The concept of validity refers to the ability of a result, a statement, a finding or another such system to be realistic, well-founded, sound and trustworthy. Within the statistical, research and science areas, the concepts of reliability and validity gain new relevance as it is crucial for the studies to be both reliable as well as valid. In other words, they have to be self-sustained and to generate sound and trustworthy results.

The constant characteristic of reliability is that of repeatability. In other words, a phenomenon is reliable if it is able to repeat. For instance, a measurement mechanism is reliable if it conducts correct measurements in various circumstances. If the measurement system cannot be reused, then it is not reliable. This virtually reveals that reliability is a construction of the quantitative methods.

Validity on the other hand represents the ability of the phenomenon to serve the needs for which it was initially intended. Emphasis is, for instance, placed on whether the answers offered to a questionnaire are truthful and able to test the research hypothesis. The validity of the project belongs more to the sphere of the qualitative methods (Newman and Benz, 1998). Ultimately, in order for a research project to be accepted, it has to be both reliable as well as valid (Trochim, 2006).

References:

Newman, I., Benz, C.R., 1998, Qualitative-quantitative research methodology: exploring the interactive continuum, SIU Press

Trochim, W.M.K., 2006, Reliability and validity, Social Research Methods, http://www.socialresearchmethods.net/kb/relandval.php last accessed on October 7, 2011

7. Personal learning style

My preferred learning style is the behavioral one, through which I engage in direct situations and learn from them. It is always more useful for me to experience a situation first hand and to learn the lessons directly. This way I get to understand the dimensions of the problem better then when someone else would be explaining them to me.

Cognitive learning is also useful and even necessary in some cases. To me, cognitive learning is useful in setting up some basis to a problem. It is like reviewing the theory. But it is insufficient on its own and, for a true lesson to be possessed, the cognitive learning stance has to be combined with the behavioral learning stance, in which I come to actually experience the learning process and the dimensions of the presented problem.

In other words, the non-preferred learning style is useful and some lessons can even be learnt with its use. However it is only efficient when used in combination with the preferred learning style. If cognitive style is used alone, the lessons are remembered only for a short period of time. When learning is possible through experiences as dictates the behavioral theory, the lessons are remembered for a longer period in time.

For myself then, the behavioral style is the one which helps me learn lessons in both personal as well as professional lives. Additionally, it is the one which helps me evolve as an individual; it helps me understand actions, reactions and consequences. And in this, the cognitive stance is a more salient one, supporting the learning process in an implied manner.

8. Sit-ins

A sit-in is a peaceful form of protest in which the people militating for specific demands occupy the place in which they militate. If a sit-in is conducted at work, then the employees would not leave the place of employment until their demands are resolved, or at least until negotiations bring some resolutions (Blanchart and Thacker, 2009). A sit-down is a particular case of a sit-in, in which the people sit down on the space in which they protest, and also do not leave it until they feel that their demands are being addressed.

Sit-ins can be both successes, as well as failures, and the triumph of a sit-in depends on the combination of as many needs as possible. In other words, there are some conditions which have to be met in order for a sit-in to be effective, and the lines below reveal some of the more notable of these conditions:

The sit-in has to be a peaceful manifestation so that the people and institutions targeted do not feel ambushed, but understand that they deal with rational and logical persons, ready to talk through the problems (Miller, 2004). Also, if the sit-in becomes aggressive and violent, it could be ended by the police and then the demands would not be met.

Then, the sit-in has to be well organized. On a first note, this means that the sit-in has to be legally recognized and approved by the authorities. Then, the demands have to be clear and reasonable; the protesters must have an agenda for the demands, as well as an agenda for negotiations, including highly skilled and capable representatives.

The...