Dreamliner: Time, Budget and Project Performance Analysis Essay

1 Introduction. 1.1 In developing the Boeing 787 Dreamliner, Boeing executive management’s initial decisions and project management strategies did not control the four major measurements of project success: time, budget, performance and client acceptance (Pinto, 2013, pp. 35,36). This report analyses the methodology and project management decisions that led to a project crisis and risk to Boeing’s reputation. 2 Boeing history. 2.1 Boeing Aircraft Corporation, with a heritage of aircraft design, manufacture and assembly, dates back to July 1916 (Boeing, 2004). Recent aircraft including 737, 747, 767, and 777 are all designed, assembled and supported by Boeing (Boeing, 2014). 2.2 Boeing commercial aircraft division is a successful aircraft manufacturing company with a proud history of in-house design and manufacture (Boeing, 2014). 3 New aircraft requirement. 3.1 Competition from Airbus, with its increase in market share through the 1990’s to market share leader in 2003 (Hoiness, 2006), led Boeing to decide that a mid-sized, long range aircraft was required for current and emerging markets. Boeing committed to a new aircraft line, the 787 ‘Dreamliner’ (Hoiness, 2006). A significant technology advance to carbon fibre composite fuselage and wing construction with advanced engine technology would aim to reduce fuel burn by 20%, and would provide a better operational experience for airlines and their customers (Boeing Aircraft Corporation, 2014). 4 Outsourcing and Cost overruns. 4.1 Boeing outsourced approximately 70% of development and production to  other companies in an attempt to reduce development time and costs (Denning, 2013). 4.2 Early project management decisions to move away from the Boeing model of in-house design and manufacture (Boeing, 2014), to a model of out-sourcing large subassemblies and component sections to around fifty Tier 1 partners (Boeing Company, 2013), would prove disastrous in estimating development costs (Ostrower & Lublin, 2013). Boeing’s reliance on Tier 1 companies to complete assembly integration, control Tier 2 and Tier 3 suppliers and solve problems in design aspects, led to cost and schedule overruns (Denning, 2013). 4.3 Initial budget estimates from Boeing set the 787 costs at about $5 billion (USD). Ostrower stated â€Å"Barclays Capital conservatively estimates the program ended up costing around $14 billion (USD), not including the penalties Boeing has had to pay customers for late deliveries† (Ostrower & Lublin, 2013) and aircraft cancellations (Bloomburg News, 2012). 4.4 The financial evidence suggests that Boeing and the 787 project management team did not fully understand the complexities of out-sourcing (Goatham, 2014). In a January 2011 speech at Seattle University, Albaugh is quoted as having said †We spent a lot more money in trying to recover than we ever would have spent if we’d tried to keep the key technologies closer to home† (Calleam Consulting Ltd, 2013). 5 Project Leadership 5.1 The Boeing Leadership project team did not understand the complexity of the Tier structure (Tang & Zimmerman, 2009). In adopting the Tier assembly approach the leadership team should have used logistics and supply chain management specialists (Denning, 2013). 5.2 Implementation of management strategies to cope with component suppliers is paramount. In a Boeing publication Hart-Smith recognised the risks in out-sourcing and assembly without sufficient design control. He stated that â€Å"in order to minimize potential problems, it is necessary for the Prime contractor to provide on-site, quality management, supplier-management, and sometimes technical support† (Hart-Smith, 2001). 5.3 The project leadership team failed to ensure each supplier received adequate design information to implement its part of the project (Tang & Zimmerman, 2009). This demonstrated they did not provide effective leadership nor sufficient communication (Pinto, 2013, p. 133). 6 Design control 6.1 Without fully understanding the complexities or difficulties in introducing a new design, and without a developed set of requirements and detailed design control, project difficulties and delays are inevitable (Denning, 2013). Other companies, for example the Toyota Motor Company, use out-sourcing successfully to trusted companies with a high degree of product design control as a method to reduce costs in production (Denning, 2013). 6.2 The Boeing model adopted was to spread the design and development to suppliers on a global scale with costs met by suppliers (Ostrower & Lublin, 2013). A strategy such as this should have been tightly controlled from the outset. Without this control, difficulties in assembly and ill-fitting parts requiring redesign added to the delays experienced by the project (Denning, 2013), with hundreds of Boeing engineers sent to various companies to solve technical problems (Tang & Zimmerman, 2009). 7 Communication and Cultural Risk. 7.1 Boeing management opted to control Tier 1 and Tier 2 integrators and their suppliers using a computer web based system, ‘Exostar’ (Denning, 2013). This system intended to provide supply chain and logistics visibility and ‘real time’ monitoring to control process, development, time and cost. Due to cultural differences and trust issues with this system, accurate and timely information was not entered by integrators and suppliers (Denning, 2013). 7.2 A Failure to understand the cultural differences with international companies and suppliers, by both integrators and Boeing management, provides evidence that the project did not adequately consider organizational culture or fully understand its effects (Pinto, 2013, p. 79). 7.3 If Boeing had relied on their own ‘tribal’ knowledge culture, rather than outsourcing to other organizations, the cultural and communication risks would have been reduced (Reuters, 2011). 8 Stakeholder management. 8.1 Knowledge of stakeholder capability, strengths, and behaviours should be part of successful project management (Pinto, 2013, p. 58). Boeing’s leadership failed to appreciate that Tier 1 integrators did not have the  capability to control the supplier nor the supply chain (Tang & Zimmerman, 2009). 9 Conclusion. 9.1 Boeing’s decision to outsource the design and manufacture of the Dreamliner, along with the introduction of new technology, led to lengthy project delays and additional expenses (Ostrower & Lublin, 2013). Poor communication from the Boeing leadership team, along with cultural misunderstandings, led some key suppliers to mistrust the control systems. Cost overruns, schedule delays and supply chain issues all led to this project failing to meet established goals within estimated parameters of cost, schedule, and quality (Pinto, 2013). 9.2 Modified management strategies were implemented to correct design flaws, provide technical and quality systems support at vast cost (Denning, 2013). These actions have contributed to a project turnaround with increased orders (Boeing, 2014). Bibliography Bloomburg News. (2012, 08 23). Daily Herald Bussiness. Retrieved 03 16, 2014, from dailyherald.com: http://www.dailyherald.com/article/20120823/business/708239912 Boeing. (2004). The Boeing Log Book 1881-1919. Retrieved 03 18, 2014, from History: http://www.boeing.com/boeing/history/chronology/chron01.page Boeing. (2014). Boeing Commercial Planes. Retrieved March 8, 2014, from http://www.boeing.com/boeing/commercial/products.page Boeing Aircraft Corporation. (2014). Boeing 787 Dreamliner Provides New Sollutions for Airlines, Passangers. Retrieved 03 15, 2014, from Boeing: http://www.boeing.com/boeing/commercial/787family/background.page Boeing Company. (2013). 787 Who’s Building the 787 Dreamliner. Retrieved 03 16, 2014, from New Airplane: http://www.newairplane.com/787/whos_building/ Calleam Consulting Ltd. (2013, 02 3). Boeing Commercial Aeroplanes. Retrieved 03 22, 2014, from Why Projects Fail: http://calleam.com/WTPF/?p=4617 Denning, S. (2013). What Went Wrong At Boeing? R etrieved March 8, 2014, from Emerald insight: http://www.emeraldinsight.com.libraryproxy.griffith.edu.au/journals.htm?articleid=17086954 Goatham, R. (2014). Why Projects Fail – Boeing Commercial

Further Oral Proposal

12th Grade IB Further Oral Activity Proposal Due Date: November 5th 1. Describe the primary text for your presentation. What type of text is it? What is its origin? Who created the text? (2 points) Our text is 3 different songs from three different artists. The first one is â€Å"Get Up† by 50 Cent. The second one is â€Å"Grenade† by Bruno Mars. The third one is â€Å"La La La† by Snoop Lion. 2. Complete the following chart for your primary text. Make sure you answer all of the questions provided. (2 x 5 points) Audience / purpose: ? Who does the text target?The first two songs may be directed to a younger audience. The second song’s audience may especially be romantic or heart-broken people. The third song is written for everyone. ? What does the author wish to achieve through the text? 50 Cent tries to show off about his way of life. Bruno Mars tries to be romantic and depicts his love life. Snoop Lion tries to affect people. Content / theme: ? How does the content of the text relate to the overarching themes of the unit (Language and Power, Language and Identity, Language and Gender)?The texts relate to theme of Language and Culture. They might also be related to the theme of Language and Gender. Tone / mood: ? What is the attitude about the subject of the text? How is this achieved? 50 Cent is more aggressive and bossy. Bruno Mars is emotional, questioning and dreamy. ? Describe the atmosphere of the text. How is this achieved? In â€Å"Get Up†, you feel pressured and weaker as 50 Cent keeps giving orders and shows off. Bruno Mars makes you feel emotional as well.He depicts the contrast between the woman’s lack of interest to his romance. Stylistic devices: ? How does the author use language to convey a sentiment or message? ? What type of language is used (dialect, jargon, accent, diction)? ? How is imagery created? ? Does the text contain any of following: irony, sarcasm, rhetorical devices, figurative language, analogy, musical qualities, etc? Structure: ? How is the text organized (i. e. layout/ formatting)? ?What kinds of structural elements of a particular text type do you see? . Provide an outline for your presentation. (8 points) One of the songs will be played in class. It’s video can be shown as well. Then, if necessary or interesting or related to the song, the background and culture of the artist will be shared with the class. Then the lyrics will be analyzed and a connection will be made between the language in the song and the artist’s culture. After that, the second and third songs will be presented the exact same way

Online Leraning Essay Example | Topics and Well Written Essays - 1000 words

Online Leraning - Essay Example In this essay, I'll discuss why online learning has the advantages that it makes it compete with traditional classrooms. The first online courses were delivered on command-line systems. Later on, Archie, Veronica and Gopher were used from course providers to give students access to information and MOO's (Multi user dungeon Object Oriented) came to provide real-time text-based communication. During the 90's, newer conferencing systems became available, and after the advent of the web they supported audio and video also, to conclude to web-in-a-box software for student tracking (Mason, 1998). Most online courses are based on applications known as "course management systems", where topics are outlined and students and teachers have discussions, complete tests, submit papers; and where resources and grades are posted. These characteristics enable people with tight-schedules, remote locations or simply with preference to study from home, the possibility of learning at their own pace, organizing their time (flexibility), and interacting with a lot of different people. Therefore, their most important advantages include flexibility, interactivity, lower costs, multimedia and hyperlinking. Another important advantage is that distractions are minimized. ... These characteristics enable people with tight-schedules, remote locations or simply with preference to study from home, the possibility of learning at their own pace, organizing their time (flexibility), and interacting with a lot of different people. Therefore, their most important advantages include flexibility, interactivity, lower costs, multimedia and hyperlinking. Another important advantage is that distractions are minimized. Since the student can access the course whenever he/she wants, he/she will be more attentive to the contents than in an obligatory lecture in a day where he/she perhaps has a headache or a classmate is distracting him/her. The possibility of taking courses at far-distanced universities. What about courses that are not offered at your campus Let's say you would like to learn Serbian, but your college doesn't offer it. You could enroll for Serbian 101 at a college located hundreds of miles away. Still another advantage is that, taking these types of courses can strengthen other important skills needed studying and/or at a job. "On-line courses provide the opportunity to improve technology and Internet skills," says Tim Ely, director of instructional design at Harcum College in Pennsylvania.2 Not everyone is for online courses, some articles say. One of the major disadvantages is that the face-to face relationships with teacher and classmates are gone. "A drawback is that you have no face-to-face interaction with peers and instructors, meaning you can't tune in and react to clues such as body language, facial expression, and tone of voice," says Ely. "A feeling of isolation and lack of community may also develop due to lack of human contact." Motivation He who wants to learn shall learn. Whether inside of a classroom or in front of a

Development of Computers and the impacts on society through the time Essay

Development of Computers and the impacts on society through the time - Essay Example Many use computers to search for information, read, send or receive emails, or even pay bills among others (Morley and Charles 53). Computers have influenced the quality and structure of work and some people believe that they have significantly contributed to the emergence of post-industrial society (Edwards 13). This paper focuses on the development of computers and how they have affected individuals’ lives and activities and the society as a whole. The word computer was first used in 1613 to describe a human who performed calculations and this definition remained the same until the end of 19th C when individuals began to realize that machines perform calculations faster and more accurately as compared to humans. The first electronic digital computer introduced in 1950’s used vacuum tubes, followed by the computers that used transistors (Jain 1). Notably, the first computing machine was created by British mathematician, Charles Babbage in 1882 and his great inventions made him to known as the father of the computer. He suggested and started developing the Difference Engine which is believed to be the first automatic computing engine that was able to compute various sets of numbers and producing hard copies of the results. Actually, his idea was not really to create what we refer to as computers but to create a machine that would compute mathematical problems. Babbage was fed up with human errors in computing math problem s and so he was focused to come up with an infallible math machine. Later on, he proposed the first general mechanical computer, the Analytical Engine, which became the first machine that resembles today’s modern computers. It could keep data safely and had some features used in today’s computer language. Moreover, basic concepts of the stored program computer were developed during this period (Hyman 164). The Analytical Engine comprised

Marketing Is the Production of Signs and their Meanings Essay

Marketing Is the Production of Signs and their Meanings - Essay Example Advertising is basically a source of societal information implanted in products that mediate personal identity as well as interpersonal associations. Advertising should thus be perceived as a vital part of the consumer society. This is because it generates patterned sequences of meaning which have a key role in social reproduction as well as personal socialisation. The "marketplace" can actually be perceived as a "cultural system" of sorts and not merely a method for the exchange of changes in the transactions involving products and money. It is the images as well as cultural symbolism that offer key insights into the character and operations involved in advertising. Cultural types of social communication actually generate meanings via non-discursive imagery which affects behaviour and consciousness in a subtle manner by allowing some kinds of behaviour and thought while delegitimizing others. For example, advertising suggests through its images affirmative presentations of self-assu red "masculine" manners and illustrations of fashionable as well as well-groomed women and men who desire to be successful in finding spouses. Therefore, advertising offers improper as well as proper depictions of behaviour as well as role models for both women and men. The outcome of this is the development of a culture where a person’s image has a more significant role than his or her linguistic discourse. Visual imagery is non-discursive, and thus associative, fictive, emotional and iconic, whereas vocal imagery is discursive (Elkington, Hartigan and Schwab, 2008). Advertising has played a major role in the evolution into a new culture that is observed with image, and thus in the change from a book/print or...The all important consumer is put on a pedestal and venerated. Successful marketing operations create a hyper-reality that the ordinary customer believes in because most of the time it is unanticipated and unusual but exhilarating and artistic. For example, the Disney Empire is actually founded on the creation of fantasy which is not actually a requirement but a product of the cooperation of Disney’s employees, consumers, reviewers, and agents (Hurley, 2005). This is also the case where the electronic corporations are concerned. For example, Apple’s Macintosh computer was not a requirement that was necessary for the consumers. It was simply a persuasively seductive computer vision with a â€Å"warm and responsive† image that had been created by Steve Jobs and his group. The actual computer product was then created to occupy this vision. Marketing practice, is, therefore, not really created by the model of a sovereign customer in the post modern world, as by the pursuit for an influential hyper-reality that marketers as well as consumers can believe in. It is not the consumer but the image that is considered as being sovereign. A good example of this is found in a Pepsi commercial that was shown not so long ago. A beautiful supermodel who neglected to consume the product was instantly transformed into an ugly mannish creature.

Final Case Study Example | Topics and Well Written Essays - 2500 words

Final - Case Study Example The employees in many of such organizations feel that co-operating the concept of self managed work team is analogous with the assistance of their own execution. â€Å"The concept of self-managed work teams is also opposed by the supervisors of many organizations who do not intend to become the facilitators†. The self managed work team violates the principal of unit of command. Studies and organizational behavior theories have proved that there is contradiction in the effectiveness of the self-managed work teams. Such a situation could also be highlighted from the case when Knowlton was not able to align himself with the objectives of the whole team after Feaster arrived and began showing his superiority in the subject matter and research worked by the team. It should also be noted that in the meeting with the sponsors of the research, except the departmental heads, bosses and supervisors only Feaster was the only employee that was invited for the meeting and was asked to give presentation about the proceedings of the research. Even though he had been an active participant in the research since his joining, other employees were also the part of the project and had been working on the same for much longer period them him. It is also observed that employees working as a part of self-manage d work teams have high attrition rate and absenteeism then the people working in a conventional work groups. Fester’s role in the organization was determined by largely his personality. From the day he was appointed to the team and project, he was dedicated and excited to complete the research. He started getting in close connection with the Link, the mathematician of the group spending time discussing the method of analysis of the patterns that link had been worrying about over the past few months. He tried to understand the concept on which they were

Compare and contrast Pearl harbor Intelligence failure with Battle of Essay

Compare and contrast Pearl harbor Intelligence failure with Battle of midway intelligence success - Essay Example riority conflict between the battleship service and the carrier service departments in the US navy with each trying to reserve its independent identity. The carrier service, which had always been a subordinate to the battleship administration, was considered not very vital in naval strategy and there was a perception that an attack on Pearl Harbor was impossible. Unlike the Pearl Harbor attack, the Battle of Midway between Japanese and U.S found the United States prepared. However, the battle remained unpredictable until towards the end. In the attack that started on June 4 1942, the Japanese sought to capture the central pacific island of Midway, which was being used by the US as an airfield. The Japanese aimed to destroy the American fleet and use the island as their base. However due to Communications intelligence success, the United states Pacific fleet made a surprise attack on the Japanese sinking four of their carriers and losing one. This paper compares and contrasts the caus es of failure and success in the two battles. Prior to these attacks, there were clear signs of mistrust and suspicions by both Americans and Japanese. In addition, both Tokyo and Washington had been engaged in negotiations aimed preventing any event of war, but these later turned out as the strategies merely used to buy time as the military of the two nations put strategies in place. A clear sign of the inevitable war with Japan became evident when the American intelligence intercepted some sections of the Japanese diplomatic communications. Six messages wired from Tokyo to the Japanese embassy in Washington which communicated the deadline for the bilateral negotiations, and the consequences in case of the failure of the talks, should the US refuse to accept the terms so offered by Japan. For instance, â€Å"†¦and the messages illustrated the Tokyo’s fear or threat of rupture of the negotiations† (Lundstrom & John 2004). The other aspect of similarity is that during both the

The Synthesis of Sulfanilamide Lab Report Example | Topics and Well Written Essays - 1000 words

The Synthesis of Sulfanilamide - Lab Report Example The use of the drug is based on the concept of metabolic antagonism. Sulfa drugs as antimetabolites act by competing with para – amino benzoic acid for incorporation into folic acid (ORPHDT, Chrles, 2003). Sulfanilamide (which is also known as 4-Aminobenzenesulfonamide) is a sulfonamide antibacterial. It belongs to a group of chemotherapeutic agents called sulfa drugs which were discovered in the 1930s. It has a molecular formula of C6H8N2O2S and molecular weight of 172.2049. It contains the sulfonamide functional group that is attached to aniline chemically. It functions by inhibiting competitively enzymatic reactions which involves para - aminobenzoic acid. When it is administered, it facilitates the dying of micro-organisms since the micro-organism are unable to make folic acid which is essential in cell division (TEBBUTT, Peter, 1998). It was the first drugs used successfully to combat diseases such as pneumonia, blood poisoning and meningitis. The general structure of sul fanilamide is as indicated in the graphic below. An example of this drug is methotrexate Other method of synthesizing Sulfanilamide Sulfanilamide is synthesized in several ways. The procedure outlined below can be used in the synthesis of sulfanilamide. Chemicals required Sodium Hydroxide Acetanilide Chrolosulfoic acid Hydrochloric acid Ammonium hydroxide Sodium bicarbonate Procedure: 2.5 ml of 0.1 Ml NaOH is added to the glass wall and 1.8 grams of acetanilide is placed in a dry 50ml Erlenmeyer flask. The acetanilide is melted by heating it gently with a Bunsen burner after which the flask is allowed to cool in the ice bath. In the hood, 5ml of chrolosulfonic acid is transferred to acetanilide and the flask is attached to the apparatus. After ten minutes, the flask is removed and heated in the additional 10 minutes in a hot water bath that is at a temperature of 70oC to facilitate completion of the reaction. Afterwards, 30 grams of crushed ice are then added to the 250 ml beaker an d the mixture transferred using a pipette (while stirring the mixture) onto the ice. The flask is then rinsed using 5ml cold water and then transferred to the beaker containing the ice resulting in the formation of a precipitate. The precipitate is then stirred to facilitate the breakage of bigger lumps. The beaker and the flask are rinsed using ice water. In the hood, a water bath is prepared in the 250 ml beaker at a temperature of 70oC after which the crude is then placed into the Erlenmeyer flask. 11 ml of dilute ammonium chloride is then added and stirred up to break up the lumps. The solution is then heated in cold water for ten minutes and allowed to cool by placing it in a water bath for several minutes. After cooling, the p-acetanidobezene is then collected on the Buchner funnel and the flask with the product rinsed with 10ml of ice water. The solid is then transferred to 25ml round – bottomed flask and 5.3 ml of dilute hydrochloric acid added. Boiling stones are the n added, reflux condenser attached and the mixture heated till the solid dissolves. The mixture is then refluxed for additional five minutes and then allowed to cool to room temperature. In case the solid appears, it’s then boiled again.100 ml o the mixture is then transferred to the beaker and drop – wisely, 5.0g of sodium bicarbonate added in the 10 ml of water while stirring constantly.After the addition, Sulfanilamide begins forming. Method used to prepare Sulfanilamide in

Globalization of Democracy Essay Example | Topics and Well Written Essays - 4000 words

Globalization of Democracy - Essay Example The conceptual trend of different processes resulting in greater interconnections of socio-cultural, economic and political proceedings at the global scale can be termed as globalization. It has been identified by many as the misbalanced process which has led to strengthening of the interdependencies of the major economies of the world with growing indifference towards economies that depart from these major economies. It has been constantly observed that the diverse effects of globalization with multi-faceted impacts from various processes on different countries are interlinked through the chains of globalization. Commonly, it has come to be referred to as economic globalization, due to the amalgamation of several national economies into the international economy in form of trade, capital flows, foreign direct investments, migrations and technological spread and advancements1. Chase-Dunn has presented a model of the processes and structures of the modern world-system and has proposed a project to transform the system into a democratic and collectively rational global commonwealth. The article states that popular transnational social movements are challenging the ideological hegemony of corporate capitalism2. The global women's movement, indigenous movements, the labor movement, and environmentalist movements are attempting to form strong alliances which are capable of challenging the emerging transnational capitalist class domination (Chase-Dunn, 2003). Chase-Dunn argues that new democratic socialist states in the semi-periphery will be critical sources of support and allies for the anti-systemic movements. Globalisation supporters claim that it increases economic prosperity as well as opportunity, especially among developing nations, leading to a greater efficient allocation of resources and enhancement of civil liberties. Economic theories of comparative advantage suggest that free trade leads to a more efficient allocation of resources, with all countries involved in the trade benefiting3. In general, this leads to lower prices, more employment, higher output and a higher standard of living for those in developing countries (Sachs, Jeffery, 2005). Proponents of laissez-faire capitalism say that higher degrees of political and economic freedom in the form of democracy and capitalism in the developed world are ends in themselves and also produce higher levels of material wealth4. They see globalisation as the beneficial spread of liberty and capitalism (Wolf, Martin, 2004). Vices of Globalization Critics of globalisation argue that poorer countries are sometime at disadvantage since the main export of poorer countries is generally agricultural goods and it become difficult for these countries to compete with financially stronger countries that subsidize their own farmers5 (Hurst, Charles, 1993). It has also been argued that globalisation has led to deterioration of protection for the weaker nations by stronger industrialized powers, resulting in exploitation of the people in those nations to become cheap labours6. With the world

Guest speaker Presentation write-up topic related to international Essay

Guest speaker Presentation write-up topic related to international financial market - Essay Example When sole proprietors want to increases their source of capital, they can partner with other likeminded entrepreneurs to form what is referred to as partnership. A partnership can get capital from members’ contribution, and loan among many other sources. One advantage of this kind of business is that all members can have full control of the business, and partners can help each other to contribute more capital. Unlike sole proprietorship, the partners do not get 100 percent of the profits as it has to be shared among the partners. The return for individual partners is in the form of profits which are shared. A partnership can increase its capital by selling part of the ownership to the public. Consequently, the partnership becomes a limited company. In this kind of venture, the shareholders get returns in the form of dividends. They are also granted a right to vote, but they do not have direct control of the company, and they do not make day to day decisions. This role is assigned to directors, who are voted by the shareholders. One disadvantage of selling shares to the public is that the profits are reduced, as many shareholders have to be paid dividends. A company is liable to pay corporate tax, while the shareholders are taxed on their dividends. A company has several advantages, including continuity of ownership because the shares are transferable. The shareholders trust the management of the company to the directors through what is referred to as agency relationship. This structure comes with scores of problems, especially because some agents do not act in the interest of the shareholders. A company can expand its capital base by investing overseas (Spadaccini

Economics and ethics Essay Example for Free

Economics and ethics Essay Describe the tension that exists in businesses today between economics and ethics. Do you think that there really does have to be a tradeoff between economics and ethics? What strategies can be implemented to avoid this tension? Provide examples and research to support your thinking. The reading by Tima Bansal describes the back and forth tension of economics versus ethics. The article states, â€Å"On the one hand, social programs come at an economic cost and firms should not engage in activities that do not have a clear return. On the other hand, economic returns create social costs (Bansal, 2005).† The author then proceeds to explain that this tradeoff between ethics and economics isn’t necessary and that companies should find the overlapping space where activities are both financially profitable, and socially and environmentally responsible (Bansal, 2005) I agree with the author that companies need to be smart and make good decisions and it may take more effort, but if the effort is given the reward will be worth it. I don’t think a tradeoff is necessary if the effort is put forth like in the examples the author gives. By having cross-functional team meetings or involving the shareholders through community involvement in the two examples provided, the companies were able to meet the middle ground and maintain their responsibility (Bansal, 2005). I work for a small company and every month a charitable organization is supported through donations and the company matches what the employees contribute. I think it’s nice to have this involvement. With so many options, the company may have a tough time deciding on where it should contribute to society, but by letting the employees have a voice, they can openly affect those organizations that the employees feel would impact the most. Bansal, T. (2005). Building sustainable value through fiscal and social responsibility. Ivey Business Journal. Retrieved February 17, 2015, from http://iveybusinessjournal.com/publication/building-sustainable-value-through-fiscal-and-social-responsibility/ Final Project Milestone #2: The Three Spheres In a journal post titled 2-2: The Three Spheres, explain how your chosen company has demonstrated corporate citizenship in the economic, political, and civil spheres. Provide specific examples. Be sure to examine what the company says about itself, what you have experienced, and what other stakeholders have said or experienced. Cite at least two sources. This milestone will be graded using the Journal Rubric. Be sure to clearly address the questions in the prompt in your journal entry. The post should be at least 350-500 words, applying relevant research, citing at least two sources in each entry. Be as clear and scholarly as you can in your writing style; and of course, be sure your entry is free of errors in organization and grammar. Courtney Croce 2.2: The Three Spheres Target Corporation The three spheres of corporate social responsibility include economical, political, and civic. To achieve and maintain profitability, it’s said that corporations must learn to operate successfully within all three. Economics includes initiatives that help increase profits to the shareholders. Politics includes abiding by rules and laws and business power in society. Civil surrounds enhancing lives of the shareholders. Economically, Target has reduced it’s packaging on many levels of the items it sells. They also began using flexible envelopes in shipping online orders, which reduced packaging by 89 percent. As a result they expect to ship 50000 fewer pounds of cardboard every year. Other than offering lower prices Target wants its products to be made with integrity by qualified vendors who treat workers well, who obey the law, and whose processes minimize their effect on the environment. They’ve begun to do this by working closely with their vendors and setting clear expectations through Standards of Vendor Engagement. They require all vendors to behave to the principles they’ve established and they monitor their progress. Target starts with the basics from the political standpoint, which is ensuring they are abiding by every law and regulation that pertains to the business. They also expect all team members to behave with personal and professional integrity. To support their team members they clearly list the requirements in the Business Conduct Guide, they have a dedicated Corporate Compliance and Ethics Team, have teams focused on building and sustaining business compliance programs and offer integrity training. All of these initiatives help ensure that everyone at Target is abiding by the laws and regulations. Target’s civil responsibility is currently focusing on education. They have set a goal to $1 billion to education by the end of 2015. They have started doing several things like donating books, and providing food pantries for families to help set students, parents, and teachers up for success. They’ve decided to focus on education after gathering information from their customers indicating that that is a popular concern amongst. The EVP also expressed concerns about the reading level and that those who are unable to read by the age of three are less likely to graduate. https://corporate.target.com/corporate-responsibility/education https://corporate.target.com/_media/TargetCorp/csr/pdf/2013-corporate-responsibility-report.pdf

Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teachers role as a learning coach versus the teachers role of judging the extent of a students achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a students prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.

Recognising Limitations And Strengths Of Law Social Work Essay

Recognising Limitations And Strengths Of Law Social Work Essay In order to practice effectively it is necessary to have a critical understanding of the law and to recognise limitations as well as strengths. The law can lack clarity which may be open to interpretation. This essay aims to discuss Social Work roles and responsibilities in Criminal Justice settings. There are many competing pressures to direct the service in ways that may not be consistent with Social Work principles towards greater penal and correctional models. It is therefore essential to have a clear understanding of the policy and legal framework that creates the remit and legitimacy for the operation of Social Work in the Criminal Justice process (Whyte, 2001, p.7). Statute law is created by Acts of the UK and Scottish Parliaments and relies upon rulings made in Court Hearings to set precedents that define and interpret key terms i.e. Case Law. Understanding the law is fundamental to practice in Criminal Justice settings. Criminal Law is a powerful instrument of social control and sanctions and the Criminal Courts have the potential to impose restrictions of liberty of individuals. Social Workers have a responsibility towards the general public and the courts to protect the public and ensure their wellbeing however, there is also obligation towards those who are in the Criminal Justice process who may be vulnerable and in need of services provided by Social Work. It is therefore essential that all workers have an understanding of the legal frameworks that govern Criminal Justice Social Work and are aware of the scope and limitations of their mandate (Whyte, 2001). However, law is subject to change and criminal justice policy is more liable to su dden, politically motivated changes of direction than is social policy in other fields (Smith, 2002, p.309) The law defines what a crime is, rules of evidence and criminal procedure. However, discretion is given to those involved and therefore, the criminal justice process is not systematic. The judiciary, police and social work have differing roles, agendas, values and beliefs which are shaped by training and cultures which can make working within the system difficult due to lack of shared understanding of common aims and individual roles. Social Work involves working with the marginalised and disadvantaged and can be both vulnerable to crime and susceptible to criminalisation and practice involves work with victims or offenders. Local Authorities have statutory responsibility to provide Criminal Justice Social Work Services to support the Criminal Justice Process through assessment of individuals, information to the Courts and supervision of offenders. Scotland differs from the rest of the UK in that there is a unique cultural and political heritage and a separate legal system. Social Work therefore, has a central role within the Criminal Justice process in Scotland which is in contrast to England and Wales where probation work is commissioned by the National Offender Management Service (NOMS) which is separate from Local Authority control and Social Work functions and shows a difference in their approaches in responding to crime. As McAra (2005) suggests a more welfare orientated approach has been adopted due to its legal culture and political history. The legal framework outlining powers and duties of Criminal Justice Social Work is the Social Work Scotland Act 1968 (as amended). Section 27 of this Act outlines the duty by Local Authorities to provide specific Criminal Justice services (e.g. social background reports, supervision of offenders on an Order or Licence) in respect of central government funding however, it does not explain the objectives of these services or provide guidance on their exercise. Section 12 gives Local Authorities (LAs) discretion to provide additional services (e.g. victims) as part of the general responsibility to promote social welfare. Probation or offender services became the responsibility of the Local Authority Social Work Departments in 1968 and had a general duty to promote social welfare in their locality (S12, Social Work (Scotland) Act 1968). This was due to the Kilbrandon Committee (Kilbrandon, 1964) being appointed to investigate increasing juvenile crime. The Kilbrandon Report recommended a new approach to childrens services based on the needs of children and families and those who offend should be treated the same as those children requiring care and protection. Kilbrandon also suggested diversion and early voluntary intervention as crime prevention and one department for children and adults. This merge of work with adult offenders was pivotal in recognising work with offenders as having a welfare component admittedly with a level of control. Although the Kilbrandon philosophy followed trends of the time which advocated rehabilitation and treatment of offenders and an awareness of the social causes of c rime, this is still highly relevant to todays practice. From the 1980s onwards Criminal Justice in Scotland has undergone major legislative and policy change due to successive governments. As there was concern for public protection and community disposal effectiveness in 1991, 100 per cent central government funding was introduced and the National Objectives and Standards were published which set out core objectives, service provision and guidance on their delivery (Social Work Group, 1991). This resulted in the government committing to Social Work delivering this role. This policy arrangement outlined by Rifkind in 1989 has survived changes in political administration although, it has been suggested that devolution has caused a sudden and dramatic politicisation of Criminal Justice issues and could undermine the welfare tradition (McNeill and Batchelor, 2004: Croal, 2005). Social Work with offenders should aim to address and reduce offending behaviour. Whilst the law provides a framework for practice, effective work with offenders requires Social Work skills such as communication, therapeutic relationships in supervision, assessment and risk management. The task is therefore, varied and complex as Social Workers have the power to control the individuals who are referred via the Courts and enforce any Court Orders but must also work with an offender in a holistic, inclusive way to have a positive impact on their offending behaviour and this can be through support and assistance in relation to personal and social problems but also the individual taking responsibility for their actions. Effective and ethical practice is therefore, about considering and managing the needs and rights of the Courts, the general public, victims and offenders. Although Social Workers have statutory duties and powers to interfere in peoples lives this is not always welcome but is necessary in promoting public safety. Under the Scottish Social Work Services Council (SSSC) Code of Practice Social Workers have an obligation to uphold public trust and confidence and the Criminal Justice Authorities (CJAs) are required by Scottish Executive guidance to develop a strategy to address this (Scottish Executive, 2006b). This strategy includes both offenders and their families and Social Workers should engage these individuals and recognise their views in the development of services. Both Criminal Law and Social Work recognise the autonomy of individuals choices on how they lead their lives and with this capacity is criminal responsibility. Those of which who lack capacity (e.g. children and the mentally disordered) are not culpable in the eyes of the law and may be treated differently. It is therefore recognised that criminal behaviour is not just a choice but may be about social circumstances to which they have minimal control. Social Workers should assist in allowing individuals to improve their capacity for making choices together with consequences to their actions (ADSW, 1996a). Although Social Workers are obliged to protect the rights and interests of service users there is a belief amongst the general public that they have forfeited these rights when they have offended. All Criminal Justice agencies must comply with the Human Rights Act 1988 which incorporates into domestic law the fundamental rights set out in the European Convention of Human Rights (ECHR). Public Authorities are required to respect all of the provisions however, the two articles with particular relevance to Criminal Law and Social Work are the right to liberty and security (Article 5. ECHR) and the right to a fair trial (Article 6, ECHR). However, the state can impose restrictions on those who breach criminal law or are a threat to public safety as long as the detention is authorised by law and there is a balance between the individual, their victims and the general public. The Social Worker must assess this balance through rigorous assessment and analysis of risk. The Social Work role r equires respect to offenders as individuals and ensure that the offenders ability and right to function as a member of society is not impaired to a greater extent than is necessary in the interests of justice (ADSW, 1996a). Criminal Justice Social Work services are delivered in partnership with various statutory and non-statutory agencies and this can present challenges due to conflicting professional values and aims. The Management of Offenders etc. (Scotland) Act 2005 was introduced to improve joint working and co-ordinate the management of offenders especially in the transition from custody to community supervision and places a duty on Criminal Justice Authorities (CJAs) to have an information sharing process in order that relevant information is shared between agencies (s.3 (5)(g)) for improving offender and risk management. However, sensitive personal information must be handled carefully and be under the principles of the Data Protection Act 1988 and local agency protocols. Practitioners within Social Work must ensure that any information sharing decisions are fully explained and understood by the offender even when their consent to disclosure is not required. Organisations who deliver public services have general duties to eliminate unlawful discrimination and promote equality of opportunity on the grounds of race (Race Relations (Amendment) Act 2000), sex (Equality Act 2006), and disability (Disability Discrimination Act 2005). Individuals who are involved with Criminal Justice organisations are entitled to the protection of discrimination laws which relate to sex, race, disability, religious beliefs and sexual orientation, with exception to exercising judicial functions or carrying out Court orders. In these circumstances it may be within Article 14 of the ECHR which prevents to the right to liberty and security of the individual or the right to a fair trial being interfered with on a wide range of discriminatory grounds. Criminal Justice is still influenced by prejudicial and discriminatory views. Research has been carried out by both the Social Work and Prisons Inspectorate for Scotland (1998) which highlighted concerns about the treatment of female offenders in the Criminal Justice process. In addition to this, several inquiries in England and Wales in relation to racial discrimination by the police and prison services has subsequently raised public awareness (Macpherson, 1999; Keith, 2006). The Scottish Government has a duty to publish information of discrimination of any unlawful grounds (s.306 (1)(b) Criminal Procedure (Scotland) Act 1995) and therefore, all workers need to practice in an anti-discriminatory way. The law outlines the limits of Social Work intervention and knowledge of the law is essential to anti-oppressive practice. The only legitimacy for intervening in the life of the individual within the criminal justice process is the individuals offending behaviour†¦if individuals have social needs which require to be met but are not crime related or crime producing, or if the offence is not sufficiently serious to fall within the criteria of the twin-track approach, services should be offered, as far as possible, through voluntary provision†¦No-one should be drawn into the criminal justice processes in order to receive social work help (Moore and Whyte, 1998, p.24). Rehabilitative intervention is not just about helping; it imposes limitations on the rights of the individual who is subject to the intervention. Risk assessment and offence based practice is an ethical approach. It aims to ensure that the most intensive and potentially most intrusive services are focused on those service users who pose the greatest risk of causing harm to others (ADSW, 2003) and to prevent socially disadvantaged individuals being taken further into criminal justice control which can result in further social exclusion. Criminal Justice Social Workers must take note that the role involves work with disadvantaged social groups. Certain types of crimes and offenders often criminalise the young, deprived, unemployed and undereducated male with an experience of the care system and this is clear from Social Work and prison statistics (Croall, 2005; McAra and McVie, 2005). There is often a complex relationship between social exclusion and offending behaviour and often the Criminal Justice process displays existing injustices within society. It is important that issues in relation to class, age and social context should be recognised together with vulnerability to discrimination. The Social Workers role should be to address issues of social exclusion and empower individuals to lead law abiding lives by addressing their offending behaviour. Social Work can help offenders develop capacity to make informed choices by actively encouraging their participation in the supervision/change process and their engagement with improving their current social situation (McCulloch, 2005; McNeill, 2004). Assisting offenders to focus on their strengths as opposed to their risk and needs can have a positive impact as they learn to recognise the value in their own lives and respecting the value of others. The sentencing stage in the criminal justice process generates the majority of Criminal Justice Social Work through provision of information to the Court in the form of Social Enquiry Reports (SERs) and the administration of community disposals, with the exception of liberty orders (tagging). SERs have no legal basis but there is a statutory duty on criminal justice social work to provide reports to the Court for disposal of a case (s.27(1)(a) SWSA 1968. Reports provide the court with the information and advice they need in deciding on the most appropriate way to deal with offenders. They include information and advice about the feasibility of community based disposals, particularly those involving local authority supervision. In the case of every offender under 21 and any offender facing custody for the first time, the court must obtain information and advice about whether a community based disposal is available and appropriate. In the event of custody, the court requires advice abo ut the possible need for a Supervised Release order or Extended Sentence Supervision on release. (Scottish Executive, 2004d, para. 1.5) The Criminal Procedure (Scotland) Act 1995 sets out when the court can or must obtain an SER. Failure to request a report, where required by law, can result in a sentence being quashed on appeal. The Court is not obliged to follow recommendations or opinions in the SER however, Social workers can have a direct influence on the sentence passed. Preparing SERs demands a high standard of professional practice. It requires skilled interviewing, the ability to collect and assess information from different sources, and the art of writing a report which is dependable, constructive, impartial and brief (Social Work Services Inspectorate (SWSI), 1996, Foreword). The law imposes time limits in compiling reports. The Courts require a report within three weeks (s.201(3) (a) if an offender is remanded in custody and within four weeks if the offender is on bail (s.21(3)(b) of the 1995 Act). This means in practice that there are increased demands on a workers time that places increased pressure in the preparation of SERs especially if there are high numbers of worker absence due to leave or whether the worker knows the offender and their individual circumstances. Whilst conducting interviews the worker must ensure that the offender understands the purpose of the report, the relevance of questions (health, addiction issues, and personal relationships) and the limits to confidentiality of this information. Social workers must balance between an informed recommendation and an awareness of the severity of the offence. The report author should be impartial and not minimise the seriousness of the offence and its impact (NOS, Scottish Executive, 2004d, p ara 5.5) and phrases that imply moral judgements, label or stereotype offenders should not be used (para. 5.1). When compiling an SER workers are required to consider the suitability of disposals in relation to the risk posed by an offender and to target appropriate resources which are most appropriate and successful in addressing offending behaviour. Guidelines for the assessment and management of risk are outlined in the Management and Assessment of Risk in Social Work Services (SWSI, 2000) and there are also additional risk assessment frameworks which specifically relate to serious violent and sex offenders. In Criminal Justice the focus has moved from risk of custody to risk of reoffending and risk of harm. Risk assessment is complex and there has been a shift from concern for the offender and their needs to concern about public safety and the offender being a potential source of risk to others. Although the legislation is not explicit about offending behaviour, National Standards state that SERs should provide information and advice which will help the Court decide the available sentencin g options†¦by assessing the risk of reoffending, and†¦the possible harm to others. This requires an investigation of offending behaviour and of the offenders circumstances, attitudes and motivation to change (Scottish Executive, 2004d, 1.6). Risk is defined by Kemshall (1996) as the probability of a future negative or harmful event and assessment of risk includes: the likliehood of an event occurring, who is likely to be at risk, the nature of the harm which they might be exposed and the impact and consequences of the harmful event. Risk assessment has changed over the years and prior to the introduction of risk assessment tools workers relied on clinical methods or professional judgement which was based on an offenders history. These methods were criticised for being too subjective, inaccurate, open to worker bias and dependent on information given by the offender. In the 1990s workers moved towards objective and empirically based risk assessment tools (actuarial) to support their assessment. Actuarial risk assessment tools rely on static (historical) risk factors together with dynamic (criminogenic) risk factors and to assess the risk of reoffending. The static factors (which cannot change) take into account gender, age at first conviction, number of previous offences and custodial experiences, school progress, previous employment and personal history. The criminogenic factors (focus on current areas) include current employment, personal relationships, peer associates, use of time, substance use, mental health and attitudes and behaviour. All of these factors impact on the risk of reoffending (Bonta, 1996). The most widely used assessment tool, The Level of Service Inventory Revised (LSI-R) devised by Andrews and Bonta (1995) incorporates both static and dynamic factors. However, it does not assess risk of harm and this shows that both actuarial and clinical risk assessments are crucial for an effective and comprehensive risk assessment. Clinical methods combine knowledge of the offenders personality, habits lifestyle and an analysis of the circumstances of the offending behaviour and are therefore, the most appropriate assessme nt tool at identifying those who are likely to cause serious harm. Although more time consuming and require more in-depth analysis of both the offender and the offence risk is assessed on predispositions, motivation towards certain behaviours and triggers that may contribute to harmful behaviour. Actuarial tools are not totally accurate (Kemshall, 1996) and although this is improved upon through use of clinical methods in decision making, professional judgement is also crucial. Social workers must be aware that social disadvantage plays a part and this can contribute to a higher assessment of risk and need and to be cautious about the total reliability of these factors when making recommendations that may affect an offenders liberty. Risk assessment and intervention or supervision should be informed by valid, reliable and ongoing assessment and Social Workers should familiarise themselves with research emerging in this area and the many assessment tools and change programmes available (Levy et.al., 2002). To support change Social Workers have to not just think about what work is done with the offender but how that work is done. Offenders under supervision have very high levels of need. Moreover, although most offenders have many needs in common, there are also significant variations that necessitate the thoughtful tailoring of individual interventions if the effectiveness of practice is to be maximised. In delivering effective practice, the accumulated weight of evidence†¦drives us towards recognition that practice skills in general and relationship skills in particular are at least as critical in reducing re-offending as programme content (McNeill et al., 2005, p.5). This recent review of core skills required for effective Criminal Justice Social Work practice raises challenges in practising ethically and effectively but when applied critically and reflectively this could achieve positive outcomes that are in the interest of the public, victims and offenders. Although the law is crucial in framing Social Work practice in the Criminal Justice process it is equally important that Social Work skills and values are central to effective interventions as the role is both demanding and rewarding. Crime has become increasingly prominent both in the public and political agenda and therefore, Social Work has become more prominent and complex. Social Workers have a professional responsibility towards victims, the Court, community and offenders. To fulfil this role effectively, Social Workers must have a clear, confident understanding of their role, the legislative and policy context and a commitment to increasing and developing knowledge, skills and values required for effective and ethical practice.

The Complexity of Arnold-Chiari Malformation :: Biology Essays Research Papers

The Complexity of Arnold-Chiari Malformation To the medical doctor, Arnold-Chiari Malformation, which may have a genetic link, is characterized by a small or misshapen posterior fossa (the depression in the back of the skull), a reduction in cerebrospinal fluid pathways and a protrusion of the cerebellar tonsils through the bottom of the skull (foramen magnum) into the spinal canal resulting in a multitude of sensory-motor problems and even some autonomous malfunctions (1). These many symptoms can come in a variety of forms which often makes a clinical diagnosis difficult. To the patient this disorder can present not only physical difficulties but also mental distress. Treatment options and their success rates vary widely, and proponents of the cause are demanding more recognition, research, and success. The study of Arnold-Chiari malformations can lead to additional questions and new understandings about the I-function, sensory-motor input/output paths and the general make-up of the brain and nervous system, but a complete und erstanding of the disorder may be a long time coming. Impairment and sometimes loss of motor control of the body and its extremities is one of the many effects of this disorder. Patients may complain of headaches, neck pain, coughing, sneezing, dizziness, vertigo, disequilibrium, muscle weakness, balance problems, and loss of fine motor control (1). The senses (hearing, sight, smell etc.) may also be affected in deleterious ways. On can have blurred vision, decreased sensation of limbs, unable to locate them without looking, decreased sense of taste, ringing of the ears etc. (2). Two ideas about the nervous system that can be better understood from these observations are the concepts of having and locating the I-function. It seems that the I-function here is very often affected in terms of voluntary movement. A person with Arnold-Chiari malformation who has lost the feeling in and control of his arm for example will not be able to move it even upon someone's request and his or her own desire to do so. Some use of the I-function is definitely impaired. However, these observations do not seem to necessarily imply that some part of the I-function was damaged, because it may very well be located elsewhere- connections may have simply been lost. A person with Arnold-Chiari can still think and have a sense of self, but somehow can not connect with the various body parts that can be affected. Some uses and pathways of the I-function can be understood, but the exact location of it remains vague.

Robinson Crusoe and Isolation Essay -- essays research papers

Robinson Crusoe When Robinson Crusoe gets shipwrecked and stranded on a desolate island â€Å"I am cast upon a horrible desolate island void of all hope of recovery† p.91, in the Caribbean he first considers it a place of captivity holding him back from his dreams and wishes like a prison, but when he is finally able to leave it some twenty-eight years later to return home to England he yearns to return back to the island. Why? You may ask yourself, read on and I will answer that question. Crusoe grows to enjoy being the ruler of his own world, he also becomes antisocial, and starts to enjoy being alone. When he returns home to England he finds no one waiting for him, and he feels lost. When Robinson Crusoe gets over the fact that he is probably going to have to stay on the island for a great deal of time, (until he is rescued, or until he dies) he starts building a fortress for shelter and protection from the elements. He plants wheat for food, and explores the island with his gun in hand to look for animals for meat, he also finds goats which he brings a few kids back to a coral that he made so that he can breed them. Crusoe enjoys being at centre stage, as when he has dinners with his parrot, dog, and two cats by his side, he presides over them â€Å"like a king.† This superior power over his pets foreshadows his later relationship toward his servant Friday, who was a cannibal that he saved and taught English to and became close to. One of the first words that he taught him was the word â€Å"master† witch Crusoe was to be called by. There were no second thoughts of Friday being an equal, he was definitely going to become a servant, who was in ferior in rank, power, and respect. Crusoe likes being able to control his ow... ... A man so isolated and lonely and so far away from â€Å"home† felt lost and empty, but because of his strong character and beliefs he managed to create his own little world of superiority, trust, power and respect. When he returns to England expecting family, friends and happiness, he only realizes that his island he thought of as a prison holding him back from the rest of the world would become his final desired resting place. It is very true that sometimes happiness is right under your nose you just have to look for it and try to make it work. The grass may seem greener on the other side, b7ut that’s not always the case. Crusoe learned this through his journey of events on the island. He grew in character, hope, faith and belief instead of growing in the material ways and found that happiness he was looking for, right under his feet the whole time. Robinson Crusoe and Isolation Essay -- essays research papers Robinson Crusoe When Robinson Crusoe gets shipwrecked and stranded on a desolate island â€Å"I am cast upon a horrible desolate island void of all hope of recovery† p.91, in the Caribbean he first considers it a place of captivity holding him back from his dreams and wishes like a prison, but when he is finally able to leave it some twenty-eight years later to return home to England he yearns to return back to the island. Why? You may ask yourself, read on and I will answer that question. Crusoe grows to enjoy being the ruler of his own world, he also becomes antisocial, and starts to enjoy being alone. When he returns home to England he finds no one waiting for him, and he feels lost. When Robinson Crusoe gets over the fact that he is probably going to have to stay on the island for a great deal of time, (until he is rescued, or until he dies) he starts building a fortress for shelter and protection from the elements. He plants wheat for food, and explores the island with his gun in hand to look for animals for meat, he also finds goats which he brings a few kids back to a coral that he made so that he can breed them. Crusoe enjoys being at centre stage, as when he has dinners with his parrot, dog, and two cats by his side, he presides over them â€Å"like a king.† This superior power over his pets foreshadows his later relationship toward his servant Friday, who was a cannibal that he saved and taught English to and became close to. One of the first words that he taught him was the word â€Å"master† witch Crusoe was to be called by. There were no second thoughts of Friday being an equal, he was definitely going to become a servant, who was in ferior in rank, power, and respect. Crusoe likes being able to control his ow... ... A man so isolated and lonely and so far away from â€Å"home† felt lost and empty, but because of his strong character and beliefs he managed to create his own little world of superiority, trust, power and respect. When he returns to England expecting family, friends and happiness, he only realizes that his island he thought of as a prison holding him back from the rest of the world would become his final desired resting place. It is very true that sometimes happiness is right under your nose you just have to look for it and try to make it work. The grass may seem greener on the other side, b7ut that’s not always the case. Crusoe learned this through his journey of events on the island. He grew in character, hope, faith and belief instead of growing in the material ways and found that happiness he was looking for, right under his feet the whole time.

Walt Whitmans Drum-Taps :: Walt Whitman Drum-Taps Essays

Walt Whitman's Drum-Taps - The Personal Record of Whitman’s Wartime Experiences Walt Whitman is one of America’s most popular and most influential poets. The first edition of Whitman’s well-known Leaves of Grass first appeared in July of the poet’s thirty-sixth year. A subsequent edition of Leaves of Grass (of which there were many) incorporated a collection of Whitman’s poems that had been offered readers in 1865. The sequence added for the 1867 edition was Drum-Taps, which poetically recounts the author’s experiences of the American Civil War. Walt Whitman was born May 31, 1819, in West Hills, Long Island. His early years included much contact with words and writing; he worked as an office boy as a pre-teen, then later as a printer, journalist, and, briefly, a teacher, returning eventually to his first love and life’s work—writing. Despite the lack of extensive formal education, Whitman experienced literature, "reading voraciously from the literary classics and the Bible, and was deeply influenced by Goethe, Carlyle, Emerson, and Sir Walter Scott" (Introduction vii). Whitman was drawn to the nations capital roughly a year after the Civil War began, at the age of forty-three. The wounding of his brother, George Washington Whitman, who served in the Union Army, precipitated his contact with the carnage of the war. Reading the notice of his brother’s injury in the New York Herald, Whitman went immediately to Falmouth, Virginia, where he found his brotherly only slightly wounded. Perpetually short-handed, Army officials asked the poet to help transport injured soldiers to field hospitals in Washington. Whitman agreed, and began a mission of mercy that would occupy him from 1862 until the war’s end in 1865 (Murray). Drum-Taps is the personal-historical record of Whitman’s wartime occupation. Drum-Taps’ early poems were written prior to Whitman’s contact with wounded soldiers, and betray a starkly different attitude toward the war than one finds later in the sequence. The chronologically earlier poems celebrate the coming hostilities, expressing Whitman’s "early near-mindless jingoism" (Norton 2130). As one progresses through the work, he finds a less energetic, sorrowful, jaded narrator who seems little like the exuberant youth who began. Understandable so, "[Whitman] estimated that over the course of the war, he had made ‘over 600 visits or tours, and went †¦ among from some 80,000 to 100,000 of the wounded and sick, as sustainer of spirit and body in some degree, in time of need’" (Murray). What follows is a contemporaneous review of his work that speaks of the esteem that much of the world extended Whitman as patriot and poet of Drum-Taps:

Fresh Direct case analysis Essay

BACKGROUND/HISTORY FreshDirect was launched in July 2001. Cofounder and former chief executive officer Joseph Fedele, Joseph Fedele was able to bring a wealth of experience in New York City’s food industry to FreshDirect. In 1993 Joseph Fedele cofounded Fairway Uptown, a 35,000 foot supermarket located on West 133 Street in Harlem. Only reason Fairway survived in that location was of Fairway’s low prices and quality selection of produce and meats which made the store a big hit with neighborhood residents and many downtown and suburban commuters. FreshDirect primary business is for consumers who want to shop for their produce from the comfort of their own time and need. Being able to shop from work, home, app, pretty much anywhere and have it either delivered to you at work, meet up with them at a specific location or even just pick it up at their very own FreshDirect location is their goal, along with making sure the customer gets what they want and guarantee the freshness of their items. FreshDirect is still in business and their corrent CEO is Jason Ackerman. However as the case listed FreshDirect went through many CEO changes. Which isn’t always a great thing but since FreshDirect was growing so much, so quickly there was in need of changes to happen. â€Å"Cofounder Joseph Fedele had remained CEO until January 2004, when cofounder Jason Ackerman succeeded him in that position. Since then, FreshDirect has experienced multiple CEO changes. Jason Ackerman stayed as CEO of FreshDirect for a little over seven months, until Dean Furbush succeeded him in that position in September 2004. Ackerman remained vice chairman and chief financial officer. The tenure of Dean Furbush lasted a little over two years. Steve Michaelson, president since 2004, replaced Furbush as the CEO of FreshDirect in early 2007.9 In 2008 Michaelson left  for another firm, and FreshDirect’s chairman of the board, Richard Braddock, expanded his role in the firm and took over as CEO.† (Strategic Management 2012) FreshDirect main promise when opening wa s â€Å"Our food is fresh, our customers are spoiled†¦. Order on the web today and get next-day delivery of the best food at the best price, exactly the way you want it, with 100 percent satisfaction guaranteed.† Since FreshDirect is still in business and still improving since when they first opened they have not changed their main mission which was to prides itself on sourcing the highest quality food and freshest ingredients available for their customers and being able to deliver them when they want. SWOT ANALYSIS Strengths – †¢ well-known brand †¢ high quality produce †¢ multiple ways to order/deliver †¢ only company that allows you to change rate the freshness †¢ more options on what kind of meat thickness, type, etc to choose from Weaknesses – †¢ weather †¢ large market for many other competitors †¢ many stores around the corner open late Opportunities – †¢ expandable since having their own trucks †¢ longer delivery times advantage of owning own trucks Threats – †¢ many high quality organic produces, lower-price at competitors †¢ Whole Foods or Trader Joe’s moving into a FreshDirect neighborhood †¢ numerous competitors †¢ lower prices for delivery with competitors ANALYSIS VIA PORTER’S FIVE FORCES MODEL STRATEGY USED FreshDirect has been using the same strategy since they had opened in 2001. They have been able to fulfil what the customer wants and how they want it every time a customer is shopping. Being able to rate products and showing them the rate of how fresh the product might be helps every customer out every time. Able to deliver the same day and also next day right to your office or doorstep along with being able to pick up at the store is a strategy that FreshDirect has been using since the opened. Since they own their own delivery trucks they are able to deliver anytime needed for the customer. Low prices, and also having a minimum order to just $30 with a low delivery fee is great for any shopper. THE ISSUES AND CHALLENGES FACING THIS COMPANY Only problems, issues, and challenges that are faced by are the company are very small. Main one would be the fact that not a lot of people like to buy their produce online, since they are not able to pick it themselves, however FreshDirect has been able to show many consumers that they can be trusted, and many consumers are given a choice on what they want and how they want their meats. Another problem faced by FreshDirect was that many people were concerned about the pollution the trucks/vans were giving off by FreshDirect when delivering groceries. Also another issue that was a concern for the company was the volitions for parking that the company got, and blocking traffic in the city when delivering. FreshDirect had to pay for them, along with many boxes that were wasted when boxing everything different for each customer, there was no way for customers to return the boxes to the company for proper recycling. COURSE OF ACTION RECOMMENDED Since the company is already doing well there is only a few things I would change. I would first lower the prices for delivery since many people will find that high, and along with that give discounts on separate bulk orders so it is like a wholesaler such as Sam’s or Costco or even BJ’s. If that is done, and shipping prices are reduced then they would not have to worry  about Amazon and even Walmart effecting their business that are larger markets that could hurt the business. OPINION I feel that in my opinion I really do not like shopping for groceries online, I am one of those people who like to shop in person for things like this, however I’d shop online a lot but for food, I feel like it is more of a hands on process that should be done then just ordering your meats and produce online. Even though the market for online shopping is good, since some people do not have time to physically go shopping, it is not a bad idea. When I was first reading this, I thought to myself, how can they succeed, but then realized in NY there are many people who are busy with their jobs and family, where this would eliminate some time in spending at a store. REFERENCES Dess, G., Lumpkin, G. & Eisner, A. (2012). Strategic Management (6e). Boston: McGraw-Hill Irwin. Fresh Direct, LLC. (2002 – 2014). Retrieved March 19, 2014, from https://www.freshdirect.com/index.jsp Porter’s Five Forces – Problem Solving Techniques from MindTools.com. (1996 – 2014). Retrieved March 19, 2014, from http://www.mindtools.com/pages/article/newTMC_08.htm

Private And Public University Teachers Job Education Essay

Abstr meetion This paper explores the de subdivisionure in blood enjoyment amid clandestine and existence bea universities instructors of Karachi, Pakistan. establish on elaborate literature reappraisal, following hypothesis had formulated offstage University instructors atomic number 18 more(prenominal)(prenominal) fulfil with their stocks as comp atomic number 18d to unrestricted University instructors. The sample of the suss come in comprises of one hundred sixty participants, 80 populace ( 40 males 40 females ) university instructors and 80 snobby ( 40 males 40 females ) university instructors of Karachi, Pakistan. era scope was from 24 to 65 and squiffy age was 38.92 ( SD 8.353 ) . A wrinkle delight succeed ( Spector, 1997 ) was administered to mensurate ancestry felicity. For statistical summary, independent T trial was performed to vex the remainder amidst clubby and popular university instructors on short letter propitiation. A result ant stirs Copernican contravention between mystic and national University instructors. Furthermore, secret university instructors were more cheerful with their concern as compargond to human race university instructors.1 Introduction transmission line gratification is an of import facet of employees give life. varied queryes have been conducted on employees involved in assorted businesss, ensuing in educed(a) consciousness close issues refering employees and factors that twist employees demarcation triumph. Therefore, a get around penetration of commissioning of factors associated with teleph superstarness circuit delight hind end better the reference of role player unexclusive creation. Harmonizing to the findings of Bowran and Todd ( 1999 ) , military control delight and problem humans first appearance be positively cor associate . speculate propitiation does non likewise better habitual presentation of the workers, it besides affects s eparate countries of a individual s life. Hackman & A Oldman ( 1980 ) form that a extravagantly pedigree satisfaction is associated with increase productiveness, lower absenteeism and lower employee turnover. grooming is one of the cardinal fills of societies it non merely gives a whole toneing of achievement and fulfilment to the 1s passing instruction but besides lays asylum for a new coevals to see its right values and academicianian readiness for the hereafter. Therefore, instruction is a profession that postulate particular attending and attention by society.The educationalists, and so, atomic number 18 the people who need to be satisfied with their pipelines for other empyreans to have time to come employees. Higher instruction, in fact, is the genteelness drop off for the professional of highest quality in a society. It channelizes immature peoples aspirations and aspirations and turns them into effectual workers for diverse business firmaments. For t hese educationalists, concern satisfaction in the conformation of tidy wage bundle, healthy work environment that is positive and larning oriented can perplex to maximization of their possible as leaders, visionaries and social break down theoretical accounts.Robins ( 2005 ) defined melodic line satisfaction as a aggregation of feelings that an single livings towards his or her phone line. In other words, Job satisfaction can be defined as the grade to which persons feel positively or nixly about their military controls ( Schermerhorn. Jr, et al. , 2005 ) There is an imperative function of high instruction in the success of mevery(prenominal) state. In higher(prenominal) instruction, its module plays a critical function. Merely when the module members atomic number 18 satisfied with their patronage, they can heighten the discerning and academic potency of pupils. Job satisfaction of module members is establish on a assortment of factors like personal factors, soci etal support systems, and wellness or seaworthiness of module and finish makers moderate the negative relationships between bloodline str personal, wellness, life satisfaction, and subscriber line satisfaction ( Blackbum, Horowitz, Edington, and Klos, 1986 ) . A prospect by Sorcinelli and Near ( 1989 ) undercoat that the occupation satisfaction of university module is independent of gender and positively correlated with academic rank. They besides suggest that occupation satisfaction is positively related to module s life satisfaction and their non-work satisfaction.Another of import component that affects occupation satisfaction of module members is the empyrean from which they croak i.e. common or mysterious university. The regimen or populace vault of heaven has some encouraging inducements like class based bribe and occupation security. Private empyrean instructors have other optimistic wagess, which include, higher wages, good work position, disputing work under t akings etc. There ar several(predicate) factors in Private and earthly concern University that can act upon the human race presentation of the module for illustration, occupation security, wage, on the bank line(p) status, contingent wages, relationship with colleagues, furtherance, supervising, outer boundary benefits, communication with other co-workers, and reputation of work. salary over every last(predicate) effects the grade of occupation satisfaction. A travel along of university academic faculty by Pearson and Seiler ( 1983 ) lay down, faculty members have high courses of dissatisfaction with payment-related elements of the occupation ( e.g. , fringe benefits, wage, and creation presentation standards ) . Assorted look fores findings place that pay ground level of public and buck backstage sector employees is one of the beginnings of dissatisfaction. A wad of Voydanoff, ( 1980 ) findings shown that, pecuniary requital is one of the most important shi ftings in explicating occupation satisfaction . In their great deal of public sector directors, Taylor and West ( 1992 ) raise that wage degrees affect occupation satisfaction, describing that those public employees that compared their wages with those of unavowed sector employees see lower degrees of occupation satisfaction. Another research behavior by Boone and Kuntz ( 1992 ) suggest that, crack employees just and advised payment, which relates to the input the employee offers the organisation, should be the chief civilise of any compensation system. Included in the class of compensation are such points as medical assistance strategies, pension strategies, fillips, paid bequeath and travel allowances.A packaging circumstances improves motivating of employees. Harmonizing to the research, An employee s chances for promotion are besides likely to exercise an turn on occupation satisfaction ( Landy, 1989 Larwood, 1984 Moorhead & A Griffen, 1992 Vecchio, 1988 ) . In plus, Robbins ( 1998 ) maintains that, publicities provide chances for personal growing, increased duty, and increased societal position. Not merely publicity chances but besides merit-base publicity gives satisfaction to its employees. Witt and Nye ground that ( 1992 ) , Persons who perceive that publicity marks are made in a just and merely mode are likely to see satisfaction from their occupations . A pile by Moses conducted on academic staff ( 1986 ) supports the position that, module was disgruntled with the undervaluing of learning excellence in publicity determinations. She concluded, a tenured and well-paid employment provides satisfaction of the lower- erect demands, whereas esteemed and independent work enables academic staff to fulfill to a great degree higher-order demands than is possible for the general tribe ( e.g. , esteem need the demand for self-actualization ) .Employees are likely to adopt high degrees of occupation satisfaction if supervisors provide them with support and co-operation in finishing their undertakings ( Tinging, 1997 ) . Consequences of other survey show that the, quality of the supervisor-subordinate relationship leave behind h octogenarian a important, positive influence on the employee s overall degree of occupation satisfaction ( Aamodt, 1999 ) . Employees besides feels more satisfaction if the supervisors draw a bead on sentiment from them in their determinations. Furthermore, as described by Chieffo ( 1991 ) , supervisors who allow their employees to take part in determinations that affect their ain occupations leave, in making so, excite higher degrees of employee satisfaction .The Relationship with colleagues in any organisation plays a important function on the worker s satisfaction. Kalleberg fix that ( 1977 ) , good work dealingss with colleagues can raise occupation satisfaction . A survey conducted by Manger and Eikeland ( 1990 ) show that, dealingss with co-workers were the large st predictor of purpose to go away the university . communication is an of import vehicle at body of work and high-quality interaction between colleagues increase occupation satisfaction. Harmonizing to Avtgis ( 2000 ) , people who reported increased communication and high wages in communicating besides reported greater relative satisfaction and greater perceived organisational influence .Working status is another important characteristic of occupation that motivates employees to remain in their occupation. Harmonizing to Flowers & A Hughes ( 1973 ) , the relationship between occupation satisfaction and environmental factors, peculiarly in accounting for grounds that employees stay in their occupations . Harmonizing to Luthans ( 1998 ) , if people work in a clean, friendly environment they result blow over it easier to come to work. If the opposite breaks, they will take a chance it hard to carry through undertakings. Vorster ( 1992 ) maintains that works conditions a re merely likely to hold a important impact on occupation satisfaction when, for illustration, the on the job conditions are either highly good or highly hap slight. Furthermore, employee ailments sing working(a) conditions are often related to manifestations of inherent jobs ( Luthans, 1992 Visser, 1990 Vorster, 1992 ) . Nature of work is besides one ground, which can fulfill or dissatisfy employees. Harmonizing to Ninomiya and Okato ( 1990 cited in Mwamwenda, 1995 ) , occupation satisfaction among instructors was associated with granting immunity to make their work as they apothegm tantrum, a sufficient supply of larning rack and equipment, a good wage, a sensible category size every crisp good as the support and cooperation of co-workers .The reappraisal of literature showed there are diverse elements, which contribute to occupation satisfaction of the employees among instructors of Public and Private Universities. Among these factors are wage, publicity, contingent wa ges, nature of work, working status, nature of work, fringe benefits, supervising, and communicating. Therefore, in planing a survey to research difference in occupation satisfaction between Private and Public University instructors, it is important to resound on these factors.The aim of this survey is to happen out difference in occupation satisfaction between Private and Public University instructors in add-on to what are the contrary factors that affect the satisfaction degree of the instructors towards his/her occupation. The succeeding(prenominal) hypothesis was formulated based on old literature Private vault of heaven University instructors are more satisfied with their occupations as compared to Public Se ctor University instructors.2. Methods2.1 SampleA sample comprises of 160 instructors, 80 populace ( 40 males 40 females ) university instructors, and 80 ( 40 males 40 females ) occult university instructors of Karachi, Pakistan. Age scope was from 24 to 65 and mean age was 38.92 ( SD 8.353 ) . Education degree was Masters 80.5 % , MPhil 9.5 % , and PhD 3.8 % . Duration of the service ranged from1 to 32 old ages, and the mean continuance was 8.76 old ages ( SD 7.049 ) . The occupation places of the participants were lectors ( 32.5 % ) , adjunct professors ( 41.25 % ) , associate professors ( 18.75 % ) , and professors ( 7.5 % ) . completely respondents were lasting module members who worked in public and private universities.2.2 MeasureA demographic physique was utilise, domicile of several inquiries about gender, age, academic making, occupation position, matrimonial position, organisation type, and length of service.The Job Satisfaction Survey ( JSS Spector, 1997 ) JSS is a nine-subscale pervert of employee occupation satisfaction. The nine aspects are 1 ) wage, 2 ) publicity, 3 ) supervising, 4 ) outskirt benefits, 5 ) contingent wagess, 6 ) operational conditions, 7 ) colleagues, 8 ) nature of work, and 9 ) communicating. The JSS co nsists of 36 points to be rated by participants on a 6-point likert format response graduate table ( i.e. , resists actually much, disagree reasonably, disagree somewhat, agree somewhat, agree reasonably, and hold really much ) . In the present survey, JSS found to be internally consistent at the degree of = .822.The universities instructors were approached from different sections such as module sections, than the, intent of present research was explained to them, and they were requested to take part in the present survey ( written coincide was taken ) . Many of them rejected to take part, and those who agreed to take part were far preceded in the survey. The resonance was established by presenting ego and than by stating about the aim of the survey. They were ensured about confidentiality that their provided discipline would be used merely for research intent and their named will non mentioned in this survey, they were besides informed that their scrap will be on self-impos ed footing and they can go forth the survey at any phase. after(prenominal) set uping resonance and trust, participants were provided with demographic signifier to obtain their personal information. after taking demographic information, Job Satisfaction Survey ( JSS Paul E Spector, 1994 ) was administered in order to measure Job satisfaction of the ( employees ) participants. After point of steps, participants were thanked for being engagement in this research and for their cherished clip. After completion of informations, demographic signifier was analyzed and Job Satisfaction Survey was scored harmonizing to the instructions abandoned in the manual.3. ConsequencesIn order to analyse informations in footings of statistics foremost, informations was tabulated on Microsoft excel sheet. Statistical big money for the Social Sciences ( SPSS ) , version 16.0 was used for all statistical analyses. Descriptive statistics for demographic information and t-test was performed in order to happen out difference on occupation satisfaction between private university instructors and public universities instructors.The progeny of the survey suggests that important difference was found between Public and Private University instructors on the changeable of Pay ( t=-3.138, p & lt .05 ) Promotion ( t=-2.174, p & lt .05 ) clap Benefit ( t=-2.554, p & lt .05 ) dependant on(p) Rewards ( t= 3.823, P & lt .05 ) Operating Conditions ( t= -2.247, P & lt .05 ) and Nature of Work ( t=-2.482, p & lt .05 ) . However, no difference was found on the variable star of Communication ( t=.315, P & gt .05 ) Co- Workers ( t= -.878, P & gt .05 ) and management ( t=-.595, p & gt .05 ) .4. DiscussionThe consequence of the survey shows that there is important difference in occupation satisfaction between Private and Public university instructors. Harmonizing to the findings of the survey on the variable of wage, publicity, periphery benefit, contingent wages, and working statu s there is a important difference in occupation satisfaction of private and public university instructors. Additionally, undistinguished difference was found between private and public university instructors on the variable of communicating, supervising, and colleagues.A bivariate analysis of the consequences depicts that there is difference in occupation satisatfaction between public and private university instructors. books besides suggests that differences between public and private sector employees exist ( Goulet & A Frank, 2002 Perry, 2000 Perry & A Rainey, 1988 Wright, 2001 ) . Furthermore, employees choose to work for public sector organisations based on other outlooks and promises and therefore they support the thought that public sector employees are motivated by different facets than public sector employees ( Borzaga & A Tortia, 2006 burgher & A Ratto, 2003 Perry & A Wise, 1990 ) .As private university provides assorted installations to their instructors for ill ustration, competitory wage bundles, suitable working environment, publicities, as compare public universities. The consequences of the survey shows that private university instructors are more satisfied with their wage as comparison to public university instructors. Harmonizing to Volkwein & A Parmley, ( 2004 ) Public sector organisations are financially honoring their employees moderately less than private sector organisations and are offering less careear development chances. In add-on, on the variable of contingent wages and frienge benfits important difference was foud between private and public university instructors. Literature besides suggests that burgher and Ratto ( 2003 ) wage is non the best inducement for public sector workers because public sector employees are motivated by other inducements than private sector workers. The possible account of this determination is that fringe benefits include wellness insurance, privacy benefits, pension program, life insurance, and wellness insurance, and private universities in Pakistan offereing high-quality programs to their instructor as campare to public sector universities.Harmonizing to the consequences of the survey on the variable of nature of work private university instructors were more satisfied than public university instructors. Aryee ( 1992 ) studies that public sector employees perceive a lower quality of occupation content and are less motivated. A recent survey of Lyons, Duxbury and Higgins ( 2006 ) reveals differences in work-related values, particularly in the values part of the occupation to society, chances for promotion, disputing work and esteemed work. on with nature work runing status is besides lending a cardinal function in occupation satisfaction. Private universities in Pakistan supplying well-equiped work environment which includes work out machines, cyberspace installations, digital librararies with latest books, suites for modules that will actuate employees and increase their occupation satisfaction.However, the consequences on the variable of colleagues and communicating suggest no difference in private and public university instructor. In both sector instructor s communicating and relationship with worker is non changing because its human demand to be affiliated with each other no affair from which civilization or sector they belong. This determination is in line with Gabris & A Simo ( 1995 ) that public sector and private sector employees do non differ on the demand for association. In the visible radiation of the findings of this survey no difference was found between public and private university instructors on the variable of supervising. Both sector university instructors are satisfied with their supervising.The findings support the difference in occupation satisfaction between private and public University instructors. The consequences have deductions for the policy shapers and the authorities that dissatisfied instructors in the univerers ity can non satisfied pupils need. Furthermore, it will give rise to turnover, absenteesim and low motive in their work. Deriving a sodding(a) apprehension of occupation satisfaction has deductions for bettering the working life of module members via supplying penetrations to decision makers responsible for planing and implementing staff development schemes and intercessions inwardly the higher instruction context.There are some restrictions of the present survey. First, the survey depended on self-reported informations. There is ever a misadventure of being biased and selective callback when utilizing such informations ( Smith & A Glass, 1987 ) . Second, the afore-mentioned findings derived from an aimed convenience trying procedure hence, the generalizability of the findings is limited. Finally, this survey coversPublic and private university instructors from Karachi. Expansion on the present survey would let greater cognition into the forecasters of occupation satisfaction in the instruction profession.5. DecisionTo reason, findings of the survey illustrates that occupation satisfaction improves public presentation of the instructors. These findings suggest that when instructors are satisfied with ther occupation they can enhace the academic potency of the students.In add-on there is difference in occupation satisfaction between public and private university instructors in occupation satisfaction.