findings, conclusions, recommendations about the avalon project

7/29/2019 Findings, Conclusions, Recommendations about the Avalon Project

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Running head: FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 1

Assignment 7.2: Writing the Findings, Conclusions, and Recommendations

Cynthia Gallagher

Jones International University

Winter 2009

Dr. Patrician Ryan


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FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 2

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


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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 #

Respondent # 1 2 3 4 5 6 7 8 9 10 11 12

POP I R1 1 1 1 1 1 1 1 1 1 1 1 1

POP II R2 0 1 1 1 1 1 0 1 1 1 1 1

POP III R3 0 0 1 1 0 0 0 0 1 0 1 0

Category of Concept:

KC=Knowledge Concept

AC=Application Concept

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

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 PopulationGroups (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


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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


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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


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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.


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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/2009-07-

declaracion-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


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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 inter-

American 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.


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Table 1: Data Analysis (Descriptive Statistics) of Respondent Ratings

Data Analysis (Descriptive Statistics) of Respondent Ratings

POP I R1 POP II R2 POP III R3

Mean 1 Mean 0.833333 Mean 0.333333

Standard Error 0 Standard Error 0.112367 Standard Error 0.142134

Median 1 Median 1 Median 0

Mode 1 Mode 1 Mode 0Standard

Deviation 0Standard

Deviation 0.389249Standard

Deviation 0.492366Sample

Variance 0Sample

Variance 0.151515Sample

Variance 0.242424

Kurtosis #DIV/0! Kurtosis 2.64 Kurtosis -1.65

Skewness #DIV/0! Skewness -2.05524 Skewness 0.812404

Range 0 Range 1 Range 1

Minimum 1 Minimum 0 Minimum 0

Maximum 1 Maximum 1 Maximum 1

Sum 12 Sum 10 Sum 4

Count 12 Count 12 Count 12


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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 AC 7 AC 9 AC 10 AC 11 AC 12

1 1 1 1 1 1

1 0 1 1 1 1

0 0 1 0 1 0

0

0.2

0.4

0.6

0.8

1

1.2

0 2 4 6 8

Series1

Series2

Series3

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


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Running head: FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 11

Table 2

Evaluation Components Denoting Categorized Concepts KC, AC

Qualitative Research about the Declaration of Caracas

CO

N

C

E

P

T

Level I Code SourceRaw text data inspiring

Level 1 Code

Theoretical

Concept

Number

Acquainte

d with

Subject

1 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)

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)

P

O

P

1

P

O

P

2

P

O

P

3

2 Aware of the

Investigation by John

Dewey (1859-1952) of

the 1936-37 Moscow

Trials that influenced

(Dewey, 1938, 1997;

Ryan, 1997;

Westbrook, 1993

Berube, 2000; Stuhr,

2006)

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


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educational reform Knowledge Concept (KC)

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 governmentjournalism, political science,

and law that forms of

instruction should address

Law and political science are

essential to governmental

leadership; the educational and

governmental institutions are

thoroughly related andinseparable.


4 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;



Yale Law School,

2008; Westbrook,

1993; Berube, 2000;

Stuhr, 2006; Fuller,

2011)

The mandatory innovators

and leaders have set a

foundation for all studies

relating to government and

education

Maintenance of law and order

toward a lasting and just

civilization


5 Aware that Dewey

was accurate when he

stated that spontaneity

and excessive

individualism are

deceptive indexes of

freedom

(Dewey, 1938; 1997,

10)

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



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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

Revising, improving, and

focusing on important issues of

commerce, education,

transportation, and engineering

that affect our Peace Corps and

related organizations

Application Concept (KC)

7 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

(Fuller, 2012;

MESACN, 2005;

Dewey, 1938, 1997;

Ryan, 1997;

Westbrook, 1993)

Developing and improving a

focus on systems of

education, politics, and

sociology

Ethics, inquiry, knowledge, social

policy; progressivism

Application Concept (AC)

8 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

(Dewey, 1938, 1997;



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



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The Universal

Declaration of Human

Rights

9 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

(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


10 Acquainted with

studies in political

science that should

result in jobs

cultivating

cooperation among

OPEC national oil

companies

(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)



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11 Aware that higher

education should

result in the study and

improvement of

political science and

diplomatic affairs

(IASCT, 1998;

Dewey, 1938, 1997;



Yale Law School,

2008; Westbrook,

1993; Berube, 2000;

Stuhr, 2006)

Trends in current affairs Deweys theory of progressivism


12 Aware that studies in

political science

typically do result in

the progress of

programs such as the

Software Foundation

in Latin America

(FSFLA)

(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

Deweys theory of progressivism,

sociology, knowledge, and

inquiry



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Running head: FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

16

Appendix: POP III, POP II, POP I Results (Samples)

Figure A1. POP III (completed and returned live)


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Figure A2. POP II (completed and returned live)


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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 priorities2. Are you aware that the Investigation by John Dewey (1859-1952) of the 1936-37 Moscow

Trials influenced educational reform?

Yes3. 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?

Yes5. Dewey was accurate when he stated that spontaneity and excessive individualism are

deceptive indexes of freedom (see John Deweys Experience and Education, published in 1938and 1997 by Touchstone Rockefeller Center, New York).

Yes

6. Are you familiar with the work of the Latin American Journalistic Federation (FELAP)?

Yes7. Do you believe that the relationship of education and politics are effective today to correct

problems involving living conditions and living wages?

Yes8. Have you heard of the Charter of the Organization of Human Rights, The AmericanDeclaration of the Rights and Duties of Man, and/or The Universal Declaration of Human

Rights?

Yes9. 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?

Yes11. 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 anddiplomatic affairs? Please explain your response.

Yes