Leading a Virtual Team Essay

Johnson had just completed her first month as manager for succesful company that provides a variety of web-based services and solutions. Last week, she was informed that she would be the new leader of a team that included 10 individuals. To her surprise, not only were these team members diverse in terms of their functional training and expertise, but they also represented a variety of culture backgrounds and only three were located in her office building. She quickly learned that 7 of 10 individuals actually worked from their home countries that included Japan, China, Mexico, Australia, Germany, Colombia, and Egypt. Up until this point, this â€Å"virtual team† collaborated on projects by using a variety of communication tools, including instant e-mail messaging, telephone calls, videoconferencing, document sharing, and occasional meetings at head quaters. After reviewing some of the past meeting notes and communication transcripts among the group members, Johnson realized that many of the team members had very different communication styles and levels of proficiency in English. The team’s new assignment was an important one. The 10 members needed to develop and roll out a new product within the six weeks. This was in direct response to a new product just by a major competitor. To complicate matters, a six-week product development cycle was unheard of; until this point, the company’s turnaround time for a new product offering was approximately three months. The company had no choice. If they did not counter the competitive threat immediately, then the company risked losing some key customers and market share. Johnson researched the past performance of her newly inherited virtual team. Although the overall quality of past decisions was quite high, the team seemed to take several months to make those decisions. This was a potential problem for Johnson. Time was no longer a luxury. She has to figure out a way to encourage the team to move faster without comprising quality. Through a combination of analyzing past team meeting notes and transcripts and speaking one-on-one with team members, she started to accumulate some facts that might be useful in solving the decision-making speed issue. First, Johnson discovered that the Japanese and Chinese team members did not participate much in the videoconferences or telephone conference call, but rather preferred written communication in the form of faxes and e-mail. In contrast, the Australian and Mexican team members seemed to thrive on telephone calls and face-to-face meetings. Second, there appeared to be some infighting among the three members of the group that were domiciled at headquaters. Most of the past arguments seemed to be about the group’s goals and mission. Each had a very different idea in mind in terms of what the group needed to accomplish. The comments in written communications didn’t get personal, but there were definitely heated debates about what objectives the group should be focusing on. The third potential obstacle to faster the decision making had to do with sporadic use of face-to-face meetings. To her surprise, Johnson discovered that such meetings rarely occured and that there was no attempt to bring the group together when it was first formed last year. Johnson expected that the team would have met and perhaps engaged in some team building exercise to build trust and rapport among team members. This was not the case. In addition, the team did not receive any form of decision making or group conflict resolution training. Johnson sat back in her office and thought about the problem at hand. She needed to develop and launch a new product within six weeks. In order to produce a high-quality product, each of the 10 virtual team members had to contribute their knowledge and effort in a cooperative and timely manner.

Hi About That

Katienagler Just another WordPress. com site Home About Introduction MAR 21 Mike Rose Annotated Bib and Summary Posted on March 21, 2012 by naglerk11 Standard Rose, Mike. â€Å"Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Analysis of Writer’s Block. † College Composition and Communication 31. 4 (1980): 389-401. Print. Mike Rose brings all the chapters of this book together by not just researching how writers write, produce, plan, revise, etc. ; but instead he is asking what physically and mentally keeps a writer for be unable to write the next sentence.He said that the â€Å"writer’s block† could be due to â€Å"anxiety, fear of evaluation, insecurity, etc. ; he decided to dig deeper and come up with the best reasoning. He came to find out that the five sstudents he studied who experienced writer’s block were all using rules and/or planning strategies that had been embedded into their heads that may not be compatible w ith their composing process, therefore hindering their writing rather than improving it. This relates to my question because there really are aspects to writing that we have been told are helpful but may actually keep us from excelling.Rose states that sometimes less is more. Sstudents who did not experience blocking had an outline, but they were very vague. They were each open to change tthroughout their composing process, unlike the five other sstudents. Berkenkotter, Carol. â€Å"Decisions and Revisions: The Planning Strategies of a Publishing Writer. † College Composition and Communication 34. 2 (1983): 156-69. Print. Berkenkotter mainly focused on the writer’s planning, revising, and editing approaches. She wanted to see how much time sstudents spent on each of these procedures of writing.She wished to learn about the different planning and revising strategies of a good writer in order to correlate this with what we already hold to be true of how a skilled writer plans and revises. She believes that it is important for us to â€Å"pay close attention to the setting in which the writer composes, the kind of task the writer confronts, and what the writer can tell us of his own processes. † Fitzgerald, Jill. â€Å"Research on Revision in Writing. † Review of Educational Research. 4th ed. Vol. 57. American Educational Research Association. 481-506. Print.

Multinational Enterprises

Globalization is changing the way of doing business in the world today. It is the new era of business opportunity. For many major companies, going global is a matter of survival, and it means radically changing the way they work. Economic globalization changes both spatial dimension of MNE†s (Multinational Enterprises) and creates a need for more flexible production of marketing systems and new forms of organization. Firms trying to position themselves as global players face problems such as the cost of building a simultaneous presence in several product areas and foreign markets. They must also be able to manage cultural difference and be able to carry out effective cross-cultural communication. Global skills must be an integral part of an enterprise; these skills must be integrated throughout all operations of the company. Managements handling of diversity will be the most significant factor affecting MNE†s success in the global marketplace. Whether a company is concerned about the supervisors of minority employees, world trade, joint ventures or global economic cooperation, culture will have a great impact on the relationships and the operations. Edward H. Schein states it perfectly: Consider any complex, potentially volatile issue-Arab relations, the problems between Serbs, Croats, and Bosnians, corporate decision-making, getting control of U. S. deficit or health care coasts, labor/management relations, and so on. At the root of the issue we are likely to find communication failures and cultural misunderstandings that prevent the parties from framing the problem in a common way, and thus make it impossible to deal with the problem constructively (Schein 40). Every company that becomes global should have global leadership. Culturally skilled leaders are essential for the effective management of emerging global corporations. They should have persons in management that are capable of operating effectively in a global environment and they must be respectful of cultural diversity. In China, the conflict in management has been addressed as a major problem for the global-player, such as US and Chinese joint ventures. Joint ventures are designed to improve and eliminate misunderstanding of global-culture differences in management. Some Chinese and American companies try to adapt to one another, but it is not easy. Both sides have found that cultural difference is difficult to control. For example, Babcock & Wilcox joint-ventured with Grub and Lin. Workers evaluated Chinese managers by a simple standard: who ever quarreled with Americans the most aggressively would be considered comrade in arms, and whoever cooperated with the Americans would be nicknamed â€Å"Er Gui zi† (fake foreigners). The atmosphere became so tense that even the most trivial business dealings between the American and Chinese became bogged down in charges and counter charges (Tse 32). Differences in customs, behavior, and values result is problems that can be managed only through effective cross-cultural communication and interaction. All employees should learn about the about the influence of culture and be effective cross-cultural communicators if they are to work with minorities within their own society or with foreigners encountered home or abroad (Harris and Moran 59). Globalization involves doing business around the world in a new way giving companies an opportunity to explore the world market. The idea of a global-player involves low-cost and new customer. In Asia, Europe, and many other parts of the world, there are thousands of service and product markets waiting to be filled. The Chinese consumer market is one of the most attractive countries for the global-player. The Chinese economy has been growing rapidly in past decade under its â€Å"open-door† policy on foreign trade, investment and finance For example, China is one of the most discussed topics of a business opportunity for global-player around the world. This is because China has a huge and fresh consumer market waiting to be filled; â€Å"China is a major imperative for most big multinationals†. Indeed for some, such as Coca-Cola, Ericson and Procter & Gamble, the country has become one of their largest markets in Asia or even the world† (Edward Tse, 11). China is the third largest country in the world and its population is about 20 percent of the world's population. Since 1979, China has entered the new era of creating an open-door policy to carry out the construction of modernization. Opening the door to the outside world has developed a newly established special economic zone, which is on the coastal area and the area along the Changing River and much more. With the progressive improvement of the investment environment and the completion of laws and regulation concerning foreign affairs, more and more foreign investors have come to China† (Fumio ltoh, 5). As a result, import and export have increased from $20. 6 billion in 1978 to $195 billion US dollars in 1993. From the report of China Ministry of Foreign Trade and Economic Cooperation (MFTEC), â€Å"during the first seven months of 1997, there were 26 billion U. S. investment dollars flowing into China and it is 15. 5 % gain from last year† (â€Å"Chinoday. com†). China's G. D. P. has been growing at about 9 to 10 percent a year for last 15 years. Since the opening of China, people have been adapting to new cultural values. Chinese consumers are willing to spend more money on purchasing goods and services. Many international products and services have been able to succeed in this revolution because most of the Chinese consumer's decisions are influenced by promoti on, and advertising through television and magazines ads. There are increasing numbers of china's population that own their own televisions. By 1995, official statistics said that more than 80% of Chinese have their own televisions. The advertising spending in China has been growing at around 60% a year since 1990. In a survey, more than half of the people who responded, said that â€Å"television ads influenced their firs-time purchase of the brand they used most often for a home or care products† (Tse, 13). There are a lot of companies have been presented into China, such as Procter & Gamble, S. C. Johnson, Henkel, Unilever and Kao. I believe that companies going to China as a global-players need a powerful global vision to lead their organization into the future success. Arch McGill, the former president of AT&T Advanced Information System said that â€Å"Change in business starts with a vision† (Daniels, 18). Company should have a right global vision address such an important issue, such as how will they serve customer, finding local business partner and geographic concern.

Joe Hills Experiences Essay Example | Topics and Well Written Essays - 500 words

Joe Hills Experiences - Essay Example Joseph Hillstrom (for this was one of his aliases), opted to join Wobbly leader Bill Haywood, in his quest to rally every child, woman and man in America to join one big union, which would ensure economic profits to the rightful people, who according to Bill Haywood, were the workers. Joe Hill was not an American by citizenship. He was born in Sweden into a family of eight and immigrated to the United States alongside his brother Paul. He seems to have run into trouble with the law and thus had to constantly assume different identities. The State of Utah branded him a murderer, but still, many have continued to celebrate this controversial public figure, stating he was a martyr for the cause of justice. In this paper, discussions will be made into the life of Joe Hill, describing his experiences in different situations, and his commitment to the creation of a just society. Although he might have been a man of many faces, Hill’s life experiences fully explain each and every rea son for his actions. For instance, in the story, it is mentioned that he worked for endless hours a day, just for a few pennies. This evidently explains his decision to live a vagrant lifestyle shortly after parting ways with his brother. Most of his story is documented in the setting after he joined the International Workers of the World (IWW). Because of endless frustrations, he seems to have liked the ideas by Bill Haywood- of toppling the big shots in the society from their horses (Verdoia, n.d).  

Critique of a quantitative research report Paper

Critique of a quantitative report - Research Paper Example Through the selection of supporting literary research studies, analysis/interpretation of data and observations the objectives of the study were accomplished. The purpose of this paper is to critically reviewing the format, content in relation to the objectives, and evaluate the effectiveness of the quantitative research study. The scientific style of writing is a formal and rigid form of writing which is to succinctly with efficiency communicate scientific findings (Bates College, 2011). The abstract section of a research study should announce what is to proceed and clearly state the research question(s) or problem(s) under investigation. Additionally as the introduction the abstract should contain a descriptive of the research design, methodology used in the study, primary results or findings. along with an abbreviated analysis of the results in relation to the research study’s objectives. As a scientific research study the abstract should spark the curiosity in others and offer additional knowledge on the subject motivating and stimulating interest in the minds of the readers enticing him or her to continue reading with interest and anticipation. Creswell (2008) in his instructions on how to write compelling research studies suggested using crisp, clear, concise verbs and descriptive language incorporating the strategy used for data collection, identifying the research site, and providing information on the participants in the study as an interlude or in the abstract of the study (pp. 113-119). Neuman (2006) emphasizes the mental or critical thinking component of the researcher(s) as the initial undertaking with the evolution of the study taking form after the thought process is engaged and the decision of what the purpose and objective of the study is about and hopes to accomplish. Neuman (2006) suggested in his methods of formulating an

Case Study - Business Communication Experience

- Business Communication Experience - Case Study Example In contrast, the two-way management communication system encourages employees to put their maximum potential and avoid under-performance; this approach develops a sense of ownership in employees. In the following parts of the paper, first both management communication systems of two managers have been discussed. It is followed by the segment mentioning more effective manager. After the parts of impact on the communication systems and implications of both approaches, a conclusion has been provided. Management Communication Systems of Two Managers Both managers use different approaches for communication purposes. While working in Unisys Corporation as a Controller in Accounting, I observed that the manager was using the one way management communication approach. It is a form of communication in which a person sends a message to another person without expecting any question, feedback or interaction to follow (Nelson and Quick, 2013, p. 283). In this approach, he did not require my or an y other employee’s feedback. In this approach, it is assumed that managers develop an opinion that his or her message would be adequate and clear to the receptors; they consider that by using a precise and clear language, the decision will be accordingly understood and complied by the receptors. However, my experience in this organization convinces me that this management communication strategy remains considerably less effective and defective as the managers do not take into account the required feedback of their sub-ordinates and other employees and this creates a gap, which leaves unfavourable and less constructive effects on the organizational communication, goals and objectives. In contrast to the above mentioned managerial communication approach, the manager at Maverick Real Estate employs feedback communication approach, known as the circuit communication, which requires that feedback is highly essential for entertaining the objective of effective managerial communicat ion strategy. It is also known as a two-way communication occurs when the receiver extends feedback to the sender (Miller and Braswell, 2011, p.16). Additionally, this approach begins with the presupposition that the manager must know and understand problems that employees are encountering in fulfilling the tasks assigned and their views and opinions relating to their official duties and responsibilities. In addition to that, the manager behaviour remained professional and competent. I did not feel much hesitation and the presence of professional managerial behaviour enabled me to come into contact with the manager and discuss matters relevant to my job description. This scenario was totally absent in the above mentioned previous employment where I remained less comfortable and more fearful due to the less accommodating behaviour shown by the manager at Unisys Corporation. While working as a broker in the Maverick Real Estate, the manager used the intranet for the purpose of effecti ve and prompt communication between and among the staff members. More Effective Manager The manager at the Maverick Real Estate remains more effective in comparison with the manager at the Unisys Corporation. First, the behaviour of the manager created a congenial and employee friendly workplace environment. In which, every employee considers himself or herself to be an important part of the organization. It motivates and increases the level of confidence. With this

Water Crisis Essay Example | Topics and Well Written Essays - 1000 words - 1

Water Crisis - Essay Example o global warming have caused major changes in precipitation globally which has affected the average amount of rainfall in several countries (National Resources Defense Council, 2010). All the above factors are collectively responsible for water constraints across the world. The natural water resources are being constantly depleted due to a combination of several factors such as increased demand, climatic changes and pollution. Rivers and aquifers which are a major source of clean water are being drained constantly. There is increasing withdrawal of water from groundwater, lakes, streams and manmade structures such as dams and water released from other reservoirs. With the annual population growth at 80 million people a year and projection figures indicating an addition of 3 billion people to the world population by the year 2050, the demand for clean and fresh water will see a manifold increase. Reports suggest that a majority of the population growth will occur in developing regions which are already facing water shortage. In addition, advances in science and technology have increased the use of renewable energy resources worldwide. There has been a huge increase in the generation of electricity from hydroelectric power. Other new innovations such as generation of nuclear energy and use fossil fuels for energy purposes have also affected water quantity and quality (The United Nations World Water Report, n.d). Apart from energy production water is also being used for agriculture which utilizes nearly 70% of freshwater withdrawals. The increase in world population has raised the demand for food. Subsequent rise in agricultural practices are using copious quantities of freshwater for growing crops and maintaining plants and trees (The United Nations World Water Report, n.d). Another reason which has posed serious constraints on water supply is the changes observed by scientists in the precipitation rates. This is likely to have a major negative impact on the amount

Annotated Bibliography-Terence Coursework Example | Topics and Well Written Essays - 1250 words - 2

Annotated Bibliography-Terence - Coursework Example It is important on how the use of technology can restore the elderly memory. Rajarshi C., Claire V., H., & Raghav R. (2013). Privacy preserving actions of older adults in social media: Exploring the behavior of opting out of information sharing, Decision Support Systems, ISSN 0167-9236, 10.1016/j.dss.2013.01.004. The Elsevier science publishers publish the information. It provides that there is an increase in the use of the social media by the elderly individuals. These persons, however, do find themselves sharing their private information unknowingly that should be avoided. It does provide for other studies as to how the young generation and the old differ in sharing information. The literature review is extensive and provide explanations for the use of other studies that enables understanding of the research easier. The methods of analysis were limited to observations as to how the elderly shared information that was common to other studies explained by the review. Though, it is unfortunate that elderly persons have to share private issues accidentally. Regec, M. (2011). Opening information technology to the senior population. Retrieved from http://www.lillonline.net/online/documents/publications/elill_publ/bratislava_opening_information_technology_to_senior_population.pdf This is an article published from the Pew research center. It observes that senior members have slow integration of technology compared to younger generation. Hence, the senior members who interact with the young embraces technology with ease. It offers further studies onto how the government can assist the older generation to benefit from the technology such socialization in the society. The literature review analyzed different age groups of the senior members to give an extensive view on how they operate the technology. As a result, it provided in-depth analysis of the study. The method of research was by

Autism Spectrum Disorders Essay Example | Topics and Well Written Essays - 250 words

Autism Spectrum Disorders - Essay Example This research will begin with the statement that Ð ¨n an ideal world, most families will have no stress no matter what situation gets in their way. However, most families with children with autism spectrum disorders become more stressed compared with families with typically developing children. Baron-Cohen and his colleague's article support that both parents of the children with ASD report significantly elevated stress levels compared to those with typically developing children. For one to understand the research content, it is significant to define the autism spectrum disorder. Autism spectrum disorder refers to a term that describes autism and four other disabilities affecting individual’s ability to communicate, socialize, and respond to individual’s environment. The spectrum usually gets diagnosed before age three. Autism is a spectrum disorder since children can have diverse characteristics or symptoms that affect them from mild to severe range. Some of the chara cteristics include the delay in social interaction and communication, repetitive body movements, obsessions over certain objects and having specific rituals and routines. ASD tends to affect mostly the males compared to females. Currently, it is reported in Autismspeaks.org (2010) that in every 110 children, one is diagnosed with ASD and every 70 boys there is one with ASD. Additionally, there are no known ASD cures. However, there are several treatments that lessen the severity of the autism. Usually, people tend to think about the children diagnosed with ASD, and no one tends to think about the impact that the diagnosis has on parents. Often, parents with children diagnosed with ASD go through an emotional experience. The parents go through the thoughts of thinking that their child is perfect to think that their child has an incurable disorder that may affect every aspect of the child’s life. Hence, parents should learn how to cope with the situation after the initial diagn osis.

Ethics Social Justice Essay Example for Free

Ethics Social Justice Essay The ethical issues that were identified in the case study of Guerrilla Government in EPA’s Seattle Regional Office were cumbersome. The first of many to create unethical situations was the administrator of EPA’s Seattle regional office in 1981, John Spencer. His staff remembers his tenure for all the unethical actions he took such as using tax payer’s money to buy a membership for the EPA in the Chamber of Commerce (O’Leary, 2014 p. 48). His actions continued even after numerous attempts to advise him that his actions were against federal guidelines and caused serious conflict of interest questions. He also allegedly took several personal trips to Alaska to handle affairs related to his previous job on public expense. In addition, he requested as personal driver to take him to and from and requested modifications to the EPA office building without getting prior approval from the General Services Administration thus violating federal law (O’Leary, 2014 p. 48-54). There was also unethical conduct displayed by Ernesta Barnes ‘successor, Robie Russell. In March of 1987, Russell made his unethical behavior known when the local media announced that a veteran engineer had quit his job due to being angry that he was being transferred involuntarily to another job. At that point, Russell began making decisions that had once been a group effort behind closed doors. Workers who were once performing analysis, were cut out of the decision making process. He was even believed to have removed important comments in reports before they were released to the public. He was also known to back out of his support for the development of oil in the Arctic National Wildlife Refuge and then recall that support later in a testimony to the U.S House of Representatives who were considering the proposal. He stated that â€Å"The EPA does not oppose the environmentally acceptable development of the Arctic National Wildlife Refuge†.

Professionalism in teaching

Professionalism in teaching A Search of Teacher Professionalism. A personal reflection through the Lenses of a Traditional, Conflict Theory, Neo Liberal and Critical Perspective. In a recent Guardian Secret teacher article (2015) one school leader explains how they feel lost, set adrift, since the last update to the Ofsted inspection guidance. â€Å"I used to think I knew the rules for inspections – I built my career on it.† Is this a reflection of the teaching profession today? Have teachers been re-professionalised under the scrutiny of performativity as put forward by Ball (2003). I aim to consider these ideas looking at the role of the professional with particular emphasis on my own feelings of professionalism. I joined the teaching profession to make a difference or that is certainly how it felt. My decision to become a teacher was built upon a desire to influence the life chances of young people. But having entered the profession with seemingly noble intentions what sort of profession have I joined? What sort of professional have I become? The nature of professionalism has been subject to much scholarly debate. It has even been suggested (Whitty, 2000) that a profession is whatever society thinks it is and therefore this could mean we have to consider professionalism in a personal context. In order to discuss the concept of professionalism I first need to attempt to define the term ‘professionalism’ for myself. The terms professional and professionalism mean different things to different people. Through my readings around professionalism there appear to be four main structures with which to consider the concept of professionalism. I will examine each of these stances and reflect on my own sense of professionalism through these lenses. Ultimately attempting to consider each perspectives utility for my own practice. Traditional Traditional views of professionalism are largely based on occupations like medicine and law (Demirkasimoglu, 2010). These professions have high status and pay but also high levels of autonomy. For this reason occupations like teaching are traditionally accepted as quasi professional in that ‘Bureaucratic control†¦.fills the need for coordination by limiting the semiprofessionals discretion or autonomy’ (Leiter, 1981 pp225) There are many aspects of teaching that I believe correlate with the traditional view of a professional. Teachers provide a public service, require expert knowledge and skills, and are driven by a moral imperative. I would align myself with these principles and therefore to some extent with the view that teaching is a traditional profession and that I myself am a professional from a traditional perspective. Teaching as an occupation does however differ from traditional professions. Teachers are subject to more organisational control than both lawyers and doctors and although the responsibility of education is vast it could be argued that it is not as large as those of liberty and health. When considering my own sense of professionalism from a traditional perspective, I also question if there is a further distinction between modern teaching and the traditional view of professionalism. Traditional professions afford a significant amount of distance between the client and the practitioner. Within teaching, due to the regular interaction between client and practitioner and the nature of the relationships that are formed this metaphorical distance is not so extensive. This idea leads me to consider the changes that may have occurred to teacher professionalism as the role of teacher has altered over the past century. Teachers are expected to be more than imparters of knowledge and as the emphasis on their role has shifted so too has the potential for teachers to be considered alongside doctors and lawyers as traditional professionals. From a personal perspective I find it hard to align my own feelings of professionalism with the traditional view that would separate teaching as a high status profession from other occupations. As much of a teachers work is conducted through direct client interaction and the relationship that is formed is an essential part of successful p ractice, much like nurses and social workers, this consigns teaching to remain quasi professional and for me to not consider myself a teacher in the fully traditional sense. Conflict Theory Another view point on the nature of the professional can be gained from Conflict Theory. Conflict Theory originates from Marxist thought. Macdonald (1995) suggests that from a Marxist standpoint it is not the knowledge that makes a professional high status but the value of this knowledge to the capitalist system. Therefore the professionals maintain structures in society by ensuring that positions are monopolised. Conflict Theory proposes that the social relationships of differing groups are built upon power and exploitation. Thus it is suggested that in effect the education system is organised to ensure that power is exercised and different groups within society exploited. Ozga (1987) defines teacher professionalism as a form of state control with teachers being subject to ‘direct’ or ‘indirect rule’ by the state as political, economic, social and cultural circumstances determined. This suggests that the state is using professionalism as a means to gain desired outcomes. â€Å"When we hear from all sides the demand for an introduction of regular curricula and special examinations the reason behind it is, of course, not a suddenly awakened ‘thirst for knowledge’ but the desire for restricting the supply of these positions and their monopolization by the owners of educational certificates† (Weber, cited in Gerth and Wright Mills 1946, pp 242) Analysing the arguments made by conflict theory about the role of professionals in society fills me with personal disquiet and apprehension. Conflict Theory suggests a role of the professional that significantly differs from my own feelings of morality, integrity and service. I believe that I entered the teaching profession to be of value. I see the role of a teacher as potentially immense in individual lives. Teachers have the opportunity to develop the academic ability and achievement of their students but also to have influence on their development as people. To suggest that part of the role of professionals, and therefore teachers, is to ensure that groups within society are restricted and that the structure of society maintained is, for me, and I would suggest many others within teaching, unpalatable. This does not however mean that this is an incorrect standpoint. It would be hard to argue that the teachers professionalism has been used by the state to manipulate the profession into certain modes of behaviour. The teachers standards (2011) indeed define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. I find it difficult to square this particular circle. I see no problem with the statements made within the Teachers Standards but there still remains a discordancy between this view of an imposed professionalism and my own feelings of myself as a professional. Whatever the larger political structures that we live and work under this does not mean we have to fulfil the role suggested. Evans (2008) sees professionalism more as a sum of individuals ‘professionality orientation’. The plural of how a group of individuals perceive their own professionalism. Professionalism is co constructed by the actions and beliefs on individuals who make up the profession. I believe strongly in the role of teachers to break norms in society and enable those that are less fortunate to succeed. Conflict Theory may suggest that systems would make this difficult however I do not feel that this in any way defines myself as a professional. Conflict Theory suggests a view of teachers as an occupational group with a professionalism defined by the state. Is the individual sense of ‘professionality orientation’ as outlined by Evans not a better measure of an individual’s professionalism? Or as Gewirtz stated â€Å".. teachers are not the passive dupes of classical Marxism, unwittingly co-opted as agents of the state: they are active agents resisting state control strategies and forcing their employers to refine and rework those strategies.† (Gewirtz, cited in Hextall et al 2007, pp39) Considering all of the points above I do not feel that the conclusions from Conflict Theory help to define an individual teacher as a professional. I certainly do not feel that they help to define me as a professional. A sense of professionalism seems more personal than that which can be provided by broad statements defined by the state. Neo-Liberal We live in an age of high levels of external accountability. Ofsted, School league tables, the National Curriculum and performance related pay are just some of the high stake measures which have been introduced over the past thirty years. Gewirtz (2002) argues that the restructuring of the education system has been part of the dismantling of welfarism whilst introducing managerialist forms of control and increased centralisation. This is seen as part of a Neo-Liberal approach to create competition and markets where previously there were none. This Neo-Liberal agenda has significantly shifted the role of the professional. â€Å"The preferred strategy of the neo-liberal marketisers has been deregulation of the profession..† (Gleeson Husbands, 2001, pp287) Dale (1989) describes a shift in the mode of state regulation of teacher professionalism. Regulation has altered professionalism from a licenced form of autonomy to a more tightly controlled ‘regulated’ autonomy. These views do not agree with assumptions that teachers have been moving towards a professional status parallel to that which has been attained by the traditional professions of Medicine and Law. The march of the Neo-Liberal agenda has resulted in a ‘struggle over the teachers sole’ (Ball 2003 pp 217). Ball suggests that the introduction of such performativity has led to an erosion of the traditional professional values, a shift in professional identity and the meaning of ‘professional’ for teachers. This has led to the emergence of a new kind of professional with differing professional values. I can identify with some of the ‘new professional’ values that Ball (2003) identifies. The increased levels of performativity have altered the way the profession as a whole behaves and I think individual views of their own professionalism. I can identify with some of the traits Ball attributes to the new managers. ‘Thus the work of the manager, the new hero of educational reform, involves instilling the attitude and culture within which workers feel themselves accountable and at the same time committed or personally invested in the organisation’ (Ball, 2003, pp219) Whilst recognising the negative spin that Ball is placing on this role I also would suggest that the new managers have helped improve the education system thought accountability and investment measures. I do see these attributes as part of my own professional identify. However Ball continues by suggesting that part of the manager role is to create a docile (and capable) workforce. I do not see this as something that is part of my professional identify. I feel that we should be developing teachers who are able to question and drive the profession forward. Who have ‘extended professionality‘ (Hoyle, 1975, pp 318), an ability to have a much wider view of what education involves. Whilst Ball is strongly questioning the use of performativity and the values of the new professionalism that has arisen from its use I find that some, but not all, of these values do align with my own feelings of professionalism. Critical Perspectives. More recent perspectives on professionalism suggest that we might rethink professionalism to be about how we do what we do, rather than an acquired status. Whitty (2008) moves beyond the notion of educational reforms being used to de-professionalise teachers but instead for these to be an attempt at re-professionalisation. There is acknowledgement that educational reform has brought about changes in professionalism but that this may be constructing a new type of professional potentially more appropriate to contemporary needs. Hargreaves (2000) identified four ages of professionalism: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and post-professional or postmodern. The fourth age, post-professional or postmodern, which Hargreaves believes the profession is moving into (or has already entered) is characterised by a struggle between groups or forces which are trying to de-professionalise the work of teaching and groups or forces who are trying to redefine teacher professionalism. ‘One possible outcome of these processes is a new, postmodern professionalism that is broader, more flexible and more democratically inclusive of groups outside teaching and their concerns than its predecessors.’ (Hargreaves, 2000, pp167). These are some of the attributes that would be clear in postmodern professionalism. Whitty (2008) categorises the teachers into two distinct groups. The ‘new entrepreneurs’ and the ‘old collectivists’. Both Whitty and Hargreaves are suggesting we are at time of change in teacher professionalism. But unlike the ‘new managers’ defined by Ball (2003) the new entrepreneurs who have embraced the changing educational agenda have gained more potential status and rewards, including broader training opportunities and a limited degree of autonomy. So rather than managing the line of performativity the new entrepreneurs have the opportunity to help re define teacher postmodern professionalism. It does feel that the work of teachers has altered even within my own professional life. I would suggest that the critical perspective lens allows for potentially the greatest reflection into my own thoughts of professionalism. As previously mentioned I can identify with some of the traits Ball (2003) attributes to the new managers. When these professional attributes are considered from a critical perspective lens I begin to feel that I can form some stronger opinions as to my own professional identity. The traditional professional has some features that are in common with my own professional identify. However, the client-professional relationship that is formed within the work of teachers leads me to believe that I cannot align my own professionalism with these traditional beliefs. Whist Conflict Theory and a Neo-Liberal analysis allow us to consider the role that the state has, and is, playing on teacher professionalism I do feel that that the role the state is playing defines me as a professional. Evans (2008) proposes that professionalism is not something that is an idealised concept. Professionalism has to be something that people actually ‘do’ not something that government or any other agency thrusts upon them. Therefore professionalism has a very personal context. I believe that I hold some of the professional attributes that would be associated with the new managers described by Ball (2003) and the ‘new entrepreneurs’ described by Whitty (2008). I believe that systems of accountability and investment within the organisation are part of my own feeling of professionalism. These are about increasing teacher performance but for the benefit of the young people who have one chance of succeeding within the education system. However I also feel that there are areas of my own professionality that are not discussed in these roles. The concept of ‘extended professionality‘ (Hoyle, 1975) is something that is deep within my own feelings of profess ionalism . It is a teachers duty to continually improve, to value the underlying pedagogy, to have a much wider view of what education involves and to adopt generally a more critical approach to the job. (Evans, 2008). Hence, I would suggest that I am potentially a new professional, one who has accepted the changes of performativity but trying to see the benefits such performativity can bring as well as ensuring that the main focus does not stray from what is best for the young people in our care. Bibliography Ball, S.J (2003) The teachers soul and the terrors of performativity, Journal of Education Policy, 18:2, 215-228 Department for Education (2011) Teachers’ standards. Teachers’ standards. Available at: https://www.gov.uk/government/publications/teachers-standards (Accessed: 12 February 2015). DemirkasÄ ±moÄÅ ¸lu, N. (2010) ‘Defining â€Å"Teacher Professionalism† from different perspectives’,Procedia Social and Behavioral Sciences, 9, pp. 2047–2051. doi: 10.1016/j.sbspro.2010.12.444. Evans, L (2008) Professionalism, professionality and the development of education professionals, British Journal of Educational Studies, 56:1, 20-38. Gewirtz, S (1996) Post-welfarism and the reconstruction of teachers work, paper presented at the British Educational Research Association Conference, University of Lancaster, September 1996. Gewirtz, S (2002), The managerial school : post-welfarism and social justice in education. Routledge, London ; New York Gleeson, D. and Husbands, C. (2001) The performing school managing, teaching, and learning in a performance culture. United Kingdom: Londonà ¢Ã¢â€š ¬Ã‚ ¯: RoutledgeFarmer, 2001. Hargreaves, A (2000) Four Ages of Professionalism and Professional Learning, Teachers and Teaching: theory and practice, 6:2, 151-182 Hexhall, I et al. (2007) Changing Teacher Roles, Identities and Professionalism, Teaching and Learning Research Programme Hoyle, E. (1975) Professionality, professionalism and control in teaching. In V. Houghton et al. (eds) Management in Education: the Management of Organisations and Individuals (Management in Education: the Management of Organisations and Individuals London, Ward Lock Educational in association with Open University Press). Leiter, J (1981) Perceived Teacher Autonomy and the Meaning of Organizational Control, The Sociological Quarterly, Vol. 22, No. 2 (Spring, 1981), pp. 225-239 Mockler, N. (2004) ‘Transforming Teachers: new professional learning and transformative teacher professionalism’ Paper presented to the Australian Association for Educational Research Annual Conference, University of Melbourne, 28 Nov-2 Dec, 2004. Macdonald, K. (1995) The sociology of the professions. United Kingdom: SAGE Publications Ltd. Ozga, J (1987)Schoolwork: Approaches to the Labour Process of Teaching. United Kingdom: Milton Keynes, Englandà ¢Ã¢â€š ¬Ã‚ ¯; Open University Press, 1988. Parsons (1947) ‘Gerth, H. H., and C. Wright Mills (Eds. and Trans.). From Max Weber: Essays in Sociology. Pp. 490. New York: Oxford University Press, 1946. The ANNALS of the American Academy of Political and Social Science. Patrick, F. (2013) Neoliberalism, the Knowledge Economy, and the Learner: Challenging the Inevitability of the Commodified Self as an Outcome of Education, ISRN Education, vol. 2013. Raab, C.D, David, M, Levitas, R (1990) ‘The State and Education Policy’ British Journal of Sociology of Education, 11(1), pp. 87–96. Teacher, T. S. (2015) ‘Secret Teacher: Dear Ofsted, please can you send me a copy of the real rules?’,The Guardian, 24 January. Available at: http://www.theguardian.com/teacher-network/2015/jan/24/secret-teacher-ofsted-rules (Accessed: 13 February 2015). Whitty, G (2000) Teacher professionalism in new times, Journal of In-Service Education, 26:2, 281-295. Whitty, G. (2008) Changing modes of teacher professionalism: traditional, managerial, collaborative and democratic Pp.28-49 in B. Cunningham (ed) Exploring Professionalism. London: Institute of Education.

Comparing the Judgmental Society in Ministers Black Veil and Scarlet Letter :: comparison compare contrast essays

A Judgmental Society in Ministers Black Veil and Scarlet Letter Our society is too judgmental and it always has been. Even in the time Hawthorne wrote of in The Scarlet Letter and in "The Ministers Black Veil" people judged before they knew the truth. Objects were judged even though they had no relevance on what really happened. In "The Ministers Black Veil" no one knew why the minister wore the veil but everyone assumed it meant shame and that he had something to hide. I think that the minister thought that it was his mission to show how superficial the people were. The ministers own fiancee left him because no one knew anything about the veil he wore. Again in The Scarlet Letter, I can think of two more major examples where an object was used as a sign or omen. The first is of course the letter, it meant evil, shame, and sin to the townspeople. All it was, was a letter nothing more, nothing less. The second object that people took as a prolific sign was the weeds on a grave. They reasoned that the weeds were there because of the sins of that person, and that the weeds grew because flowers could not. People then and now take symbols too deeply and meaningful. People often take events to be meaningful and supernatural. In The Scarlet Letter the meteor meant some great act of God or the Devil was about to take place. All a meteor is, is a chunk of rock of that is being incinerated in our atmosphere. As a second example, when a person was up on the scaffold it meant that they deserved scorn and ridicule and no mercy. The scaffold meant you had shame and guilt and it was for all the others to see. In those times people were taken to mean things as well. Hester was good hearted and almost clean but was seen as a sinful evil person, to be avoided at all costs. Chillingworth was seen as a kindhearted doctor only there to help people when in actuallity he was an evil, sadistic man concerned only with his complete revenge on Dimesdale. The minister, or reverend, is seen as a holy reverent person, to be looked upon as a level of holiness to achieve.

Essay on the Soul of the Artist in A Portrait of the Artist as a Young

Soul of the Artist in A Portrait of the Artist as a Young Man      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As James Joyce's A Portrait of the Artist as a Young Man unfolds, protagonist Stephen Dedalus' personal vision grows closer and closer to that of an "artist." Stephen attempts throughout the story to understand the inspiration he receives while being tormented by influences that seem to distract him. Stephen's thoughtful approach to his experiences, brings him through his tormented youth to a refined understanding of his feelings about art. After explicitly stating his aesthetic theories, Stephen composes a villanelle whose structure and classically Joycean crafted diction implicitly represent Stephen's entire story. Once the parallel is established, it becomes clear that the poem -- and especially its recurring lines -- represent the epiphany for Stephen in terms of his self-discovery. In composing the villanelle, Stephen -- at this point a raw, untested visionary -- throws off the distractions of religion and sexuality to begin to grow specifically into his perceived role as creator of his race's conscience. *** The structure of Stephen's villanelle as a whole -- from its stanza construction to its length -- is the first step toward a sense of to A Portrait's overall purpose. Let us first consider why Joyce chose the villanelle as Stephen's method of communication. The aba rhyme scheme of this type of poem, with not only ending vowel sounds but entire lines recurring, forces the composer into a very confined, ordered narrative space. Stephen's definition of art includes a "cadence" and a sense of fluidity (483). From this it is reasonable to conclude that this piece, with a definite rhythm and a flowing style, is the protagonist'... ...adder" from stanza to stanza in the villanelle is, therefore, a representation of his growth throughout the novel: moments of brilliant insight peppered throughout a slow (and still continuing) growth process -- as at the end of the villanelle, Stephen reverts into the first-person lyrical style in his diary in the final section. Stephen's villanelle, as evidenced especially by its repeated rejection of ardor and enchantment, allows the protagonist to remove from his imagination two nagging distractions as he begins to work toward the religionless, asexual soul of an artist "refined out of existence, indifferent, paring his fingernails" (483). Nores: 1-4 Merriam Webster's Collegiate Dictionary, Tenth Edition. Merriam-Webster, 1994. All other citations from Joyce, James. The Portable James Joyce, ed. Harry Levin. New York: Penguin Books, 1976.   

Its Time to Ban Smoking in America :: Argument Argumentative

It's Time to Ban Smoking in America   Ã‚  Ã‚  Ã‚  Ã‚  Although smoking is a proven killer, Americans waste Billions of dollars each year on tobacco products. Other drugs that are harmful, such as crack or marijuana, are illegal in the United States. However, the use of cigarettes, which kills millions worldwide annually, is perfectly legal. If certain harmful substances are illegal, then cigarettes should not be permitted either.   Ã‚  Ã‚  Ã‚  Ã‚  Smoking has several harmful effects on the body. Cigarettes cause eighty-five percent of lung cancer and are responsible for thirty percent of all deaths resulting from cancer. (Bartecchi, 49) People who have smoked for a significant period of time will have noticeable problems breathing and will most likely be in poor health. One out of four deaths of people thirty-five to sixty- four years old result from smoking. On the average, every cigarette takes five and a half minutes of life away from a smoker. (Bartecchi, 46) Although restrictions have been placed on the use of cigarettes in public areas such as restaurants and airplanes, the US has yet to place a ban on smoking. The government frequently inspects items sold to the American public. Commercial products that may be dangerous such as food, cars, and toys have been recalled in order for alterations. In the August 1995 issue of consumer reports, twenty- four products were recalled because of possible dangers to the consumer. These products included a car that may lose a wheel while in motion, a hair dryer that poses a fire hazard, and cookies that can cause an allergic reaction. (Consumer Reports, 500) Yet, the sale of cigarettes, known to be unsafe, has never been prohibited by the government. Why are cigarettes any different from other products sold in the US.   Ã‚  Ã‚  Ã‚  Ã‚  Cigarettes are not only harmful to users, but are also damaging to all people in the vicinity of a smoker. Second hand smoke from cigarettes is just as damaging as smoke inhaled by users. Each year, 53,000 people die from the effects of second hand smoke. A person living with a spouse who smokes has a thirty percent higher chance of getting lung cancer. (Bartecchi, 49) Parents who smoke force their children to breathe the fumes every day. Seventeen percent of lung cancer is attributed to people who grew up with parents who were smokers. Children of smokers have a lower birth rate and are often less intelligent. (Bartecchi, 49) People who have chosen to smoke have accepted the unhealthy risk of the drug. However, nonsmokers have not opted for the hazards involved with smoking and therefore should not be introduced to these hazards.

Technology Infrastructure

The question is rather vague so not sure what other devices they loud want to share between the computers that are networked in this scenario. An enterprise level company wishes to set up a network to support several hundred business users as well as manufacturing equipment in a new building. Describe what network device or devices you would recommend they purchase and explain why. Note, you are not required to detail the media or topology utilized, but thinking about these will help you to choose and Justify your device choices.I would suggest the purchase of a rack system with two servers on large server to handle the few endured computers and users and the other to handle the manufacturing equipment. This would give them choices for backups and file sharing between one another. The servers would also help on reducing file and program redundancy among the systems. A few hundred workstations will need to be purchased as well along with any software that will be needed for daily work .I would also install a wireless feature so that the board rooms could have easier setups for laptops and meeting needs. File and print servers are typically combined on one server and perform as part of the network operating system. File and printer servers manage the storage of data and the various printers on the network. These servers regulate and monitor access to these resources. A few popular file and print servers Include: ;Microsoft Windows Server 2008 (Qualifying nonprofits can request Windows Server 2008 from Teachers Stock for a $40 administration fee. ;Mac SO X Server ;Redhead Linux Server ;Bunt Server Edition While Windows 2000 and XP operating systems have built-in file and print-server functionality, the server version of the SO gives you increased security as well as the ability to expand your network. Also, if your network consists of machines running on different platforms, you might want to investigate Samba, a free, open-source software solution that allows user s to share files among computers running Windows, Unix, and Mac. Groupware servers commonly incorporate different tools for helping users scheduling; and other operations.When used to manage email, groupware servers manage both local (within your network) and global (Internet-wide) electronic messaging. There are many examples of groupware servers, but some of the popular ones include: Microsoft Exchange Server (Qualifying nonprofits can request Microsoft Exchange Server 2007 from Teachers Stock for a $280 administration fee. ) ;Maillots Fusion In addition to the options listed above, many Linux SO distributions -? including the aforementioned Bunt -? have built-in groupware functionality. An analog value of intensity to produce the desired brightness at that point on the screen.Further, as the beam scans, the analog value changes. The video image, then, can be viewed as a time-varying analog signal. While many groupware servers offer the capability to serve an email listserv or mas s mail distribution, there are some servers that handle these tasks exclusively. Here are a few to look at: ;LISTSERV ;Lyrics ;Arrow Mailing List Server ;Mailman Also, a number of free Web-based services -? including Google Groups, Yahoo Groups, and Nonporous -? will allow your organization to set up a mass email distribution list free of charge.Setting up a network of four computer systems in my house two are up stairs and two are down stairs. I am doing this with a Links router and Ethernet cable run down through the walls of my house into each room that will have a computer networked. I am using the standard on board Ethernet connections' found on each computer; the upstairs office computer will be the one with the router that feeds off to the other three. All of these will be networked through a home server and will have a tape and hard drive backup so that documents and pictures can be saved and restored when needed.Each computer is running Microsoft Windows 7 Home and will hav e different permissions set on two of the four systems. Wireless DSL modem will be on the same computer as the router and the DSL modem will be run through the router o as to give all four systems the DDCD internet connection. I don't really need a separate router because I can use the DSL modem as a router to since it is a router as well as a modem and can except up to four network connects .Though I like to have the added security of using a standalone router which adds layers, it acts as double protection from the outside coming in. Parental settings will be applied to the one the kids will be using along with a strong firewall and antivirus program. The Ethernet cable has a barrier that shields it from interferences from outside signals ND noise though I will be adding some added protection by running the cable inside be ran the same way to ensure that the risk of interference with signal and transfer will be reduced.Identifying all network devices utilized and explain the purpo se of each in the network we have the DSL modem/router which not only provides the internet connection but also helps to network the systems. Then we have the router which Just adds a layer of security to the network and data. I am also adding a wireless printer so that all four computers will have access to print if the need arises. 13TH Technology Infrastructure unit 6 This depends on whether they have a wireless router or wired, if they have a wireless router then some internet ready televisions have wireless ability.Either way would work though running an Ethernet cable from the router into the back of the television would give the internet connect that is needed. Looking at the Viii (Voice over ‘P) I would suggest Peonage as the service carrier for phone. The phone adapter and software needed for the Viii is normally included with the purchase of Peonage A few popular file and print servers include: collaborate, including email; managing calendars and contacts; group meet ing Setting up a network of four computer systems in my house two are up stairs and two are down stairs.I am doing this with a Links router and Ethernet cable run down through the walls of my house into each room that will have a computer networked. I am using the standard on board Ethernet connections' found on each computer; the upstairs office computer will be the one with the router that feeds off to the other three. All of these will be networked through a home server and will have a tape and hard drive backup so that documents and pictures can be saved and restored when needed. Each computer is running Microsoft Windows 7 Home and will have different permissions set on two of the four systems.Wireless DSL modem will be on the same computer as the router and the DSL modem will be run through the router so as to give all four systems the DDCD internet connection. I don't really need a separate router because I can use the DSL modem as a router to since it is a router as well as a modem and can except up to four network connects . Though I like to have the added security of using a standalone router which adds layers, it acts as double protection from the outside coming in. Parental settings will be applied to a % inch PVC pipe within the walls.

Data-collection in Qualitative Research Essay

This Chapter is about methods and techniques in data-collection during a qualitative research. We mentioned earlier that qualitative research is eclectic. That is, the choice of techniques is dependent on the needs of the research. Although this should be true for almost all social research, it is particularly so with qualitative research in that the appropriate method or techniques is often identified and adopted during the research. Qualitative research is also multi-modal. The researcher may adopt a variety of research techniques, or a combination of such, as long as they are justified by the needs. The discussion below is therefore not to identify a set of techniques unique to qualitative research, but rather, to introduce the methods and techniques most commonly used in qualitative research, and the issues related to such use. We shall introduce the methods and techniques in three broad categories: observations, interviews and study of documents. These are also the basic methods used in cultural anthropology (Bernard, 1988:62). Indeed, the discussions about qualitative research in education can be viewed as a particular case in cultural anthropology. Observations Observation usually means the researcher’s act to find out what people do (Bernard, 1988:62). It is different from other methods in that data occur not necessarily in response to the researcher’s stimulus. Observation may be obtrusive or unobtrusive. A researcher may simply sit in the corner of a school playground and observe how students behave during breaks. He may also stand by the school gate and observe how students behave at the school gate. Such cases of observation may be seen as unobtrusive. In other cases, the researchers may not apply any stimuli, but their presence per se may have some influence on the scene. The most common example in this category is classroom observation. Although the researcher may just sit quietly at the corner of a classroom, the presence of the researcher may  change the classroom climate. It is, nonetheless, still observation. Observation is a basic technique used in almost all qualitative research. Even if other methods or techniques are used, the researcher remains the most essential â€Å"sensor† or â€Å"instrument† and hence observation always counts (McCracken, 1988:18-20). For example, when interviewing is used, a qualitative researcher also takes into account the tonic or facial expressions of the informant, because they help interpret the verbal responses. Such expressions are only sensed by observation. If the interview is done in the field, then the surroundings of the interview site also provide meaningful data for the research. The surroundings can only be depicted through observation. Hence observation is indispensable in almost all occasions of qualitative research. However, the term observation may sometimes go beyond what is seen. It also pertains to what is heard, and even sometimes what is smelled. Case 4.1 provides one of such examples. Case 4.1: Classroom Observation Scheme In the IIEP project on basic education, Leung designed for the Chinese research a scheme for classroom observation. Classroom was taken as one of the environmental factors affecting students’ learning. The scheme was designed after Leung stayed in local schools for two days. The scheme did not confine itself to the performance of the teacher, although that was a part. The figure on the next page shows one of the six sections of the scheme. Different writers have different ways of classifying observations. Without running into juggling of definitions, we shall briefly introduce observations as participant observations and non-participant observations. More detailed classification of observations can be found in Bernard (1988), Goetz and LeCompte (1984) and Patton (1990). Participant Observation Participant observation is perhaps the most typical of qualitative research.  Some authors even use participant observation as a synonym for ethnographic research. Different writers may have slightly different definitions of participant observation. The following description by Fetterman is perhaps the most agreeable to most researchers. Participant observation is immersion in a culture. Ideally, the ethnographer lives and works in the community for six months to a year or more, learning the language and seeing patterns of behaviour over time. Long-term residence helps the researcher internalize the basic beliefs, fears, hopes and expectations of the people under study. (1989:45) Immersion of the participant can either be continuous or noncontinuous. The three classical cases we quoted in Chapter 1 all include participation in the continuous mode. Li’s study of classroom sociology (Cases 3.8 and 3.9) involved one year’s continuous residence. In the second and third year she went to the school three days a week. She combined continuous with noncontinuous participant observations. Fetterman used noncontinuous participation when he was doing qualitative evaluation of educational programmes. Case 4.2: Noncontinuous Visits In two ethnographic studies, of dropouts and of gifted children, Fetterman visited the programmes for only a few weeks every couple of months over a three-year period. The visits were intensive. They included classroom observation, informal interviews, occasional substitute teaching,interaction with community members, and the use of various other research techniques, including long-distance phone-calls, dinner with students’ families, and time spent hanging out in the hallways and parking lot with students cutting classes. (Fetterman, 1989:46-7) II. Environment of the classroom 1. The classroom is on the _____ floor of the school building. 2. The classroom is near ( ) residential area ( ) factories ( ) road(s) ( ) field ( ) marketplace ( ) others _______________________________________ 3. The number of windows which provide lighting and ventilation to the classroom: ( ) satisfies the required standard ( ) is below the required standard 4. The main artificial lighting facility in the classroom is: ( ) florescent tubes total no.__________________ ( ) light bulbs total no.__________________ 5. Condition of lighting during the lesson : ( ) bright ( ) dim ( ) dark 6. Ventilation in the classroom: ( ) well ventilated ( ) stuffy ( ) suffocating 7. Quality of air in the classroom: ( ) refreshing ( ) a bit smelly ( ) stingy 8. Environments for listening: ( ) very quiet ( ) occasional noise ( ) noisy 9. Classroom’s floor structure: ( ) concrete ( ) log ( ) mud ( ) carpet 10. Classroom’s floor condition: ( ) clean ( ) some litter ( ) full of rubbish 11. Classroom’s wall conditions: ( ) smooth & clean ( ) some stains ( ) dirty & damaged 12. Classroom’s area: _____________m2; area/person: _____ m2. 13. Space use in classroom: ( ) looks spatial ( ) fairly crowded ( ) very crowded 14. Furniture and other article arrangements in the classroom: ( ) orderly and tidy ( ) messy 1Figure 1 Classroom Observation Scheme (Designed by Leung Yat-ming) Whyte’s experience in the Italian slum (Case 2) is perhaps the nearest to ideal in participant observation. He stayed in the community for two years. He experienced the life of a member of the Italian slum. In Whyte’s case, native membership allows the researcher the highest level of participant observation. Most researchers are denied such an opportunity, often because of constraints in time and resources, as we have discussed at length in Chapter 3. Under all sorts of constraints, at best the researcher â€Å"lives as much as possible with and in the same manner as the individuals under investigation† (Goetz and LeCompte, 1984: 109). In these circumstances, the researchers may not claim that they was doing ethnography, but it is legitimate to apply ethnographic approach and techniques to the study (Fetterman, 1989:47). Participant observation in its broad sense therefore tolerates different lengths of time and different degrees of depth. There is a full range of possible modes of participant observation, what Wolcott calls â€Å"ethnographer sans[1] ethnography† (Wolcott, 1984: 177). The most frequent case in education is that a researcher may stay in a school and become a teacher in that school. The researcher identity may or may not be disguised. The researcher may then, as a participant, observe teachers’ behaviours in teaching, in meetings, in conversations, and so forth. Sometimes, the researcher is readily a member of the community (say, a school) and may still carry out research as a participant observer. However, in this case, the researcher should be aware of his/her knowledge of the community and should be cautious that such knowledge would not lead to preoccupations about the school under research. In cases where the researchers have successfully gained membership (as Whyte did in the Italian  slum), the distinction between a native member and the researcher-as-participant begins to blur. This insider-outsider dialectics will be further discussed later. Nonparticipant Observation Strictly speaking, nonparticipant observation involves merely watching what is happening and recording events on the spot. In the qualitative orientation, because of the non-intervention principle, strict nonparticipant observation should involve no interaction between the observer and the observed. Goetz and LeCompte assert that in the strict sense â€Å"nonparticipant observation exists only where interactions are viewed through hidden camera and recorder or through one-way mirror† (1984: 143). Dabbs (1982:41), for example, used hidden camera in Atlanta at a plaza in Georgia State University, and studied an informal group that frequently gathered during the morning break. There are examples of using hidden video-cameras in school toilets to study drug problem among students, or to use unnoticed audio recording device to study student interactions. The use of audio or video recording device often invites concern in ethnical considerations. Such problems are similar to those arising in using one-way mirrors in interviews or psychological experiments. Such cases are rare in policy-related research. Another case of nonparticipant observation with ethical problem is disguised observation, or covert observation. A typical example is Humphrey’s (1975) study on homosexual activities. He did not participate in such activities, but offered to act as â€Å"watch queen†, warning his informants when someone approached the toilet. Another famous example is Van Maanen’s covert study of police. He became practically a police recruit. Over more than a decade, he â€Å"slipped in and out† of the police in various research roles (Van Maanen, 1982). Covert observations are again rare in research which is related to educational decision-making. Hidden camera or recorder and covert observation occur only exceptionally.  Most author would accept the watching of audience behaviour during a basketball game (Fetterman, 1989:47) or the watching of pedestrian behaviour over a street as acceptable examples of nonparticipant observations. Interaction between the researcher and the social community under study is often unavoidable. We have again discussed this at length in Chapter 3 under the notion of researcher intervention. If we perceive the problem of intervention as a matter of degrees, then the distinction between participant observation and nonparticipant observation begins to blur. The general principle across the board is that the researchers should minimize their interactions with the informants and focus attention unobtrusively on the stream of events (Goetz and LeCompte, 1984:143). Wolcott’s study of school principal (Case 3) was perhaps the most intensive type of nonparticipant observation that one could find in the realm of education. (He also used other supplementary methods as mentioned in Case 3). He did live with the school for two years, but he did not participate as a school principal which was his subject of study. He saw his role as one of â€Å"participant-as-observer† (Wolcott, 1984:7). So was Li’s study (Case 3.8) of classroom sociology in her first year. She did stay with the school as a teacher but she never became a student which was her subject of study. The following two years of her study, however, was not nonparticipant observation because she applied experimental measures. During the UNICEF research in Liaoning, the basic method I used was interviewing and not nonparticipant observation, but I did have, at times, nonparticipant observation when debates occurred between the local planners and the provincial planners (Case 3.7), or when planners chat among themselves about their past experience in the field. The most frequently employed nonparticipant observation which is relevant to educational decision-making is perhaps observation at meetings. Typically, the researcher attends a meeting as an observer. The researcher tries to be as unobtrusive as possible and records everything that happens during the meeting. When Wolcott did his study on the school principal, he was present at all meetings unless he was told otherwise (Wolcott, 1984:4). The following was my experience of a non-participant observation in China. Case 4.3: A Validation Seminar I realized during the UNICEF research in Liaoning (Case 4) that one essential step in the planning for basic education in China was validation. When drafting of an education plan was complete, the draft plan had to undergo scrutiny in what is known as a validation seminar. In essence, all those related to the plan, including leaders at all levels, representatives of all relevant government departments, experts from all areas – are invited to discuss. Relevant documents are sent to the participants well in advance. They are then asked to comment on the plan during the validation exercise. Only â€Å"validated† plans are submitted to relevant machinery for legislation. The validation seminar for Liaoning was unfortunately held before the UNICEF research. I got an opportunity, however, a year after in 1988, when the Shanghai educational plan was to undergo validation. The host of the meeting agreed to send me an invitation. I attended the meeting in the name of an â€Å"external expert†, although I made clear to the host that my major task was not to contribute. They agreed. During the meeting, I was able to observe the roles of the various â€Å"actors† during the meeting. I was also able to talk to individual participants during tea breaks and meals to understand their background and their general views about educational planning. I was able to do a number of things over the two-day meeting: (a) to classify the over 40 participants into technocrats, bureaucrats, policy-makers and academics; (b) to understand the different extents in which the participants contributed to the modification of the plan; (c) the disparity in capacity among participants in terms of information and expertise; (d) the inter-relations between the different categories of actors and (e) the function of the validation exercise. In the end, I concluded that val idation was a way of legitimation, which employed both technical (expert judgement) and political (participation) means to increase the acceptability of the plan before it went for legal endorsement. The political aspect came to me as a surprise. It indicated a change in the notion of rationality among Chinese planners and policy-makers. Interviewing Interviewing is widely used in qualitative research. Compared with observation, it is more economical in time, but may achieve less in understanding the culture. The economy in time, however, makes ethnographic interviewing almost the most widely used technique in policy-related research. Interviewing is trying to understand what people think through their speech. There are different types of interviews, often classified by the degrees of control over the interview. Along this line, we shall briefly introduce three types of interviewing: informal interviewing, unstructured interviewing, semi-structured interviewing, and formally structured interviewing. We shall also briefly introduce key-informant interviewing and focus groups which are specific types of ethnographic interviewing. Qualitative research of course has no monopoly over interviewing. Interviewing is also frequently used in research of other traditions. The difference between ethnographic interviewing and interviewing in other traditions lies mainly in two areas: the interviewer-interviewee relationship and the aims of interviews. Ethnographic interviewees, or informants, are teachers rather than subjects to the researcher, they are leaders rather than followers in the interview. The major aim of the interview should not be seeking responses to specific questions, but initiating the informant to unfold data. Readers may find more detailed discussions about ethnographic interviewing in Spradley (1979) who provides perhaps the most insightful account of the subject. In-depth discussions about ethnographic interviewing can also be found in Bernard (1988), Patton (1990), Fetterman (1989) and Powney and Watts (1987). Informal Interviewing Informal interviewing entails no control. It is usually conversations that the researcher recall after staying in the field. It is different from  Ã¢â‚¬Å"observation† in that it is interactive. That is, the informant speaks to the researcher. By its own nature, informal interviewing is the most â€Å"ethnographic† in the sense that it is not responding to any formal question. It is part of the self-unfolding process.

Safety Regulations in the Petroleum Industry

It is common knowledge that petroleum and petroleum gas (LPG) are good sources of energy. Imagine that petroleum did not exist. This simply means that all the technology that has been developed around petroleum will not be there. To say the least, development in the energy sector has been greatly enabled by petroleum. As fears of future deficit of petrol continue to be entertained by the superpowers, there has been an effort to shift the focus from petroleum to other sources of energy such as solar, hydro electricity, safe nuclear power, bio oil among other alternative sources of energy. Despite the fact that petroleum is a very useful source of energy, it is also a very dangerous, volatile and flammable liquid or gas that can rein havoc if mishandled. Based on its volatile and inflammable nature, there is every need to uphold a high degree of safety measures so as to prevent explosion and fire disasters. The petroleum industry has a number of safety regulations often set by the government that need to be observed. Any organization that handles petroleum oil and gas can only be certified and allowed to operate after satisfying the safety regulations that are specified by the government. The difference of these safety regulations throughout all countries is minimal because after all the petroleum oil and gas is the same. The safety regulations govern every activity in the petroleum industry ranging from drilling, refining, transportation (either through road, ship, air, rail or pipeline), packaging (especially for gas) to safety at the premises in which some of the activities take place. This paper seeks to explain a number of health and safety precautions and regulations that need to be adhered to by every actor in the petroleum industry (Williamson, 1979). Taking US as our working example, we witness tight safety regulations governing the petroleum industry. These regulations are created and enforced by the Occupational Safety and Health Administration (OSHA). OSHA is an agency in the US labor department which was created by congress under the legislation of the Occupational Health and Safety Act (OSH Act) to set safety standards that will guarantee that workers do not suffer from any kind of work related deaths, injuries or even illnesses. The OSHA agency is aided, in the release of occupational health and safety standards, by the National Institute for Occupational Safety and Health (NIOSH) whose main function is to conduct research into the areas that pose safety and heath threats to the worker in the petroleum industry. Unlike OSHA, NIOSH does not lie under the US department of labor. Some of these safety standards are explained in the following paragraphs (Joseph, 2006). The regulations governing occupational health and safety are industry specific those that apply to the petroleum industry are based on the fact that petroleum is flammable, inhalation of petroleum vapor is dangerous and harmful to health and for those who drill, exposure to natural gas can trigger cancer and the natural gas is poisonous. The first regulation is base on the Permissible Exposure Limits (PEL). This is specifically important because exposure to petroleum vapor is harmful. However, it should be noted that the effects of the exposure depend on the concentration of the vapor and the amount of time one is in exposure. Inhalation of petroleum vapors can cause nervous effects such as dizziness, headache and even nausea. It can also cause respiratory irritation. Chronic exposure affects the blood, kidney and the nervous system. Very high exposure can lead to coma and death. Gasoline contains benzene which is a human carcinogen and thus the petroleum products that come to contact with the skin may be absorbed and eventually may cause skin cancer and myeloid leukemia. Based on these health risks, OSHA released a PEL regulations that specifies the amount of petroleum vapor that petroleum industry workers (especially those working in petroleum refineries) are supposed to be exposed to. Benzene-containing gasoline requires an 8 hour 1ppm with a maximum of 5ppm short term exposure. The other hydrocarbons also have their specific exposure limits. The limits are not supposed to be exceeded to avoid health hazards (National Safety Council, 1990). OSHA Personal Protection Equipment (PPE) regulations in the petroleum industry require a number of protective equipment. Some of this protective equipment includes the use of goggles, face shields and safety glasses to protect the eye and the face from metal or wood flying objects, dangerous light or even chemicals. The Fall Protection regulation requires that those working in excavation sites such as petroleum drillers and those laying petroleum tankers and pipelines need to be protected against fall by use of guard rails, personal fall systems and safety nets that will protect the workers in an event that they fall. Foot & hand and arm protection is also encouraged through the use of metatarsal guards, special shoes with anti puncture soles and toe shields and gloves ranging from heavy metal to soft cotton gloves respectively. The head, respiratory and other parts of the body are also protected. Each part of the body requires specific protective equipment against a specific hazardous stimulus. Respirators are also part of the OSHA regulations (Olishifski, 1999). According to OSHA 1910:134, the employers in the petroleum industry are supposed to provide respirators to the workers to protect them inhaling excessive petroleum vapor which is harmful to their health. This regulation calls for special kind of air purifying or air supplying respirators depending on the exposure situation. In this way, the worker is protected from vapor in excess of the OSHA PEL. Those working in enclosed premises processing, mining or handling petroleum should either be supplies with respirators or ventilation of the premises should be maintained at the OSHA regulations. All this is in a bid to maintain the concentration of petroleum vapor in air within the OSHA PEL brackets (Roughton, 2002) When handling the flammable or combustible liquids, OSHA proposes a number of guidelines that must be adhered to prevent fire and explosions. To avoid fire, there is need to prevent accumulation of petroleum in the air in such vapor-air mixture concentration that exceeds one quarter of the least flammable limit. This is achieved by encouraging ample ventilation to avoid this vapor accumulation. Explosions on the other hand are likely to occur due to pressure building in tanks holding the flammable or combustible liquid. For this reason, tanks are to be built of heat resistant steel, corrosion resistant steel or if built of any material should be built based on sound engineering designs as per the principles governing the material used. The tanks should also be vented to prevent any possible development of a vacuum or pressure which can lead to explosions (Penton/IPC, 1984) The handling of LPG requires that it be odorized so as to enable detect its presence in air to a concentration that exceeds one fifth of the lower flammable limit. The odor should be distinct and easy to detect. However, odorizing is not necessary if it proves harmful if the LPG shall be used for further processing. Odorizing is necessary to prevent fires incase of a leakage from cylinders and pressure tanks used to hold the gas (because LPG is highly volatile and flammable) because one is able to detect it early and thus take remedial measures. Regarding the cylinders that hold the LPG, one is not allowed to carry out any welding on the shell, head or any section of the pressure container. This is to prevent possibility of explosion of the container due to welding. Further, any fittings shutoff valves and any accessories fitted to the LPG pressure container should meet the 250 p. s. i. g pressure specifications. The shutoff valve should not be made of cast iron because of its less resistance to fire and heat. Incase of heat or fire, the valve is likely to expand or open leading to a leakage and hence fire or explosion. All these specifications are for safety purposes to avoid possible leakage from the pressure containers holding LPG. Areas with high temperatures require lower vapor pressure LPG in a high pressure container so as to prevent the opening up of safety valves as a result of the high temperatures. The OSHA regulations governing the petroleum industry are very diverse and go down to greater finer details. Despite all that the bottom line is the fact that these regulations were set to protect the workers and even the consumers of products originating from the petroleum industry. If these safety and health regulations are followed to the letter, it will lead to a high degree of safety in the petroleum industry. As said earlier, petroleum is a very important component in the energy sector development but posses a great danger to health and property if no handled with care (Olishifski, 1999). Any organization under the petroleum industry needs to adhere to these rules to avert any possible disaster that can result if the regulations were not adhered to. However stiff the regulations may be, for safety purposes, they need to be followed. The OSHA’s regulations have often been criticized by the petroleum industry players for lacking practicability. The department of labor under which the OSHA agency exists should set out modalities of working closely with the industry’s stakeholders to encourage a health and safety culture among the key players in the industry. If the regulations seem to be expensive and the specifications too much specific, then OSHA has no alternative than to liaise with engineers and some other professionals so as to supply the equipment and services which are compliant with the safety and health specifications to the ministry players.

Advance Effects On Eearly Relationship Against Tinagers Essay

The biggest threat about teenage dating is their inability to maintain a relationship. Teenagers mostly, do not understand the necessity of sustaining a relationship over a period of time. Therefore, frequent break ups and fights lead to attempts of suicide, teenage pregnancy or mental instability in extreme cases. This happens due to lack of experience and a broader understanding of what relationships are. Teenage relationship deals more with exploring their new-found youthfulness than exploring the extent of love. This makes them reduce a relationship to the concept of possessing a boyfriend or a girlfriend making them lose sight of what is important. This is why we have more cases of teenage dating than cases of everlasting friendship. Most teenagers lack the proper understanding of balancing friendship and dating causing even best friends to grow apart. This also implies increasing isolation with their new found boyfriends or girlfriends making them further unavailable and unexposed to potential friends in their immediate circle. The most visible negative impact of teenage dating is the school grades. Teenagers lose interest in studies and this is emblematic of their shifting priorities in life. This involves a double failure when teenagers lose their marks in class followed by problems in a relationship on the personal front. FURTHERMORE As teens develop emotionally, they are heavily influenced by their relationship experiences. Healthy relationship behaviors can have a positive effect on a teen’s emotional development. Unhealthy, abusive, or violent relationships may contribute to negative consequences. Research focused on the consequences of teen dating violence have similar limitations as those focused on identifying risk factors for teen dating violence making it difficult to make causal connections between teen dating violence and  certain outcomes. DESPITE LIMITATIONS, CORRELATIONAL RESEARCH SUGGESTS THAT VICTIMS OF TEEN DATING VIOLENCE ARE MORE LIKELY TO: Do poorly in school or not attend school due to feeling unsafe. Report binge drinking, smoking, using drugs, or engaging in unhealthy diet behaviors, including taking diet pills or laxatives and vomiting to lose weight. Become pregnant or have an STD. Attempt suicide and report feelings of hopelessness and sadness. Develop a negative body image and become uncomfortable with their sexuality be overly dependent on others and not achieving independence Ending up into violent adult relationships. VICTIMS OF TEEN DATING VIOLENCE MAY ALSO FIND IT VERY CHALLENGING TO Establish intimacy with a partner; Become a positive member of society; Develop a personal value system; And establish an adult identity. Abusers involved in teen dating violence create a pattern of behavior for themselves, which puts them at risk for ruining future relationships. In addition, perpetrators of teen dating violence may be more likely to bully and perpetrate violence against their peers. The earlier a problem is recognized, the sooner it can be addressed.

Personal Statement Example | Topics and Well Written Essays - 750 words - 32

Personal Statement Example My love for science placed me in a good position in class as an excellent student with high levels of innovativeness. I have participated in a number of conferences, workshops, and symposiums to further my knowledge in the field and create networks with other professionals. Based on the fact that I’m greatly motivated and inspired to develop and grow as a professional mechanical engineer, it has become necessary for me to further my skills. A master’s degree will give more competitiveness and place me in a better position in the professional. From my experiences at China Southern Airline, I noticed that there is a deficiency in aviation mechanics in regard to the manner in which inspections are carried out. Given an opportunity to further my skills in this field, I would like to venture further into this field and provide possible solutions that will improve the industry. The University of Washington is a reputable institution of higher learning known for its competitiv e graduate. In particular, the University’s Mechanical Engineering Department is one of the leading faculties in the institution. It has about 235 students taking various courses whereby 153 of them are full-time students while the rest are part-time students. The institution is known for its engagement in vigorous research and student’s career development. Based on these positive attributes of the institution, it remains my most preferred institution for taking my master’s degree program in mechanical engineering.

Byetree procurement strategy Essay Example | Topics and Well Written Essays - 5500 words

Byetree procurement strategy - Essay Example However, this changed and went beyond the old practices when the UK government became active in the promotion of sustainable development and combating climate change (AECOM, 2012). In addition, the highway customers/consumers have become discerning on the quality and quantity of MSA services. It is a great challenge for the Baytree Leisure Plc, which is the developer of a proposed MSA, to design and build the facilities in accordance with the existing Building and Environment Regulations of UK, and customers’ demands and expectations. Therefore, it is in this context that the Baytree Plc has determined the type of procurement method to be applied in order to mitigate the construction and engineering risks as well as to achieve total sustainability and environment-worthiness of the project. Key Procurement Issues for Baytree Leisure Plc Procurement process for Baytree in the development of Motorway Services Area (MSA) is covered by the UK standard with the goal for an efficient and streamlined approach. To meet and achieve satisfying result, the project will integrate all members/key people in the procurement chain which included the project owner, contractors, sub-contractors and the customers. A closer working experience between Baytree and its general contractor and specialty contractors may yield better results in consideration of the requirement of customers. Customers in this instance are the driving public not only in the area but also visitors. Their needs must be considered from the design process to the procurement in order to fully address time, cost, and quality constraints if any. These are described in detail on the next discussion. Key procurement issues for Baytree for the construction and development of MSA in consideration of the requirements include but not limited to the design of sustainable and environmentally sound MSA details, integration of this design to the various stages, identifying locally available materials suppliers as wel l as well as professionals and teamworkers, and identifying alternative sustainable and environmentally sound supplies, materials and equipment, efficient delivery and storage. Design Process The design process employs strategies and systems to meet the following: Energy and environmental performance standards Maintain a view of the whole project as a seamless whole within the context of the locality Understands that the project exists within the context of a natural ecosystem even in an urban setting Incorporation of interdisciplinary collaboration throughout the design and construction process Maximised performance through maintenance of air quality as natural as possible and increased use of natural or daylighting Integration of all important construction and project design decisions and strategies prior to programming phase Optimised design choices through use of simulations, models, and other design tools Employment of life-cycle cost analysis in purchasing and general decision -making System must be easy to maintain and operate Equipment and systems must assure continued optimum performance Maintain well-documented performance to meet design intentions Resource-efficient construction operations

3 D optimization Research Paper Example | Topics and Well Written Essays - 1500 words

3 D optimization - Research Paper Example Problems in 3-D dynamics are usually tackled using a combination of different fundamental approaches. These approaches include experimental fluid dynamics, theoretical fluid dynamics and computational fluid dynamics (CFD). CFD is what has opened the ‘three approach’ in the field of aerodynamics. CFD has had a big role to play in the analysis of aerodynamic configurations so as to aid the design process. The availability of high performance computing platforms have also aided in the development of aerodynamics (Reuther, Alonso & Jameson 1996). Both the mesh morpher algorithm and the direct search algorithm are gradient based optimization techniques. When using these designs in a 3D element optimization airfoil, the control function is parameterized with some set of design variables and a suitable cost function is either minimized or maximized. In order to show the dependence between the cost function and control function governing equations are introduced. The sensitivity derivatives of the cost function in retrospect to design variables are introduced in order to get a direction of improvement. The convergence to a minimum or maximum is achieved when the procedure is repeated. A fast and accurate way of calculating the necessary gradient information is imperative in developing a design that is effective and this is often the most time consuming part in the design algorithm. Therefore, this should be put into consideration when a very large number of design variables as in the case of the three dimensional wing shape desi gn are concerned. The plan of this research strategy is to produce 3D multi-element airfoil design and optimization mechanism that can adapt a model (3D airfoil) delivering enhanced aerodynamic performance in terms of maximizing lift to drag ratio under landing and takeoff flight situation (Reuther, Alonso & Jameson 1996). Processing the multi-element