by clicking here. It is a 9.9 Mb file and will take some time to download

Reflecting on my reasons for wanting to move schools in 1989, inclines me to suggest that therewas a personal need to prove myself as a professional. Reflecting on this in the light ofMaslow's hierarchy of needs would suggest that my motivation had something to do with'esteem needs' (see. e.g. Maslow, 1943). Whilst I believe I needed more money and a hike incareer, that is probably not true – the family was surviving where we were (in accordance withMaslow's 'physiological' and 'social' needs see e.g. Maslow ibid). 'Achievement motivation' and'ambition' had been driving forces in my decision to apply in the first place.Reflections on the 'Can You Use a Computer?' incident, written up as IM1, indicate that I wasaware of the challenge I had set myself inadvertently by making what appears now to be, at thevery least, an impetuous claim to computer proficiency. Viewed deontologically this claimcould be seen as mendacious. Viewing it ethically 'a posteriori', in keeping with theepistemological method of the study, it can be evaluated as an act from which great happinesswas subsequently derived 63 . It certainly triggered a number of events, themselves based aroundneeds and motivations.Above all I needed access to a computer, in order to make any progress with my self-pacedlearning. I had seen the potential of word-processing and was aware of the growing uptake inschools. Technology was becoming ubiquitous across society and some schools had embraced itas both an administrative and learning tool. I was pretty sure that I would be unlikely to getfunding for out of school learning. I was also clear, in any case, that beginning a new role,would require me to focus on the day job in order to be seen to be making a difference. Thus I63 It could be evaluated as an act of moral rectitude when measured against John Stuart Mill’s utilitarian ‘hedoniccalculus’ (see. Mill, 1996)230Simon Hughes Ph.D. Thesis (October 2012)