Civil War in the Summer of 1642 Essay

There were a number of factors and subsequently a number of people who were crucial in aggravating the outbreak of the first English civil war, but most of these people were apart of two prominent parties, namely the royalists and parliamentarians. Of these two groups, two figures outstand as bitter rivals, King Charles I and John Pym; together they contributed most significantly to the disagreement and aggression between Parliament and King. However, ultimately I believe Pym to be the lesser of two evils. The relationship and status of the monarchy in parliament’s eyes had already been in a state of decline even before Charles’ reign. His predecessor had been known as the ‘wisest fool in Christendom’ and there was a lot of resentment towards the former king, James, not only because of the number of times he dissolved parliament but also from his abuse of power and alienation of them through royal prerogatives, which were justified by his own ‘divine right of kings’ belief. It could be argued that Charles was pulled into an uphill battle from the start and was not to blame for the damaged relationship between the commons and himself, however, during Charles’ reign, he made no attempt to reconcile relations even repeating the ideals of his father through the ‘divine right of kings’ and also through the arrogance of his attitude and subsequent dissolution of parliament on many occasions. History seemed to more or less be repeating itself, with 1629 marking the start of the ‘eleven years tyranny’ through which Charles ran solely without parliament. By his own accord, he then enforced a number of taxes and reforms that were heavily criticised by both parliament and public alike. Among these were the religious reforms brought on by the resented Archbishop William Laud, who was suspected of Roman Catholicism which together with the fact Charles’ wife was Catholic, alienated parliament further and fed a rumour of a Catholic conspiracy. Other reforms brought on such as the Star Chamber and prerogative courts were used to silence critics, and further deepened the divide between the two; some parliamentarians such as John Hampden even challenged the changes such as the ship money tax Hampden refused to pay. All these served to further throw away any hope of peaceful negotiations between parliament and Charles, with each new action undertaken gaining more criticism. Undeniably however, one of his biggest critics was John Pym. Pym was a long serving member of parliament who had opposed the monarchy even in the reign of James, having been active in the impeachment of Buckingham in 1625 and in the production of the petition of right in 1628. He had opposed Charles a numerous points and contributed significantly to the disagreement between Parliament and King and the subsequent dissolutions of Parliament; Clarendon had said during the Short Parliament of 1640, Pym had â€Å"had appeared to be the most leading man†. It was no surprise with such enthusiasm that by the time of the Long parliament, Pym had dodged an accusation of treason and become the leader of the opposition to the king. However, it is important to realise Pym was really just fighting for the rights of parliament and against the absolute monarchy Charles was imposing. Like many other puritans, he had good reason to fear the â€Å"Catholic conspiracy† mentioned earlier and believed the despotic government of Charles was a way of de stroying the protestant faith in England. In this light, Charles’ arrogance comes through as he was obviously unable to negotiate over his unreasonable actions. When parliament finally needed to be called again in 1640 due to the Scottish invasion, it marked a point of vulnerability for Charles, which parliament and namely Pym took advantage of. Charles needed funding, and in exchange for the money the Long parliament demanded the impeachment of both Laud and Strafford as well as the removal of the Star Chamber. In both cases, Pym was spearheading the legal proceedings, even having launched a Bill of Attainder to justify a death sentence for Strafford which was soon reluctantly signed by Charles. The Earl of Strafford had been a close advisor of the king, and his death was a huge blow to Charles and something he always regretted given the promise he made to Strafford â€Å"upon the word of a king, you shall not suffer in life, honour or fortune†. As a result, Charles resented parliament and longed for revenge. With the state of relations between King and parliament at an all-time low, the last thing needed was more criticism to an already weakened king, who had just agreed to the Triennial act of 1641 which meant parliament would be called at least every three years. Despite this, Pym and his supporters presented the Grand Remonstrance; a list of 160 grievances and misdeeds of Charles. This in itself was something proposed by Pym and was almost mocking Charles with his â€Å"divine right of kings† ideal now appearing obsolete. This may have proved a last straw for Charles, who would have been building a great sense of anger with Parliament and more specifically with Pym. Indeed soon after in 1642, Pym along with four other prominent members of the opposition was charged with treason, showing just how much of a threat Charles saw Pym as. When Charles took it upon himself to arrive at parliament with 300 soldiers to personally arrest the five members it destroyed any final shreds of trust between Parliament and Charles. Members of parliament were representatives of the people and Charles was arresting five of them for merely criticising. This event embodied to Parliament the absolute monarchy they were fighting against and all the liberties they still needed to fight for. Charles must have even realised the mistake he had made in breaking any remaining ties with parliament, and six days later headed for Oxford to prepare an army of the inevitable coming war. In conclusion, both Pym and Charles can be interpreted as being the reason relations fell apart and Civil war broke out, however, even with Pym’s involvement in many parliamentary dissolutions and explicit opposition to the king, Charles still appears as the most unreasonable. Charles gave plenty of reasons for parliament and members such has Pym to criticise him, having made no attempt to learn from his father’s mistakes, ruling for 11 years purposely without parliament intervention and from imposing taxes and religious reforms which alienated people. The final act of attempting to arrest five members of parliament with hundreds of armed guards, proved not only too aggressive but also the final reason as to why Civil war became the only solution remaining.

Answer the questions Essay Example | Topics and Well Written Essays - 250 words - 3

Answer the questions - Essay Example Yes the author supported the facts adequately but the statistics were not displayed to strengthen the facts, No, the authorities were not quoted but the analogy was portrayed in an appropriate manner. The grounds provided are fairly acceptable as they related with the reality to a greater extent. Yes, writers assumptions are highly acceptable. that videogames are inculcating anti-social temperament in children. Children find it amusing and entertaining, thereby they are encouraging market of the videogame, but children do not have the wisdom to check the game rating and content and therefore author wants that parents should use their wisdom to guide their wards. Yes, writer has considered all the relevant points except the psychological implication of these games, lack of physical output leading to sedentary lifestyle and eventually obesity has not been highlighted which is becoming the root cause of all ailments prevalent in present epoch in children. The author is targeting affluent class who can spend a lot to meet their childs demand and to the parents who are busy in their own pursuits with little time for their kids. These approaches provide poor understanding in children about good or bad temperament and thus inculcates the feeling of practically performing what they witness or practice in their games. The tone of the author is mild and appealing which is very helpful to generate awareness amongst mass especially for parents. The author seems to be an aware individual who wants to reform the society and prevailing hostile attitude. Although the author has tried to develop ethos but could have done more on the psychological aspects as well to generate impact on parents outlook and future implications of these

The Ultimate Reality of the Good God Essay Example | Topics and Well Written Essays - 750 words

The Ultimate Reality of the Good God - Essay Example The Ultimate Reality of Good and Bad Taoism proposes that Yin Yang is the cosmic symbol of primordial unity and harmony and manifest phenomenal quality; the two great regulating forces of cosmic order in the unparalleled world. If Lao Tzu, the founder of Taoism, is correct in his notion as regards the coexistence of good and bad in one body to attain balance, God then is not wholly good, or rather God does not manifest balance. God is good can be understood as a twofold claim: â€Å"God is wholly good—there is no defect or blemish in God or in his actions for He never does anything which is ultimately wrong or evil, and God is necessarily good because He is utterly invulnerable to evil† (Morris 48). As each of us perceives good and evil differently, there can be no definite meaning to both. What one sees as good can be evil in the eyes of another, or what appears to be a bad inception can yield a good result. Nonetheless, man has the tendency to accept a thing as good only if it satisfies his desires. God at times relates to man in ways that cannot be deduced by an ordinary mind, yet His purpose is incontestably good however it affects man. God gives us opportunities to rejoice and grieve, to triumph and suffer defeat, to love and hate for reasons that do not often come out on the surface. As in the story of Job when he was sardonically urged by his wife to curse God for all the mishaps that b efell him, he retorted â€Å"Shall we accept good from God and not trouble?† (Job 2:10 NIV). ... As in the story of Job when he was sardonically urged by his wife to curse God for all the mishaps that befell him, he retorted â€Å"Shall we accept good from God and not trouble?† (Job 2:10 NIV). Good and bad are â€Å"at one and the same time a division and reunion, and if they are spoken of as contending forces, they are also co-operating powers and the tension in which they are held is that of harmony, of the mutual play of creation, not of conflict† (Cooper, Fitzgerald and Stoddart 20). Apart from the nature of God, this is also evident in the way children are reared. The intention of a mother is constantly disposed at what begets good for her offspring, thus will put into practice again the approaches that proved favourable on her first. Despite growing up under the same roof and direction though, children do not grow to be identical in character, nor in fate. Good and bad demonstrates balance in the art of healing. Patients suffering from the same illness may be prescribed different doses of medicine, or different types of medication, for that matter. While a certain remedy benefits one, does not create a firm basis that it will not harm the other. It is true that good and bad are in two distant poles; yet the poles are not separate but bent towards each other to form a connection; that without the combined perception of good and bad, there lies no success in an endeavour. Balancing Reality in Pursuit of Holism Author Brian Luke Seaward (146) states that balance does not necessarily mean a 50/50 ration with whatever sits on either side of the scale. Rather, it might be proportional to a 60/40, 30/70 split, or any combination that equals to a whole (146). The opposites which Taoists suppose as contents of a whole are but merely stages in

Unit 4 Discussion Board Essay Example | Topics and Well Written Essays - 500 words - 2

Unit 4 Discussion Board - Essay Example Mount Sinai NYU Health is an example of a healthcare organization – a holding company – that has a multi-corporate entity. The health organization has several subsidiaries or healthcare divisions serving the greater New York City area. The hospital is listed in the book, Jonas and Kovner’s Health Care Delivery in the United States (2002), as a conglomerate with subsidiaries in ambulatory care, hospitals, and employed and affiliated physician groups. Other subsidiary-companies provide traditional home health services for Medicare, Medicaid, private insurance, and self-payers and other services not covered by federal programs. The organization is centralized, as mission, plans, and CEO financial and acquisition powers are reserved as the parent company’s while local units have separate boards with their strategic authority being limited. (Kovner & Jonas 2002, p. 163). The advantages of a multi-corporate structure in the administration of a healthcare organization such as Mount Sinai NYU Health could be seen in two main areas: profitability and quality of service. In terms of profitability, the multi-corporate structure offers an increase in volume, cost savings, and greater leverage in bargaining with managed care organizations. When it comes to the quality of service, a multi-corporate healthcare organization is said to have improved quality of care that results from standardization and specialized expertise. (p. 164) Another important and obvious aspect about multiple-corporate structure is that it allows for greater flexibility in operations because each division or agency within the whole healthcare organization may assume its own separate legal entity. Therefore, as more services are provided or more subsidiaries are added, the other subsidiaries are less likely to be disturbed. There are critics who argue

The Educational System Essay Example | Topics and Well Written Essays - 1000 words

The Educational System - Essay Example The employees as a result, are left to virtually fend for themselves. "General Rule: The State and its agencies, departments and political subdivisions are not liable for the tortuous conduct of their employees," (Evans p.3). The Individuals with Disabilities Education Act is described as, "a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to the age of 21.[1] ," Adding that, "The IDEA is considered to be a civil rights law. However, states are not required to participate. As an incentive and to assist states in complying with its requirements, IDEA makes funds available to states that adopt at least the minimum policies and procedures specified in the IDEA regarding the education of children with disabilities. Since its inception, all states have chosen to participate. The IDEA was formerly known as the Education for All Handicapped Children Act but has grown considerably since. IDEA became a federal standard by an act of Congressional adoption in 1975 but has been amended many times since. The IDEA was most r ecently amended in 2004, which was a significant update," ("Individuals" p.1). The following are brief examples of some of the litigation that has come from this law; Schaffer v. Weast: On November 14, 2005, the Supreme Court held in Schaffer v. Weast, 126 S.Ct. 528, that moving parties in a placement challenge hold the burden of persuasion. While this is an accord with the usual legal thinking, the moving party is almost always the parents of a child. Arlington v. Murphy: On June 26, 2006 the Supreme Court held in Arlington v. Murphy, 126 S.Ct. 2455, that prevailing parents may not recover expert witness fees as part of the costs under 20 U.S.C. 1415(i)(3)(B). ("Individuals" p.1). Such as with almost any other child, disciplinary action is a complex matter for any school official when it pertains to the students within their school system. For the discipline of a student that happens to have a disability, "Pursuant to IDEA, discipline of a child with a disability must take that disability into account. For example, if a child with Asperger syndrome is sensitive to loud noises, and if the child runs out of a room filled with loud noises, any discipline of that child for running out of the room must take into account the sensitivity and whether appropriate accommodations were in place. According to the United States Department of Education, for children with disabilities who have been suspended for 10 days total for each school year, including partial days, the local education agency (LEA) must hold a manifestation determination hearing within 10 school days of any decision to change the placement of a child with a

Write a critique of an article of your choice.(optional topic) Essay

Write a critique of an article of your choice.(optional topic) - Essay Example The article gives them the knowledge of a child’s character and how they may see what they read in the stories they choose. The professionals will be able to see how ideas that they have fit into social contexts of the people around them.(Bosmajian,2005,p103) Children’s literature is a field that assumptions will have to be made to understand what the child thinks about their collective and personal values and issues they have. The article is about ‘the implied reader’ and how what they read tells us each a different idea of what is read. It is all in how we look at what is around us and the choices we make and interpret to bring meaning. (Bosmajian, 2005, p. 103) In summary this article is about how children’s literature can be used by professionals to help children find out about themselves through what they read. The readers will learn what makes them learn what they see and use that learning as they grow. According to Freud, â€Å"he saw that this is a therapeutic release for the author and a critical relationship between child and play and poet and language.† (Bosmajian, 2005, p.104) Freud also thought that desires and what society wants is a conflict and that we must make substitutions and make displacements and still be able to take our ideas and make one image to tell about ourselves. Jung thought â€Å"it is a therapeutic process that begins with recognition of the loss of original wholeness due to self-inflation or alienation of the ego.† (Bosmajian, 2005, p. 105) It is about the connections that we make between what we read and see that we make our choices known. Horney, Abraham, Klein, Winnicott and Lacan believe in Ego Psychology and object relations themes. They believe that we all need to self actualize ourselves to improve our identities through language and what we read. Lacan also

Qualitative research Essay Example for Free

Qualitative research Essay PREPARING A CASE STUDY: A Guide for Designing and Conducting a Case Study for Evaluation Input By Palena Neale, PhD, Senior Evaluation Associate Shyam Thapa, PhD, Senior Monitoring and Evaluation Advisor Carolyn Boyce, MA, Evaluation Associate May 2006 P AT H F I N D E R I N T E R N AT I O N A L T O O L S E R I E S Monitoring and Evaluation – 1 PREPARING A CASE STUDY: A Guide for Designing and Conducting a Case Study for Evaluation Input By Palena Neale, PhD, Senior Evaluation Associate Shyam Thapa, PhD, Senior Monitoring and Evaluation Advisor Carolyn Boyce, MA, Evaluation Associate. May 2006 Acknowledgements The authors would like to thank the following Pathfinder employees and partners for their technical inputs into this document: Emmanuel Boadi (Pathfinder/Ghana), Anne Palmer (Futures Group International), Ugo Daniels (African Youth Alliance (AYA)), Veronique Dupont (Pathfinder/Extending Service Delivery (ESD)), Cathy Solter, Lauren Dunnington, and Shannon Pryor (Pathfinder headquarters). Jenny Wilder and Mary Burket are also thanked for their inputs and assistance in editing and producing this document. 2 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY. What is a Case Study? A case study is a story about something unique, special, or interesting—stories can be about individuals, organizations, processes, programs, neighborhoods, institutions, and even events. 1 The case study gives the story behind the result by capturing what happened to bring it about, and can be a good opportunity to highlight a project’s success, or to bring attention to a particular challenge or difficulty in a project. Cases2 might be selected because they are highly effective, not effective, representative, typical, or of special interest. A few examples of case study topics are provided below—the case studies would describe what happened when, to whom, and with what consequences in each case. Case Study Examples Shifting Attitudes of Youth-Serving Service Providers Uniqueness/Point of Interest Your program was able to change service providers’ attitudes towards dealing with Adolescent Sexual and Reproductive Health (ASRH) needs in an environment where provider’s attitudes have been a barrier to young people accessing SRH services. Your program was effective in introducing YFS to the MOH and in institutionalizing an YFS curriculum in a setting where the MOH did not provide YFS. Your program was able to integrate HIV prevention in several FBO service delivery points in an environment that normally does not include or welcome HIV prevention activities. Your program built the leadership capacity of youth to advocate, promote, and participate in decision making around ASRH. This transpired in a setting that did not include ASRH on the agenda nor encourage youth participation in general or in decision making in particular. Integrating Youth-Friendly Services (YFS) in the Ministry of Health (MOH) Integrating HIV Prevention in Faith-Based Organization (FBO) Health Services Delivery. Developing Youth Leadership in Tanzania 1 2 Yin, Robert K. (2003). Case Study Research: Design and Methods. Thousand Oakds: Sage Publications. Case refers to the unit of analysis or topic chosen for study (i. e. , the individual, organization, or program). PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 3 When is a Case Study Appropriate? Case studies are appropriate when there is a unique or interesting story to be told. Case studies are often used to provide context to other data (such as outcome data), offering a more complete picture of what happened in the program and why. What are the Advantages and Limitations of a Case Study? The primary advantage of a case study is that it provides much more detailed information than what is available through other methods, such as surveys. Case studies also allow one to present data collected from multiple methods (i. e. , surveys, interviews, document review, and observation) to provide the complete story. There are a few limitations and pitfalls however, each of which is described below. Can be lengthy: Because they provide detailed information about the case in narrative form, it may be difficult to hold a reader’s interest if too lengthy. In writing the case study, care should be taken to provide the rich information in a digestible manner. Concern that case studies lack rigor: Case studies have been viewed in the evaluation and research fields as less rigorous than surveys or other methods. Reasons for this include the fact that qualitative research in general is still considered unscientific by some and in many cases, case study researchers have not been systematic in their data collection or have allowed bias in their findings. In conducting and writing case studies, all involved should use care in being systematic in their data collection and take steps to ensure validity3 and reliability4 in the study. Not generalizable: A common complaint about case studies is that it is difficult to generalize from one case to another. But case studies have also been prone to overgeneralization, which comes from selecting a few examples and assuming without evidence that they are typical or representative of the population. Yin, a prominent researcher, advises case study analysts to generalize findings to theories, as a scientist generalizes from experimental results to theories. 5 3 4 Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Reliability is the extent to which an experiment, test, or any measuring procedure yields the same result on repeated trials. 5 Yin, Robert K. (2003). Case Study Research: Design and Methods. Thousand Oaks: Sage Publications. 4 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY. What is the Process for Conducting a Case Study? The process for conducting case study research follows the same general process as is followed for other research: plan, collect data, analyze data, and disseminate findings. More detailed steps are given below. 1. Plan †¢ Identify stakeholders who will be involved. †¢ Brainstorm a case study topic, considering types of cases and why they are unique or of interest. †¢ Identify what information is needed and from whom (see â€Å"What are Potential Sources of Information? † and â€Å"What are the Elements of a Case Study? †). †¢ Identify any documents needed for review. †¢ List stakeholders to be interviewed or surveyed (national, facility, and beneficiary levels) and determine sample if necessary. †¢ Ensure research will follow international and national ethical research standards, including review by ethical research committees. For more information, please see the International Ethical Guidelines for Biomedical Research Involving Human Subjects, available at http://www. cioms. ch/frame_guidelines_nov_2002. htm. 2. Develop Instruments †¢ Develop interview/survey protocols—the rules that guide the administration and implementation of the interview/survey. Put simply, these are the instructions that are followed to ensure consistency across interviews/surveys, and thus increase the reliability of the findings. The following instructions for the should be included in the protocol: †¢ What to say to interviewees when setting up the interview/survey; †¢ What to say to interviewees when beginning the interview/survey, including ensuring informed consent of the respondent (see Appendix 1 for an example); †¢ What to say to respondent in concluding the interview; †¢ What to do during the interview (Example: Take notes? Audiotape? Both?); and †¢ What to do following the interview (Example: Fill in notes? Check audiotape for clarity? Summarize key information for each? Submit written findings? ). †¢ Develop an interview guide/survey that lists the questions or issues to be explored and includes an informed consent form. Please note that you will likely need interview guides/surveys for each group of stakeholders, as questions may differ. †¢ Where necessary, translate guides into local languages and test translation. PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 5 3. Train Data Collectors †¢ Identify and train data collectors (if necessary). (See â€Å"Training Tips for Data Collectors†6. ) Where necessary, use interviewers that speak the local language. Training Tips for Data Collectors Staff, youth program participants, or professional interviewers may be involved in data collection. Regardless of what experience data collectors have, training should include: †¢ An introduction to the evaluation objectives, †¢ A review of data collection techniques, †¢ A thorough review of the data collection items and instruments, †¢ Practice in the use of the instruments, †¢ Skill-building exercises on interviewing and interpersonal communication, and †¢ Discussion of ethical issues. 4. Collect Data †¢ Gather all relevant documents. †¢ Set up interviews/surveys with stakeholders (be sure to explain the purpose, why the stakeholder has been chosen, and the expected duration). †¢ Seek informed consent of each respondent (written or documented oral). Re-explain purpose of interview, why the stakeholder has been chosen, expected duration of, whether and how the information will be kept confidential, and the use of a note taker/tape recorder. †¢ If the respondent has consented, conduct the interview/survey. 5. Analyze Data †¢ Review all relevant documents. †¢ Review all interview/survey data. 6. Disseminate Findings †¢ Write report (see â€Å"What are the Elements of a Case Study? †). †¢ Solicit feedback. †¢ Revise †¢ Disseminate 6 Adamchak, S. , et. al. (2000). A Guide to Monitoring and Evaluating Adolescent Reproductive Health Programs. Available at http://www. pathfind. org/site/PageServer? pagename=Publications_FOCUS_Guides_and_Tools. 6 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY What are Potential Sources of Information? Case studies typically rely on multiple sources of information and methods to provide as complete a picture as possible. Information sources could include: †¢ Project documents (including meeting minutes) †¢ Project reports, including quarterly reports, midterm reviews †¢ Monitoring visits †¢ Mystery client reports †¢ Facility assessment reports †¢ Interviews †¢ Questionnaire/survey results †¢ Evaluation reports †¢ Observation †¢ Other What are the Elements of a Case Study? Case studies do not have set elements that need to be included; the elements of each will vary depending on the case or story chosen, the data collected, and the purpose (for example, to illustrate a best case versus a typical case). However, case studies typically describe a program or intervention put in place to address a particular problem. Therefore, we provide the following elements and example on which you might draw: 1. The Problem i. Identify the problem ii. Explain why the problem is important iii. How was the problem identified? iv. Was the process for identifying the problem effective? 2. Steps taken to address the problem 3. Results 4. Challenges and how they were met 5. Beyond Results 6. Lessons Learned. PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 7 1. The Problem: It is essential to identify what the problem was. Specifically: i. Identify the problem. For example, certain FBO leadership was opposed to including HIV prevention activities within their programming. Specifically, they felt that prevention activities would promote sex among youth and thereby increase the incidence of HIV. In addition, the FBO felt that the promotion of condoms as a form of prevention was morally wrong. ii. Explain why the problem is important. Following the same example, to provide a comprehensive response to HIV/AIDS, prevention activities are an important part of HIV programming, in addition to care and support. Addressing moral and religious concerns and objections of FBO leaders in order to incorporate this component greatly expands the prevention effort and offers a greater breadth and depth in HIV programming. iii. How was the problem identified? It is likely that program staff will have an idea of what general problems exist. For example, YFS is not integrated in the MOH, FBOs do not include prevention activities, youth involvement does not occur, etc. What was likely missing and required exploration were the details around this general problem. In the case of working with FBOs, an initial project planning meeting was held to discuss the specifics behind the problem. It was revealed during this process that certain FBOs who conducted care and support activities did not offer prevention activities, specifically condom promotion. The primary reason given was religious objections; another reason identified but not explicitly stated was stigma. iv. Was the process for identifying the problem effective? After additional one-on-one discussions with FBO leaders, it was determined that the leaders had concerns based on moral and religious grounds regarding prevention efforts, particularly promoting condoms. Furthermore, discussions revealed that a number of leaders had limited and/or erroneous information regarding transmission and prevention options. 8 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 2. Steps Undertaken to Address the Problem: What was done (activities/ interventions/ inputs), where, by whom, for whom? In the case of integrating prevention in FBOs, an illustrative outline of steps undertaken to address the problem is given below: What was done? Phase 1: Sensitization Sensitization of leadership: activities included reviewing FBO policies and bylaws by program staff in order to demonstrate to leadership that there were no constitutional objections to prevention activities. Project staff engaged liberal FBO leaders to supply quotes from the Bible to build their evidence-based argument to convince other leaders that there was in fact no biblical basis for the preclusion of prevention activities. Sensitization of facility managers: meet with managers to discuss leadership approval and present evidence-based arguments on why integration activities can be included. Sensitization of community: work with groups to explain that these activities have been approved by the FBO leadership and where they can go to receive services. Phase 2: Integration Facility assessments Selected facilities Project Staff, FBO representatives Local Implementing Partners (IPs) Project Staff, Facility Managers Contractor FBOs, Project Staff Facility Staff District/ National Project Staff FBO leaders Where? By Whom? For Whom? Facilities Project Staff Facility Managers Community catchment areas Project Staff Community members Training of service providers Selected facilities Conduct staff orientations Facilities Facility Staff Physical infrastructure improved Phase 3: Outreach Identify peers that you want to work with Training Provide Tools Supervision Phase 4: ME Reassessments Facilities Facility Selected facilities Facilities Facility Staff IPs Project Peer supervisors Beneficiaries Peers Peers Peers Sample of selected facilities Project Staff, Facility Management, Youth Trained mystery clients Project Staff, Peer Supervisors. Facility, Project Staff Mystery client interviews Monitoring visits Facilities Facilities, Peers Facility staff, Project Staff PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 9 3. Results: What were the results of your intervention, particularly the significant or unique results? For example: your activities resulted in the FBO including HIV prevention activities in their programming, which contributed to an increase in condom distribution. Or, your activities resulted in youth-serving service providers adopting a youth-friendly attitude which contributed to improved services and an increase in youth visits. Church leadership may have made a commitment and modified policies to include ASRH activities, leadership talking about the issues publicly. Facility managers may make financial commitments to refurbishments, training, etc. 4. Challenges and how they were met: This focuses on what challenges or difficulties you encountered and what you did to overcome them. One of the challenges in working with FBOs may have been dealing with Catholic FBOs and your response could have been to negotiate with them to include certain prevention activities like abstinence, and/or providing a referral point to youth who may want to get information about condoms. Another possible challenge is that not all FBOs who you had hoped to work with were willing to come on board and this required additional attention. 5. Beyond Results: Are the results mentioned above sustainable? Why or why not? For example, an integrated approach to programming (which included a strong policy and advocacy component) created an enabling policy environment with strong stakeholder support that can be nurtured and leveraged beyond the project duration. 6. Lessons Learned: What lessons were learned: programmatic, technical, financial, process, etc.? For example, the experience showed that it was imperative for project staff to have a very solid understanding of government policies to speak to these issues with key stakeholders. In addition, it was important to have a good understanding of the various religious beliefs in addition to their respective policies and by-laws for developing and delivering advocacy arguments. How are Case Studies Presented? Case studies are flexible in that they can be presented in a number of ways—there is no specific format to follow. However, like all evaluation results, justification and methodology of the study should be provided, as well as any supporting information (i. e. , copies of instruments and guides used in the study). Case studies may stand alone or be included in a larger evaluation report. If presented as a stand-alone report, the following report outline is suggested: 1. Introduction and Justification 2. Methodology a. How was the process carried out? (Describe the process of selecting the case and data collection sources, as well as how data was collected. ) b. What assumptions are there (if any)? 10 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 3. 4. 5. 6. 7. 8. 9. 10. c. Are there any limitations with this method? d. What instruments were used to collect data? (You may want to include some or all in the appendix. ) e. What sample(s) is/are being used? f. Over which period of time was this data collected? The Problem The Steps Taken to Address the Problem The Results The Challenges and How They were Met Beyond Results Lessons Learned Conclusion Appendices Where Can More Information on Case Studies be Found? Information on Case Study Research Adamchak, S. , et. al. (2000). A Guide to Monitoring and Evaluating Adolescent Reproductive Health Programs. Available at http://www. pathfind. org/pf/pubs/focus/guidesandtools/PDF/Part%20II. pdf. Patton, Michael Q. (2002). Qualitative Research Evaluation Methods. Thousand Oaks: Sage Publications. Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks: Sage Publications. United States General Accounting Office, Program Evaluation and Methodology Division. (1987). Case Study Evaluations. Available at http://161. 203. 16. 4/t2pbat22/132683. pdf. Yin, Robert K. (2003). Case Study Research: Design and Methods. London: Sage Publications. Examples of Case Studies Cornwall, A. and Welbourn, A. (2002). Realizing Rights: Transforming Approaches to Sexual and Reproductive Well-Being. London: Zed Books. Population Council. Quality/Calidad/Qualite series. Available at http://www. popcouncil. org/publications/qcq/default. htm. SRI International. (2001). The Organization of Learning in Community Technology Centers: Learning with Technology in Six Communities. Available at http://www. americaconnects. net/research/SRI_case_study_report. pdf. PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 11 Appendix 1: Sample Informed Consent Form Key Components: †¢ Thank you †¢ Your name †¢ Purpose †¢ Confidentiality †¢ Duration †¢ How interview will be conducted †¢ Opportunity for questions †¢ Signature of consent I want to thank you for taking the time to meet with me today. My name is ________________________ and I would like to talk to you about your experiences participating in the African Youth Alliance (AYA) project. Specifically, as one of the components of our overall program evaluation we are assessing program effectiveness in order to capture lessons that can be used in future interventions. The interview should take less than an hour. I will be taping the session because I don’t want to miss any of your comments. Although I will be taking some notes during the session, I can’t possibly write fast enough to get it all down. Because we’re on tape, please be sure to speak up so that we don’t miss your comments. All responses will be kept confidential. This means that your interview responses will only be shared with research team members and we will ensure that any information we include in our report does not identify you as the respondent. Remember, you don’t have to talk about anything you don’t want to and you may end the interview at any time. Are there any questions about what I have just explained? Are you willing to participate in this interview? __________________ Interviewee __________________ Witness __________ Date ______________________________________ Legal guardian (if interviewee is under 18) 12 PATHFINDER INTERNATIONAL: SAMPLE INFORMED CONSENT FORM Pathfinder International 9 Galen Street, Suite 217 Watertown, MA 02472 USA Tel: 617-924-7200 Email: [emailprotected] org 05/06/500.