental leadership; the educational and governmental institutions are thoroughly related and inseparable. Knowledge Concept (KC) Maintenance of law and order toward a lasting and just civilization Knowledge Concept (KC)

Aware about Confucius (551-479 B.C.), the Ancient Greeks (900 B.C.-600 A.D.), and the Roman Cicero (106-43 B.C.)

(Dewey, 1938, 1997; Dewey & Small, 1897; 2006; Sklar, Hagen, & Yale Law School, 2008; Westbrook, 1993; Berube, 2000; Stuhr, 2006; Fuller, 2011) (Dewey, 1938; 1997, 10)

Aware that Dewey was accurate when he stated that spontaneity and excessive individualism are deceptive indexes of freedom

Challenging attitudes that deny the results and benefits of diligent research and ongoing hypotheses, inferences, and rationale to a viable conscientious society

Ethics, knowledge, progressivism, logical procedures Knowledge Concept (KC)

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 6 Acquainted with the work of the Latin American Journalistic Federation (FELAP) (Fuller, 2012) Maintaining effective diplomatic relations with surrounding nations, citizens with whom we do business and with whom we maintain cooperative communicative systems Developing and improving a focus on systems of education, politics, and sociology

13

Revising, improving, and focusing on important issues of commerce, education, transportation, and engineering that affect our Peace Corps and related organizations Application Concept (KC) Ethics, inquiry, knowledge, social policy; progressivism Application Concept (AC)

Aware that the relationship of education and politics may need to be questioned, remedied, and understood to correct problems involving living conditions and living wages Familiarity with concepts included in the Charter of the Organization of Human Rights, The American Declaration of the Rights and Duties of Man, and/or

(Fuller, 2012; MESACN, 2005; Dewey, 1938, 1997; Ryan, 1997; Westbrook, 1993)

(Dewey, 1938, 1997; Dewey & Small, 1897; 2006; Sklar, Hagen, & Yale Law School, 2008; Westbrook, 1993; Berube, 2000; Stuhr, 2006)

Exploring resources essential to harmonic commerce, transportation, environment, educational, and sociological affairs

The values of sustained civilizationcomponents of holistic health at all levels Knowledge Concept (KC)

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS The Universal Declaration of Human Rights

14

Familiar with studies in political science important to the establishment of peace in South Africa where political and economic destabilization has been influenced by apartheid that is compelled by aggression from bordering and frontline states Acquainted with studies in political science that should result in jobs cultivating cooperation among OPEC national oil companies

(Masri, 2000)

Maintaining diplomatic affairs where we rely on resources and where we must maintain cooperative measures toward security and toward the wise allocation of available resources

Social, political , educational, commercial policy; progressivism in environmental studies and related sciences Application Concept (AC)

10

(MESACN, 2005)

Educational vs social, political practice regarding oil as a power source

Stability and Improvement: Maintaining stability through current power sources, even as they are being refined and replaced (Deweys theory of progressivism) Application Concept (AC)

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 11 Aware that higher education should result in the study and improvement of political science and diplomatic affairs (IASCT, 1998; Trends in current affairs Dewey, 1938, 1997; Dewey & Small, 1897; 2006; Sklar, Hagen, & Yale Law School, 2008; Westbrook, 1993; Berube, 2000; Stuhr, 2006) (MESACN, 2005; Fuller, 2012; Kaye, 2000) Access to technological and state-of-the-art communicative resources are important to education and its relationship with effective diplomatic affairs

15

Deweys theory of progressivism Application Concept (AC)

12

Aware that studies in political science typically do result in the progress of programs such as the Software Foundation in Latin America (FSFLA)

Deweys theory of progressivism, sociology, knowledge, and inquiry Application Concept (AC)

Running head: FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 16

Appendix: POP III, POP II, POP I Results (Samples) Figure A1. POP III (completed and returned live)

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

17

Figure A2. POP II (completed and returned live)

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

18

Figure A3. POP I (from the web survey-questionnaire) 1. Are you acquainted with Yale University's Avalon Project, the Declaration of Caracas? Yes Comment: These principles flourish and are assigned priorities 2. Are you aware that the Investigation by John Dewey (1859-1952) of the 1936-37 Moscow Trials influenced educational reform? Yes 3. Have you learned about Confucius (551-479 B.C.), the Ancient Greeks (900 B.C.-600 A.D.), and the Roman Cicero (106-43 B.C.)? Yes 4. Are educational institutions related in some way to a governmental system? Yes 5. Dewey was accurate when he stated that spontaneity and excessive individualism are deceptive indexes of freedom (see John Deweys Experience and Education, published in 1938 and 1997 by Touchstone Rockefeller Center, New York). Yes 6. Are you familiar with the work of the Latin American Journalistic Federation (FELAP)? Yes 7. Do you believe that the relationship of education and politics are effective today to correct problems involving living conditions and living wages? Yes 8. Have you heard of the Charter of the Organization of Human Rights, The American Declaration of the Rights and Duties of Man, and/or The Universal Declaration of Human Rights? Yes 9. Are studies in political science important to the establishment of peace in South Africa where political and economic destabilization has been influenced by apartheid that is compelled by aggression from bordering and frontline states? Yes 10. Do studies in political science result in jobs that cultivate cooperation among OPEC national oil companies? Yes 11. Do studies in political science result in the progress of programs such as the Software Foundation in Latin America (FSFLA)? Yes 12. Does higher education result in the study and improvement of political science and diplomatic affairs? Please explain your response. Yes