Jackie's Experiential Learning in Jack Gantos' Dead End In Norvelt Rheza Arief Dwi Piscesa English Literature Faculty of Languages and Arts State University of Surabaya rheza.arief@gmail.com Hujuala Rika Ayu, SS., MA. English Department Faculty of Languages and Arts State University of Surabaya ayuhujualarika@yahoo.com Abstrak Pembelajaran adalah suatu proses mengakuisisi sebuah pengetahuan. Karakter utama di novel ini, Jackie Gantos, mendapatkan berbagai macam ilmu melalui pengalaman, belajar, atau dengan diajarkan oleh orang lain. Di Dead End in Norvelt, proses pembelajaran yang banyak terjadi didapatkan melalui pengalaman. Jackie Gantos mendapatkan pengetahuan melalui pengalaman, hal ini dapat dianalisa menggunakan Kolb's experiential learning. Kolb's experiential learning adalah sebuah metode pembelajaran dengan cara mewariskan pengetahuan secara langsung melalui pengalaman ke dalam diri seseorang tersebut. Tujuan dari thesis ini adalah untuk memperlihatkan proses dari experiential learning di dalam hidup Jackie dan menemukan faktor-faktor yang mempengaruhi Jackie dalam usahanya untuk mengaplikasikan experiential learning dalam kehidupannya di kota Norvelt. Dengan memunculkan proses experiential learning, dapat diketahui bagaimana sebuah pengalaman diwariskan kepada orang lain serta faktor apa yang memunculkan experiential learning. Setelah experiential learning terjadi, Jackie mendapatkan banyak sekali pengetahuan, contohnya cara menggunakan senjata dengan aman, sejarah dari kota Norvelt, idealism dari seorang Eleanor Roosevelt dan lain lain. Proses mendapatkan pengetahuan ini tampak dalam tabel pembelajaran Kolb's dan faktor-faktor yang mempengaruhi terjadinya proses experiential learning dari Kolb's adalah social interaction dan self-realization. Kata Kunci: experiential learning, social interaction, self-realization. Abstract Learning is the acquisition of knowledge. The main character, Jackie Gantos, obtained skills through experience, study, or by being taught. In Dead End in Norvelt, most of the process of learning obtained through experience. Jackie Gantos' gaining knowledge through experience is analyzed by using Kolb's experiential learning. Kolb's experiential learning is a method of learning by inheriting the knowledge directly through experience that happened in a person. The objective of this thesis are to reveal the process of experiential learning in Jackie's life and finding factors that triggers Jackie's effort of applying experiential learning in his life in Norvelt. By revealing the experiential learning process, it can be found out how an experience is passed on to others and the factors that triggers experiential learning. After the experiential learning happened, Jackie gain knowledge on many things such as gun safety, history of Norvelt, Eleanor Roosevelt idealism and etc. This process of gaining knowledge is depicted through Kolb's learning table and the factors that trigger Kolb's experiential learning are social interaction and self-realization. Keywords: experiential learning, social interaction, self-realization. INTRODUCTION Learning is a process of acquiring knowledge through study. This process of learning usually occurs between students and lecturers in a formal educational school. Educational School gives courses and inheriting skillssuch as Physics, History, Chemist, Math and Language from teacher to children. There is also another way to learn something to gain knowledge and increase our understanding about the world. This way of learning is different from the original way of learning such as studying in a school and comprehend the knowledge that our teacher gives. For example, a farmer boy learn how to plough and plant seeds by seeing his father working at the field. After the boy grew up and strong enough, his father ask the boy to help him work at the field. His father showed him how to plough land, watering the field and keeping away birds from destroying the field. This boy gain knowledge through a different method than the original method of studying which is reading books and attending school. The way of the boy learning through experience, from the events of learning through his dad and working to help his dad, is the experiential learning. Experiential learning is a process of gaining knowledge through experience. This knowledge is a result from the combination of grasping and transforming the experience itself. This theory is a well-known model in education. David Kolb in his book, Experiential Learning Theory, presents a cycle of four elements to define the theory. Experiencing problem, observing the critical problem, making a concept of abstract to solve the problem, and actively experimenting to solve the problem. This process leads to a further critical reflection about the experiment and the result of the experiment. This learning theory is a development of various studies regarding to the cognitive development by Jean Piaget and philosophical perspective of pragmatism by John Dewey. Dewey's philosophical perspective of pragmatism is conveyed in his statement based on Kolb's: " If one attempts to formulate the philosophy of education implicit in the practices of the new education, we may, I think, discover certain common principles … To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity ;to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world … I take it that the fundamental unity of the newer philosophy is found in the idea that there is an intimate and necessary relation between the processes of actual experience and education." (1938, pp.19, 20) Based on the statement by Dewey, Piaget developed this philosophy and researched Dewey's perspective into a new method to differenciate the actual learning experience as a set of educational method which invoke a knowledge that build through a relation of experience and education. Piaget's theory describes how intelligence is built through experience. He defines that intelegence is not an innate internal characteristic of the individual but comes alive as a product of the interaction between the person and his or her environment and action is the key point for Piaget. A person who does experiment gathers experience and gains knowledge through the process. In this case, experiential learning studies the process of transforming the experience into a certain knowledge. Just like the saying of Julius Caesar, "Experience is the teacher of all things." (40s BC, Commentaries on the Civil War, 2. 8), this process of experiential learning can be found mainly in the character of Jack Gantos in Jack Gantos' "Dead End in Norvelt".Jackie Gantos, the main character, living his life of summer days in Norvelt and experiencesmany things through his adventure. Summer days are his moments of hunting season with his dad, helping Miss Volker writing obituaries for the local paper, examining dead body in a Morgue which Bunny's dad work, investigating the whereabout of Mrs. Dubicki. This actions is the sets of events that can be analyzed as a process of experiential learning of Jackie in the novel. Jackie is always curious about many things, that is why he always gets into trouble. He is a good boy, but his action sometimes make his mom got a headache. This because Jackie always gets a nosebleed everytime he gets too excited, which is his mother always worried about. His adventure in Norvelt somewhat he must complices with his nosebleed problem. In his adventure, Jackie experiences many things, he knows how to safely lock the gun to prevent it blasts accidentally by learning it from his hunting experience with his dad. He also learn how to write using a typewriter while helping Mrs. Volker to write her obituaries for the local paper. This process of learning gains him knowledge through experience that happened through his adventure. It is a concrete fact that people do learn from their experience and for nontraditional students such as minorities, the poor, and mature adults – experiential learning has become the method of choice for learning and personal development. (Kolb, 1984: 3) John Byran Gantos, Jr., better known asJack Gantos(born July 2, 1951) is anAmericanauthor ofchildren's booksrenowned for his fictional characterJoey Pigza, a boy withattention-deficit hyperactivity disorder(ADHD). Gantos has won several literary awards, including theNewbery Honor, thePrintz Honor, and theSibert Honorfrom theAmerican Library Association, and he has been a finalist for theNational Book Award. His latest book,Dead End in Norvelt(2011) won the 2012Newbery Medal. Jack Gantos received both hisBFAand hisMAfromEmerson College. While in college, Gantos began working on picture books with an illustrator friend. In 1976, they published their first book,Rotten Ralph. Gantos continued writing children's books and began teaching courses in children's book writing. He was a professor of creative writing and literature (1978–95) and a visiting professor at Brown University (1986), University of New Mexico (1993) and Vermont College (1996). He developed master's degree programs in children's book writing at Emerson College and Vermont College. Jack Gantos writing career began when he work together on picture books in college with his illustrator friend. In 1976, they published their first book, Rotten Ralph. Gantos cares so much about children by publishing dozens of book regarding to picture books for kids. In his last novel Dead End in Norvelt, he creates a master copy of his childhood life into a dazzling novel that easy to understand with a portion of historical value to give an early history lesson to children. The main point of this study is the experiential learning that Jackie Gantos experience in his hometown of Norvelt. His dad is a former WWII soldier, he kept possession of many memorabilia such as Japanesse rifle and other stuff of war. This interacts Jackie to play with his stuff such as Japanesse rifle and pretend to acts like Jackie is in a war that is played on the screenplay over the neighbor. The story of the novel continue about Jackie's adventure in his town and learning experience on events such as helping writing historical obituary for Miss Volker, and secretly build an airplane in his garage with his dad. Gantos' novel Dead End in Norvelt focused more on the life of Jackie Gantos that happened in Norvelt at summer of 1962and the social interaction that happened between him and the people in Norvelt. It leads to a great adventure of him, this makes Jackie learns about many topic that he experiences in his life. Jackie lives for a time in Norvelt, a real Pennsylvania town created during the Great Depression and based on the socialist idea of community farming. Jackie's summer of 1962 begins badly: plagued by frequent and explosive nosebleeds, Jackie is assigned to take dictation for the arthritic obituary writer, Miss Volker, and kept alarmingly busy by elderly residents dying in rapid succession. Then the Hells Angels roll in. Gore is a Gantos hallmark but the squeamish are forewarned that Jackie spends much of the book with blood pouring down his face and has a run-in with home cauterization. Gradually, Jackie learns to face death and his fears straight on while absorbing Miss Volker's theories about the importance of knowing history. Based on the explanation above, this study would like to discuss on Kolb's Experiential Learning Theory by focusing on Jackie Gantos character. And this experiential learning theory will guide us on how to elaborate the process of learning by experience that happens in Jack Gantos' Dead End in Norvelt by examining Jackie Gantos character and his social interaction with the people of Norvelt. RESEARCH METHOD This study takes the data source of a novel Dead End in Norvelt, written by Jack Gantos which is published in New York by Farrar Straus Giroux, with ISBN: 978-0-374-37993-3 in 2012. To collect the data, the first step is Extensive Reading. Extensive reading is denoted as reading the text of novel extensively in order to collect the data of analysis, such as narrations, monologues, dialogues, quotations, and so forth. After collecting the data by reading extensively, the second step is intensive reading. This step is used in order to reveal the hidden idea of the novel which is related to the data. After finding the hidden idea of the novel, the next step is classifying the data through the novel which needed in analyzing the data, such as speech, actions, characters, behavior, attitudes, and thoughts. The third step is observation the data. This step is the most important step because this step is used in order to find out the experiential learning. In Dead End in Norvelt, The main character Jackie experiences many things that gain him knowledge throughout the novel. Therefore, the experiential learning is very appropriate to be applied to this study. Last but not least, it reaches the final process of collecting data, which is placing the classified data into the table. It is done to simplify in reading the data for the purpose of doing analysis. After finding the experiential learning through the events that correlate Jackie with the major characters based on the novel, the last step is data analysis. This step attempts to answer the questions subsequently based on the statement of the problems by using relevant theory. Besides, this step also uses the data of the novel Dead End in Norvelt which consists of monologues, dialogues, and quotations. The first statement of problem is the occurance of experiential learning. The depiction of experiential learning is using the theory of Kolb. This depiction can be seen on the events that correlate Jackie with other main characters inside the novel. The second statement of problem is the factors that causes Jackie to apply experiential learning in his life which gain him knowledge through experience with other. The factors will be analyzed by using the theory of Rummels. EXPERIENTIAL LEARNING Experiential learning is a well-known model in education. Kolb's experiential learning theory defines experiential learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience." (1984:38) Kolb's Experiential Learning Theory (1984:42) presents a cycle of four elements: The cycle begins with an experience that the student has had, followed by an opportunity to reflect on that experience. Then students may conceptualize and draw conclusions about what they experienced and observed, leading to future actions in which the students experiment with different behaviors. This begins the cycle anew as students have new experiences based on their experimentation (Oxendine, Robinson and Willson, 2004). Although this continuum is presented as a cycle, the steps may occur in nearly any order. This learning cycle involves both concrete components (steps 1 and 4) and conceptual components (steps 2 and 3), which require a variety of cognitive and affective behaviors. Experiential learning can exist without a teacher and relates solely to the meaning of making process of the individual's direct experience. However, although the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to Kolb, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: • The learner must be willing to be actively involved in the experience; • The learner must be able to reflect on the experience; • The learner must possess and use analytical skills to conceptualize the experience; and • The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience. Experiential activities are among the most powerful teaching and learning tools available. Experiential learning requires self-initiative, an "intention to learn" and an "active phase of learning". Kolb's cycle of experiential learning can be used as a framework for considering the different stages involved. Jennifer A. Moon has elaborated on this cycle to argue that experiential learning is the most effective when it involves: 1) a "reflective learning phase" 2) a phase of learning resulting from the actions inherent to experiential learning, and 3) "a further phase of learning from feedback". This process of learning can result in "changes in judgment, feeling or skills" for the individual and can provide direction for the "making of judgments as a guide to choice and action". Most educators understand the important role of experience in the learning process. The role of emotion and feelings in learning from experience has been recognised as an important part of experiential learning.While those factors may improve the likelihood of experiential learning occurring, it can occur without them. Rather, what is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytical skills, so they gain a better understanding of the new knowledge and retain the information for a longer time. Reflection is a crucial part of the experiential learning process, and like experiential learning itself, it can be facilitated or independent. Dewey wrote that "successive portions of reflective thought grow out of one another and support one another", creating a scaffold for further learning, and allowing for further experiences and reflection. This reinforces the fact that experiential learning and reflective learning are iterative processes, and the learning builds and develops with further reflection and experience. Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning". Jacobson and Ruddy, building on Kolb's four-stage Experiential Learning Model and Pfeiffer and Jones's five stage Experiential Learning Cycle, took these theoretical frameworks and created a simple, practical questioning model for facilitators to use in promoting critical reflection in experiential learning. Their "5 Questions" model is as follows: • Did you notice.? • Why did that happen? • Does that happen in life? • Why does that happen? • How can you use that? These questions are posed by the facilitator after an experience, and gradually lead the group towards a critical reflection on their experience, and an understanding on how they can apply the learning to their own life. Although the questions are simple, they allow a relatively inexperienced facilitator to apply the theories of Kolb, Pfeiffer, and Jones, and deepen the learning of the group. SOCIAL INTERACTION According to R.J. Rummel (1976: Chapter 9 : Social Behavior And Interaction) , social interactions are the acts, actions, or practices of two or more people mutually oriented towards each other's selves, that is, any behavior that tries to affect or take account of each other's subjective experiences or intentions. This means that the parties to the social interaction must be aware of each other--have each other's self in mind. This does not mean being in sight of or directly behaving towards each other. Friends writing letters are socially interacting, as are enemy generals preparing opposing war plans. Social interaction is not defined by type of physical relation or behavior, or by physical distance. It is a matter of a mutual subjective orientation towards each other. Thus even when no physical behavior is involved, as with two rivals deliberately ignoring each other's professional work, there is social interaction. Moreover, social interaction requires a mutual orientation. The spying of one on another is not social interaction if the other is unaware. Nor do the behaviors of rapist and victim constitute social interaction if the victim is treated as a physical object; nor behavior between guard and prisoner, torturer and tortured, machine gunner and enemy soldier. Indeed, wherever people treat each other as object, things, or animals, or consider each other as reflex machines or only cause-effect phenomena, there is not social interaction such interaction may comprise a system; it may be organized, controlled, or regimented. According to Arnold W Green in his book Sociology an Analysis of life in Modern Society, Social interaction is "…the mutual influences that individuals and groups have upon one another in their attempts to solve problems and in their striving toward goals. Social interaction discloses the concrete results of striving behavior upon roles, statuses, and moral norms" (Green, 1964: 57) There are two types of social interaction, structured and unstructured. Structured social interaction is guided by previously establishing definitions and expectations, owing either to familiarity with the other as a person, as among family and friends, or to knowledge of the others formal position, as between lawyer and judge in court room proceedings, unstructured encounters lack prior expectations and must be defined as required in the course of action. Although at a proposition of intimate relationships are highly structured even the most familiar partners and friends remain capable of unpredictable and novel responses in relationships infact the most interesting trends and associates are those who widely improvise. Conversely rarely do we find a situation completely lacking in structure. Even two strangers come from quite diverse backgrounds, their interactions of likely to be governed by norms of physical safety, age, sex, etc. Thus special interaction may be viewed as partly governed by pre-established rules and expectations and as partly inventive, interpretive and improvisational. TYPES OF SOCIAL INTERACTION According to Chris Levy (earthlink.net: ch.4, 2), Social interaction is divided into five points: a. Exchange: The process in which people transfer goods, services, and other items with each other. Exchange is a social process whereby social behavior is exchanged for some type of reward for equal or greater value. b. Competition: Process by which two or more people/groups attempt to obtain the same goal. Scarce resources are unequally distributed. This concept is very familiar and important to Americans considering the idea of competition is built in to our economy and society. Yet, the jury is still out whether this competition produces the assumed results of the "best rising to the top" c. Cooperation: The process in which people work together to achieved shared goals. Usually this involves the giving up of individual goals for group goals d. Conflict: The process by which people attempt to physically or socially conquer each other. Although war is the most obvious example of this, this is done most often in social situations (ex. politics, threats, etc.) e. Coercion: Process by which people compel other people to do something against their will – based ultimately on force. The state usually handles this through official means (police, army, etc.) but individuals use it in social situations as well (parents, friends, lovers – sex) f. No one type of interaction describes social reality – it involves a mix and match of different ones. SELF-REALIZATION Self-realization is a concept where people realize on their own regarding a certain event that perceived through their behavior. Mortimer Adler defines self-realization as freedom from external coercion, including cultural expectations, political and economic freedom, and the freedom from worldly attachments and desires etc. (1958: 127, 135, 149). This concept is the opposite of social interaction because self-realization occur without any social interaction. The person is free to realize his own potential by absorbing the knowledge through his own way, for example reading books, without any interference from other person. PARADIGM OF ANALYSIS The analysis will utilize Kolb's experiential learning to classify the events into two triggering factors of experiential learning, social interaction and self-realization. The classification will further explain the process of gaining knowledge. The table of Kolb's experiential learning is used to reveal the process of learning that a person went through. The process of a person learning through experience consists of Experience phase, Critical Reflection phase, Abstract phase, Active Experimentation phase and reach into a further Critical Reflection to adjust the knowledge that gained through the process. The social interaction and the self-realization is used as a triggering factor of experiential learning process. THE DEPICTION OF JACKIE GANTOS' EXPERIENTIAL LEARNING Elaborating event in the novel to show the depiction of Jackie's effort in applying experiential learning is an important process. Before elaborating the event, knowing Jackie's character first is essential. The knowledge regarding Jackie's character is important because it is used as a guidance to define the social interaction between Jackie and other character in the event, to understand Jackie relation with others, and to understand the experiential learning process. Jack is a teenager in Norvelt around age of 11 to 12, He is a curious person, a rebel, nose bleeder, a book-worm, helpful to others and also full of action. These characteristics are described throughout the novel as Jack likes to read history when he was at home. His adventures rotates about the stories in Norvelt, how he spent his summer holiday at home grounded because of gun accident and helping Miss Volker out with her obituary thing. Jack is the main character that is full of action through all the novel. Based on Kolb's experiential learning model, Jackie's character experience and learn about many things that happens in his life, especially through his social interaction with others as one of the factor to trigger experiential learning. This experiential learning process appears in events that related to Jackie's action with other character, creating a situation which lead to a learning comprehension through experience. In this section, the events will be distinguished into the most unique event showing Jackie's learning through experience. This unique event will focus on Jackie's interaction with some of the most important characters in the novel, Jackie's parent, Miss Volker, Mr. Spizz, Bunny, and Mrs. Dubicky. THE EVENTS OF JACKIE'S PARENT There are several events that involve Jackie with his parents in the novel. Some of them can be classified as unique, one of them is about the Money and Barter concept. Norvelt is a community town based on barter or trading skills with neighbors. Norvelt is created to solve Great Depression problem. At that time, money is hard to get and crops prices fell so low so business all over town is bankrupt. The concept of Money and Barter shows differences of ages between Jackie's mom in the past and present time. This event happened between Jackie and his Mom when they visit the doctor to examine Jackie's nose problem. Jackie learn about the concept of Money and Barter from the conversation with her mom which happened while Jackie is on his way home. The concept of Money and Barter is one of the unique values of knowledge that Jackie experiences in the novel. The other unique event Jackie's experience with his Dad regarding gun safety that he experienced in the past. This event is important since it builds Jackie's character to be aware and always caution regarding gun safety. To describe the social interaction happened in the event, knowing the character of Jackie's parent character is compulsory. The character of a person can define the social interaction that occur between him and other people. In a family relation, social interaction that mostly happened is cooperation between family and also conflict which bonds family members. Jackie's Mom is a caring, loving mother but is also strict about the rules at home. She forbids Jackie to play with dangerous things like guns and stuffs from the Japanese war that Jackie's dad kept at basement. "Well, don't hurt yourself," Mom warned. "And if there is blood on some of that stuff, don't touch it. You might catch something, like Japanese polio." (Gantos, 2012: 1) Her love for Jack is strong even though Jack does things that make her mad like blasting the rifle or mowing the corn row. She always reminds him to be careful because of his nosebleed problem. She's afraid that her son has iron-poor blood he may not be getting enough oxygen to his brain. (Gantos, 2012: 3) Meanwhile Jackie's dad is a former war soldier, a hardworking father, and a loving and adventurous man. He learns almost everything from his dad. No wonder Jack is so hyperactive. Jackie's Dad is also a collector. He keeps stuff from the Japanese War era to make profit when it is valuable enough. This can be seen in the quotation below. … in fact, he never let me play with it, because as he put it, "This swag will be worth a bundle of money someday, so keep your grubby hands off it."(Gantos, 2012: 1) As the story goes, Jackie will get involved in something more than just a rifle to be blasted. MISS VOLKER'S EVENTS Miss Volker is a medical examiner of the town and also the chief nurse in town. Her job is to take notes of the people health records and writes people obituary as they are passed away. Unfortunately her hands are not as good as her youth. So she asks Jackie's mom to send Jack to help her with her writing. The job was a tribute of duty from Eleanor Roosevelt and also her way to thank Mrs. Roosevelt for building Norvelt into a friendly community town. "When Mrs. Roosevelt hired me to be the chief nurse and medical examiner of this town I was given a typewriter so I could keep health records on the original two hundred and fifty families. Now it's my closing tribute to Mrs. Roosevelt that I write their final health report – which, in this case, would be their obituary…" (Gantos, 2012: 16) Miss Volker important is the main point of the novel and her relation with Jackie as her scribe invoke Jackie's learning phase in experiential learning. By helping her to write obituary, Jackie finds many things that he doesn't know before and some of the most important and unique event that binds Jackie with Miss Volker are the Eleanor Roosevelt's idealism and also the history of Norvelt. Eleanor Roosevelt's idealism is conveyed through Miss Volker speech when she was dictating Jackie to write the obituary of Mrs. Dubicki. The event gives a unique description regarding Eleanor Roosevelt's thought and idealism of a strong community based town to start a helping neighborhood so people doesn't have to depend on money which is hard to get in Depression era. She made sure that the community had real houses which include bedrooms, a living room, a kitchen and a bathroom with bathtub. When the government reacts to this idea, they try to reject the plan by calling it luxury living. But Mrs. Roosevelt defended the plan by saying that this is not living in luxury but it is called living with dignity. (Gantos, 2012: 88) The other event is learning about the history of Norvelt. The basic role of society is by knowing your own neighborhood history. In this novel Jackie learnt about Norvelt history from many different perspectives but most of them came from Miss Volker's obituary dictation. The most important dictation is the one when Miss Volker does the obituary for Mrs. Bloodgood because it reveals the story of how the Norvelt name truly came and also the story of equality behind the making of Norvelt as one of the role model for every town in the United States of America. MRS. DUBICKI'S EVENTS Mrs. Dubicki is the old woman at the house of C-27. She is a loner and a grumpy person. There was a time when Mr. Spizz hands her ticket for having an old shabby house, she chase him with her husband's double-barreled shotgun. "This is her house," she said. "She hasn't painted it since 1934. I like Mrs. Dubicki because that busybody Spizz gave her a ticket for having a shabby-looking house and she chased him off the property with her dead husband's double-barreled shotgun." (Gantos, 2012: 47) After Jackie visited her in a disguise with Miss Volker to check about her, she reveals her polite side and also a loving grandparent since she didn't want to miss her grandson's birthday on July third. The appearances of Mrs. Dubicki in this novel is important because she plays an important role in helping Jackie learns about disguising skill, driving skill and also Eleanor Roosevelt's idealism. Eleanor Roosevelt's idealism has been described on the above section, it also correlates Jackie with Mrs. Dubicki since he learnt about Eleanor Roosevelt's idealism on the dictation of Mrs. Dubicki obituary. Eleanor Roosevelt is fond of Jeffersonian principle that later shaped the planning of Norvelt. She also agrees to Jefferson that every American should have a house with fertile property to be used as a farming site so when money was difficult to come by, a man and woman could always grow crops and have enough food to feed their family (Gantos, 2012: 97). Regarding Jackie's driving skill and his disguising skill, he learnt about all that when he was accompanying Miss Volker on an investigation on Mrs. Dubicki's missing a church appointment which then create a rumor of Mrs. Dubicki already resting in peace at her home. That's why Jackie tries to disguise himself to avoid a false information and he can get away without having to worry about trespassing someone else house. MR. SPIZZ'S EVENTS Mr. Spizz's events are considered important because Mr. Spizz works for the Norvelt Public Good whose objective is to create a law abiding situation for the good of the neighborhood. Mr. Spizz is a man who feel that he is the most important man in the town, he acts like a sheriff regardless his appearance running around in a giant tricycle. He secretly love Miss Volker since 1912, sending her a box of chocolate every week. …. It read, I'm still ready, willing and waiting. Your swain since 1912 with the patience of Job. – Edwin Spizz." (Gantos, 2012: 9) He usually looks bossy, law abiding man as he is strict about rules like grass tall law and house paint job law of the community. He always sticks to the rules and always reminded people in the neighborhood. Mr. Spizz's events is considered important since Jackie always met Mr. Spizz in the crime scene of the death of old women. But some of the most important events are Jackie's deal with Mr. Spizz and the murderer of old women. In Jackie's deal with Mr. Spizz, Jackie helps Mr. Spizz to buy a tin can of 1080 poison for an exchange of forgetting the gutter weed ticket fine and also ending the runway zoning law problem that Mr. Spizz wrung about with Jackie's Dad airplane project. The other event is the murderer of old women. This event takes place at the end of the novel when Mr. Spizz confessed to Miss Volker regarding the murderer that he has done in Norvelt. Jackie found out the story after saving Miss Volker from the basement. The social interaction happened in the events that include Mr. Spizz are coercion and conflict. This happened because Jackie always clashes with Mr. Spizz in one way or another. The example is the gutter ticket and Jackie's Dad runway. BUNNY'S EVENTS Bunny is a close friend of Jackie. She is a small, funny, brave and sometimes freaky girl with an enormous energy among her. … Bunny was a girl the size of one of Santa's little helpers. She was so short she could run full speed under her dining room table without ducking. She'd take double position at shortstop and second base… Because she grew up in a house full of dead people she wasn't afraid of anything." (Gantos, 2012: 27) She is not an ordinary girl, regarding the fact that her daily routine was watching her dad prepare the dead. Her dad, Mr. Huffer is the man who prepares dead body before burial. He owned the only funeral parlor in town. The events that correlate Jackie with Bunny is unique. The conversation related to the unique preparation of the dead for funeral give Jackie knowledge. He gain the knowledge that to prepare dead body you must sew the mouth shut so it doesn't open again. Other example of the event is the Hufferville plan. Jackie found out the plan after meeting up with Bunny to accompany her fire patrol duty. The plan give Jackie the knowledge that Mr. Huffer tried to expand his business to another kind of business, which is a plan to build a new town on the land of Norvelt by buying all the land and moving the old house to another location. The social interaction that mostly happened between Jackie and Bunny are cooperation, coercion and also conflict. These social interaction mostly happened in a close friend relationship and it is natural to have a coercion and conflict in this kind of relationship. THE INFLUENCING FACTORS OF JACKIE'S APPLYING EXPERIENTIAL LEARNING IN HIS LIFE To find out the elements of experiential learning the analysis will be divided into two different factors. The first one is the analysis which use social interaction found in the conversation between Jackie and other characters and the action that happened between Jackie and other characters that create an experience reward to be learned by Jackie. The second one is the analysis which doesn't involve any social interaction at all. So in this second analysis Jackie gain experience through his own critical thinking which can be called self-realization. This analysis will focus on Jackie's experience in reading history books and Jackie's thought. EXPERIENTIAL LEARNING INVOLVES SOCIAL INTERACTION The analysis will be divided into two parts, the conversation part between Jackie and other character in the novel and the other is Jackie's actual experience throughout the novel. The experience can be classified according to the type of social interaction that has been described in chapter two above. Conversation is the basic social interaction that happened between people in life. Conversation is a form of interactive, spontaneous communication between two or more people who are following rules of etiquette. It is a polite give and take of subjects thought of by people talking with each other for company (Conklin, 1912: 22). Conversation used as a tool to deliver thought of a person to another person. Occasionally, the conversation consist of small talk but it also may consist of something intelligent for example a conversation about history fact, which appears a lot in this novel, and other information on special topic such as war experience. In this part, the conversation will be focused on Jackie's conversation with other characters in the novel that generalize in some specific topic conveyed through the event. The first event considered an important experience learning is the conversation related to Eleanor Roosevelt and her Idealism. This event give Jackie knowledge on Eleanor Roosevelt's historical background in building Norvelt and also her Idealism through her point of view. Eleanor Roosevelt's idealism of living in dignity and living without fear of having no money conveyed in Norvelt town. It is originally her idea to build a community town that release the wrath of economic depression by sustaining life through helping each other out. Jackie learns this through several conversation portrayed inside the novel. Norvelt originally comes through a mind of Eleanor Roosevelt. The mind of having a community based town to increase the standard living of the coal miners. The first conversation about Eleanor Roosevelt appears between Jackie and Mr. Fenton. I had asked Mr. Fenton about it and he said he wanted a hundred bucks because it had historic value. "Eleanor Roosevelt was driven around Norvelt in it," …. Every time her name was mentioned everything went up in price, which was so backward because she wanted everything to go down in price. (Gantos, 2012: 21) Eleanor Roosevelt wanted to build a strong community within Norvelt, to start a helping neighborhood so people doesn't have to depend on money like they used to. Since the great depression era, Norvelt becomes a model community to start living in a better standard. This can be seen in the next quotation. "But Godmother Roosevelt came to the rescue. She made sure people had real houses - little New England-style houses – and they had bedrooms and a living room and a useful kitchen and a bathroom with a bathtub, and even a laundry room with washing machine. The government called this luxury living. But Mrs. Roosevelt called it living with dignity." (Gantos, 2012: 88) Eleanor Roosevelt fought for the people, to make sure they had a deserved place to live in. She especially fond of the principle of Thomas Jefferson the third President of USA that every American should have a house enough to plant their own food in their property. This is to maintain that when money was hard to get, they can still living by growing crops to feed their own family. This is also depicted in the quotation below when Miss Volker is making the obituary for Mrs. Dubicki. "Mrs. Roosevelt was especially fond of a Jeffersonian principle that shaped the planning of Norvelt. Jefferson believed that every American should have a house large enough piece of fertile property so that during hard times, when money was difficult to come by, a man and woman could always grow crops and have enough food to feed their family. Jefferson believed that the farmer was the key to America and that a well-run family farm was a model for a well-run government. Mrs. Roosevelt felt the same. And we in Norvelt keep that belief alive." (Gantos, 2012: 97) Jackie learns a bit of history of Norvelt and also the principal idea of Eleanor Roosevelt that wants to bring Norvelt family into a role model for every town in the United States. This intelligence came from a conversational subject between Jackie and Mr. Fenton and also Jackie and Miss Volker. The process of experiential learning can be seen on the table below. The event between Jackie and Bunny is the preparation of a dead man. In this event, Jackie learns about how the dead being prepared for the last tribute. This event occurs in a conversation between Jackie and Bunny while they were playing baseball on the field. Bunny was asking about Jackie's doing obituary for Mrs. Slater for the paper. She think that it was well written. So she gives Jackie a gift, dentures from Mrs. Slater funeral preparation. Jackie was surprised to know that Bunny had Mrs. Slater dentures. He thought that it was buried with Mrs. Slater body. Then Bunny tells him a story about how to prepare a dead body for funeral viewing. "You don't know anything about preparing dead people for a viewing," she bragged. "If you'll notice, the stiffs are always displayed with their mouths closed because my dad has to sew their mouths shut. If they don't have real teeth you just sew their gums together which is actually easier, so we keep the dentures. Dad saves them because when he gets a boxful he donates them to the retirement home and some of those old people reuse them." "You really have to sew the mouth shut?" I asked. That stunned me. It seemed so brutal. "With an upholstery needle and twine," she added, knowing she was making me nervous. "It's like sewing up a turkey after you stuff it, is how my dad puts it." (Gantos, 2012: 30) Bunny tells him about how his dad sews the dead's mouth to prevent them from opening. And she also tells him about how the dentures are being kept. Because if someone doesn't have teeth it is easier to sew the gum where the teeth belong rather than to keep the dentures inside. The dentures will be donated to the old house to be reused by seniors. Bunny also describes the sewing session was like sewing up turkey for Thanksgiving. Imagining it was already too much for Jackie as his nose starting to bleed. This makes Bunny curious and ask Jackie about what happened to his nose. And then Jackie tell Bunny about how his sickness correlated on all things, fear, excited, startled, imagining scary stuff and etc. I felt my blood surge like a tidal wave toward my face. "Are you always like this?" she asked, and pointed her stubby hand at my nose. "Yes," I croaked, and wiped away a few drops of blood. "You should see a doctor," she advised. "It's nothing," I said. "I have a very sensitive nose. Anything makes it bleed." (Gantos, 2012: 30) This event helps Jackie to understand more about how to prepare dead body for a funeral. It also helps him to share his problem about his nose to Bunny. It makes Jackie feels comfortable even though he had nose that bleeds a lot. The event of preparing dead body can be disassembled through the table below: Experience Bunny tells Jackie about how to prepare dead people for funeral viewing Critical Reflection Bunny reflected on the event in past about his dad sewing the dead's mouth Active Experimentation Bunny tell Jackie that the process of sewing the mouth was just like sewing up turkey Abstract Bunny explain further about how the dentures are being kept if the body doesn't have teeth Further Critical Reflection Jackie knew about how to prepare dead men. And Bunny knew about Jackie's sickness and what triggers his nose to bleed. EXPERIENTIAL LEARNING WITHOUT SOCIAL INTERACTION This part of analysis will conveyed events that happens in the novel which involving Jackie as the only person who experience it. It occurs without any social interaction with other character. Self-realization is a concept where people realize on their own regarding a certain event that perceived through their behavior. Mortimer Adler defines self-realization as freedom from external coercion, including cultural expectations, political and economic freedom, and the freedom from worldly attachments and desires etc. (1958: 127, 135, 149). In this novel, the self-realization comes into the mind of Jackie Gantos who realize his action and try to comprehend the effect of his action. The first event that reveal the concept of self-realization is the event of Jackie's rifle. In this part of the story, Jackie is playing with his dad rifle. The old Japanese rifle is still working well, so even though Jackie knew it was dangerous he still plays with it but he let loose the ammo clip to make sure it was not blasting accidentally. I lifted the rifle again and swung the tip of the barrel straight up into the air. I figured I could gradually lower the barrel at the screen, aim, and pick off one of the Japanese troops. With all my strength I slowly lowered the barrel and held it steady enough to finally get the ball centered inside the V, and when I saw a tiny Japanese soldier leap out of a bush I quickly pulled the trigger and let him have it. BLAM! The rifle fired off and violently kicked out of my grip. It flipped into the air before clattering down across the picnic table and sliding onto the ground. … (Gantos, 2012: 4) Based on the narration above, there are no social interaction that happened. According to R.J. Rummels, social interaction requires a mutual orientation. (Hawaii.edu, pars 8) This mean that there must be two or more person available in the interaction and they must be aware of each other. So the text above only represent experiential learning. It only happened because of Jackie's action, playing with his Dad's Japanese rifle. There is no other person involved in and there are on mutual orientation happened. The elaboration of the theory can be seen below on the table. Active Experimentation The rifle's blasting a bullet through the neighborhood yard Abstract Jackie aiming his rifle and pull the triggers like an actual soldier Experience Jackie playing with rifle Critical Reflection Jackie watching war movie and pretend to be a soldier Further Critical Reflection Jackie confuse and try to comprehend about what happened to the gun, why did it blast off and try to be more safe with gun in the future The table explains about how Kolb's experiential learning theoryworks in this novel. Experience is the first event that take notice of Jack playing with his Dad Japanese rifle. Critical Reflection tells us about Jackie's thought about his new toy by watching a war movie and pretend to be a soldier. Abstract is the conceptualization of Jackie's thought about being an actual soldier by aiming his rifle and pull the triggers as if he is in war. Then the Active Experimentation shows the cause of Jackie's action for playing with his gun. At last Jackie made another further Critical Reflection by showing his confusion about the matter and try to comprehend about what happened to the gun, why it blasted off and he will try to be more careful with gun in the future. The War concept is the next event that appear as a self-realization of Jackie. War is a devastating event. Jackie's dad is a former marine in World War II so when Jack was digging the bomb shelter he usually asked about war stuff to his dad. In chapter 9, Jackie asked his Dad about war. "Hey, Dad" I called behind him as he walked toward the tractor. "Which do you think is more deadly? Past history or future history?" He didn't even slow down to think about it. "Future history." He yelled back without hesitation. "Each war gets worse because we get better at killing each other." (Gantos, 2012: 52) Jackie then think about his dad statement and began to comprehend about war in the past such as the quotation below. That sounded so true. At first caveman bashed each other's heads in with rocks and sticks. By the time of the Crusaders it was long swords and arrows, and at Gettysburg they were blasting each other to bits from cannons filled with lead balls, iron chains, railroad spikes, and door knobs. And atomic bombs made future wars look even more hopeless. (Gantos, 2012: 52) He then think about the result of a nuclear war, the effect on earth and also the animals and human being after the radiation take effect. No humans will survive. All the animals will die. Fish will rot in acidic water. All vegetarian will wilt in the polluted air. There will be nothing left but enormous insects the size of dinosaurs. (Gantos, 2012: 52) Jackie then continue to march on his job to dig a bomb shelter. Knowing that the future might get worse than he thinks and the only hope for survival might be by building cities underground just like his Dad used to say that the army built one to protect the president and all the self-important government people. Jackie self-realization appear in the event after his dad tell him about how future war is more deadly because we get better in killing people. He then began to think about the war, how it effects on human life. Another war concept appear in Miss Volker dictation about Mrs. Vinyl when she entered the history part regarding the Hiroshima incident. " … Most people think that the atomic bombing of Hiroshima was necessary for ending the war." She continued. "And there is some truth to that, given that the Japanese were prepared to fight to the last person to protect their country. But what the atomic bombing of Hiroshima should teach everyone is that you don't win the war by being more moral or ethical or nicer or more democratic than your enemy. And God has nothing to do with winning or losing. … You win a war by being tougher and meaner and more ruthless than your enemy. You beat, burn, and crush them into the ground. This is the historic rule of winning a war. …" (Gantos, 2012: 126) But in this part Jackie learn by listening to Miss Volker speech about the obituary, which is not his own self-realization. So, this analysis regarding the Hiroshima incident will not appear in the experiential learning because the table will only focus on the self-realization part of Jackie's thought about the war. Actual Experimentation Jackie then think about how the caveman fight, and goes throughout history until the atomic incident Experience Jackie digging a bomb shelter he then asked his dad about the war Critical Reflection His dad then answer without doubt that future history is more deadly Abstract His dad give a clear perspective about how war in the future is more deadly by giving statement that people get better at killing people in the future Further Critical Reflection Agreeing his dad, he continued to dig for bomb shelter in hope for a future save compartment when they enter the future history war. CONCLUSION Based on the recent analysis, the result can be concluded that experiential learning appear through events that Jackie's going through in his summer holiday in Norvelt. Those event occured between Jackie and other characters in the novel. Jackie's parents, Miss Volker, Mr Spizz, and Bunny are some of the most important characters that build Jackie's intellectual mind. Experiential learning occured because of the influencing factors, the social interaction that happened between Jackie and the other characters in the novel and also Jackie's self-realization. The first conclusion is concerning about how the experiential learning happened. The experiential learning appeared because of the events that depict the learning process between Jackie and other characters in the novel. The experiential learning is represented through the Kolb's experiential learning table so the process of experiential learning can be seen clearly. The experience table shows the event of social interaction between Jackie and the other characters, or the event of self-realization by Jackie himself. These experience table then proceeds into a critical reflection of the problem and encourages Jackie to think about the event which stimulate an abstract conceptualization of the event. Jackie then actively experimented on the abstract that he created from the previous table, to gain a concrete experience which then enabled him to get knowledge regarding the matter. Jackie then created a further reflection of the experience, and think about the result of the experience. This further critical reflection create a scaffold for further learning, and allow for further experiences and reflection.Critical reflection reinforces the fact that experiential learning and reflective learning a
0 ORGANIZZAZIONE DEL PROGETTO: "Analisi degli ambiti prioritari di domanda e offerta di tecnologie per la "Fabbrica Intelligente"" 0.1 Cenni Teorici sull'attività di Project Management La parola "Progetto" è utilizzata per indicare compiti e attività in apparenza molto diverse tra loro, basti pensare ad un progetto di ricerca e ad un progetto di costruzione di un edificio: due attività assai diverse e formalmente senza punti in comune. Al fine di approfondire i concetti legati al progetto in esame, sarebbe utile definire in maniera più precisa cosa si intende con la parola "progetto". Sin dai primi studi di Taylor e Gantt ad inizio del 1900 si è cercato di dare una definizione chiara del termine, arrivando a definirlo come: "Un insieme di persone e di altre risorse temporaneamente riunite per raggiungere uno specifico obiettivo, di solito con un budget determinato ed entro un periodo stabilito" (Graham, 1990) "Uno sforzo complesso, comportante compiti interrelati eseguiti da varie organizzazioni, con obiettivi, schedulazioni e budget ben definiti" (Russel D. Archibald, 1994) "Un insieme di sforzi coordinati nel tempo" (Kerzner, 1995) "Uno sforzo temporaneo intrapreso per creare un prodotto o un servizio univoco" (PMI – Project Management Institute, 1996) "Un insieme di attività complesse e interrelate, aventi come fine un obiettivo ben definito, raggiungibile attraverso sforzi sinergici e coordinati, entro un tempo predeterminato e con un preciso ammontare di risorse umane e finanziarie a disposizione." (Tonchia, 2007) È da notare che, a prescindere dall'organizzazione e dal settore di riferimento, un progetto è caratterizzato da alcuni elementi distintivi: • un obiettivo da raggiungere con determinate specifiche; • un insieme di attività tra loro coordinate in modo complesso; • tempi di inizio e fine stabiliti; • risorse normalmente limitate (umane, strumentali e finanziare); • carattere pluridisciplinare o multifunzionale rispetto alla struttura organizzativa. La specificità dell'obiettivo determina l'eccezionalità del progetto rispetto alle attività ordinarie e quindi l'assenza di esperienze precedenti. Le organizzazioni, siano esse imprese, enti pubblici o Università, svolgono appunto due tipologie di attività con caratteristiche distinte: 1. funzioni operative; 2. progetti. Talvolta le due categorie presentano aree comuni e condividono alcune caratteristiche: • sono eseguiti da persone; • sono vincolati da risorse limitate; • sono soggetti a pianificazione, esecuzione e controllo. Nonostante queste caratteristiche comuni, progetti e funzioni operative hanno obiettivi diversi tra loro: il progetto infatti è di natura temporanea e ha lo scopo di raggiungere il proprio obiettivo e quindi concludersi, la funzione operativa invece è di natura ripetitiva e fornisce un'azione di supporto continuativo all'azienda. Un progetto indipendentemente dal settore e dall'organizzazione nel quale si sviluppa, ha 3 vincoli fondamentali tra loro in competizione: • qualità o prestazioni; • tempo; • costo. Per di più se il progetto è commissionato da un cliente esterno sarà presente un quarto vincolo, ovvero le buone relazioni tra l'organizzazione e il cliente, è chiaro infatti che è tecnicamente possibile gestire un progetto rispettando i primi tre vincoli senza coinvolgere il cliente, ma così vengono pregiudicati i futuri business. Le principali caratteristiche di un progetto sono: 1. Temporaneità: Ogni progetto infatti ha come detto una data di inizio e di fine definite, e quest'ultima viene raggiunta quando: a. gli obiettivi del progetto sono stati raggiunti; b. è impossibile raggiungere gli obiettivi; c. il progetto non è più necessario e viene chiuso. Temporaneità non significa che un progetto ha breve durata, i progetti infatti possono durare anche diversi anni, l'importante è comprendere che la durata di un progetto è definita con l'obiettivo di creare risultati duraturi. La natura temporanea dei progetti può essere applicata anche ad altri aspetti: - l'opportunità o finestra di mercato è generalmente temporanea; - come unità lavorativa, raramente il gruppo di progetto sopravvive dopo il progetto, il gruppo infatti realizzerà il progetto e alla conclusione di questo verrà sciolto, riassegnando il personale ad altri progetti. 2. Prodotti, servizi o risultati unici: Un progetto crea prodotti, servizi o risultati unici. I progetti solitamente creano: - un prodotto finale o un componente di un prodotto; - un servizio; - un risultato, come degli esiti, dei documenti e report. L'unicità è un'importante caratteristica degli output di un progetto. 3. Elaborazione progressiva: con questa espressione si intende lo sviluppo in fasi, organizzate attraverso una successione incrementale per tutto il ciclo di vita del progetto, infatti man mano che un Project Team (Gruppo di Progetto) approfondisce la conoscenza del progetto è anche in grado di gestirlo ad un maggiore livello di dettaglio e sarà in grado di arricchirlo di maggiori dettagli via via che il Team sviluppa delle conoscenze sul settore. L'attività di Gestione del Progetto o Project Management è l'applicazione di conoscenze, abilità, strumenti e tecniche alle attività di progetto al fine di soddisfarne i requisiti, dove il Project Manager (PM) è la persona incaricata del raggiungimento degli obiettivi di progetto. La gestione di progetto include: • identificare i requisiti; • fissare obiettivi chiari e raggiungibili; • adattare specifiche di prodotto, piani e approccio alle diverse aree di interesse e alle diverse aspettative dei vari stakeholder. • individuare il giusto equilibrio tra le esigenze di qualità, ambito, tempo e costi, che sono in competenza tra di loro. Nella gestione dei progetti infatti, è costante lo sforzo atto a bilanciare i tre vincoli (qualità e prestazioni, tempi e costi), poiché i progetti di successo sono quelli che consegnano il prodotto, il servizio o il risultato richiesti nell'ambito stabilito, entro il tempo fissato e rimanendo entro i limiti del budget definito, infatti la variazione anche di uno solo dei tre vincoli implica che almeno un altro ne risulta influenzato. Il PM si occupa inoltre di gestire i progetti tenendo conto dei rischi intrinseci di un progetto, ossia eventi o condizioni incerte che, se si verificano, hanno un effetto o positivo o negativo su almeno uno degli obiettivi di progetto. Una Gestione dei Progetti efficace ma allo stesso tempo efficiente, può essere definita quindi come il raggiungimento degli obiettivi del progetto al livello di prestazioni o qualità desiderate, mantenendosi nei tempi e nei costi previsti e utilizzando senza sprechi le risorse disponibili. Tutto ciò è fondamentale che sia conforme al desiderio del cliente, infatti nei casi in cui un progetto è commissionato da un cliente esterno, le relazioni con quest'ultimo diventano un ulteriore vincolo di progetto e quindi Il successo di un progetto si raggiunge con quanto detto sopra e con l'accettazione da parte del cliente. Raramente i progetti vengono completati rispettando l'obiettivo originale, spesso infatti con l'avanzamento del progetto alcune modifiche sono inevitabili, e se non gestite in maniera opportuna possono anche affossare il progetto e il morale di chi ci lavora. Perciò è necessario un accordo reciproco tra PM e cliente relativo ai cambiamenti degli obiettivi, che comunque devono essere minimi e sempre approvati. È da ricordare infine che i PM devono gestire i progetti in base alle linee guida dell'azienda a cui fanno riferimento, rispettando procedure, regole e direttive dell'organizzazione, altrimenti si rischia che il PM venga considerato come un imprenditore autonomo, finalizzato esclusivamente al raggiungimento dei suoi obiettivi, rischiando così di modificare il flusso di lavoro principale dell'organizzazione. 0.2 Scopo del Progetto Sotto il suggerimento della Commissione Europea, tutte le Regioni degli Stati membri dell'UE, sono state invitate a stilare un documento nel quale si definisca la propria Smart Specialisation Strategy SSS , al fine di favorire lo sviluppo delle politiche di coesione delle regioni e degli stati membri, da finanziare con i Fondi Strutturali per il periodo 2014-2020. Il concetto indica Strategie d'innovazione concepite a livello regionale ma valutate e messe a sistema a livello nazionale con l'obiettivo di: • evitare la frammentazione degli interventi e mettere a sistema le politiche di ricerca e innovazione; • sviluppare strategie d'innovazione regionali che valorizzino gli ambiti produttivi di eccellenza tenendo conto del posizionamento strategico territoriale e delle prospettive di sviluppo in un quadro economico globale. In linea con le direttive comunitarie e in coerenza con quanto indicato nella SSS della Regione Toscana, IRPET Regione Toscana ha incaricato quindi il Consorzio QUINN a redigere un report denominato "Analisi degli ambiti prioritari di domanda e offerta di tecnologie per la "Fabbrica Intelligente"", affinché venga delineato il panorama delle imprese regionali che fanno uso di queste tecnologie, al fine di erogare in una seconda fase dei finanziamenti per la ricerca e lo sviluppo, in particolare quelli gestiti nell'ambito dei fondi strutturali che svolgono un ruolo rilevante come promotori dell'innovazione tecnologica. La "Fabbrica Intelligente" infatti rappresenta una delle 9 aree tecnologiche individuate dal Bando «Cluster Tecnologici Nazionali» presentato dal MIUR il 30 maggio 2012, e definita come strategica per la competitività del Paese. Nella SSS regionale, l'ambito prioritario legato alle tecnologie per la Fabbrica Intelligente si rivolge alle tecnologie dell'automazione, della meccatronica e della robotica. Ai fini degli obiettivi della SSS queste tre discipline concorrono in maniera integrata a sviluppare soluzioni tecnologiche funzionali all'automazione dei processi produttivi, in termini di velocizzazione, sicurezza e controllo, della sostenibilità ed economicità degli stessi, nonché dell'estensione della capacità di azione. Per un più semplice inquadramento definitorio, le tecnologie di questi tre settori vengono di seguito approfonditi e descritti in maniera distinta. 1. AUTOMAZIONE : Per "automazione" si intende lo sviluppo di sistemi, strumentazioni, processi ed applicativi che consentono la riduzione dell'intervento dell'uomo sui processi produttivi. L'automazione in tal senso si realizza mediante soluzioni di problemi tecnici legati all'esecuzione di azioni in maniera ripetuta, nella semplificazioni di operazione complesse, nell'effettuazione di operazioni complesse in contesti incerti e dinamici con elevato livello di precisione. Il concetto di automazione assume un carattere estensivo di integrazione di tecnologie e di ambiti applicativi (dal laboratorio, alla fabbrica intelligente), mantenendo il focus sul controllo automatico dei processi. 2. MECCATRONICA : La "meccatronica" è una branca dell'ingegneria che coniuga sinergicamente più discipline quali la Meccanica, l'elettronica, ed i sistemi di controllo intelligenti, allo scopo di realizzare un sistema integrato detto anche sistema tecnico. Inizialmente la meccatronica è nata dalla necessità di fondere insieme la meccanica e l'elettronica, da cui il nome. Successivamente l'esigenza di realizzare sistemi tecnici sempre più complessi ha portato alla necessità di integrare anche le altre discipline per applicazioni industriali robotiche e di azionamento elettrico. 3. ROBOTICA : Come ramo della cibernetica rivolto alle tecniche di costruzione (ed i possibili ambiti di applicazioni) dei robot, la robotica è la disciplina dell'ingegneria che studia e sviluppa metodi che permettano a un robot di eseguire dei compiti specifici riproducendo il lavoro umano. La robotica moderna si è sviluppata perseguendo principalmente: a) l'autonomia delle macchine; b) la capacità di interazione/immedesimazione con l'uomo e i suoi comportamenti. 0.3 Stakeholder del Progetto La definizione stakeholder o portatori di interesse fu elaborata nel 1963 al Research Institute dell'Università di Stanford da Edward Freeman, definendoli come i soggetti senza il cui supporto l'impresa non è in grado di sopravvivere. Gli stakeholder di un progetto sono persone o strutture organizzative coinvolte attivamente nel progetto o i cui interessi possono subire effetti dell'esecuzione o dal completamento del progetto, possono quindi avere influenza sugli obiettivi e sui risultati del progetto. Ignorare gli stakeholder può portare a conseguenze negative sui risultati del progetto, il loro ruolo infatti può avere sia un impatto negativo che positivo sul progetto: gli stakeholder positivi sono quelli che traggono vantaggi dalla buona riuscita del progetto, è quindi vantaggioso supportarne gli interessi, mentre i negativi sono quelli che vedono risultati sfavorevoli dalla buona riuscita del progetto, gli interessi di questi ultimi avrebbero la meglio con un aumento dei vincoli sull'avanzamento del progetto. Solitamente gli stakeholder principali in un progetto sono rappresentati da: • Project Manager: persona responsabile della gestione del progetto; • Cliente/utente: persona o struttura organizzativa che utilizzerà il prodotto del progetto; • Membri del Team di progetto: membri del gruppo incaricati all'esecuzione del progetto; • Sponsor: persona o gruppo che fornisce le risorse necessarie al progetto; • Soggetti influenti: persone o gruppi che sono non direttamente collegati con l'acquisto o l'uso del prodotto ma che, a causa della posizione ricoperta nella struttura organizzativa del cliente, possono influire positivamente o negativamente sul corso del progetto. Il compito di gestire le aspettative degli stakeholder va al Project Manager, spesso ciò non è semplice a causa dei differenti e contrastanti obiettivi degli stakeholder. Nel presente progetto gli stakeholder coinvolti nelle varie attività possono quindi essere ricondotti a quattro soggetti o gruppi: • Ente Committente: IRPET; • Ente Incaricato: Consorzio QUINN; • Team di Progetto; • Regione Toscana. 0.3.1 IRPET: ISTITUTO REGIONALE PER LA PROGRAMMAZIONE ECONOMICA DELLA TOSCANA L'IRPET, nato nel 1968 come organo tecnico-scientifico del CRPET (Comitato regionale per la programmazione economica della Toscana) con la finalità di compiere gli studi preliminari all'istituzione dell'ente Regione, è diventato Ente pubblico con legge della Regione Toscana nel 1974. L'Istituto è ente di consulenza sia per la Giunta che per il Consiglio regionale per lo svolgimento di compiti di studio e ricerca in materia di programmazione. Sono compiti dell'Istituto, in particolare: a) lo studio della struttura socio economica regionale e delle sue trasformazioni, degli andamenti congiunturali e dei relativi strumenti analitici; b) lo studio della struttura territoriale regionale e delle sue trasformazioni e dei relativi strumenti analitici; c) lo studio delle metodologie di programmazione, di valutazione e di verifica delle politiche; d) gli studi preparatori per gli atti della programmazione regionale e per il piano di indirizzo territoriale regionale in ordine ai problemi economici, territoriali e sociali; d bis) elaborazione dei documenti o rapporti di valutazione dei programmi nazionali e dell'Unione europea gestiti dalla Regione Toscana, di cui agli articoli 10, comma 5, e 12 della legge regionale 2 agosto 2013, n. 44 (Disposizioni in materia di programmazione regionale). e) la circolazione delle conoscenze e dei risultati di cui alle lettere a) b) e c). L'Istituto, nell'ambito delle medesime materie, può altresì svolgere altre attività di studio, ricerca e consulenza su committenza di soggetti pubblici e privati diversi dalla Regione, e inoltre: • stabilisce relazioni con enti di ricerca, anche esteri, istituti specializzati, dipartimenti universitari; • assume iniziative di formazione specialistica nelle discipline oggetto dell'attività dell'Istituto. 0.3.2 QUINN: CONSORZIO UNIVERSITARIO IN INGEGNERIA PER LA QUALITÀ E L'INNOVAZIONE Istituito nel 1989 su iniziativa dell'Università di Pisa con l'adesione di numerose grandi imprese italiane e riconosciuto dal MURST (oggi MIUR) con Decreto del 1991, l'attuale QUINN: Consorzio Universitario in Ingegneria per la Qualità e l'Innovazione viene costituito inizialmente con il nome "Qualital" allo scopo di far collaborare un gruppo di grandi imprese nella ricerca applicata e nella formazione manageriale in una disciplina in forte crescita, il Total Quality Management ed in particolare l'ingegneria dei processi aziendali. Nel 2005 alla missione originaria se ne affianca un'altra: l'innovazione. Cambia il nome: Quinn, Consorzio Universitario in Ingegneria per la Qualità e l'Innovazione, ma resta l'approccio rigoroso: sviluppare metodologie e strumenti di supporto ai processi innovativi derivanti dalla migliore ricerca e dalle esperienze più avanzate a livello internazionale. Il Consorzio con sede a Pisa, non ha fine di lucro; esso mira a creare sinergie tra le competenze del suo staff e dei partner accademici e le capacità operative delle Imprese industriali, delle Organizzazioni pubbliche e private operanti nella produzione di beni e servizi, allo scopo di promuovere e svolgere: • ricerca applicata e sperimentazione on field di metodologie e strumenti per il miglioramento della qualità di prodotti e servizi; • progetti di rilievo nazionale ed internazionale finalizzati allo sviluppo scientifico e tecnologico dell'ingegneria della qualità e dell'innovazione. Per quanto concerne la ricerca applicata le linee strategiche seguite riguardano: • Metodiche, strumenti per l'innovazione, la qualità, il miglioramento delle performance aziendali; • Gestione per Processi sviluppata in contesti diversificati; • Sistemi Integrati Qualità, Ambiente, Sicurezza, Sostenibilità. Il Consorzio QUINN è una struttura professionale con al vertice un rappresentante della componente accademica dell'Università di Pisa (discipline ingegneristiche) e gestito dal Direttore operativo con comprovata esperienza manageriale. QUINN opera quindi con un pool di professionisti che, con background multidisciplinare e approccio per «commessa», presidiano i principali ambiti di intervento: • il recupero di efficienza dei processi organizzativi; • la capitalizzazione dell'ascolto dei clienti e delle lessons learned; • il miglioramento continuo delle performance di unità operative e key people; • l'evoluzione dei sistemi di gestione Qualità, Ambiente e Sicurezza verso la sostenibilità. I componenti del pool, oltre ad operare personalmente sul campo, attivano collaborazioni con esperti del mondo della ricerca e delle professioni, per portare a termine progetti e ricerche che creino valore tangibile per i Committenti. Gli incarichi di QUINN si caratterizzano per la relativa non convenzionalità degli obiettivi assegnati, dei metodi di lavoro utilizzati e per l'interdisciplinarietà delle competenze richieste; costante è la flessibilità di approccio per rispondere ad esigenze che evolvono anche durante l'iter progettuale e l'attenzione a coinvolgere le risorse del Cliente che possono contribuire al risultato finale. Tra le linee di intervento a supporto dell'Innovazione attivate da QUINN negli ultimi 15 anni evidenziamo i "Servizi di supporto alle Policy pubbliche", che per la realizzazione di interventi di supporto alle policy regionali toscane (2010-2014) per l'innovazione delle imprese si sono articolate in: • Organizzazione e gestione di un percorso d'incontri per i centri servizi e di trasferimento tecnologico aderenti alla Tecnorete della Regione Toscana; • Revisione catalogo dei servizi avanzati e qualificati, sua estensione all'internazionalizzazione; • Analisi del concetto e di esperienze di Dimostratore Tecnologico; • Linee guida per la Divulgazione Tecnologica nel Trasferimento Tecnologico; • Linee guida per la valutazione della performance dei laboratori di ricerca e trasferimento tecnologico e laboratori di prova/analisi; • Linee guida alle attività di Business-Matching / Matchmaking; • Studio di fattibilità per una società di seed capital per Toscana Life Sciences e collaborazione con le attività di incubazione di Siena (2006); • Studi di fattibilità per le policy di sostegno alla nascita di nuove imprese innovative - CCIAA Lodi, ARTI/Regione Puglia (2007- 2008); • Indagine sul sistema dei Parchi Scientifici e Tecnologici Italiani (2010); • Studio di fattibilità dell'incubatore universitario di Sesto Fiorentino (2009); • Progettazione condivisa con gli attori territoriali del progetto Innovation Building a Prato (2009); • Ricerca sulla nuova imprenditorialità e attrazione di investimenti nel distretto della nautica della Spezia (2007-2008); • Attività di supporto all'Incubatore tecnologico di Firenze finalizzate alla ricerca e accoglimento di nuove imprese (2007); • Analisi di opportunità di nuove imprese innovative derivanti dalla costruzione di un nuovo ospedale (2006-2007). 0.4 Fasi del Progetto La Pianificazione del Progetto, nell'ottica di un'efficace Project Management, è stata svolta suddividendo il progetto in fasi al fine di poter effettuare un miglior controllo. I passaggi da una fase all'altra del progetto, che rappresentano il ciclo di vita del progetto, comportano generalmente una forma di trasferimento tecnico o comunque un passaggio di consegne, dove gli output ottenuti da una fase a monte, prima di essere approvati per procedere alla fase a valle vengono analizzati per verificarne completezza e accuratezza. Quando si ritiene che i possibili rischi sono accettabili, può essere che una fase venga iniziata prima dell'approvazione dei deliverable della fase precedente. Per fasi si intendono sequenze identificabili di eventi composti da attività coerenti che producono risultati definiti e che costituiscono l'input per la fase successiva. Le fasi standard identificabili nella maggior parte dei progetti sono: • Concezione e Avvio del Progetto; • Pianificazione; • Esecuzione e Controllo; • Chiusura. In sostanza il ciclo di vita del progetto definisce quale lavoro tecnico deve essere svolto in ciascuna fase, quando devono essere prodotti i deliverable in ciascuna fase e come ciascun deliverable deve essere analizzato, verificato e convalidato, chi è coinvolto in ciascuna fase e come controllare e approvare ciascuna fase. Le fasi che hanno portato alla redazione del report, nel quale le informazioni raccolte sul campo sono state organizzate in modo tale da consentire l'inquadramento del fenomeno della Fabbrica Intelligente in Toscana, sono così individuabili: • FASE 0: Fase Preliminare Dopo aver ricevuto l'incarico da parte di IRPET per la redazione del report, il QUINN ha analizzato la fattibilità del progetto, in modo da prevenire un rischio di insuccesso e dare concretezza all'idea progettuale, e una volta verificata ha redatto la propria Offerta Tecnica. Dopo l'accettazione dell'Offerta da parte dell'Ente Committente, QUINN ha costituito il Team di Progetto incaricato a svolgere le attività progettuali, assegnando a ciascun componente le proprie responsabilità e mansioni. Grazie all'utilizzo di tecniche efficaci per la pianificazione, sono state programmate nel dettaglio tutte le attività da svolgere, al fine di completare il report entro il termine fissato. • FASE 1: Comprensione del Contesto di riferimento In questa fase l'obiettivo centrale era rappresentato dalla comprensione del contesto del progetto, il Team di Progetto rispetto al contesto imprenditoriale italiano ha svolto un'analisi interna e una esterna, che hanno permesso di inquadrare il tema della "Fabbrica Intelligente". Partendo dalle origini prettamente letterarie del concetto, è stata illustrata l'evoluzione industriale che ha preceduto questo fenomeno, successivamente sono stati analizzati i macro trend socio-economici che hanno maggiore impatto sull'industria che stanno caratterizzando l'attuale scenario industriale, concludendo infine con la presentazione delle varie iniziative comunitarie e nazionali a sostegno della ripresa manifatturiera attraverso la "Fabbrica Intelligente". • FASE 2: Esplorazione del Concetto nel Panorama Internazionale Durante questa fase, svolta quasi in parallelo con la precedente, sono state analizzate le varie declinazioni al concetto di Fabbrica Intelligente e congiuntamente ricercati i trend e le tecnologie abilitanti. Attraverso un esercizio di Forecasting Tecnologico, osservando molteplici studi condotti da un altrettanto numero di esperti, sono stati identificati i trend attuali e quelli emergenti connessi alla Fabbrica Intelligente, con i conseguenti impatti sulle aziende e sulla forza lavoro. Alla fine sono stati ricercati alcuni casi di Fabbrica Intelligente, o di Industria 4.0 che dir si voglia, sviluppati da diverse aziende nel mondo. • FASE 3: Studio dell'Applicazione del Modello nella Regione Toscana Nello svolgimento di questa fase, si è passati allo studio degli ambiti prioritari della domanda e dell'offerta di tecnologie per la Fabbrica Intelligente nella Regione Toscana, per come identificata all'interno della SSS, focalizzandoci sulle tecnologie connesse all'automazione, alla meccatronica e alla robotica. Successivamente si è passati ad individuare possibili legami tra gli ambiti tecnologici analizzati e lo sviluppo di soluzioni tecnologiche funzionali ai processi produttivi, "in termini di velocizzazione sicurezza e controllo dei processi, della sostenibilità ed economicità degli stessi, nonché dell'estensione della capacità di azione". Si è arrivati infine a delineare il panorama della diffusione del modello della Fabbrica intelligente nelle imprese del sistema produttivo toscano, grazie all'analisi della diffusione fra le aziende produttrici e utilizzatrici delle tecnologie correlate, attraverso il merging di due DB di imprese Toscane stilati da enti qualificati, interviste in profondità e telefoniche, e infine attraverso l'organizzazione di due Focus Group. • FASE 4: Realizzazione Conclusiva del Report La quarta e ultima fase ha portato alla redazione finale del report, nel quale le informazioni sia di carattere quantitativo, ma soprattutto qualitativo raccolte sul campo sono state elaborate in maniera tale da evidenziare la diffusione del fenomeno nel tessuto produttivo toscano. I risultati conseguenti all'elaborazione di tali informazioni risultano essere: - la descrizione di casi studio sia di utilizzatori che di sviluppatori, con la presentazione delle peculiarità di adozione delle tecnologie che prefigurano possibili modelli di adozione alla Fabbrica intelligente; - la mappatura della diffusione delle tecnologie abilitanti della Fabbrica intelligente in Toscana con riferimento alle imprese utilizzatrici; - inquadramento del livello di maturità dei diversi settori produttivi toscani rispetto alle tecnologie target identificate dal Cluster Fabbrica Intelligente; - raccomandazioni di policy. 0.5 Strumenti e Tecniche utilizzate nell'ambito del Progetto Per una più facile comprensione dei contenuti, in questo paragrafo vengono descritti in forma teorica gli strumenti e le tecniche gestionali, che il Team di Progetto ha utilizzato per lo svolgimento delle attività progettuali, elencandoli in funzione dell'impiego nelle diverse fasi del progetto. Nel proseguo del lavoro, dove verranno presentati i contenuti del report, saranno illustrate le modalità operative realmente avviate nell'applicazione dei vari strumenti. 0.5.1 FASE 0: FASE PRELIMINARE In questa fase preliminare il PM detiene la responsabilità della pianificazione, integrazione ed esecuzione dei piani. La pianificazione, ovvero il P nella logica PDCA, è fondamentale a causa della breve durata del progetto e per l'assegnazione delle risorse. L'integrazione risulta altrettanto importante, altrimenti ogni soggetto sviluppa la propria pianificazione senza tener conto degli altri. La pianificazione è la definizione di cosa fare, quando va fatto e da chi; è destinata in linea teorica a: • "acquisire" gli obiettivi del processo; • individuare le fasi o meglio processi, diretti ed indiretti, che consentono di raggiungere gli obiettivi prefissati ovvero stesura della "mappa" di processi e delle interazioni; • scegliere metodi per il do, il check e l'act, il personale, i materiali e/o le informazioni, le macchine/tecnologie e/o attrezzature per ogni processo operativo aggredibile; • provare, sperimentare, verificare là dove non si sa; • emettere specifiche, standard; • occuparsi delle eventuali attività di comunicazione e addestramento. Per un PM è fondamentale utilizzare tecniche di pianificazione efficaci, e di seguito sono descritte quelle utilizzate durante tutte le fasi del progetto: • Work Breakdown Structure (WBS); • Matrice RACI; • Diagramma di Gantt; • Flow Chart (FC). 0.5.1.1 Work Breakdown Structure (WBS) La WBS (Work Breakdown Structure) è una forma di scomposizione (o disaggregazione secondo una struttura ad albero) strutturata e gerarchica del progetto che si sviluppa tramite l'individuazione di sotto-obiettivi e attività definite ad un livello di dettaglio sempre maggiore. Scopo della WBS è di identificare e collocare all'ultimo livello gerarchico pacchetti di lavoro (Work Package) chiaramente gestibili e attribuibili a un unico responsabile, affinché possano essere programmati, schedulati, controllati e valutati. La WBS è uno strumento di fondamentale importanza nel Project Management, infatti fornisce le basi per sviluppare una matrice delle responsabilità e successivamente effettuare lo scheduling . Attraverso la suddivisione dei deliverable in componenti più piccoli definiti "work package" si semplifica la gestione del progetto. Il work package infatti rappresenta il gradino più basso della gerarchia WBS ed è tramite questo che si possono definire in maniera più affidabile schedulazione dei tempi e costi. La suddivisione per livello procede riducendo ampiezza e complessità fino a quando non perviene a una descrizione adeguata e inequivocabile della voce finale. La Work Breakdown Structure (WBS), ha permesso di individuare, ai vari livelli, tutte le attività di sviluppo del progetto. La logica di scomposizione utilizzata è stata quella del processo di lavoro, questa logica consiste nel suddividere il progetto in relazione alla sequenza logica delle attività realizzative che verranno messe in opera, e ci ha permesso di individuare, per ogni pacchetto di lavoro: • scopo del lavoro con obiettivi e vincoli; • il processo di lavoro e le sue interfacce; • le risorse assegnabili e assegnate; • i limiti di tempo. 0.5.1.2 Matrice RACI La Matrice RACI è uno strumento che viene utilizzato per l'individuazione delle responsabilità all'interno di un progetto. Essa indica alle risorse umane coinvolte le mansioni e il grado di responsabilità all'interno del progetto, inoltre fornisce indicazioni specifiche su come comportarsi nel gestire le relazioni e responsabilità di altre persone coinvolte, rappresentando un forte elemento di motivazione per le stesse. La matrice di responsabilità nella sua intersezione indica il tipo di persona a cui è delegata una persona o un'unità organizzativa. Generalmente vengono utilizzate delle sigle che esprimono le responsabilità, le più utilizzate sono quelle corrispondenti all'acronimo RACI: • R: "Responsabile": è il ruolo di colui che è chiamato ad eseguire operativamente il task (per ogni task è possibile avere più Responsabili); • A: "Approva": è aziendalmente il ruolo a cui riporta il Responsabile o che comunque dovrà svolgere un ruolo di supervisione del lavoro del/dei Responsabili(ci può essere un solo A per ogni attività); • C: "Coordinamento": è il ruolo di chi dovrà supportare il/i Responsabile nello svolgimento del task fornendogli informazioni utili al completamento del lavoro o a migliorare la qualità del lavoro stesso • I: "Informato": è il ruolo di chi dovrà essere informato in merito al lavoro del/dei Responsabile e che dovrà prendere decisioni sulla base delle informazioni avute. 0.5.1.3 Diagramma di Gantt La complessità sempre maggiore di molti progetti, la gestione di grandi quantità di dati e le scadenze rigide incentivano le organizzazioni verso l'utilizzo di metodi per la pianificazione delle attività su scala temporale. Le tecniche di scheduling più comuni sono: • Diagrammi a barre o di Gantt; • Tecniche reticolari: - PDM (Precedence Diagram Method); - ADM (Arrow Diagram Method); - PERT (Program Evaluation and Review Technique); - CPM (Critical Path Method). • Approccio della Catena Critica CCPM (Critical Chain Project Management). La tipologia di rappresentazione utilizzata nel presente report, è il diagramma a barre (di Gantt), un mezzo molto semplice e intuitivo per visualizzare le attività o gli eventi tracciati in relazione al tempo, come nel nostro caso, o al denaro. La rappresentazione utilizzata riguarda l'evoluzione del progetto su scala temporale, dove ogni barra rappresenta un'attività la cui lunghezza è proporzionale alla durata dell'attività stessa, la quale è collocata sulla scala temporale. Il diagramma di Gantt permette perciò di definire cosa fare in una determinata quantità di tempo, e stabilisce inoltre eventi o date chiave (milestone) di progetto e un riferimento per il controllo dell'avanzamento. Il vantaggio che ha apportato sta nell'ottimizzazione delle risorse, attraverso una contemporanea visualizzazione delle attività, delle tempistiche e dei soggetti coinvolti. Ha comunque tre limitazioni principali, infatti non illustra: • le interdipendenze tra le attività; • risultati di un inizio anticipato o tardivo nelle attività; • l'incertezza inclusa nell'esecuzione dell'attività. 0.5.1.4 Flow Chart (FC) o Diagramma di Flusso Il Diagramma di Flusso, detto anche Flow Chart, rappresenta una modellazione grafica per rappresentare il flusso di controllo ed esecuzione di algoritmi, procedure o istruzioni operative. Esso consente di descrivere in modo schematico ovvero grafico: • le operazioni da compiere, rappresentate mediante forme convenzionali (ad esempio : rettangoli, rombi, esagoni, parallelogrammi, .), ciascuna con un preciso significato logico e all'interno delle quali un'indicazione testuale descrive tipicamente l'attività da svolgere; • la sequenza nella quale devono essere compiute, rappresentate con frecce di collegamento. Tale strumento permette pertanto di visualizzare tutto o parte del processo e di capire il collegamento delle sequenze necessarie a svolgere una funzione. In particolare permette di individuare i punti del processo in cui si verifica l'effetto che si vuole analizzare e di risalire il flusso fino alle origini delle cause potenziali. 0.5.2 FASE 1: COMPRENSIONE DEL CONTESTO DI RIFERIMENTO Tutti i progetti si interfacciano con il mondo reale, quindi occorre considerare i diversi contesti in cui il progetto converge. Alla luce di questo il PM ha incaricato i componenti del Team di Progetto di effettuare, un'analisi del contesto di riferimento, svolgendo un esercizio di Forecasting Tecnologico, attraverso la Ricerca sul Web, allo scopo di realizzare: • un'Analisi Interna; • un'Analisi Esterna; • l'Analisi SWOT. 0.5.2.1 Ricerca sul Web Lo strumento che normalmente viene utilizzato per effettuare una ricerca sul web è il cosiddetto motore di ricerca, il quale è basato sull'inserimento di una o più parole-chiave le cui occorrenze vengono cercate all'interno dei vari documenti presenti in rete. Bisogna dire che il processo di ricerca e di selezione delle informazioni è molto più complesso di quanto si possa pensare, per l'appunto possiamo differenziare la ricerca delle fonti in due modi: • Fonti Istituzionali (es. Regolamenti Comunitari, EUROSTAT, ISTAT, etc.); • Fonti Pubbliche (es. Unioncamere); • Enti di natura scientifica (es. società di consulenza). La conoscenza precedente dell'argomento influenza e da maggiori garanzie di successo nella ricerca, in questo modo l'utente è in possesso di termini specifici che può utilizzare direttamente come keywords. Gli elementi per impostare una soddisfacente ricerca sul web possono essere riassunti in: • chiarezza dell'oggetto, quesito o obiettivo della ricerca; • tempo e capacità dell'utente che effettua la ricerca; • qualità delle risposte in termini di: - adeguatezza, completezza ed esaustività; - affidabilità e autorevolezza della fonte; - grado di aggiornamento. 0.5.2.2 Forecasting Tecnologico Il Forecasting Tecnologico è un settore dei Technology Future Studies che racchiude varie strumenti volti ad anticipare e a capire la direzione potenziale, le caratteristiche e gli effetti del cambiamento tecnologico. Sono identificabili 9 cluster: 0.5.2.2.1 Expert Opinion Questa famiglia comprende tecniche basate sull'opinione di esperti, e include la previsione o la comprensione dello sviluppo tecnologico attraverso intense consultazioni tra vari esperti in materia. Uno dei metodi più diffusi è sicuramente il Metodo Delphi. Questo metodo combina richiesta di pareri riguardanti la probabilità di realizzare la tecnologia proposta e pareri di esperti in materia dei tempi di sviluppo. Gli esperti si confrontano e si scambiano pareri in base alle proprie previsioni tecnologiche, in modo da arrivare a una linea comune. 0.5.2.2.2 Trend Analysis L'Analisi del Trend comporta la previsione attraverso la proiezione dei dati storici quantitativi nel futuro. Questa analisi comprende modelli sia di previsione economica che tecnologica. Una tecnologia di solito ha un ciclo di vita composto di varie distinti fasi. Le tappe includono tipicamente • una fase di adozione • una fase di crescita • una fase di sviluppo • una fase di declino. L'analisi cerca di identificare e prevedere il ciclo della innovazione tecnologica oggetto dello studio. 0.5.2.2.3 Monitoring and Intelligence Methods Questa famiglia di metodi (Monitoring e le sue variazioni: Environmental Scanning and Technology Watch) ha lo scopo di fare acquisire consapevolezza dei cambiamenti all'orizzonte che potrebbero avere impatto sulla penetrazione o ricezione delle tecnologie nel mercato. 0.5.2.2.4 Statistical Methods Fra i metodi statistici, i più diffusi sono l'Analisi di Correlazione e l'Analisi Bibliometrica. • L'Analisi di Correlazione anticipa i modelli di sviluppo di una nuova tecnologia correlandola ad altri, quando lo stesso modello è simile ad altre tecnologie esistenti. • L'Analisi Bibliometrica si concentra sullo studio della produzione scientifica (pubblicazioni, etc.) presente in letteratura. In particolare risulta utile al fine di: - sviluppare conoscenza esaustiva del tema oggetto di studio; - analizzare i database da usare, da cui trarre informazioni e dati; - acquisire conoscenza sulle informazioni dei brevetti, fonte importante per acquisire informazioni uniche dal momento che spesso i dati e le informazioni rintracciabili nei brevetti non sono pubblicati altrove; - definire la strategia di ricerca; - utilizzare gli strumenti di analisi, attraverso software di data e text mining efficienti; - analizzare i risultati, grazie alle informazioni di vario tipo da cui gli esperti possono estrarre informazioni strategiche. 0.5.2.2.5 Modelling and Simulation Per "modello" si intende una rappresentazione semplificata delle dinamiche strutturali di una certa parte del mondo "reale". Questi modelli possono mostrare il comportamento futuro dei sistemi complessi semplicemente isolando gli aspetti essenziali di un sistema da quelli non essenziali. Tra i principali metodi: • Agent Modeling, tecnica che simula l'interazione dei diversi fattori in gioco; • System Simulation, tecniche che simulano la configurazione di un sistema a fronte dell'azione di possibili variabili aggiuntive. 0.5.2.2.6 Scenarios Costituiscono rappresentazioni alternative delle tecnologie future, sulla base di considerazioni e condizioni ulteriori a seguito di possibili cambiamenti delle condizioni al contorno inizialmente ipotizzate. 0.5.2.2.7 Valuing/Decision/Economic Methods Tra i metodi il più popolare è il "Relevance Tree Approach": le finalità e gli obiettivi di una tecnologia proposta sono suddivisi tra: • obiettivi prioritari; • obiettivi di basso livello. Grazie ad una struttura ad albero è possibile identificare la struttura gerarchica dello sviluppo tecnologico. In base ad esso viene eseguita la stima delle probabilità di raggiungere gli obiettivi ai vari livelli di sviluppo tecnologico. 0.5.2.2.8 Descriptive and Matrices Methods In crescente affermazione in questa famiglia di metodi è la definizione di Roadmap dello sviluppo di tecnologie, che consiste nel proiettare i principali elementi tecnologici di progettazione e produzione insieme alle strategie per il raggiungimento di traguardi desiderabili in modo efficiente Nel suo contesto più ampio, una Roadmap tecnologica fornisce una "vista di consenso o visione del futuro" della scienza e della tecnologia a disposizione dei decisori. 0.5.2.3 Analisi SWOT L'analisi SWOT è uno strumento di pianificazione strategica semplice ed efficace che serve ad evidenziare le caratteristiche di un progetto o di un programma, di un'organizzazione e le conseguenti relazioni con l'ambiente operativo nel quale si colloca, offrendo un quadro di riferimento per la definizione di strategie finalizzate al raggiungimento di un obiettivo. La SWOT Analysis si costruisce tramite una matrice divisa in quattro campi nei quali si hanno: • Punti di Forza (Strengths); • Punti di Debolezza (Weaknesses); • Opportunità (Opportunities); • Minacce (Threats). L'Analisi SWOT consente di distinguere fattori esogeni ed endogeni, dove punti di forza e debolezza sono da considerarsi fattori endogeni mentre minacce e opportunità fattori esogeni. I fattori endogeni sono tutte quelle variabili che fanno parte integrante del sistema sulle quali è possibile intervenire, i fattori esogeni invece sono quelle variabili esterne al sistema che possono però condizionarlo, su di esse non è possibile intervenire direttamente ma è necessario tenerle sotto controllo in modo da sfruttare gli eventi positivi e prevenire quelli negativi, che rischiano di compromettere il raggiungimento degli obiettivi prefissati. I vantaggi di una analisi di questo tipo si possono sintetizzare in 3 punti: • la profonda analisi del contesto in cui si agisce, resa possibile dalla preliminare osservazione e raccolta dei dati e da una loro abile interpretazione si traduce in una puntuale delineazione delle strategie; • il raffronto continuo tra le necessità dell'organizzazione e le strategie adottate porta ad un potenziamento della efficacia raggiunta; • consente di raggiungere un maggiore consenso sulle strategie se partecipano all'analisi tutte le parti coinvolte dall'intervento. 0.5.3 FASE 2: ESPLORAZIONE DEL CONCETTO NEL PANORAMA INTERNAZIONALE Anche in questa fase, dove l'obiettivo era quello di ricercare nella letteratura le varie declinazioni al concetto di "Fabbrica Intelligente" e le tecnologie attuali ed emergenti connesse ad essa, è stata svolta un'analisi degli organismi specializzati nel Foresight Tecnologico e di profondi conoscitori del settore dell'automazione industriale, per studiare le tendenze tecnologiche per i prossimi anni. 0.5.4 FASE 3: STUDIO DELL'APPLICAZIONE DEL MODELLO NELLA REGIONE TOSCANA Durante lo svolgimento di questa fase, si è intrapreso un percorso di raccolta delle informazioni legate al tema della "Fabbrica Intelligente" nel tessuto produttivo toscano, che è stato strutturato in 3 diverse attività: • Mappatura della Diffusione delle Tecnologie in Toscana attraverso il merging dei DB "Osservatorio sulle imprese high-tech della Toscana" e delle "Aziende eccellenti" dell'IRPET con l'estrapolazione dei dati da Fonti Aziendali: questa attività verrà discussa nel dettaglio nel proseguo del lavoro; • Interviste in Profondità e Interviste Telefoniche; • Focus Group. 0.5.4.1 Intervista L'intervista semi-strutturata è l'equivalente del questionario, con domande predefinite dal ricercatore in fase di preparazione dello strumento; a differenziare i due metodi è il modo di presentazione, orale nel caso dell'intervista, scritto nel caso del questionario, che assicura maggiore capacità di adattamento all'interlocutore e di valorizzazione di tutte le opportunità di raccolta d'informazioni "non strutturate". L'intervista ha quindi il vantaggio di essere un metodo versatile, che è possibile utilizzare in ogni stadio della progettazione, dalla fase di esplorazione a quella di validazione ex post delle informazioni. A differenza dei questionari, la presenza del ricercatore allontana l'eventualità che il soggetto interpreti in maniera errata le domande o che si trovi in imbarazzo perché non comprende quanto gli viene richiesto; inoltre, nel caso di una risposta non attinente, il ricercatore può riformulare la domanda. Il vantaggio maggiore rispetto al questionario consiste nel fatto che l'intervista non registra la stessa alta percentuale di mancati recapiti da parte dei soggetti contattati; di conseguenza, i dati raccolti godono di maggiore validità . A differenza dell'intervista personale, l'intervista telefonica appare concepibile nell'ambito di un sondaggio, offrendo vantaggi legati soprattutto al costo e al tempo di esecuzione, nonostante la mancanza di un'interazione faccia a faccia limita la "competenza comunicativa" () dell'intervistatore e dell'intervistato. Durante l'intervista telefonica l'intervistato non può prendere visione diretta del questionario, come accade nel sondaggio tramite intervista personale, e non consente all'intervistatore il ricorso a tecniche che comportano strumenti da sottoporre visivamente all'intervistato, come forme di gadgets o scale auto-ancoranti. Dal punto di vista dell'intervistatore, si dispone di meno informazioni per valutare se l'intervistato ha capito davvero la domanda; di conseguenza tenderà a ridurre gli interventi opportuni per chiarire il testo. Non è possibile integrare il resoconto dell'intervista con informazioni relative all'ambiente fisico in cui essa ha luogo e al comportamento non verbale dell'intervistato. 0.5.4.2 Focus Group Interviste rivolte a un gruppo omogeneo di 7/12 persone, la cui attenzione è focalizzata su di un argomento specifico, che viene scandagliato in profondità. Un moderatore (spesso definito: 'facilitatore') indirizza e dirige la discussione fra i partecipanti e ne facilita l'interazione, anche attraverso la predisposizione di un "sceneggiatura" finalizzata a fare emergere le peculiari conoscenze ed esperienze, nonché finalizzata a favorire il confronto "creativo". Ogni partecipante ha l'opportunità di esprimere liberamente la propria opinione rispetto all'argomento trattato ma nel rispetto di alcune "regole del gioco" introdotte dal facilitatore; la comunicazione nel gruppo è impostata in modo aperto e partecipato, con un'alta propensione all'ascolto. Il contraddittorio positivo che ne consegue consente di far emergere i reali punti di vista, giudizi, pre-giudizi, opinioni, percezioni e aspettative del pubblico di interesse in modo più approfondito di quanto non consentano altre tecniche di indagine . Nella tabella seguente, sono riportati i metodi di Forecasting Tecnologico , suddivisi nei 9 cluster definiti dal "MIT- Massachusetts Institute of Technology", indicando quali sono stati impiegati nelle attività progettuali e in che fase. 0.5.5 FASE 4: REALIZZAZIONE CONCLUSIVA DEL REPORT Durante la fase conclusiva di redazione finale del report, il Team di Progetto si è concentrato nell'elaborazione dei dati raccolti durante le fasi precedenti attraverso strumenti grafici che hanno facilitato l'attività di capitolazione delle informazioni, tra cui: • Istogrammi; • Diagramma a Torta; • Mappatura con metrica a "semaforo" : questa tecnica di rappresentazione è stata ideata dal Team di Progetto. Le sue peculiarità saranno illustrate più nel dettaglio successivamente. • Modello di Maturità (Maturity Model). 0.5.5.1 Istogramma L'istogramma è la rappresentazione grafica di una distribuzione in classi di un carattere continuo. Un istogramma consente di rappresentare i dati attraverso rettangoli di uguale base ed altezza differente a seconda dei dati stessi, ed in un solo colpo d'occhio permette di capire se una "quantità" è maggiore, minore o uguale di un'altra semplicemente guardando l'altezza dei rettangoli. 0.5.5.2 Diagramma a Torta Un Diagramma a Torta è una tecnica di rappresentazione che in un modo semplice e diretto è evidenzia il peso delle varie componenti di una grandezza. In questo modo la grandezza in questione viene rappresentata sottoforma di cerchio i cui spicchi hanno un angolo e di conseguenza, un arco, proporzionale alle varie componenti. 0.5.5.3 Modello di Maturità Tale modello definisce il livello di maturità di un'entità. L'aspetto caratteristico di tale rappresentazione è il fatto di essere organizzato per livelli. Il modello definisce diversi profili di maturità crescente, indicando implicitamente anche una strategia molto generale di miglioramento che si basa sull'introduzione di quelle pratiche che permettono solitamente ad un'azienda, di muoversi da un livello di maturità al successivo.
FOCUS ON FORM IN 2013 JUNIOR HIGH SCHOOL CURRICULUM Windya Firdayani Ariza English Education, Faculty of Languages and Arts, State University of Surabaya Win_dya_chub2y@yahoo.com Ahmad Munir English Education, Faculty of Languages and Art, State University of Surabaya Munstkip@yahoo.com Abstrak Kurikulum 2013 adalah kurikulum yang saat ini dilaksanakan di Indonesia. Penelitian ini bertujuan untuk menggambarkan fokus guru dalam mengajar tata bahasa apakah itu berfokus pada bentuk atau makna dan menggambarkan perasaan siswa dalam belajar tata bahasa apakah mereka merasa belajar atau tidak. Penelitian ini adalah kualitatif. Para peserta penelitian ini adalah seorang guru bahasa Inggris dan siswa kelas pertama SMPN 1 Gresik. Dua instrumen yang digunakan untuk mengumpulkan data yaitu: observasi dalam bentuk rekaman video guru dan kegiatan siswa di kelas dan merekam video dari diskusi kelompok. Ini digunakan untuk merekam cara guru dalam menggabungkan tata bahasa pada kurikulum 2013 dan kegiatan siswa. Rekaman video dari diskusi kelompok digunakan untuk merekam perasaan siswa. Ditemukan bahwa guru fokus pada bentuk. Dia menekankan pada aturan tata bahasa. Ditemukan pula bahwa siswa merasa belajar tata bahasa oleh guru. Kesimpulannya, guru menerapkan focus pada bentuk di kurikulum 2013. Itu terjadi di kelas dimana peneliti mengamat, bahwa guru menjelaskan materi yang lebih jelas kepada siswa berdasarkan konstruk bahasa dan aturan tata bahasa. Kesimpulan lain adalah bahwa guru tidak mengikuti aturan kurikulum 2013. Pada 2013 kurikulum adalah fokus pada makna. Kata Kunci: Fokus pada bentuk, tata bahasa, kurikulum 2013 Abstract The 2013 curriculum is the current curriculum that was implemented in Indonesia. This study focused its goal to describe the teacher's focus in teaching grammar whether it focuses on form or on meaning and describe the students' feeling in learning grammar whether they experienced or not. This study was qualitative. The participants of this study were an English teacher and the first graders of SMPN 1 Gresik. Two instruments were used to collect data namely: Observation in the form of video recording of teacher and students' activities in classroom and video recording of focused group discussion. It used to record the teacher's way in incorporating grammar in 2013 curriculum and the students' activities. Video recording of focused group discussion used to record the feeling of students. It was found that teacher focused on form. She concerned on grammatical rule. It was also found that the student experienced to learn grammar by the teacher. In conclusion, the teacher interpreted grammar in 2013 curriculum by focusing on form. It happened in the classroom which the researcher observed, that the teacher explained the materials more clearly to the students based on the construct of language and grammatical rule. Another conclusion is that the teacher did not follow the rule of 2013 curriculum. In 2013 curriculum is focus on meaning. Keywords: Focus on Form, grammar, 2013 curriculum INTRODUCTION 2013 Curriculum is the current curriculum that is released on July 13th 2013 by the government in Indonesia. This curriculum is a continuation of KBK (Kurikulum Berbasis Kompetensi) that was released at 2004 that cover attitude, knowledge and skill competence integrated. 2013 curriculum has four Kompetensi Inti. Kompetensi Inti is applicable to all the subjects. It is as the bond of all students' competencies that are produced in each subject. The contents are the same between English and other subjects, but the differences are on the Kompetensi Dasar for each Kompetensi Inti. For English, especially grammar the point in Kompetensi Dasar is in the third. It is Memahami fungsi social, struktur teks dan unsur kebahasaan (Kemendikbud, 2013a). It means that the students have to achieve those three things to make them competence in English. According to curriculum 2006, there are three important aspects considered when people think of language. They are context, text and language. The purpose of social function is the reason why we speak or write in the context. Organization structure of the text or generic structure is the text organization or text arrangement. Language features or lexical that is such things as the grammar vocabulary and connectors that we use. Social function, organization structure and language feature above are associated with Genre Based Approach. Genre Based Approach is recommended approach that is based on curriculum. Genre Based Approach is used to conduct the classroom activity. According to Yan (2005), this approach has become popular since the 1980s along with the notion that students writers could benefit from studying different types of written text. In Genre Based Approach, teaching and learning focuses on the understanding and production of selected genres of texts (Lin, 2006). Learning around texts genres has been increasingly influential in main stream ELT in a number of situations, including primary, secondary, tertiary, professional and community teaching context involving native speaker of English as well as ESL and EFL learners. It shows that Genre Based Approach is powerful response to the deficit of process models (Gao, 2007). Genre Based Approach starts with the whole text as the unit in focus, rather than the sentence. The focus on the whole implies that there is higher level of order and patterning in language than just in sentence-grammar at the level of discourse organization and meta-patterning of grammatical features. In Indonesia, according to curriculum 2006 Genre Based Approach is conducted in two cycles; they are spoken and written cycle. It is because at the end of spoken cycles, students are expected to be able to produce monologue in the same of genre that they are learning. Similarly, at the end of written cycle every students must be able to produce written text of genre that they are learning (Astaman, 2010). For instance, if the genre is narrative, at the end of written cycle every student must be able to write a narrative text or to tell a narrative story. It is also strengthened by Callaghan(1988), that genre is should be classified to be two aspects. First, genre is classified as spoken genre and the second genre is classified as written genre. It means that genre as spoken has the reason as language is said to be functional, because its organization quite fundamentally reveals the purpose for which any natural language came. Meanwhile genre as written has reason as language is to be understood as text, any meaningful passage of language that serves some social purpose. Grammar commonly taught based on focus on form and focus on meaning. Focus on form means the students have to aware on grammatical form of the language. According to Long (1997) Focus on form is a method for composing sentence based on the right pattern. It promotes the acquisition of specific language form such as grammar and the meaning of words in the meaning-based second language activity. Doughty & Williams (1999) state that state that a focus on the form (FonF) of the language consists of drawing the learner's attention to the linguistic features of the language. Thus, a focus on form approach would allow for the second language (L2) learners to concentrate on the grammatical rules and construct of the language. For example, a student is given a text in the L2. He or she would focus on form if they were asked to analyze the text in terms of how it represents the rules of the language. Other reason, she wants to develop the language knowledge and language acquisition. This condition proves the theory from Long & Robinson (1999) that focus on form as an occasional shift of attention to linguistic code features by the teacher and/or one or more students triggered by perceived problems with comprehension or production. He also states that Focus on form is a basis of Interaction Hypothesis and it emphases the importance of interaction between learners and other speakers in order to develop their language knowledge. It has to depend on the structure. Focus on meaning would be concerned with getting L2 learner to concentrate solely on understanding the message being conveyed. Focus on meaning means emphasize on the meaning of a language. It is limited to focus on meaning with no attention paid to form at all. It means that it excludes attention to the formal elements of the language (Doughty & Williams, 1999). Thus, focus on meaning would be concerned with getting the L2 learners to concentrate solely on understanding the message being conveyed. It does not allow for any attention whatsoever to the linguistic code of the L2. According to Kemendikbud (2013b), the scientific approach include the finding of meaning, organization and structure of an idea or ideas, so that the student learners gradually learn how to organize and conduct research. Scientific approach emphasizes students' ability in discovering knowledge based on experiential learning, laws, principles and generalizations, so it provides an opportunity for the development of higher order thinking skills. Thus students more empowered learners as a subject of study that should play an active role in hunting down the information from the various sources of learning, and teacher educators more as an organizer and facilitator of learning. As a result, grammar should be taught by focusing on meaning. In the 2013 curriculum, the teaching learning process uses scientific approach which has activities such as observing, questioning, experimenting, associating and communicating. It has connection with Genre Based Approach. The materials in 2013 curriculum use Genre Based Approach as a learning focus through understanding of the social function, the text structure elements - linguistic elements based on the level of difficulty, from the simple to the complex. Text structure refers to the ways that authors organize information in text. It can be descriptive text, narrative text and etc. linguistic elements can be defined as grammatical rule or structure. Grammar here is in the stage of modeling of text. It is included in Based Approach in activity to do presentation and practice activities relating to the grammatical feature of the text. It can be concluded that scientific approach and genre based approach interrelated each other to implement teaching learning process in 2013 curriculum. In 2013 curriculum, people are curious about how the teacher implement grammar teaching in classroom. It is the current curriculum, so people have not understood yet how the rule and the system of the curriculum, whether those are the same or not. So, teacher faces burden to determine when and how grammar will be taught. As there as has been no study on this problem, this study attempts to fill in this gap. It was aimed to investigate and to discover how teacher incorporates grammar in following 2013 Curriculum. Based on the background of the study above, the questions of the problem are formulated as follows: Is this incorporation considered focus on form or focus on meaning? Through this kind of incorporation, do the students feel that they have learned English grammar? METHODS In this research, qualitative design was used for some reasons. First, researcher wanted to describe the research with words than numbers. The researcher wanted to know how the teacher interpreted grammar in 2013 curriculum whether it was focus on form or focus on meaning. The researcher also wanted to investigate the feeling of the students, they experienced to learn grammar or not. The subjects of the research were an English teacher and the first graders of SMPN 1 Gresik. There are six English teachers there. The researcher observed one of them and the teacher that the researcher observed was a female teacher. She was chosen as the reason she teaches in the first grade that implement 2013 curriculum. There, there are eight classes of the first grade. The class that the researcher was observed were G and H class. Each class consist of thirty three students. These subjects were chosen under the consideration that the researcher followed the schedule of the teacher and the materials that were she taught. There was no certain choice of class. The most important was the first graders. In SMPN 1 Gresik, 2013 curriculum is now implemented and the teacher has been trained in facing 2013 curriculum. Therefore, the teacher and the first graders were chosen. The material that was observed was descriptive text about things around. The students had to describe things in the picture. They are instructed to make sentences with the correct grammatical construction. For example, they had to know about introductory 'there', present tense and present continuous tense. The teacher did not explain generic structure of descriptive text, but she concerned on making sentences based on grammatical rule. The first data was the teacher and student's action in the classroom. It was done by using video recording that recorded what the teacher and the students did in the classroom. It recorded teacher and student's activities, what materials that the teacher taught and how the teacher's way in teaching grammar to the students whether it is focused on meaning or focused on form. It was held on November, 18, 25 and 27 2013 in SMPN 1 Gresik. The video was taken during an hour. After taking video recording, the data was analysed by transcribing it into the words. The second data were the student's experience in the classroom whether they feel learned grammar or not. The data was collected by doing focused group discussion. It was taken use video recording. The duration was not more than two minutes. Focused group discussion here means that the researcher divided the students into group. There were thirty students in the classroom. The researcher divided them into four groups and each group consist of eight students. The member of group was taken randomly, which is male and female students were mixed. After dividing groups, the researcher began to ask some questions. The questions were semi structured. There were three questions as a foundation, and there were some complement questions to develop the information from the students. The questions are: (1) Kalian tau apa itu grammar? (2) Selama ini sudah belajar grammar? (3) Grammar apa saja? (4) Menurut kalian grammar itu susah atau gampang? (5) Diterangkan langsung atau diterangkan jika kalian ada kesalahan? After collecting the data, the analysis of the data was carried out. The first data was from teacher and students' action. The teacher's way of teaching was identified in this study. It was described in the form of transcribes of observation recording. The thing that will be underline was when she incorporates grammar in the class based on 2013 curriculum. To make the process of identification was easier, the area of shows the teacher incorporates grammar was underlined. First, describing. Here, was describe about what teacher did in the classroom, classified what she did into focus on form and or focus on meaning and described the learners did in the classroom when teacher were explaining the material. Second, analyzing and interpreting. The teacher did in the classroom will be analyzed and interpreted here. Besides, it was also include what the learners experienced in the classroom when the lesson was running. Last, is drawing conclusion. It focuses on teacher's focus of teaching. Whether focus on for and or focus meaning. Whether or not the learners feel learnt. The second data was student's feeling of experienced in learning grammar or not. The students' feeling of learned grammar data which were obtained from focused group discussion were analyzed by some procedures. First, transcribing the video recording. It was from the verbation of the students. In other words, it was from students' utterances when answer the researcher's question. Second, is coding the data. Here, the researcher coded the data from the transcription. The thing that was underlined was the student's answer about their feeling in learning grammar whether they feel learned or not. Last, is interpreting the data. The students' utterances that shown the student's feeling were interpreted and those are combined with the result of observation. RESULTS AND DISCUSSION It was found that the teacher interpret teaching grammar in the focus on form. These are the examples of sentences that shows focus on form: "Jadi kalau misalnya eraser, window, book, and other we can call the noun". "So, in this chapter and meeting we will learn about noun, adjective and verbs". "So, bagaimana cara bertanya, mendeskripsikan benda itu yang akan kita pelajari. Misalnya, Feli I see you have new watch". "Ok. Umbrella. I have my colorful umbrella. Satu lagi. I love my pink bag. It has beautiful garden. Bisa dilihat disini bagaimana mendeskripsikan things, bagaimana menempatkan adjective". "Structurenya masih salah ini. Yang benar adalah I love my full color shoes". "There are many children in a playground. Ok? And there are many people in the market, but in my house there is one person. Ok ya? Paham?". From three times observations, the teacher was consistent in focused on form. Focus on form means that the students have to aware on grammatical form of the language. It can be as like composing sentences based on the right pattern. It was proven in the explanation above that the teacher gave more explanations about the pattern of present continuous tense, composing sentence based on the right structure about subject, plural and singular, verb and also noun and introductory there. The teacher gave some example of pattern and structure of some grammar to the students. She repeated several times about what she wanted to explain until she thought that the students understand the materials. It also can be seen from the teacher's activities in the classroom that she walked around the class to check students' works and explained something that the students did not understand. It showed that the teacher wanted to make students comprehend the pattern based on the grammatical rule. In other word, the teacher interprets grammar teaching by focusing on form. It is found that what the teacher did in the classroom showed that she was interpreting grammar in classroom by focusing on form. It is proven in the result of observation that the teacher teaches grammar by giving the grammatical rule that contains the structure and pattern to compose a sentence. She explained the grammatical rule to the students. The teacher applied it in the classroom maybe as the reason she wants to make the students focus on grammatical rule that can make them compose the sentences in the right pattern. It is in line with the theory of Long (1997) that Focus on form is a method for composing sentence based on the right pattern. It promotes the acquisition of specific language form such as grammar and the meaning of words in the meaning-based second language activity. Doughty & Williams (1999) state that a focus on the form (FonF) of the language consists of drawing the learner's attention to the linguistic features of the language. Thus, a focus on form approach would allow for the second language (L2) learners to concentrate on the grammatical rules and construct of the language. For example, a student is given a text in the L2. He or she would focus on form if they were asked to analyze the text in terms of how it represents the rules of the language. Other reason, she wants to develop the language knowledge and language acquisition. This condition proves the theory from Long & Robinson (1999) that focus on form as an occasional shift of attention to linguistic code features by the teacher and/or one or more students triggered by perceived problems with comprehension or production. He also states that Focus on form is a basis of Interaction Hypothesis and it emphases the importance of interaction between learners and other speakers in order to develop their language knowledge. In the classroom, the students feel something about what they got. For getting the information about what they feel about what they learnt, the researcher make focused group discussion. In the classroom, there are thirty three students. The researcher divided the students into four groups. Each group consists of about eight students. The members of groups were taken randomly. Male and female students were mixed. It depends on the students itself. After dividing groups, the writer began to ask some questions. The questions were semi structured. There were three questions as a foundation, but there were some complement questions to develop the information from the students. The conversation did not take long time. It was not more than two minutes length. The questions are: (1) Kalian tau apa itu grammar? (2) Selama ini sudah belajar grammar? (3) Grammar apa saja? (4) Menurut kalian grammar itu susah atau gampang? (5) Diterangkan langsung atau diterangkan jika kalian ada kesalahan?. From focused group discussion, it can be concluded that not all of students understand what grammar is. From four groups, two groups showed that the members did not know the meaning of grammar and two groups showed that the members know the meaning of it. It is proven in the answer of the second group "Grammar itu apa bu? ak taunya gamer". The answer of the fourth group is "Pernah denger grammar, tapi gak tau artinya itu apa". It showed that they have not understood the meaning of grammar. When researcher asked the second question, which is "Selama ini sudah belajar grammar?" the result showed that almost all of students experienced it. They also said that during this semester, they have been taught grammar by the teacher. It is proven in the discussions. "Jadi pernah diajarkan grammar sama Bu Shofa?" "pernah" "Waktu ngajarnya itu Bu shofa langsung diterangkan di depan papan tulis atau berdasarkan kalian baca-baca buku?" "Langsung diterangkan di papan tulis". But in the third group, there are different answers from members. Some members said that they have been taught grammar, and some members said that they have not been taught grammar yet by the teacher. When the researcher asked what kind of grammar that they have received in this semester, the result showed that during this semester they got some grammar explanations from the teacher. The first group said that they have been taught adjective, pronoun and verb. The second group said that they have been taught Irregular verb. The third group said that they have been taught present tense and continuous tense. The last group feel be taught subject, verb and object. So, it can be concluded that they have been received simple present tense and present continuous tense. After receiving those kinds of materials, they concluded that grammar is easy. It is proven in the result of discussion that each group felt grammar is easy to be learnt. "Menurut kalian, grammar itu gampang apa susah?" The first group said "Gampang". The second group goup said "Lumayan gampang". The third group said "Alhamdulillah gampang. The last group said "gampang-gampang susah". So, it can be concluded that they feel easy to learn grammar and there is no difficulties to received materials. It was also found from focused group discussion that the students feel learned grammar during this semester. The result showed that almost all of students experienced it. They also said that during this semester, they have been taught grammar by the teacher. It is proven in the discussions. "Jadi pernah diajarkan grammar sama Bu Shofa?" "pernah" The result is in line with the theory of Sinclair (2000)'s statement that grammar is easy to understand. He also affirms that grammar is superficially easy to observe. Collins et.al (2009) argue that grammar can be easy and difficult. It depends on input that is received by students. In summary, the result showed that teacher interpreted grammar teaching by focusing on form. It can be seen from the teacher activities in the classroom when the lesson was running. The teacher explained it clearly and concerned on grammatical rule. Long (1991) strengthens this condition by stating that focus on form concern on structures, notions and lexical items where language is treated primarily as an object to be studied and practiced. By seeing the teacher's activities, it showed that students experienced learned grammar by the teacher. It also can be seen from focused group discussion result. CONCLUSIONS Based on results and discussion, it can be concluded that the teacher interpreted grammar in 2013 curriculum by focusing on form. Focus on form means the students have to aware on grammatical form of the language. It happened in the classroom which the researcher observed, that the teacher explained the materials more clearly to the students based on the construct of language and grammatical rule. She demanded the students to acquired grammar naturally attention on the specific language. It is based on the theory of Long (1991) that it refers the traditional teaching that concern on structures, notions, and lexical items where language is treated primarily as an object to be studied and practiced. The teacher implemented focus on form in grammar teaching probably as a reason she wanted to make her students can compose the sentences with the right pattern. Besides, by interpreting focus on form she expected that her students can develop language knowledge and language acquisition. Another conclusion is that the teacher did not follow the rule of 2013 curriculum. In 2013 curriculum, the approach of teaching learning process is Communicative Language Teaching. Communicative language teaching is an approach to language teaching that emphasize interaction as both the means and the ultimate goal of study. It can be focus on form or focus on meaning. But in 2013 curriculum, it is focus on meaning. REFERENCES Astaman, A. (2010). An analysis of Teaching Writing through Genre Based Approach at SMAN 10 Pekan baru. Menulis bersama Aswir. Retrieved from http://menulisbersamaaswir.blogspot.com/2010/03/analysis-of-teaching-writing-trough.html Callaghan, M. a. J. R. (1988). Teaching Factual Writing a Genre Based Approach, Report on the DSP Literacy Project Metropolitan East Region, NSW Departement of EDucation. Sydney: Metropolitan East disadvantage school program. Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. (2009). Some Input on the Easy/difficult Grammar Question: An Empirical Study. The Modern Language Journal, 93(3), 336-353. Doughty, C., & Williams, J. (1999). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press. Gao, J. (2007). Teaching Writing in Chinese Universities: Finding an Electric Approach Asian EFL Journal, 20. Kemendikbud. (2013a). Kompetensi Dasar: Kementrian Pendidikan dan Kebudayaan. Kemendikbud. (2013b). Pembelajaran Berbasis Kompetensi Mata Pelajaran Bahasa Inggris Melalui Pendekatan Saintifik. Lin, B. (2006). Genre Based Teaching and Principle in EFL: The Case University Writing Course. Asian EFL Journal 8(3), 226-248. Long. (1997). Focus on form in Task Based Language Teaching. The Mac Graw Hill Companies. Long, M. H. (1991). Focus on form: A Design Features in Language Teaching. Amsterdam: John Benjamins. Long, M. H., & Robinson, P. (1999). Focus on Form: Theory, Research and Practice. Cambridge: Cambridge University Press. Yan, G. (2005). A Process Genre Model for Teaching Writing (Vol. 43): English Teaching Forum.
In: Sijtsma , F J 2006 , ' Project evaluation, sustainability and accountability : combining cost-benefit analysis (CBA) and multi-criteria analysis (MCA) ' , Doctor of Philosophy , University of Groningen .
General abstract Decision-makers in governments and businesses must choose among different project alternatives which, in varying degrees, contribute to sustainability. Decision-makers also have to account for their choices to a large audience or a broad range of stakeholders. This thesis is about the positive and negative aspects of using the main judgement-oriented evaluation tools of Cost-Benefit Analysis (CBA) and Multi Criteria Analysis (MCA) together in the context of sustainability and accountability. An integration of CBA and MCA as a fruitful addition to the evaluator's toolbox within a sustainability context is presented in this thesis. A new tool, 'MCCBA', stands for 'multi criteria cost benefit analysis'. The acronym reveals that the approach is a new combination of existing elements of CBA and MCA, rather than something entirely new. The common ground between the two methods, which allows for the integration of CBA and MCA, is that full judgement is often impossible in a sustainability context, and that 'decision aid' is therefore the realistic aim for any evaluation tool; structuring and framing decision-making is central to the MCCBA approach. After presenting CBA and MCA and their integration into MCCBA, the thesis discusses three MCCBA case studies. The main aim of the case studies is to provide insight into the applicability of MCCBA. The selection of the cases was made because, taken altogether they highlight the crucial strengths of MCCBA, which are not normally tackled by either CBA or MCA. Practical essentials The main practical essentials of the MCCBA approach can be encapsulated as advice to two target groups, experts/practitioners and laymen/users. The main points of advice to the expert group are: 1. Do not give 'best' solutions to problems and do not accept preferences too easily as 'given.' 2. Sustainability should not be about everything, it should be economic development of the planet and its people in different places, but above that, only issues about which there is some consensus that global level outcomes are greatly worrying should matter: environmental degradation and extreme poverty are definitely cases in point. 3. Work with two evaluation scale levels: a decision-making and a global level. 4. Involve stakeholders, but focus on involving stakeholders with strongly different views, rather than on involving as many stakeholders as possible. 5. Starting from the impact matrix, use both CBA and MCA techniques for aggregation. Do not decide alone how to aggregate: try to achieve a consensus among your stakeholders on which aggregation is easiest to understand. 6. Take pride in interpretation of sub-aggregated outcomes. 7. In the final stage of your evaluation, address explicitly the question of whether increased problem understanding stipulates that new project alternatives should be considered or old alternatives should be combined. The second target group consists of decision-makers and stakeholders. To this laymen 'user' group, the main points of advice arising out of the MCCBA approach are: 1. If you think that expert evaluators can judge easily whether a project is sustainable or not, that is a wrong assumption. You will have to think together. 2. You might think that judging sustainability is about looking into the distant future. Perhaps. But be aware; sustainability surely requires that you scrutinize your project from a high international or even global level – next to examining it from your 'own' level, certainly. Good courses of action should preferably be good at both levels. 3. It is normal, even essential, that you understand how the evaluation results developed – although you need not understand every single detail. 4. You may think that it is best to involve as many stakeholders as possible in an evaluation. However, achieving a consensus on the evaluation outcomes with all stakeholders is illusory. A consensus about easily understood ways to measure the most significant impacts is, however, a realistic goal. To that purpose, the involvement of a small group of stakeholders with widely differing views on a project seems more fruitful. Complete Summary (original) Introduction Sustainability has become a high profile objective. Decision-makers in governments and businesses must choose among different project alternatives which, in varying degrees, contribute to sustainability. Decision-makers also have to account for their choices to a large audience or a broad range of stakeholders. This thesis is about the positive and negative aspects of using the main judgement-oriented evaluation tools of Cost-Benefit Analysis (CBA) and Multi Criteria Analysis (MCA) together in the context of sustainability and accountability. These evaluation tools are used for what might be called "accountable project evaluation in a sustainability context" or, put more simply, using them in the 'sustainability context'. Accountability presents a major challenge to the development of evaluation tools. If the demands of accountability are neglected in 'open' decision-making processes, the risk looms large that the evaluation will either be judged as irrelevant or unwarranted interpretation of results will occur. The main challenge of this thesis with regard to accountability is to improve the communicative quality of the judgement-oriented evaluation tools. Sustainability also requires unique qualities from evaluation tools. Sustainability has been defined in various – sometimes confusing and vague - ways. This thesis gives an operational content to sustainability by identifying key elements of the concept. Sustainability evaluation – which enhances accountability - requires: -Triple E assessment (that is, evaluation of impacts on Economic development, Extreme poverty and Environmental degradation); -evaluation at both global and decision-making levels; -evaluation over a (long period of) time; -evaluation which increases everyone's understanding (including awareness about limitations). After careful examination of CBA and MCA performance within the 'sustainability context', the thesis provides both a theoretical basis for a combination of CBA and MCA, and insight into the practical applicability of this combination. MCCBA An integration of CBA and MCA as a fruitful addition to the evaluator's toolbox within a sustainability context is presented in this thesis. A new tool, 'MCCBA', stands for 'multi criteria cost benefit analysis'. The acronym reveals that the approach is a new combination of existing elements of CBA and MCA, rather than something entirely new. The common ground between the two methods, which allows for the integration of CBA and MCA, is that full judgement is often impossible in a sustainability context, and that 'decision aid' is therefore the realistic aim for any evaluation tool; structuring and framing decision-making is central to the MCCBA approach. Three major building blocks are presented to further specify the style of integration. The first is that stakeholder involvement is useful (mainly) for incorporating a spectrum of views and for assessing consensus. The second is that standardisation along a global long-term Triple E criteria structure is needed. The third is the recognition that judgement and measurement in evaluation are closely related. We will discuss the major elements of the MCCBA approach that offer direction to the evaluation at each stage; MCCBA has eight stages indicated below in Table ES-1. Table ES-1 The eight stages of the MCCBA approach MCCBA Stage one: Identify function, project alternatives and scale of the evaluation Stage two: Involve a broad group of stakeholders Stage three: Organise judgement criteria on Triple E impacts Stage four: Quantify impacts physically Stage five: Aggregate monetary scores, consensus based Stage six: Aggregate non-monetary scores, consensus based Stage seven: Interpret trade-offs Stage eight: Perform sensitivity analysis and reconsider project alternatives Stage one: Identify function, project alternatives and scale of the evaluation As to the function of the evaluation, the most the analyst-evaluator can do is to clear as much ground as possible. To undertake this, the analyst works with judgement concepts that are necessarily partial, but are acceptable and clear to stakeholders of the evaluation. As to the definition of project alternatives, the specification of a null-alternative against which project alternatives are assessed would be very useful were it to be standardised. Furthermore, given its functional limitations, MCCBA should by itself be seen as important in finding new alternatives. The MCCBA approach is strict in the evaluation at different spatial levels, as it will help clarify impacts in the sustainability context and prevent unnecessary and unwarranted perceptions of complexity among stakeholders. The global level is standard in the MCCBA approach; it acts as insurance against any tendency to overlook impacts. However, in most evaluations there will be at least one other spatial level closer to the decision-making, such as the regional, national or organisation level. In order to remain practical, the second scale of the analysis should stick closely to that which the decision-makers think is the natural scale for the analysis. Stage two: Involve a broad group of stakeholders In the MCCBA approach involvement of stakeholders should focus primarily on achieving a broad range of perspectives; doing this may act as a mechanism for exploring consensus among stakeholders. Seeking consensus has to start from lower-order measurement and judgement issues and work upwards. The highest-order judgement issues will usually be beyond consensus. Stage three: Organise judgement criteria on Triple E impacts MCCBA in the sustainability context has two standardised requirements that give direction to the organisation of criteria: The first is to define separate Triple E criteria without redundancy and double counting. As judgement and measurement are closely related, one should try to use or develop standardised measurement of the criteria; this standardisation preferably holds on different spatial scales. The second is to analyse and present short and medium-term impacts separately from long-term impacts. For the short and medium-term impacts on economic development, the CBA practice of discounting can be applied, but the other Triple E impacts are shown in their own right. All long-term Triple E impacts (including long-term impacts on economic development) are also shown in their own right. Because of their long-term relevance, these impacts are conceptually on a more equal footing without discounting. Stage four: Quantify impacts physically In this stage the measurement of impacts in their natural dimensions occurs. This 'fact finding' phase is probably the most important phase in any evaluation. Stage four ends with the performance matrix, which shows the scores of the alternatives on different criteria. In the sustainability context this performance matrix will usually be too large and thus too complicated to warrant clear interpretations. Stages five and six are therefore crucial, as they reduce the information to a smaller number of dimensions. Stage five: Aggregate monetary scores, consensus based A CBA is performed in this stage of MCCBA for the impacts that fit well within it. The limitation to impacts that 'fit well' is the reason why it is 'consensus based'. What should be included in the CBA part? The legitimacy of the MCCBA approach rests on the notion that CBA is a powerful evaluation tool that relates to everyday economic notions such as efficiency and monetary measurement, thus staying close to market-related valuation. Only those impacts that broad groups of stakeholders regard as well captured within the monetary measurement possibilities of CBA should be fit into CBA. In order to clarify how MCCBA differs from mainstream CBA, the MCCBA approach uses the phrase 'limited CBA', which underlines the limited scope of this type of CBA. Nevertheless, this type of CBA has a robust quality. A pure MCA approach often lacks the crucial economic realism that is well captured in CBA. MCCBA's consensus based valuation with CBA can to some extent use the straightforward but labour-intensive procedure of asking for willingness to pay or willingness to accept monetary values. The further the decision-maker is removed from common everyday economic valuations (e.g., consumer preferences), the less reliable WTP or WTA valuations will be, and the more that MCA-like measurement techniques should be preferred. Stage six: Aggregate non-monetary scores, consensus based In stage six a consensus based MCA is performed on the remaining impacts. The results of the CBA can be seen as a separate MCA branch to be combined with the other branches of remaining impacts. The MCCBA challenge here is twofold: 1) to reduce the number of criteria to a minimum – in a CBA style and 2) to use consensus based judgement criteria and measurement. Ad 1) In the sustainability context the clarity of the judgement concept will be easily blurred when stakeholder involvement leads to huge value trees. To reduce the number of criteria, the MCCBA approach above all derives inspiration from the CBA practice of avoiding double counting and incorporating causality. As with CBA practice, the MCCBA approach uses indicators situated at the end (or at one point) of a causal chain and avoids using intermediate indicators, which would easily lead to double counting. As a final method of reducing criteria, MCCBA captures the most important criteria or criterion and ignores criteria with low weight or unclear or small impacts. Naturally completeness suffers from this procedure but the gain is an increased likelihood of understanding for many stakeholders – including the grasp of the limitations. At this stage the selection of the most important criteria should certainly be contingent on the increased problem understanding brought forward by the evaluation. Ad 2) The second challenge of MCCBA at this stage is to perform an MCA which incorporates use of judgement concepts and measurements that have achieved consensus among broad groups of stakeholders, or about which consensus can be developed. Compared to the performance matrix, what happens here is that several sub-criteria can be aggregated to comprise an overall criterion. Because the higher order valuations are most often disputed, further aggregation is avoided as much as possible in the MCCBA approach. The end best result of the MCCBA is an aggregation of the performance matrix, based on a broad consensus among stakeholders. Stage seven: Interpret trade-offs The major difference between the end result of stages five and six of MCCBA and that of CBA and MCA, is that insufficient judgement is provided. This thesis argues that although this is regrettable, in many instances it will be the optimum and realistically feasible result, because accountability is best served with MCCBA, and the provision of more judgement is likely to become uncertain, thus subjective and contestable. However, although ultimately one may be unable to pass full judgement on the various project alternatives, there are more possibilities for judgement, while one also remains within the confines of an objective and accountable approach. Proceeding in small steps is recommended, as non-involved stakeholders need to understand the process, and the limitations of the analysis should remain clear to all. The goal of stage seven is to interpret the consensus based aggregation of the performance matrix with the aim to analyse trade-offs. Generally, an important method for analysing trade-offs is by means of ratio-analysis on the basis of the aggregated performance matrix. Thus one examines, for instance, net-CBA outcomes per outcome on another criterion (Stewart, 2003). This type of analysis may closely resemble cost-effectiveness analysis. Ratio-analysis may gain in strength if comparisons across projects can be made. Perhaps ratio-analysis standardisation of measurement in project evaluation enhances the possibility for comparison across projects. A clear noteworthy example of this standardised measurement is the Quality Adjusted Life Years (QALY) from health economics. A related type of analysis is stakeholder perspectives analysis, which is to explicitly adopt the perspectives of specific stakeholders in order to assess the importance of different criteria to them – (what if priority were given to this criterion rather than that one or to those?) – and to present a preferred option from the perspectives. Several elements from the MCA toolbox are useful in this analysis; one will sometimes realise that despite choice of perspective, – from a logical set – the result remains the same. Stage eight: Perform sensitivity analysis and reconsider project alternatives The overall aim of stage eight of MCCBA is to share the increased problem understanding developed during the evaluation through an application of sensitivity analysis. The sensitivity analysis may have an important function for accountability; stakeholders can assess how several individual assumptions and estimates work out on the overall outcomes. However, practical experience with sensitivity analysis shows that it can only have a limited role in sharing problem understanding. Therefore, MCCBA uses another powerful tool for sharing the increased problem understanding: it explicitly requests a reconsideration of the project alternatives. The following (types of) questions should be posed: Does the increased problem understanding show that new alternatives should be considered or that existing alternatives should be combined? Questions about the consistency and feasibility of the selected goals in relation to the different project alternatives are relevant: increased problem understanding may also shed light on this. Three MCCBA case studies After presenting CBA and MCA and their integration into MCCBA, the thesis discusses three MCCBA case studies. The main aim of the case studies is to provide insight into the applicability of MCCBA. The selection of the cases was made because, taken altogether they highlight the crucial strengths of MCCBA, which are not normally tackled by either CBA or MCA. Evaluation of the Dutch Ecologische Hoofdstructuur (EHS): The value of combining monetary and non-monetary measurement. This study, conducted in 1995, evaluated the implementation of the EHS (literally: Ecological Main Structure) in the Netherlands within the time period 1990-2020. The EHS implied that 244,000 hectares of new nature were to be developed on what was until then mainly conventional farmland. Evaluation of the German Emssperrwerk: The value of more scale levels The evaluation of this case study was carried out in 1998, a few months before the German government decided to build the Emssperrwerk. The Emsperrwerk had two official purposes, first as a (movable) dam in the event of extremely high water, thus preventing water from the sea threatening the hinterland in the EmsDollard region. Its second function was to facilitate large cruise ships built at the Meyer shipyard in Papenburg (approximately 30 kilometers upstream the river Ems) in order to reach the deep waters of the North Sea. Design and evaluation of Sustainable Corporate Performance (SCP) policy: The value of causal analysis. The final case study of this thesis performed in 2001-2002 discusses Corporate Social Responsibility and sustainability, the combination of which is called Sustainable Corporate Performance (SCP). The Ahold Company, a leading Dutch multinational, was then in the process of formulating its SCP policy. Two closely connected concerns were particularly challenging to this group of quality supermarket and foodservice companies: first, the confusion about what SCP was or should be, and second, the lack of standardisation in measurement of SCP. Lessons from the case studies (per stage) The case studies revealed that in stage one the most important key word is acceptance; that is, acceptance of a change in function and acceptance of the different regional or organisational scales of the evaluation. This acceptance need not be 'automatic'; stakeholders may have to be persuaded to accept certain points and success is not guaranteed. As for the involvement of stakeholders in stage two, despite a 'solution' proposed in chapter 5 to focus merely on a broad group of stakeholders, case studies illustrate that even this type of involvement may remain difficult for various reasons. The Triple E structure, which is proposed as a standardised element of MCCBA in stage three, is only preliminary. If no significant impacts can be found, the structure should be changed and criteria skipped. The global level assessment needed in MCCBA in many cases requires existing expertise and data; otherwise, too much time may be required to estimate impacts. The case studies clearly and concretely acknowledge that stage four is indeed critical in many respects. One especially noteworthy aspect is the role of stakeholders in facilitating access to information and data. Much has been learnt from the case studies about the aggregation of impacts and how it can be made 'consensus based'. They clearly show that potential consensus only concerns the minimum importance of criteria and ease of understanding measurements. This conclusion relates to stages five and six – to both monetary and non-monetary aggregation. From stage six alone it has become clear that simplicity of the analysis should/may overrule the demand of completeness. Stage seven proved to be very rewarding in the case studies and its value is difficult to overestimate. It may turn out that the the main results of the evaluation are generated during this stage, as it could strongly increase the judgement value of the results from stages five and six. The main conclusion from stage eight is that although the sensitivity analysis can show increased problem understanding – a stumbling block may be the attention it receives when presenting main results. The explicit demand to reconsider project alternatives can potentially remove this stumbling block, but was not yet practiced in the case studies. The main building blocks of the MCCBA approach as identified above are that: 1) stakeholder involvement is useful for obtaining broad views and for checking on consensus; 2) standardisation of a global and long-term Triple E criteria structure is necessary; 3) judgement and measurement are closely related, and in an MCCBA both should be understandable to broad groups of stakeholders. Having discussed the case studies, a general conclusion is that mainly the aspect of the stakeholders is in need of 'qualification': stakeholder involvement may also be important for acquiring relevant data, but difficulties remain around fruitful involvement. The other building blocks have proven to be valid in practice. In conclusion, we return to the title of this thesis: 'Project evaluation, sustainability and accountability – Combining cost-benefit analysis (CBA) and multi-criteria analysis (MCA)'. The MCCBA combination developed in this thesis has proven to be a useful project evaluation tool in the sustainability context. Through its consensus based aggregation, MCCBA improves the communicative quality of the evaluation, thereby enhancing accountability. Through its decision aid style and its emphasis on standardisation, tracking causality, and allowance for simplicity to (here and there) overrule completeness, MCCBA acts as a safeguard against over-ambition, and is a facilitator for clarity, utility and practicality in a sustainability evaluation. To end this summary we will give an overview of the main practical essentials of MCCBA. Main practical essentials of MCCBA How does the MCCBA approach evaluate whether a project is sustainable? How does it assure that accountability is well served? The main practical essentials of the MCCBA approach can be encapsulated as advice to two target groups, experts/practitioners and laymen/users. The first target group comprises the analysts/evaluators, and it is to them that this thesis is primarily aimed. The main points of advice to this expert group are: 1. Do not give 'best' solutions to problems and do not accept preferences too easily as 'given.' Be keen towards finding 'possibly better' solutions; be content to only frame and structure decision-making and remember that in sustainability matters most people will be 'learning how to think.' 2. Sustainability should not be about everything. Surely sustainability entails the economic development of the planet and its people in different places, but above that, only issues about which there is some consensus that global level outcomes are greatly worrying should matter: environmental degradation and extreme poverty are definitely cases in point. 3. Work with two evaluation scale levels: a decision-making and a global level. Evaluate the project at both levels (of thinking). In practice you may work with a lower than global level; the global level is merely an indication – to be on the safe side – of that highest level where economic, environmental, or extreme poverty impacts can be found. 4. Involve stakeholders, but focus on involving stakeholders with strongly different views, rather than on involving as many stakeholders as possible. 5. Starting from the impact matrix, use both CBA and MCA techniques for aggregation. Do not decide alone how to aggregate: try to achieve a consensus among your stakeholders on which aggregation is easiest to understand. Furthermore, when aggregating: - Use the consumer-citizen divide of preferences, the first are usually well-captured in CBA, the second best delineated in MCA. - Very reluctantly discount long-term impacts, even if they are economic. Long-term economic impacts are matters of deliberation and learning how to think; they are not matters of mechanical discounting. Preferably use discounting only for short and medium-term economic impacts. - Use MCA scaling and weighing techniques to your benefit, but only in as much as they can be assured of wide consensus. This will often mean not scaling and weighing the highest order criteria. - Unless 'not-all-that-important impacts' can be easily aggregated, in the final stages of the evaluation focus only on the most important impacts. 6. Take pride in interpretation of sub-aggregated outcomes. You can: - Calculate various ratios (e.g., cost-effectiveness ratios), - Compare standardized impact scores with other projects (e.g., QualityAdjusted Life Year [QALY]; or GlobalWarmingPotential [GWP] or Naturescores [as in this thesis]) - Analyze outcomes from different stakeholder perspectives (e.g., winners/losers, environmentalists-entrepreneurs). 7. In the final stage of your evaluation, address explicitly the question of whether increased problem understanding stipulates that new project alternatives should be considered or old alternatives should be combined. The second target group consists of decision-makers and stakeholders. To this laymen 'user' group, the main points of advice arising out of the MCCBA approach are: 1. If you think that expert evaluators can judge easily whether a project is sustainable or not, that is a wrong assumption. You will have to think together. You may be certain what to do afterwards, but it is likely that the evaluator will not. However, you should all definitively possess greater understanding of the problem situation. 2. You might think that judging sustainability is about looking into the distant future. Perhaps. But be aware; sustainability surely requires that you scrutinize your project from a high international or even global level – next to examining it from your 'own' level, certainly. Good courses of action should preferably be good at both levels. 3. It is normal, even essential, that you understand how the evaluation results developed – although you need not understand every single detail. If you do not comprehend the process which has yielded the results, something has gone wrong. 4. You may think that it is best to involve as many stakeholders as possible in an evaluation. However, achieving a consensus on the evaluation outcomes with all stakeholders is illusory, as it is impossible to structure the evaluation by involving everyone. A consensus about easily understood ways to measure the most significant impacts is, however, a realistic goal. To that purpose, the involvement of a small group of stakeholders with widely differing views on a project seems more fruitful.
A 2018 report from the Center for Strategic and International Studies, in partnership with computer security company McAfee, estimated that cybercrime costs the world almost $600 billion or .8% of the global Gross Domestic Product (CSIS, 2018, p. 4). In response to this booming element of transnational crime, states, private sector entities, non-governmental organizations, and individual citizens have sought to implement systems for the investigation, prosecution, and restitution of these crimes. One such solution is the development and enactment of international law. On December 27, 2019, the General Assembly of the United Nations passed Russia-led resolution A/74/401, entitled "Countering the use of information and communications technologies for criminal purposes (United Nations, 2019, Countering the use)." Vehemently opposed by Western states such as the United States, the resolution approved the establishment of a committee of experts to evaluate the potential for an international cybercrime treaty (United Nations). While international cooperation of this kind is commendable, Western states and human rights groups have professed concerns that the vague language of the resolution has the potential to erode the human rights protections afforded to citizens under international law (Hakmeh & Peters, 2020). The purpose of this paper is to identify the human rights concerns of Russia's proposed United Nations resolution and analyze the obligations the international community has to uphold relevant human rights protections while balancing international cooperation necessitated by international law and legal norms. The first section of this paper provides historical background on the relationship between cyber issues like cybercrime and international law. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the College of Graduate and Continuing Studies Graduate category. ; Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 1 International Law & the Cyber Domain: Assessing the Human Rights Concerns of Cyber Legislation GD520 International Law and the International System Dr. John Becker Norwich University College of Graduate and Continuing Studies Kathryn R. Lamphere 23 May 2020 Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 2 Introduction A 2018 report from the Center for Strategic and International Studies, in partnership with computer security company McAfee, estimated that cybercrime costs the world almost $600 billion or .8% of the global Gross Domestic Product (CSIS, 2018, p. 4). In response to this booming element of transnational crime, states, private sector entities, non-governmental organizations, and individual citizens have sought to implement systems for the investigation, prosecution, and restitution of these crimes. One such solution is the development and enactment of international law. On December 27, 2019, the General Assembly of the United Nations passed Russia-led resolution A/74/401, entitled "Countering the use of information and communications technologies for criminal purposes (United Nations, 2019, Countering the use)." Vehemently opposed by Western states such as the United States, the resolution approved the establishment of a committee of experts to evaluate the potential for an international cybercrime treaty (United Nations). While international cooperation of this kind is commendable, Western states and human rights groups have professed concerns that the vague language of the resolution has the potential to erode the human rights protections afforded to citizens under international law (Hakmeh & Peters, 2020). The purpose of this paper is to identify the human rights concerns of Russia's proposed United Nations resolution and analyze the obligations the international community has to uphold relevant human rights protections while balancing international cooperation necessitated by international law and legal norms. The first section of this paper provides historical background on the relationship between cyber issues like cybercrime and international law. International Cyber Law Background The cyber domain is often presented as another realm, a world that exists outside of the mostly tidy borders the international community has used to separate themselves. Aligning with Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 3 this view is the notion that cyberspace cannot be regulated because it expands beyond the traditional idea of territorial sovereignty (Kanuck, 2010, p. 1573). These ideas raise two concerns over the identification and prosecution of cybercrime. The first concern is the conflict between "cybercrime, which is global in scale, and police activities that are confined to national borders (Cangemi, 2004, p. 166)." The conflict arises in the very structure of the Internet, which "can be characterized as a multitude of individual, but interconnected, electronic communications networks (Zekos, 2008, p. 30)." This interconnectedness has created a grey area within the legal system, where no one entity has regulatory control over what happens in that area. The second concern is far more technical and highlights the transient nature of information and data (Cangemi, 2004, p. 166). The source of information can be easily masked to hide its actual location, and data "may be amended, moved, or altered in a few seconds (p. 166)." The speed in which data travels presents a significant hurdle to the legal and law enforcement mechanisms typically used to investigate crimes. As Cangemi notes, this creates "an appreciable risk that the evidence of cyber-offences will disappear" long before implementing the required resources (p. 166). Nevertheless, despite these concerns, "nation-states do strive to exercise their sovereignty over cyberspace (Kanuck, 2010, p. 1573)." The physical elements of cybercrime, such as the location of the people perpetrating the crimes or the location of the hardware used to execute the crimes, are used as a connecting link to allow governments "to address cyber conflicts involving both state and nonstate actors as matters to be resolved by sovereign powers under their respective legal systems (p. 1573)." When evidence moves beyond territorial borders, states seek to invoke bilateral or international action to further pursue the crime. This model follows the same formula that society developed over time, whether it be in stopping crimes such as international drug trafficking or heinous acts of terrorism. The international community is well-Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 4 versed in this cycle, and the "nature of the international legal system affords this sovereign-centric approach primacy under the United Nations (U.N.) Charter regime (p. 1573)." If the international community is content in continuing to use this cycle, then "international legislation and action are essential to combat the phenomenon" of cybercrime (Pocar, 2004, 27). The essential requirement of international involvement and negotiation has rung true in the late 20th and early 21st centuries, as the international community takes steps to evolve international law to include cyber issues, specifically cybercrime. The 1980s introduced international consultation on cybercrime by multiple organizations. In 1983, the Organization for Economic Cooperation and Development (OECD) commissioned a two-year study focusing "on the possibility of harmonizing and internationalizing national cybercrime laws (Brenner, 2012, p. 133)." OECD later published a report in 1986 summarizing the results of the study and recommending countries criminalize certain cybercrimes. In 1985, the Council of Europe convened its own study, which involved a four-year focus on "the legal issues raised by cybercrime (p. 133)." In 1997, the Council of Europe convened another study tasked with "the drafting of a cybercrime treaty that would harmonize national laws dealing with cybercrime offenses and investigations (p. 133). In 2001, the study's efforts came to fruition in the creation of the Convention of Cybercrime. Also referred to as the Budapest Convention, the international treaty entered into law in July 2004 with the principle objective of "pursuing a common criminal policy aimed at the protection of society against cybercrime, especially by adopting appropriate legislation and fostering international co-operation (Council of Europe, 2001, Preamble)." As of 2018, 29 states have ratified the treaty, but the rapid development of technology has resulted in the convention becoming outdated, leaving governments and organizations calling for a new treaty (Murphy, 2018, p. 549) (Shackelford, 2014, p. 312). Russia's 2019 United Nations resolution is the latest attempt to modernize international cyber Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 5 law and has received much adulation despite its vague, concerning language and human rights implications. The next section of this paper addresses human rights and provides an overview of states' obligations to this arena as members of the international community. Human Rights & the International Community Modern international human rights law begins with the first article of the Charter of the United Nations (UN), which dictates that one of the purposes of the UN is to "achieve international cooperation…in promoting and encouraging "respect for human rights and for fundamental freedoms for all without distinction as to race, sex, language, or religion (Buergenthal, 2006, p. 785)." While the Charter provided minimal specificity as to what "respect for human rights" entailed, this provision and others within the Charter catalyzed a new international perspective on human rights. In joining the United Nations, members inherently accepted "the proposition that the Charter had internationalized the concept of human rights (p. 787)." Furthermore, the Charter insinuated that "states were deemed to have assumed some international obligations relating to human rights (p. 787)." Articles 55 and 56 of the Charter cemented the beginnings of these obligations, requiring member states to "take joint and separate action in co-operation with the Organization for the achievement of purposes" such as promoting "universal respect for, and observance of, human rights and fundamental freedoms for all (United Nations, 1945, Article 55, 56)." The specificity of human rights became more overt when the United Nations devoted the UN Commission on Human Rights to the task of drafting non-legally-binding human rights instrument. In December 1948, the UN General Assembly unanimously adopted the Universal Declaration on Human Rights (Murphy, 2018, p. 402). Composed of thirty articles, the declaration instituted vital human rights and eventually "served as a template for numerous subsequent treaties on human rights (p. 404)." As a result, the Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 6 Universal Declaration on Human Rights "has come to be accepted as a normative instrument in its own right (Buergenthal, 2006, p. 787)." Both documents uphold two pedestals of traditional international law as it pertains to human rights. The first pedestal retains responsibility for "the treatment by one state of another's nationals, an area known as state responsibility for injury to aliens (p. 389)." Although addressed at the state level, this notion asserts that individuals are afforded certain protections when in another state. The second pedestal, advanced by scholars such as Hugo Grotius, focuses on "the protection of persons against the acts of their own governments (p. 389)." It is this pedestal that introduces what is now known as humanitarian intervention, or the "idea of state intervening to protect the other state's nationals (p. 389)." Together, both the Charter of the United Nations and the Universal Declaration are "considered to spell out the general human rights obligations of all UN member states," of which there are now 193 (Buergenthal, 2006, p. 787) (Murphy, 2018, p. 59). Each international legal instrument has lent itself to the creation of international institutions dedicated to monitoring "compliance by the states parties with the obligations imposed by these instruments (Buergenthal, 2006, p. 788)." Such institutions include entities like the UN Human Rights Council and the Office of the United Nations High Commissioner for Human Rights (p. 788). Together, the instruments and institutions "laid the normative foundation of the contemporary international human rights revolution" and "influenced, in part at least, the contents of the legal norms under which international criminal tribunals operate today (p. 791)." The criticality of these elements to the international system, particularly as it pertains to international law, is justification for using each as measuring tools with which to judge the new UN cyber-focused resolution objectively. The third section of this paper will assess the purpose of the resolution and explain the supporting argument for its contents. Supporting Arguments & Analysis of A/74/401 Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 7 In order to truly understand the intent of international laws, it is crucial to develop an understanding of the stances actors take concerning the specific issues at hand. This understanding is of particular importance when discussing Resolution A/74/401 and the underlying views of cyberspace. Two opposing perspectives lie at the heart of debates surrounding the cyber domain and Internet governance and center around the notion of sovereignty. The first perspective is that "many governments are attempting to exert sovereignty in cyberspace in the same way as they do in physical domains (Nocetti, 2015, p. 111)." For these governments, the dominance of private sector institutions within cyberspace and "the unfettered internet access of their fellow citizens" are causes of concerns (p. 111). This sentiment is particularly true within the Russian government. Under its traditional views of governance, Russia "conceives of cyberspace as a territory with virtual borders corresponding to physical state borders, and wishes to see the remit of international laws extended to the internet space (p. 112)." Furthermore, Russia's domestic fears of an open Internet fuel its international concerns. Russia sees the Internet as "politically disruptive because it enables citizens to circumvent government-controlled 'traditional media (p. 113).'" It aligns this perspective "with the inherently authoritarian nature of the Russian regime (p. 114)." Russia's negative perception of the Internet as it is today ultimately lends itself to Russia's ideal mechanism of perpetuating its belief that "global internet governance is envisioned as an issue of high politics in which states - and the interstate balance of power-play – play an essential role (p. 116, 117)." Under this mechanism, it is little wonder that Russia has led international legal initiatives to refine control over the Internet since the Council of Europe's enactment of its Convention on Cybercrime. In a Ministry of Foreign Affairs press release following the General Assembly's adoption of Resolution A/74/401, Russia proclaimed that the "resolution shows that the world community urgently needs to develop a universal, comprehensive, and open-ended convention Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 8 on countering cybercrime (Ministry of Foreign Affairs, 2019)." The adopted resolution's language appears to align with this projected intent from Russia. The resolution stresses "the need to enhance coordination and cooperation among States in combating the use of information and communications technologies for criminal purposes" and notes "the importance of the international and regional instruments in the fight against cybercrime (United Nations, 2019, Countering the Use)." In order to fulfill these objectives, the resolution establishes an "intergovernmental committee of experts, representative of all regions" that will "elaborate a comprehensive international convention on countering the use of information and communications technologies for criminal purposes (United Nations, 2019)." Remarks of supporting nations support this appearance of cohesion. The representative from Nicaragua indicated the resolution would address cybercrime "in a more representative, democratic and transparent manner, taking into account the individual circumstances of developing and developed countries (Third Committee, 2019, Meetings Coverage)." China echoed this support, stating the resolution "is conducive to filling legal gaps in international cooperation (Third Committee)." At the same time, Belarus declared that "international cooperation is vital in investigating and combating cybercrime (Third Committee)." At face value, the resolution is a gesture of goodwill, a written contract to pursue options to disrupt cybercrime that will benefit all states. However, Russia's press release takes these notions a step further, realigning its message to its traditional view of international politics. It notes, "the resolution proposed by Russia essentially enhances states' digital sovereignty over their information space and ushers in a new page in the history of global efforts to counter cybercrime (Ministry of Foreign Affairs, 2019)." Furthermore, the press release dictates that the "convention must be based on the principles of respecting state sovereignty and non-interference in internal affairs (2019)." There are two Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 9 essential points within this statement that require further analysis. The first is the reassertion of the authoritarian construct with which Russia chooses to view cyberspace. In a press release initially dedicated to lauding the necessity of international cooperation, Russia simultaneously defaults to its traditional views of the international community and advocates for a "digital Westphalia (Nocetti, 2015, p. 117)." In recognizing sovereignty, Russia insinuates that the international community will successfully legislate mechanisms that will reduce cybercrime. A quick review of the supporting states in favor of the resolution upholds Russia's authoritarian views (United Nations, 2019, Countering the Use). In addition to China, Nicaragua, and Belarus, countries like Iran, Syria, Venezuela, Cuba, and the Democratic People's Republic of Korea are only some of the 88 Member States of the General Assembly who voted to adopt the resolution. Unsurprisingly, these states also abide by similar authoritarian perspectives on international law and sovereignty. China, for example, maintains a "comprehensive, multidimensional system that governs Internet infrastructure, commercial and social use as well as legal domains (Liang & Lu, 2010, p. 105)." This system supports "Internet censorship" and "China's single-party political system and its heavy intervention in Internet development (p. 105)." Given the nature and history of these states' political systems and methods of governance, the sudden focus on international cooperation generates questions of the underlying goals that may hide behind the official demands of the resolution. The second point requiring acknowledgment is the additional re-emphasis of sovereignty while also emphasizing non-interventionist beliefs in discussing non-interference in internal affairs. The resolution itself makes no mention of sovereignty or internal affairs beyond assisting countries with improving "national legislation and frameworks and build the capacity of national authorities" to deal with cybercrime (United Nations, 2019, Countering the Use). Despite the lack of language on this topic, the leading state on this initiative, Russia, felt the need Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 10 to emphasize its sovereignty in a press release about the resolution (Ministry of Foreign Affairs, 2019). Once again, Russia gives the impression that there may be a hidden desire layered within the words of the resolution. Additionally, the concept of non-interference within the international system is not without exceptions. The most critical exception being suspicion of human rights violations. As previously stated, humanitarian intervention and protecting citizens from their own government is a staple of international human rights law (Murphy, 2018, p. 389). Therefore, while non-interference in domestic matters is undoubtedly an essential tenet of international law, the resolution cannot call for international cooperation to combat cybercrime and simultaneously ignore the international cooperation required to maintain peace and security (United Nations, 1945, Charter of the United Nations). The next section of this paper will address these obligations to cooperation as it pertains to human rights while also highlighting the opposing arguments against Resolution A/74/401. Opposing Arguments for A/74/401 & Analysis of Human Rights Concerns The first perspective at the heart of the cyber domain debates, as described previously, is modeled after authoritarian beliefs and government control. The second perspective, modeled after a more Western approach to governance, is the belief of a free and open Internet that should remain decentralized and that "the best regulatory system is one that develops organically (Shackelford, 2013, p. 53)." A free Internet is more firmly the belief of the United States. This idea introduces the initial context necessary to understand the United States' opposition to the Russian-led cybercrime resolution. Even before the rapid development of the Internet, American foreign policy internalized the notion of "free flow of information internationally as an important element of national security (McCarthy, 2011, p. 92)." Former Secretary of State George Schultz argued that the free flow of information "undermined the Soviet Union and authoritarianism (p. 92, 93)." At its earliest beginnings, the Internet was a product of American ingenuity and, as a Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 11 result, built with a bias for "American libertarianism (p. 93)." In the present, the West has developed this concept in the "context of freedom expression, protection of intellectual property rights, and national security (Powers & Jablonski, 2015, p. 3)." As former Secretary of State Clinton asserted, the United States and other Western nations support the "freedom to connect" in opposition to efforts by states such as China, Iran, and Russia to create state-level information infrastructures designed for censorship (p. 3). The historical rivalry and disagreement between the two states on information, particularly as it pertains to cyberspace, only further roots the United States' opposition to the new United Nations cybercrime resolution. In its statement to the United Nations during the 49th & 50th meetings of the Third Committee, the United States expressed disappointment "with the decisions of the sponsors of this resolution to bring it to the Third Committee (United States Mission to the United Nations, 2019)." Contrary to the resolution's focus on cooperation, the United States' proclaimed the resolution would "drive a wedge between Member States and undermine international cooperation to combat cybercrime at a time when enhanced coordination is essential (United States Mission to the United Nations)." Furthermore, the United States asserted Russia's actions in introducing the resolution essentially bypass the "expert-driven, consensus-based process and therefore is not in line with their precedent (United States Mission to the United Nations)." Other Western states appear to agree with the United States assertions, as states such as the United Kingdom, Australia, France, Republic of Korea, and Germany composed part of the 58 Member States who opposed the adoption of the resolution (United Nations, 2019, Countering the Use). In a manner similar to the states in favor of the adoption, some opposed states made remarks in agreement with those of the United States during the Third Committee. Finland, on behalf of the European Union, remarked that "there is no consensus on the need for a new international instrument to fight cybercrime" and that the draft "represents a duplication of resources (Third Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 12 Committee, 2019, Meetings Coverage). Canada and Australia presented similar sentiments, remarking that "the Budapest Convention on Cybercrime is an important baseline for international cooperation" and that the new resolution "seeks to undercut consensus and will diminish existing global efforts that are already delivering results (Third Committee, 2019)." There is one remaining argument against the new cybercrime resolution: the potential that the document's vague language will create an environment where human rights will be more easily violated if left unchecked (Hakmeh & Peters, 2020). In a letter to the United Nations General Assembly, 37 organizations and six individuals expressed their concern for human rights protections as they pertain to the cybercrime resolution (Association for Progressive Communications (APC), 2019, Open Letter, p. 4). The first concern is a lack of clarity surrounding the scope of the "use of information and communications technologies for criminal purposes (APC, p. 1)." If left undefined, the language in the resolution arguably "opens the door to criminalising ordinary online behaviour that is protected under international human rights law (APC, p. 1)." If steps to do so were taken as a result of the new resolution, they would be in direct violation of the United Nations High Commission for Human Rights; who stated in 2011 that "human rights are equally valid online as offline (Shackelford, 2019, p. 168)." The second concern offered by non-government entities is the increasing trend in "criminalising ordinary online activities of individuals and organisations through the application of cybercrime laws (APC, 2019, Open Letter, p. 1, 2)." The letter even goes so far as to quote the UN Special Rapporteur over these concerns, that the "surge in legislation and policies aimed at combating cybercrime has also opened the door to punishing and surveilling activists and protestors in many countries around the world (APC, p. 2)." If used in such a manner, these initiatives, in addition to the UN cybercrime resolution, are in direct violation of the Charter of United Nations and the Universal Declaration on Human Rights. Within the Charter of the United Nations, efforts to Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 13 restrict or punish opposition elements such as activists or protestors violates Articles 55 and 56, which requires states to cooperate with the UN in achieving the organizations' purposes such as promoting human rights (United Nations, 1945, Article 55, 56). The Universal Declaration on Human Rights provides more specific language with which to attribute potential violations. The open letter notes that legislation of this kind is used to "criminalise legitimate forms of online expression, association and assembly through vague and ill-defined terms that allow for arbitrary or discretionary application (APC, 2019, Open Letter, p. 2)." Immediately, legislation that allows for criminalization of these elements is in direct violation of Articles 18, 19, and 20, which declare "all persons have a right to freedom of thought, conscience, religion, and assembly (Murphy, 2018, p. 402)." Furthermore, violations such as these also violate article two, which guarantees people "the right to life, liberty, and security" and dictates that "these rights are to be held without discrimination of any kind (Murphy, p. 402, 403)." Upholding these rights within cyberspace continues to fall in line with the Western perspective on the Internet. As McCarthy quotes, "the Internet is arguably the greatest facilitator for freedom of expression and innovation in the world today (McCarthy, 2011, p. 94)." The status of the Universal Declaration on Human Rights as "legitimate norms within the international system" permits this interpretation and application of international law to future resolutions (p. 94). If states are signatories to the declaration, any future adoption of any resolution must adhere to the principles and freedoms guaranteed by it. Resolution A/74/401 does refer to human rights protections, "reaffirming the importance of respect for human rights and fundamental freedoms in the use of information and communication technologies (United Nations, 2019, Countering the Use)." However, the resolution's open language is in direct contradiction to this promise, if not clarified. As the open letter indicates, "simply reaffirming the importance of respect for human rights" is "insufficient to safeguard human rights while Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 14 countering cybercrime (APC, 2019, Open Letter, p. 2)." The final section of this paper recommends additional actions that may further unify opposing entities on this resolution while simultaneously addressing all human rights concerns. Recommendations The Russian-led supporters of the resolution and the United States-led opposition are unified in one common element, at least in writing. The element is that consensus and international cooperation are vital in addressing cybercrime (Ministry of Foreign Affairs, 2019) (United States Mission to the United Nations, 2019). This notion is in concert with the Council of Europe, who remains the only entity to successfully orchestrate an international cybercrime treaty (Council of Europe, 2004, Convention on Cybercrime). In 2001, the Council of Europe postulated that "solutions to the problems posed must be addressed by international law, necessitating the adoption of adequate international legal instruments" that can "ensure the necessary efficiency" required to combat cybercrime (Pocar, 2004, p. 28). If the international community determines that another cybercrime treaty is required within the intergovernmental committee of experts authorized by Resolution A/74/401, then the new treaty should consider the aims of the Council of Europe Convention on Cybercrime (United Nations, 2019, Countering the Use). In doing so, the United Nations should strive to create a "basic framework for the establishment by contracting states of domestic substantive and procedural laws" in a manner that allows states to "cooperate expeditiously with one another (Pocar, 2004, p. 30)." If successful, the United Nations will be able to "establish procedures for relevant international relations" and provide "forms of cooperation between national judicial authorities as many interact with each other both swiftly and efficiently (p. 31)." Furthermore, the necessity of these requirements is supported by the very nature of the "the world-wide dimension of the Internet," Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 15 which "implies that its illegal use and related offenses must prompt responses and concerted efforts from all relevant domestic and international authorities (p. 34)." The non-governmental organizations' open letter to the United Nations supports the need for cooperation but takes it one step further than the states themselves. In its current structure, the Internet is a public-private endeavor, with private entities dominating cyberspace (Nocetti, 2015, p. 111). The present language of the United Nations cybercrime resolution allows for an intergovernmental committee of experts. However, it does not expand on the actual composition of the committee (United Nations, 2019, Countering the Use). Noting that Russia and other authoritarian regimes prefer non-government entities to use the government as a proxy for communication, it can be inferred that a Russia-led resolution intends the committee to be comprised of only government entities (p. 117). The open letter rightly points out that collaboration on cyber issues must expand beyond state cooperation. Addressing cybercrime is "necessarily a multi-stakeholder endeavour" that "requires government officials and experts, members of the technical community, civil society, the private sector, and scientific and research institutions (APC, 2019, Open Letter, p. 4)." An assessment of this viewpoint reveals that a committee dedicated to combatting cybercrime cannot rely on government expertise alone. In order to accurately reflect the composition and requirements of a private-public Internet, all discussions surrounding this resolution should involve both private and public entities. Therefore, the committee should be reformed to more accurately reflect the Internet's users. In doing so, the United Nations breaches the divide between authoritarian and more democratic governments, further increasing cooperation on this resolution. However, increased cooperation through a broader, inclusive committee and implementation of lessons learned from the Council of Europe Convention on Cybercrime will not ensure that the future convention successfully resolves the resolution's weaknesses. In Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 16 modern-day, the international system emphasizes international human rights more than ever before, as "this branch of international law has experienced phenomenal growth over the past one hundred years (Buergenthal, 2006, p. 807)." This growth has contributed to the "growing political impact of human rights on the conduct of international relations and the behavior of governments (p. 807)." If real success is desired within international governance, then the committee established under the "Countering the use of information and communications technologies for criminal purposes" resolution must account for human rights protections when determining the requirements of the "comprehensive international convention (United Nations, 2019, Countering the Use)." As the representative from Costa Rica during the 49th and 50th meetings of the Third Committee, "the international community must protect and observe fundamental freedoms, including the right to privacy (Third Committee, 2019, Meeting Coverage)." Until there is consensus on "sensitive topics such as…State responsibility to prioritize and protect human rights," the future proposed convention will fall short of its goal of achieving complete international ratification (Third Committee). Conclusion As cyberspace expands in conjunction with the rapid advancement of technology, the fear of the unknown drives further division between already opposing states in the international system. Resolution A/74/401 is the latest testament to the evolution of politicization within Internet governance. In addressing a topic that impacts every Internet-accessible region of the world, the resolution simultaneously magnifies the opposing perspectives of states as it pertains to sovereignty within the cyber domain. Furthermore, it reignites the protracted debate over whether or not human rights obligations addressed in such documents as the Charter of the United Nations or Universal Declaration on Human Rights are legally binding. Preventing further polarization requires both an acknowledgment of a fracturing international system of Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 17 governance and a proposed solution to address the issue. While state-centric governance provides legitimacy and the potential for a higher allocation of resources dedicated to protecting the Internet, increased sovereignty also "risks sacrificing innovation, complicates the regulatory environment of cyberspace, and may threaten a positive vision of cyber peace (Shackelford, 2013, p. 50)." These risks are why an alternative method to an intergovernmental committee must develop in response to the resolution. This method should integrate a multi-stakeholder construct to more fully recognize the competing impacts of cybercrime and fairly address the allegations of human rights infringement. One such method is polycentric governance, a system composed of "diverse organizations and governments working at multiple levels" in order to "increase levels of voluntary cooperation or increase compliance with rules established by governmental authorities (p. 330)." Individually, each organization or type of government faces its own unique hurdles. Together, they "contribute to a governance regime that is multi-level, multi-purpose, multi-type, and multi-sectoral in scope that could complement the top-down governance model increasingly favored" by states such as Russia or China (p. 331). Implementing polycentric governance to more equitably debate the appropriate response to international cybercrime will create an international community willing to consider the developing convention. In doing so, the environment will be better suited to determining whether or not the international system can leverage international law to investigate and prosecute cybercrime. Running head: INTERNATIONAL LAW & THE CYBER DOMAIN 18 References Association for Progressive Communications (APC). (2019). Open Letter to UN General Assembly: Proposed international convention on cybercrime poses a threat to human rights online. Retrieved from https://www.apc.org/sites/default/files/Open_letter_re_UNGA_cybercrime_resolution_0.pdf Brenner, S. (2012). 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