Qualificaiton Framework Research Paper Example | Topics and Well Written Essays - 500 words

Qualificaiton Framework - Research Paper Example This level deals with detailed understanding and knowledge. Level 3 qualifications are quite appropriate for the students who wish to go to the universities or the people who wished to work independently in an organization. Level 4 qualifications involved in-depth analysis of high level of knowledge and information. This level deals with specialist learning. Learning at this level is quite appropriate for people who used to work in managing, technical, professional or development job (Watkinson 108). The qualification at level 4 is equivalent to academic certificates of higher education. Level 5 qualifications recognize the competency to increase depth of knowledge and understanding. It helps to enable to formulate the solutions to the complex situations and problems. Level 6 qualifications recognize high level of skills and knowledge. This level motivates students to generate innovative ideas to give a solution to the problem. Level 7 qualifications recognize highly developed skills and knowledge. This level helps students to provide original and in-depth responses to the unpredictable and complicated situations and problems. Lastly, level 8 qualifications recognize leading practitioners or experts in a specific field. Doctorate degree is the highest degree that is awarded by an approved educational organization or a graduate school to a skilled and most competent student (Brown 107). Generally the duration of doctoral program vary in length between 4-5 years depending on various subject areas and areas of research work. A Master’s degree is an important academic degree that is granted to the individuals who have high-order overview of a professional practice area or a specific field of study. Duration of Master’s degree vary in length between 2-3 years depending on the subject areas. A bachelor degree is an important academic degree that is conferred to a student by a university or college. This degree is provided to those students who complete

Does race affect treatment within CJS?

Does race affect treatment within CJS? For this assignment I am going to explain how differences in race can affect the treatment and experience a person can receive within the criminal justice system. I will use research, legislation, policy and statistics to help answer the question. I will look into the different Criminal Justice Systems and analyse how race affects a persons treatment, I will also backup my findings through case studies which show the differences. Racism and race differences can occur within the police force, courts, probation and prisons. Because of race differences people from ethnic minorities are treated differently and unfairly in each of the Criminal Justice Systems. A racist incident is any incident which is perceived to be racist by the victim or any other person. (HMPS, 2007). The first part of the Criminal Justice System where an offender experiences race differences is the police force. The police have been known to be institutionally racist, In the criminal justice system it has become apparent that different ethnic groups are treated unequally, a recent report called Race and the Criminal Justice System showed that members of the Black community are seven times more likely to be stopped and searched, three and a half times more likely to be arrested, and five times more likely to be in prison then members of the White community, the same report also shows that Black communities are over represented and there is an under representation for Asian communities(Justice, 2007) . After the Brixton riots in 1981 lord Scarman produced a report into the factors causing the riots. The report showed that different factors such as political, social and economic factors created the trigger for the protest. After the riots confidence and mistrust in the police and th eir methods were lost, before the protest there was no communication or liaison between the police or the community. The report outlined that necessary changes such as more ethnic minority officers needed to be employed and more training needed to be given. The report highlighted that institutional racism did not occur but there was racial discrimination and racial disadvantage towards the black community (BBC, 2004). Since the Macpherson report the Equality and Human rights commission presented a report as to whether there had been changes in the police force in terms of racial discrimination and equality. The first part of the report looked into employment, Statistics show that 8% of the total police force is made up of ethnic minorities, in all the different statistics there has been a steadily but slow increase in ethnic minorities, however it does also show that ethnic minority officers have a high resignation rate, especially within the first 6 months of service (Justice, 2007 ). Many police officers that deal with counter terrorism, firearms and robbery consist mainly of white middle aged men who discriminate against Blacks and Asians, many Asians and Black officers have difficulty getting into the specialist squads, and feel as if it a closed shop for ethnic minorities. The second part of the report looked into stop and search, black members were seven times more likely to be stopped and searched by the police, and from the seven, only one was worthy enough for an arrest (Justice, 2007), this shows that there is still a disproportionate figure and that unnecessarily they were being searched, this particular problem is common in police forces across the UK. For every 1000 Black people in England, there was an average of 102 stops for drug searches, the Metropolitan police carried out 75% of searches on Black people (Justice, 2007) , Since the July 7 bombings, there was an increase in the number of Asians being stopped and searched. All statistics that ar e used for stop and search have a higher figure of minority ethnics, this shows that ethnic minorities are treated unfairly and are more likely to be searched then white people, this manner of stopping and searching on suspicion is being used excessively against Black and Asians. Members of the Black community are being regularly stopped for weapons such as knives and guns, and members of the Asian community are being stopped for terrorist related charges, both Black and Asian communities experience race differences through this. Race patterns are also frequent within the fingerprint and DNA samples, 40% of all black males are on the system, compared with 13% of Asians and 9% of whites (Justice, 2007). DNA samples of Black members are kept regardless of whether the person has committed a crime or not, this stereotypes towards Black men because they are always prime suspects in certain crimes because of their high figures of samples. Racial incidents was another factor the report loo ked into, since the Stephen Lawrence case there have been many improvements into the way race crime is dealt, police officers are being trained in culture and diversity and are now taking into account how serious race crimes are, and how serious they can become if they are not dealt with as soon as possible. The mother of Stephen Lawrence states that The police made mistakes then, but they learned their lesson and theyve not made the same mistake twice (BBC, 2005). In areas such as recruitment, training and tackling race crime, the police force is making clear progress, the statistics also back this up and there are many examples which show this also. However there are still issues and concerns that have been ignored such as the DNA database and stop and search differences, and mainly that black members are mostly seen as suspects in all crimes. Once a defendant has been charged, the police then seek charging advice from the CPS, the Crown Prosecution Service then decides what charge or sentence the defendant should receive. The courts take many factors into consideration before making a decision, firstly they look at the nature of the offence, the plea, the offenders previous criminal history, mitigating or aggravating circumstances. A study showed that Black defendants were more likely to be sentenced to custody then White defendants, and Asian defendants were less likely to be sentenced, the study also showed that Black and Asian offenders were given considerably larger sentences then White offenders. In other sentences such as fines and conditional discharges, Black offenders were more likely to be fined and less likely to be discharged compared to White offenders and also both Black and Asian offenders were more likely to receive community sentence then white offenders (Sharp, 2005). A black magistrate claimed that blac k defendants received harsh remarks, severe sentencing, disregard for personal mitigation, easy findings of guilt irrespective of evidence, most likely to refuse bail, most likely to be sentenced to prison and general unfair practices (Bird, 2009). From this we can see that people from ethnic minorities are treated unfairly and they often experience a difference in sentencing from the CPS An offender can be sentenced to attend probation by the CPS, the probation supervises the offenders behaviour and produces a report, the report is essential in the courts deciding the sentence. A recent report carried out on the probation service revealed that the probation service was infected by racism (Travis, 2000). The home office minister stated that There has been a systematic failure to address issues of race and racial discrimination in an adequate but appropriate way(Travis, 2000) The report outlined that white officers were uncomfortable when dealing with black offenders, they feared accusations of being racist, the report also showed that pre sentence reports for ethnic minorities had been of a poorer quality than those of the white offenders, these reports are very crucial in determining what the courts decide in what sentence to pass, if the probation officer writes a poor report because of the offenders ethnic background this could lead them to getting a severe punishm ent, that they do not deserve. Another reason why ethnic minority offenders are getting harsher penalties then white offenders could be down to the quality of the pre sentence report. The final part of the criminal justice system where an offender can receive different type of treatment is the prisons. In the past ten years the number of ethnic minority prisoners has increased considerably, ethnic minority prisoners needs are not always met and they are not given an equal amount of support as other prisoners, ethnic minority prisoners are frequently treated with disrespect and often receive racial abuse. The commission for racial equality made a report into racial discrimination in the prisons, after the murder of Zahid Mubarek who was murdered in HMYOI Feltham and was believed to be racially motivated. Statistics show that racial incidents are on the increase, during 2006-2008 there was increase of 25% of complaints of racism, staff on prisoner racism increased by 13% (Guardian, 2010). Racial stereotyping is a main factor in prisons, black inmates were more likely to be targeted for drugs testing then white cellmates, and that locking a prisoner in a cell for pun ishment was used unreasonably towards ethnic minority prisoners (BBC, 2003). The prison service does not have a strategy to deal with Minority ethnic prisoners. In March 2009, a Muslim inmate at Glen Parva institute in Leicester was verbally abused by staff, one man said Ive been called a terrorist just because I grow my beard or stupid Muslim.I had so many problems in this joint I cant tell you. This is the worst prison Ive been too more racist than others the same person also states that when a complaint is made, nothing is done about it (BBC, 2009). From this interview we can see that racism is still common in prisons. Ethnic minority prisoners tend to be treated differently than the white prisoners, they regularly experience a difference in all factors such as black inmates targeted for drugs testing, they often receive racial abuse and they are treated unfairly. Labelling theory was developed by Howard Becker in 1963, it is known as the theory of deviance that views deviance as a label given to behaviours or attitudes by figures of influence, and this means that a person or an action is not deviant unless made by society. This theory relates to race and the criminal justice system because many people from all different races can carry out the same crime but only certain races are given a label or called deviant. This theory can be used for examples such as all black people deal in drugs and that youth in hoodies have ASBOs, although drug dealers can be from any background, society, police and people in authority in general have stereotyped drug dealers as being from black communities.(Miller, 2009). Conclusion: For this assignment I have explained how differences in race affect the treatment and experience a person can receive within the criminal justice system. I have looked into the different Criminal Justice Systems and analysed how race affects a persons treatment, I have used case studies and peoples experiences to backup my findings which show the differences. I have started in the order that the CJS takes place, firstly I have explained how the police force are racist and how this can affect an offender, then I have gone on to explain how the CPS decision is influenced by the ethnicity of the offender, and finally if an offender is sentenced to prison, what differences they experience and how they are treated differently from others.

Richard Nixon and the Election of 1969 Essay -- President Richard M Ni

Richard Nixon and the Election of 1969   Ã‚  Ã‚  Ã‚  Ã‚  Richard Nixon, was born on January 9th, 1913, in Yorba Linda, California. Fifty-six years after he was born he became the 37th president of the United States. In the election Nixon only defeated the democratic candidate, Hubert Humphrey, by about 500,000 in the popular vote. Nixon is considered one of the most controversial politicians of the twentieth century. He used his political experience, his background, the communist scare of the late forties and early fifties, and some other factors to become the President of the United States.   Ã‚  Ã‚  Ã‚  Ã‚  When people are deciding whom they will vote for an important factor they look at is the candidates’ educational background. Nixon grew up in a southern California Quaker family. He was stressed about the importance of hard work and integrity. He was always a good student in school and had the chance to apply to Harvard and Yale. He had to turn down the offer though because of a family illness which caused him to stay closer to home. He decided to attend Whittner College, where he graduated second in his class. He went on to attend law school at Duke University where he graduated third in his class. It is important to have a good education because you will look much more competent in the eyes of the people voting for you. By receiving and doing very well in his education Nixon got the support he would later need to become President.   Ã‚  Ã‚  Ã‚  Ã‚  Another very important factor was Nixon’s previous experience in politics. After graduating from Duke University, Nixon joined the navy during World War II. After returning from the war Nixon jumped right into politics. He answered a Republican Party call in the newspaper. They were looking for someone to run against the five-term Democratic Congressman Jerry Voorhis. John Ehrlichman once said of Richard Nixon, â€Å"He is like a race horse specially trained to run a particular race and no good for pulling wagons. He’s for running the race to be president, and that’s what he lived for (Matusow 1).† That just gives you an idea about Nixon’s attitude. He would do whatever it took in order to win. The style of Nixon’s first campaign for congressman set the tone for the early part of his political career. An example would be that while running against Voorhis he accused him of being a communist. He even had campaign workers ma ke calls to voter... ... by Robert Finch, â€Å"He wasn’t nearly as attractive, physically, as some of the other candidates, but he was so intense; he was a strong personality. You regarded him as a comer, someone who would be effective and successful in political activity. I was impressed by his obvious political skills, his intelligence, and his drive (Strober 31).† This definitely sounds like some qualities that would make a good president and the public agreed by electing him President.   Ã‚  Ã‚  Ã‚  Ã‚  Nixon although considered one of the most controversial politicians used his political experience, his background and the communist scare of the late forties and early fifties to become President. It took Nixon about four years but eventually he put an end to the Vietnam War. He promised the American people that when he took office his highest priority would be putting an end to the horrible war. He did what he promised and deserves credit for that. Although things did not always work out for him he came back from the events a smarter man. He used his knowledge to win the election. It takes a smart man to learn from his mistakes and Nixon did that. That is why he deserved to be President of the United States.   Ã‚  Ã‚  Ã‚  Ã‚  

Of Mice and Men Quotations

â€Å"Of Mice and Men† Quotes Hopes and Dreams: â€Å"An’ live off the fatta the lan’,† Lennie shouted. â€Å"An’ have rabbits† â€Å"We’d jus’ live there. We’d belong there. We’d have our own place where we belonged and not sleep in no bunk house† They fell into silence. They looked at one another, amazed. This thing they had never really believed in was coming true. â€Å"Nobody never gets to heaven, and nobody never gets no land. It just in their head. † [Crooks] â€Å"why I’d come lend a hand† â€Å"Well just forget it,† said crooks. â€Å"I didn’t mean it. Just foolin’. Wouldn’ want to go no place like that. † George said softl, â€Å"- I think I knowed from the very first.I think I knowed we’d never do her. He usta like to hear about it so much i got to thinking maybe we would. † Friendship VS Isolationism George: â€Å"Guys like us , that work on ranches, are the loneliest guys in the world. They got no family —- â€Å" â€Å"With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. Lennie broke in â€Å"But not us! An’ why? Because†¦ because I gotyou to look after me, and you got me to look after you, and that’s why† Candy: â€Å"Well-hell! I had him so long. Had him since he was a pup. He was the best damn sheep dog I ever seen. †Slim: â€Å" Ain’t many guys travel around together,† he mused. â€Å"I don’t know why. Maybe ever’body in the whole damn world is scared of each other† Crooks: â€Å"A guy needs somebody – to be near him. A guys goes nuts if he ain’t got nobody† 1. â€Å"Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place. . . . With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blowin’ in our jack jus’ because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn.But not us. † Toward the end of Section 1, before George and Lennie reach the ranch, they camp for the night in a beautiful clearing and George assures Lennie of their special relationship. In this passage, George explains their friendship, which forms the heart of the work. In Of Mice and Men, Steinbeck idealizes male friendships, suggesting that they are the most dignified and satisfying way to overcome the loneliness that pervades the world. As a self-declared â€Å"watchdog† of society, Steinbeck set out to expose and chronicle the circumstances that cause human suffering.Here, George relates that loneliness is responsible for much of that suffering, a theory supported by many of the secondary characters. Later in the narr ative, Candy, Crooks, and Curley’s wife all give moving speeches about their loneliness and disappointments in life. Human beings, the book suggests, are at their best when they have someone else to look to for guidance and protection. George reminds Lennie that they are extremely lucky to have each other since most men do not enjoy this comfort, especially men like George and Lennie, who exist on the margins of society.Their bond is made to seem especially rare and precious since the majority of the world does not understand or appreciate it. At the end, when Lennie accidentally kills Curley’s wife, Candy does not register the tragedy of Lennie’s impending death. Instead, he asks if he and George can still purchase the farm without Lennie. In this environment, in which human life is utterly disposable, only Slim recognizes that the loss of such a beautiful and powerful friendship should be mourned. 2. â€Å"S’pose they was a carnival or a circus come to town, or a ball game, or any damn thing. Old Candy nodded in appreciation of the idea. â€Å"We’d just go to her,† George said. â€Å"We wouldn’t ask nobody if we could. Jus’ say, ‘We’ll go to her,’ an’ we would. Jus’ milk the cow and sling some grain to the chickens an’ go to her. † In the middle of Section 3, George describes their vision of the farm to Candy. At first, when Candy overhears George and Lennie discussing the farm they intend to buy, George is guarded, telling the old man to mind his own business. However, as soon as Candy offers up his life savings for a down payment on the property, George’s vision of the farm becomes even more real.Described in rustic but lyrical language, the farm is the fuel that keeps the men going. Life is hard for the men on the ranch and yields few rewards, but George, Lennie, and now Candy go on because they believe that one day they will own their own place . The appeal of this dream rests in the freedom it symbolizes, its escape from the backbreaking work and spirit-breaking will of others. It provides comfort from psychological and even physical turmoil, most obviously for Lennie. For instance, after Curley beats him, Lennie returns to the idea of tending his rabbits to soothe his pain.Under their current circumstances, the men must toil to satisfy the boss or his son, Curley, but they dream of a time when their work will be easy and determined by themselves only. George’s words describe a timeless, typically American dream of liberty, self-reliance, and the ability to pursue happiness. 3. A guy sets alone out here at night, maybe readin’ books or thinkin’ or stuff like that. Sometimes he gets thinkin’, an’ he got nothing to tell him what’s so an’ what ain’t so. Maybe if he sees somethin’, he don’t know whether it’s right or not. He can’t turn to some other guy and ast him if he sees it too.He can’t tell. He got nothing to measure by. I seen things out here. I wasn’t drunk. I don’t know if I was asleep. If some guy was with me, he could tell me I was asleep, an’ then it would be all right. But I jus’ don’t know. Crooks speaks these words to Lennie in Section 4, on the night that Lennie visits Crooks in his room. The old stable-hand admits to the very loneliness that George describes in the opening pages of the novella. As a black man with a physical handicap, Crooks is forced to live on the periphery of ranch life. He is not even allowed to enter the white men’s bunkhouse, or join them in a game of cards.His resentment typically comes out through his bitter, caustic wit, but in this passage he displays a sad, touching vulnerability. Crooks’s desire for a friend by whom to â€Å"measure† things echoes George’s earlier description of the life of a migrant worker . Because these men feel such loneliness, it is not surprising that the promise of a farm of their own and a life filled with strong, brotherly bonds holds such allure. 4. I seen hundreds of men come by on the road an’ on the ranches, with their bindles on their back an’ that same damn thing in their heads . . . very damn one of ’em’s got a little piece of land in his head. An’ never a God damn one of ’em ever gets it. Just like heaven. Ever’body wants a little piece of lan’. I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land. In this passage from Section 4, after Lennie shares with Crooks his plan to buy a farm with George and raise rabbits, Crooks tries to deflate Lennie’s hopes. He relates that â€Å"hundreds† of men have passed through the ranch, all of them with dreams similar to Lennie’s. Not one of them, he emphasizes with bitterness, ever manages to make that dream come true.Crooks injects the scene with a sense of reality, reminding the reader, if not the childlike Lennie, that the dream of a farm is, after all, only a dream. This moment establishes Crooks’s character, showing how a lifetime of loneliness and oppression can manifest as cruelty. It also furthers Steinbeck’s disturbing observation that those who have strength and power in the world are not the only ones responsible for oppression. As Crooks shows, even those who are oppressed seek out and attack those who are even weaker than they. 5.A water snake glided smoothly up the pool, twisting its periscope head from side to side; and it swam the length of the pool and came to the legs of a motionless heron that stood in the shallows. A silent head and beak lanced down and plucked it out by the head, and the beak swallowed the little snake while its tail waved frantically. The rich imagery with which Steinbeck begins Section 6, the powerful conclusion, evokes the novellaà ¢â‚¬â„¢s dominant themes. After killing Curley’s wife, Lennie returns to the clearing that he and George designate, at the beginning of the book, as a meeting place should they be separated or run into trouble.Here Steinbeck describes much of the natural splendor as revealed in the opening pages of the work. The images of the valley and mountains, the climbing sun, and the shaded pool suggest a natural paradise, like the Garden of Eden. The reader’s sense of return to a paradise of security and comfort is furthered by the knowledge that George and Lennie have claimed this space as a safe haven, a place to which they can return in times of trouble. This paradise, however, is lost. The snake sliding through the water recalls the conclusion of the story of Eden, in which the forces of evil appeared as a snake and caused humanity’s fall from grace.Steinbeck is a master at symbolism, and here he skillfully employs both the snake and heron to emphasize the predatory n ature of the world and to foreshadow Lennie’s imminent death. The snake that glides through the waters without harm at the beginning of the story is now unsuspectingly snatched from the world of the living. Soon, Lennie’s life will be taken from him, and he will be just as unsuspecting as the snake when the final blow is delivered. Themes Friendship: -George and Lennie -Candy and his dog -Saves them from loneliness -Makes sacrifices – George shoots Lennie, so that Curley will not have a hance to torture him, even though he doesn’t want to. -Loyalty – George stuck by Lennie through all his problems and did what he though was best for Lennie what he killed Curley’s Wife. – â€Å"I ain’t mad† Friendship that he forms with Slim after Lennie’s death – â€Å"me an’ you’ll go in an’ get a drink. † Loneliness: Curley’s wife – sexism -Is given a bad reputation -Sexuality: â €Å"jailbait†/ â€Å"tramp† Crooks – color/ racial discrimination -Isolated – he does not live in the bunk house with the rest of the ranch hands and is not allowed in unless under special circumstances: ChristmasCandy – His best friend was a dog -His do was shot, he was completely alone George is lonely even though he had Lennie. This is because he is not mentally compatible with George. Also since the relationship is seen as a â€Å"master-pet† or â€Å"parent-child† relationship Lennie can be more of a responsibility. [However, friendship and companionship plays a big role in their bond. ] Slim is seen as â€Å"God-like† so the reader does not see slim effected by loneliness Power: Curley has power because he is the boss’s son.Curley’s Wife also has a lot of power over the ranch hands because of her sexuality and because she is Curley’s Wife. â€Å"I could have you strung up on a tree so easy it ainâ₠¬â„¢t even funny. † â€Å"Crook’s face lighted with pleasure in his torture† â€Å"a nigger, an’ a dum-dum, and a lousy old sheep† â€Å"bindle stiffs† Wearing high heeled boots symbolizes power. This does not apply to Slim. He does not have to Wear high heeled boots yet he has authority at the ranch and has natural respect, it does not have to be forced unlike with Curley. Discrimination: Sex Discrimination – against Curley’s Wife I ain’t want nothing to go with you† George says this to Curley’s Wife. Pg. 93 – racial discrimination against Crooks â€Å"A colored man got to have some rights even if he don’t like ‘em† Inverted discrimination â€Å"In a second George stood framed in the door, and he looked disapprovingly about. ‘What are you doin’ in Crook’s room. You hadn’t ought to be in here. † Nature: Lennie is compared to animals. The actions/ mo vements of nature show foreboding/danger â€Å"One end of the great barn was piled high with new hay and over the pile hung the four-taloned Jackson fork suspended from its pulley.The hay came down like a mountain slope to the other end of the barn, and there was a level place yet unfilled with the new crop. At the sides the feeding racks were visible, and between the slats the heads of horses could be seen. Fallacy – personification but with nature. This reflects the mood of the scene. Pg. 104 – nature’s response to Curley’s Wife’s death. â€Å"But the barn was alive now. The horses stamped and snorted, and they chew the straw of their bedding and the clashed the chains of their halters. † Pathetic Fallacy – Horses reflect the danger.

Art Making Process Essay

The teaching of artmaking process is one in which there appear to be no right answers as it is frequently related to the teachers own understanding of the material at hand. (Schon, 1996). As art making is an open ended process there are a number of difficulties posed in instruction. One option is to engage art students in the process in a highly conscious and reflective manner. This was the mode in which the author conducted a 10 week course on the subject designed after intimately observing how contemporary artists worked. The first step in teaching art is said to be informing and inspiring students with various methods of artistic practice by playing video taped interviews of artists. The understanding of the use of big ideas by artists is one of the most important facets. Exploration of the big idea provides clarity of concept and insight into the artmaking process which is understood only through reflective practice. Maintaining documentation is also important. This provided students new perspectives in art making as they indulged in reviewing the big idea with personal relevance over a period of many weeks. Identification of the correct big idea is also linked to problems faced by artists in artmaking. Problems can be overcome with proper identification of the big idea and pursuing it with an open mind without an early closure. The delay in closure occurs when the artist discuses the concept repeatedly with himself thereby providing him better insight and enhancing creativity. Thus it is the understanding of the big idea, main concepts, the base and boundaries of knowledge which enable an artist to communicate his ideas most effectively to his audience. While artmaking cannot be taught in the form of a formula of success, the instructions provided in a generalized manner provide for developing the students creativity as well as art practice as was seen in the ten week artmaking project detailed in the article. Reference: 1. Schon, D. A. (1996). In D. O’Reilly, (Ed. ), Learning through reflection on conversations. In conversation with Donald Schon, Capability, the HEC Journal, vol. 2 (2). Accessed on 10 December 2006 at http://www. lle. mdx. ac. uk/hec/journal/ 2-2/l-2. htm, l-10.