Project overview
The program began with the introduction of the newspaper articles on the topic of bullying. On reading the articles, the discussion between students was organized; its subject was the bullying in other schools and the major problems it caused. More research was needed on their part, it helped them to realize that they themselves had been guilty of bullying and this created their motivation of finding out more information on the topic. We started by discussing the possible impact of bullying on the school and community. Several groups were formed within the class, each group had its specialization: one group worked on art, one group worked on technology, one group were writers, all students participated in the major subject areas (Math, Reading, SS., Science). In the course of the work, students learned the definition of a bully and familiarized themselves with the classification of bullies. They continued to cooperate with their group on research, activities and projects throughout our service-learning time. To help us achieve our goals and to answer our essential question, we had the privilege of having our community partners, who came and shared their knowledge and expertise with the students. In turn, the students responded by working diligently as they tried to find answers to their Essential Question: How can we prevent bullying in our school and in our community? At the end of our search the following answer was formulated by the major part of students: “In order to prevent bullying we need to keep teaching people about bullying and its effects, especially when we go to high school. In addition, we need to continue to help bullied victims find solutions to their problems through our website and our anti-bullying club.”
Student voice
Students were involved in the project by signing up for the major curriculum area they felt they could work in and be productive.
In Math, students made up a survey for the middle grades and displayed their results in a pie chart. Their findings proved that eighth grade students had the largest percentage of bullies out of the three grades. They found out that there was a tendency of the eighth grade students’ picking on younger students. Of course, the eighth graders insisted that it was not bullying but playing, so we discussed and reflected on this issue and, finally, it became possible to establish the difference between bullying and play clearly.
In Reading, students composed poems and raps. They preformed skits using the book, “Scorpions”, by Walter Dean Myers and interacted with their audience by asking questions and the interaction was supported by a short student-made test to check student’s knowledge of the types of bullying mentioned in the skit. The participants also created a website for students needing help with bullies and they put together a PowerPoint to explain the meaning of bullying to younger students.
In History, students researched two high schools, Columbine and Jena 6. They reported their findings to the class, as the result, the rest of the class got food for reflection, especially when they saw some of the video footage of the disasters. Students also found out that bullying has been a continuous process for a long time already.
One of our assignments was to find the historic personality in 1700 and the 1800 America who was known as a bully in History and report their findings to the class. To make these reports students were provided with a rubric and detailed instruction concerning the assignment.
Meaningful service
This service-learning project has proved to be very meaningful for the majority of the students participating. They really enjoyed working in groups, making decisions, offering suggestions and being creative. It did take a few weeks to get everyone on board, but once students felt comfortable, they were ready to take up their tasks in the curriculum areas. As they started to work within their group, everything seemed to come together. Ideas they came up with and the excitement they exhibited was amazing. They cooperated with each other and with our community partners diligently. Some of the ideas and projects are explained below.
Students checked their website daily to respond to any notes sent in by students needing help concerning bullies. In order to do this, students designed an anti-bullying box and placed it in the office. It created the opportunity for students to write their concerns about bullying. Before performing this activity, they informed the teachers by writing a letter to each classroom teacher explaining the purpose and asking permission to come into their classroom to display the box and answer any questions concerning the project that could arise.
Students also held a bake sale with proceeds going to victims of the fires that occurred in Coatesville. Another fundraiser the students enjoyed was designing t-shirts and coming up with their own antibullying slogan. Our community partner Shelley Hedland was instrumental in helping the students to get started on this project and on making brochures as well, which were successfully created with the help of computers.
The students sold twenty-five t-shirts with proceeds going to the school.
Students created posters and slogans to inform the school and community of the different types of bullying, as well as encourage them to stop bullying.
One group of students developed and performed an interactive play for the younger grades that addressed bullying issues in the classroom and playground.
Another group developed a newsletter with useful tips on their website that addressed bullying issues specific to Lingelbach.
Community partnerships
Our community partners helped us along the way providing support and guidance, sharing and giving good advice.
For instance, Joe Davis, a former junkie and drug dealer, who is now a mental health therapist, works tirelessly to end senseless violence. Joe informed students how he had been a bully victim once and of that tragedy made him turn to drugs and eventually he became a bully himself. Fortunately, he came to his senses and changed his life.
Ms. Katrina Hamilton-Johnson, from WORA spoke to students about sexual harassment and the way it was connected with bullying. After giving students a few guidelines to follow in order to prevent harassment, she told them that they needed to step up and help each other, especially if they were clearly aware of the danger of the situation a person was in.
Ms. Shelley Hedland, from Multicultural Youth Exchange worked with students to create projects for our topic. She helped design t-shirts with slogans to prevent bullying and to inform people about the issues concerning bullying. She also helped students create brochures using computers.
Digital Service Fellows sent two great helpers to assist students in their learning. Drew and Tioni stopped by every Thursday and helped students create a PowerPoint presentation. They also taught students how to use special effects and import music into their slideshow, thus, improving the students’ computer literacy and making them more absorbed in the topic of the research.
Reflection
The multiples used in our project to prompt deep thinking and analysis about oneself and one’s relationship to society are as follows:
- Journals were used daily so that students could record what they learned, they took notes, wrote observations and reflections.
- This summary strategy was used several times after reading a chapter in the book “Scorpions”.
- Compare and Contrast is another strategy that we used to analyze the characters in the book “Scorpions”.
- Creating a Game was the product of the students’ creativity, they selected theoretical information they learned about bullying and applied it in practice, created the game. The results have proved to be very fruitful: a very educational and amusing game appeared.
- Teacher/Student Conference was the assessment tool I used to monitor students’ progress as they worked at the assignments and projects. This activity gave me a good indication of the areas where the students found their bearings successfully and identified the areas where additional assistance was needed.
- Oral Presentations were frequently used during our service-learning; students had numerous opportunities to express themselves in putting on the play (drama), reading poetry (recitations), reporting material based on the research on the topic of bullying (speeches).
- KWL was used when a new concept was being taught.
- Response Group is an excellent way to have students organized and run the group. During our research, the students responded to the book “Scorpions” by Walter Dean Myers and were very successful asking questions and discussing answers.
- Self-Evaluation was also applied and was proved to be a very productive activity. I asked the students to evaluate their own work themselves and keep it in their service-learning folders. This folder consisted of run-off papers, activities, puzzles, assignments given in class, and work done in groups. When I met with each student for our conference time, we discussed and analyzed their evaluation.
The reflection strategies above have enabled my students to use their critical thinking skills to solve problems and come to conclusions about the topic of bullying. Using the above mentioned strategies with the major subject areas was challenging but in the end, it proved to be very rewarding.
Progress Monitoring
Progress was monitored in the following ways:
Students wrote in their journals and kept a folder with important papers (test and handouts). I conducted conferences with students to assess the progress of their research work and to review their journals and folder with them. This gave me important information about their progress. In their journals, they wrote poems, thoughts and ideas they had about the book “Scorpions”, summaries, thoughts concerning the newspaper articles they read, reflections on the stories presented by our community partners, essays, etc.
Rubrics were provided for all activities, this helped students understand the assignment, create the plan of work, and complete it successfully.
Other
During our service-learning time, we had students who took responsibility and helped around school. For instance, in the schoolyard they helped the lunchroom aids break up fights. They took on the role of mediators to help the students resolve their conflicts.
They also developed listening skills by taking active participation in the presentations conducted by community leaders.
George Orwell’s “1984” Analysis
Introduction / Thesis
Ever since George Orwell’s famous novel “1984” has been published in 1949, its semiotic significance was being discussed from a variety of political and sociological perspectives, with most literary critics concluding that “1984” was meant to increase people’s awareness as to the sheer wickedness of Communism, as a political doctrine. In his article “Utopia, Dystopia, and the Middle Class in George Orwell’s Nineteen Eighty-Four”, Robert Paul Resch states: “Both admirers and detractors alike have tended to assume Orwell’s notion of totalitarianism to be straightforward and thus unworthy of any particular theoretical reflection” (1997, 138). However, this Orwell’s novel is not being concerned with the discussion of totalitarianism’s evils as much as it is being concerned with exposing what happens when society’s functioning gets to be adjusted to correspond to purely utopian theories that actively deny people their right to be endowed with natural instincts.
Therefore, we can say that “1984” does not only contain many ideological but also philosophical implications, which explains the fact that Orwell’s insight onto the very essence of totalitarianism remains fully valid even today, especially given the fact that the oppressive ideology of political correctness is now being forcibly imposed upon citizens of Western countries despite their will, as we speak. In this paper we will aim at exploring this thesis even further, while bringing readers’ attention to the fact that if self-appointed “experts on tolerance” are going to be allowed to proceed with their agenda of suppressing the truth, the horrors of “1984” will come to reality in very near future.
Analytical part
One of the most memorable aspects of Orwell’s anti-utopia is the fact that in it, author was able to predict the emergence of truly effective totalitarianism as such that would be closely associated with the invention of a new language “newspeak”, designed to serve the needs of a ruling party, while depriving ordinary citizens of even a hypothetical possibility to express their contempt with surrounding reality: “Whole aim of Newspeak is to narrow the range of thought. In the end we shall make thought crime literally impossible, because there will be no words in which to express it” (Orwell, 22). And, as we are all well aware of – nowadays, the hawks of political correctness apply a great amount of effort in trying to convince people that under no circumstances should they be resorting to utilization of emotionally charged words, due to these words’ often offensive connotation.
In his article “The Age of Newspeak”, Lee Congdon points out to the fact that Orwell’s “newspeak” is actually the part of today’s politically correct realities: “Although some Americans dismiss “political correctness” as an aberration, its purveyors have succeeded in replacing standard English with a form of “newspeak”… Universities have attempted to impose speech codes in order to outlaw language that makes some students “uncomfortable” or that contradicts doctrines that, because they are difficult to defend in argument, must be insulated from criticism” (2002). Nowadays, the promoters’ of “tolerance” willingness to alter English language often assumes truly comical subtleties. For example, according to neo-Liberal whackos in governmental offices, the children’s fairy tale about Snow White and Seven Dwarfs should be referred to as “The Story and Seven Vertically Challenged Males and one Caucasian Female”.
Yet, there is nothing funny about these people’s intention to act as thought police’s officials. Whatever the improbable it might sound, but they seriously believe that there is no existential difference between the representatives of opposite genders, which in its turn, causes them to actively strive to undermine the very concept of gender differentiation. As of today, men try not to even look at women while in the same elevator, for example, simply because they are being utterly terrified of a prospect of losing their jobs on the account of “sexual harassment”. It might very well be the case that in very near future, men will be required to refer to women as “representatives of vaginal group” or something like that.
One cannot help but to draw a parallel between anti-sexist hysteria, which continue to gain a momentum in today’s Western countries, and governmentally sponsored anti-sexist hysteria, described in “1984”: “Sexual intercourse was to be looked on as a slightly disgusting minor operation, like having an enema. This again was never put into plain words, but in an indirect way it was rubbed into every Party member from childhood onwards. There were even organizations such as the Junior Anti-Sex League, which advocated complete celibacy for both sexes” (Orwell, 27).
One might wonder as to how come the contemporary enforcers of “newspeak” were able to convince many citizens that it is namely the neo-Liberal political agenda that should be considered as the only legitimate one? The answer to this question is simple – the hawks of political correctness have succeeded in taking over Western Medias in the same manner that members of Inner Party in Orwell’s “1984” have taken over the Medias in Airstrip One, while turning them into the ultimate tool of ideological brainwashing. In Orwell’s novel, Medias served only one purpose – perpetrating the most blatant lies 24/7: “War is Peace, Freedom is Slavery, Ignorance is Strength” (Orwell, 3). If we take a closer look at how Medias operate into contemporary equivalent of Airstrip One – a politically correct Britain, it will appear that the foremost principle of their functioning is also being solely concerned with perpetrating lies and with promoting intellectual decadence.
For example, it now being estimated that, during the course of so-called London’s “race riots” of 2001 and 2003, close to 500.000 Londoners and the residents of London’s suburbia had openly expressed their growing concerns about the process of Britain’s Islamization. And yet, British mainstream Medias still refer to these events as “racist provocation”, “crime against the spirit of tolerance” and “neo-nazi conspiracy”, even though that people who participated in mass rallies against the process of their country being gradually turned into Northern Pakistan, were ordinary citizens, who simply got fed up with newly arrived Muslim immigrants’ tendency to “celebrate diversity” by gang-raping White women and bringing explosives to London’s subway.
Another example – in 1999, when NATO planes were bombing innocent civilians in Yugoslavia, so that world’s attention would be diverted from Clinton-Lewinsky affair, British Medias used to provide people with a live “entertainment” of buildings being destroyed and people being blown to pieces, much like Airstrip One’s Medias used to expose citizens to the graphic sights of destruction and death: “Then you saw a lifeboat full of children with a helicopter hovering over it… Then the helicopter planted a 20 kilo bomb in among them terrific flash and the boat went all to matchwood. Then there was a wonderful shot of a child’s arm going up up up right up into the air a helicopter with a camera in its nose must have followed it up and there was a lot of applause from the party seats” (Orwell, 5). The reason for this is simple – throughout the course of history, it was in enforcers’ of ideological dictatorship best interests to keep ordinary citizens intellectually marginalized. And, the best way to achieve it is make sure that crowds never lack “bread and entertainment” – the more graphic and violent such entertainment is, the better.
However, despite having been subjected to politically correct brainwashing for a long time, many citizens in Western countries were still able to retain their ability to think in terms of logic. And, such their ability poses clear and immediate danger to those who work on behalf of New World Order’s secret bosses. This is exactly the reason why neo-Liberal governments in Western countries are being in such a rush to introduce more and more of so-called “hate speech” laws.
Nowadays, in such countries as Britain, France, Germany and Canada, one can easily be sentenced to 3-5 years in jail for simply stating that Jews were not only the people who had suffered during the course of WW2 (the “crime of historical revisionism”). The editorial “Holocaust Denier Irving is Jailed”, available on the web site of BBC News, leave no doubt as to validity of earlier suggestion: “British historian David Irving has been found guilty in Vienna of denying the Holocaust of European Jewry and sentenced to three years in prison” (2006). Why would the representatives of world’s Plutocracy be so terrified with people’s absolutely legitimate strive to reexamine the history? Orwell’s novel provides us with the ultimate answer to this question: “Who controls the past,’ ran the Party slogan, ‘controls the future: who controls the present controls the past” (Orwell, 15). As we all know, the representatives of “chosen people” have now attained a status of “holy cows”, simply because they were able to turn the issue of Holocaust into a profitable industry.
Nowadays, even a slightest criticism of Israeli genocidal policies in Palestine is being considered the “act of anti-Semitism” – a punishable criminal offence. If Holocaust did not occur, Jews would have invented it, because the “historical guilt” on the part of “goyms” benefits them in so many ways – Germany alone pays Israel $700 millions annually in reparations. In order for the “chosen people” to be able to proceed with their traditional activities of money laundering, promoting sexual perversion and destroying the economies of whole countries, the issue of Holocaust simply cannot be reexamined – those who control past, control future.
Thus, it will not be an exaggeration, on our part, to suggest that Orwell’s “1984” should not be considered as much as the literary insight onto the probable future – this novel is actually about the present. People, who read the novel in fifties, would naturally come to conclusion that “1984” was the ultimate criticism of USSR, which explains why in Soviet Union Orwell’s novel was officially banned. However, despite the fact that in 1991 Soviet Union had collapsed just like a stack of cards, we now have its ideological descendant – European Union.
In his article “Former Soviet Dissident Warns for EU Dictatorship”, Paul Belien quotes a former Soviet dissident Vladimir Bukovksy, who had suggested that slowly but surely, EU transforms itself into the miniature replica of Soviet Union: “The Soviet Union used to be a state run by ideology. Today’s ideology of the European Union is social-democratic, statist, and a big part of it is also political correctness… When you look at the European Commission it looks like the Politburo. I mean it does so exactly, except for the fact that the Commission now has 25 members and the Politburo usually had 13 or 15 members. Apart from that they are exactly the same, unaccountable to anyone, not directly elected by anyone at all” (2006). EU’s unelected bureaucrats really do believe that it is up to them to tell the citizens of European countries not only how should they live their lives but even what kind of thoughts they are allowed to keep in their minds – the similarity between Orwell’s vision of a grim future and today’s realities of living in politically correct Europe are being just too obvious not to be noticed.
Whereas; in “1984”, people were expected to openly express their love to Big Brother, in EU, people are being expected to openly express their love to countless “Holocaust survivors”, who were born in fifties and sixties. Whereas, in “1984”, Medias used to mislead citizens about the history of wars with Eastasia and Euroasia, in EU, Medias mislead citizens as to the history of WW1 and WW2. Whereas; in Orwell’s novel, it were namely the members of Inner Party, entitled with undisputed power of exercising control over ordinary people’s lives, in EU, this function is being performed by unelected and often anonymous bureaucrats.
Just like what it used to be the case with Oceania’s citizens, people in countries of EU simply cannot afford the luxury of being honest with their friends and neighbours – all it takes for an individual in today’s “tolerant” Europe to be instantly fired from work and to face the prospect of criminal prosecution is to suggest that Europe might not be benefiting a whole lot from the hordes of immigrants from Third World being allowed to settle here.
Apparently, the fact that Orwell novel’s many implications seem to be clearly concerned with the present, is being slowly realised by promoters of political correctness, which is exactly the reason why it might only be the matter of time, before “1984” will be banned from public libraries in Western countries, just as it used to be the case in Soviet Union. In her article “Cultural Sensitivity and Political Correctness: The Linguistic Problem of Naming”, Edna Andrews says: “There are instances of censorship not only in contemporary American media, but also in educational systems, where not only are teachers restricted in their speech, but literary works, such as Salinger’s “Catcher in the Rye” and Orwell’s “1984”. The reasoning behind the exclusion of such works from the classroom generally entails a belief that the “word” is so powerful that an inappropriate one can harm innocent children and destroy public morals” (1996, 396). Andrews’ suggestion does not appear being altogether deprived of rationale – in today’s Western countries, which suffer under the yoke of neo-Liberal dictatorship, the criticism of Communism is not being tolerated, simply because the closer look at hook-nosed proponents of neo-Liberal agenda reveals them as being nothing but spiritual and often biological descendants of Communist commissars. This is exactly the reason why children in American schools are now being taught to think of Hitler as the “embodiment of evil”, while being simultaneously indoctrinated to refer to Marx, Lenin, Trotsky and Stalin as simply the “misunderstood geniuses of workers’ liberation”, even though that the magnitude of Communist atrocities cannot even be compared to that of Nazis.
Conclusion
The conclusion of this paper can be formulated as follows: George Orwell’s novel “1984” is an absolute must for reading, because this literary masterpiece does not simply provide us with the better understanding as to what world would have been like, had Commies succeeded with their original intention of conquering the whole planet, but it also specifies techniques, used for ideological brainwashing. However, the greatest benefit of reading “1984” is the fact that this novel contains a clue as to the fact that the proper functioning of just about any utopian society cannot be achieved, without such society’s members being turned into brainless robots. This is why “1984” is not being particularly liked by today’s Marxists, who now operate under disguise of neo-Liberal sophisticates – apparently, they are being well aware of the full spectrum of novel’s ideological, political and philosophical implications. Therefore, “1984” must be referred to as to what it really is – one of 20th century’s most important literary masterpieces, the publishing of which had revealed the true essence of Communism; thus, contributing a lot to the process of this bloodthirsty ideology being deprived of its popular appeal.
Bibliography
Andrews, Edna “Cultural Sensitivity and Political Correctness: The Linguistic Problem of Naming”. American Speech 71.4 (1996): 389-404. Print.
Belien, Paul “Former Soviet Dissident Warns for EU Dictatorship”. 2006. The Brussels Journal. Web.
Congdon, Lee “The Age of Newspeak”. 2002. Virginia Institute for Public Policy. Web.
Goldstein, Philip “Orwell as a (Neo) Conservative: The Reception of 1984”. The Journal of the Midwest Modern Language Association 33.1 (2000): 44-57. Print.
“Holocaust Denier Irving is jailed”. 2006. BBC News. Web.
Lutman, Stephen “Orwell’s Patriotism”. Journal of Contemporary History 2.2 (1967): 149-158. Print.
Nagel, Joane “Ethnicity and Sexuality”. Annual Review of Sociology 26.5 (2000):107-133. Print.
Newfield, Christopher “What Was Political Correctness? Race, the Right, and Managerial Democracy in the Humanities”. Critical Inquiry 19.2 (1993): 308-336. Print.
Nincic, Miroslav & Nincic, Donna “Race, Gender, and War”. Journal of Peace Research 39.5 (2002): 547-568. Print.
Orwell, George “1984”. Wall Street Cockpit. Web.
Resch, Robert “Utopia, Dystopia, and the Middle Class in George Orwell’s Nineteen Eighty-Four”. Boundary 2 24.1 (1997): 137-176. Print.
Simms, Valerie “A Reconsideration of Orwell’s 1984: The Moral Implications of Despair”. Ethics 84.4 (1974): 292-306. Print.
Program Outcomes And Learning Objectives
The issue of the investigation is knowledge, skills and attitudes that can be apprehended by employees by means of different educational programs: autodidactism (self-directed learning or self-education), andragogy, and transformational learning. Thus certain employee training programs can be compiled in order to improve the overall effectiveness of a university’s enrollment and market management team. Thereby one of the desired potential program outcomes is ‘knowing how to coordinate the team work in order to achieve the highest results’. In order to improve the learning outcome, three learning objectives can be singled out of this outcome. The first fact is that the person who coordinates the actions of the whole team should know how to direct the work of the team, how to organize it, what should do every member of the team, what should be done in order to make it work without failures. The university graduates and members of market management teams should master some additional skills in order to become experienced staff.
There are several kinds of learning: formal, non-formal, informal, and incidental. Formal learning is connected to university and college studies or professional programs. Non-formal learning presupposes a certain model of methodical instruction but in a single situation, and it does not usually cause getting formal qualifications. Informal learning happens when people willfully try to get some useful information from everyday life experience and context. It presupposes either collective or individual faultfinding influence on experience. Incidental learning is caused by an activity, or trial and mistake, and it is considered as a secondary product of direct experience, as stated in Mills (2006). “While innovations have been sought to develop a sound and meaningful curriculum for today’s workforce in the United states, competency-based education has remained the driving force in the field of career and technical education” (Wang, 2008). So there is a number of learning theories, some of them are autodidactism (self-directed learning or self-education), andragogy, and transformational learning (Mills 2006). Each method of learning can bring its outcomes. It seems helpful to characterize an adult education needs assessment as the difference between current experience and the one can be achieved (Knox, 2002).
I have managed to single out several skills which might be helpful and are to be developed during the employee training programs, according to a learning theory by Amie Hauer and Mats Daniels, scientists of the Department of Information technology of Uppsala University:
the ability to critically evaluate information; understanding of and commitment to continuing learning; independent, critical and reflective judgment; effective oral and written communication skills; project management skills; skills in information literacy and research; the ability to work effectively as a member of a team; an understanding of ethical issues; the ability to work well with people from other cultures and backgrounds and to be sensitive to different approaches and beliefs; understanding of the role of information technology and its impact on the environment; the ability to develop and apply appropriate information technologies and tools to framing and solving problems and evaluating opportunities in a range of business, industry and professional domains; sound technical understanding of computing systems and hardware infrastructure.
Thus, certain approaches can be made to improve the overall effectiveness of a university’s enrollment and market management team. Thereby the three desired potential program outcomes can be formulated as to think not only about a certain problem but to think globally about the impact of one decision of one person on work of the whole team, being aware of both theoretical approach and practical application, knowing how to coordinate the team work in order to achieve the highest results. Another important concept is the method of achieving sufficient outcomes by way of mutual cooperation, interaction which involves a common responsibility and “spontaneous acts of working together” (Lekoko, 2002).
Thereby one of the desired potential program outcomes is ‘knowing how to coordinate the team work in order to achieve the highest results’. In order to improve the learning outcome, three learning objectives can be singled out of this outcome. The first fact is that the person who coordinates the actions of the whole team should know how to direct the work of the team, how to organize it, what should do every member of the team, what should be done in order to make it work without failures. The next issue is that such person should be aware of theoretical issues as well as of practical ones. The last idea is that this person should manage to thoroughly investigate the matter and to be able to act immediately.
References
Hauer, Amie, and Mats Daniels. (2008). “A Learning Theory Perspective on Running Open Group Projects (OEGPs)”. Australian Computer Society. Web.
Knox, Alan Boyd. (2002). Evaluation for continuing education: a comprehensive guide to success. The Jossey-Bass higher and adult education series. John Wiley and Sons, 44.
Lekoko, N. Rebecca. (2002). An Appraisal of Batswana Extension Agents’ Work and Training Experiences: Towards Enhanced Service Coordination. Universal-Publishers, 196.
Mills, J. Albert, and Jean C. Helms Mills, Carolyn Forshaw, John Bratton. (2006). Organizational Behaviour in a Global Context. University of Toronto Press, 167-173.
Wang, C. X. Victor, and Kathleen P. King. (2008). Building Workforce Competencies in Career and Technical Education. Adult education special topics. IAP, 124.