Edad en peticiones de green card y otras solicitudes

En Estados Unidos la edad juega un papel fundamental en peticiones de la tarjeta de residencia, tambià ©n conocida como green card, y otros beneficios migratorios como el asilo, programas humanitarios, loterà ­a de visas, etc. La edad determina quià ©n puede pedir ciertos beneficios migratorios para familiares, y tambià ©n quià ©n puede recibirlos, por derecho propio o porque puede ser incluido en la peticià ³n de su padre o madre. Cabe destacar que desde el punto de vista de las leyes migratoria y en contra de lo que a menudo se piensa, un menor –a quien se denomina child– no es la persona que no ha cumplido  la mayorà ­a de edad. Por el contrario, un nià ±o para Inmigracià ³n puede ser una persona menor de 16 aà ±os, de 18 o de 21, dependiendo del tipo de peticià ³n. En todos los casos, el menor debe permanecer soltero para mantener la consideracià ³n de menor. Casos en los que la edad afecta a la peticià ³n de la green card por familia La edad juega un papel en las peticiones de la green card, pero solo en determinados supuestos, destacando: Peticià ³n de ciudadano estadounidense a hijo/a Los ciudadanos pueden pedir la tarjeta de residencia para sus hijos. Se distinguen tres situaciones, segà ºn la edad y estado civil de los mismos. Hijos soltero menor de 21 aà ±osHijos soltero mayor de 21 aà ±osHijo casado de cualquier edad Solo los hijos solteros menores de 21 aà ±os son considerados como familiares inmediatos del ciudadano. Esa categorà ­a especial posibilita que ese menor pueda adquirir la green card por peticià ³n del padre o madre en aproximadamente 12 -18 meses. Si desde la peticià ³n de la green card y su aprobacià ³n el hijo cumple los 21 aà ±os de edad todavà ­a puede optar a obtener los papeles en esa categorà ­a porque se considera que su edad se ha congelado en el momento de presentacià ³n de la solicitud. Por el contrario, las otras dos categorà ­as reciben respectivamente el nombre de F1 y F3 y son peticiones que tardan aà ±os en resolverse. El boletà ­n de visas es documento a consultar para orientarse sobre el tiempo de demora. Por otro lado, en las peticiones de un hijo en la categorà ­a F1 o F3 se puede incluir a los hijos de tales hijos, siempre y cuando permanezcan solteros y tengan menos de 21 aà ±os en el momento de aprobarse su visa de inmigrante. Si en el momento de la tramitacià ³n final esos hijos han cumplido ya los 21 aà ±os de edad no podrà ¡n obtener la green card de esta manera. Se les considera lo que en inglà ©s se conoce como age out. Es decir, la edad los ha dejado fuera. No importa que la peticià ³n se hubiera presentado cuando eran unos nià ±os pequeà ±os. Peticià ³n de ciudadano para sus hijastros Aplican las mismas condiciones que para las peticiones de hijos biolà ³gicos, tal y como se han explicado en el apartado anterior, pero con un requisito mà ¡s: el matrimonio entre el ciudadano y padre o madre del muchacho/a para el que se desea pedir los papeles tiene que haberse celebrado antes de que dicho muchacho hubiera cumplido los 18 aà ±os de edad. Visa de inmigrante K-2 para hijos de prometido/a de ciudadano estadounidense Los ciudadanos pueden solicitar una visa K-2 para los hijos de sus novios siempre y cuando dichos hijos està ©n solteros y tengan menos de 21 aà ±os cumplidos. Peticià ³n de residente permanente para hijo/a Los residentes permanente pueden solicitar a sus hijos solteros. Los menores de 21 aà ±os caen en la categorà ­a que se conoce F2A y los mayores de dicha edad son considerados como F2B. La primera peticià ³n tarda menos aà ±os que la segunda. Los residentes permanentes no pueden pedir a hijos casados, sin que importe la edad. Excepciones a la regla general de edad en peticiones de green card La Ley de Proteccià ³n del Estatus del Menor (CSPA, ver el texto completo en inglà ©s) entrà ³ en vigor en 2002 y permite que ciertas personas para las que ya se ha pedido una green card antes de cumplir los 21 aà ±os y que cumplen dicha edad antes de finalizarse la tramitacià ³n sigan siendo consideradas como nià ±os (child) hasta la finalizacià ³n de la misma. Estos son los tres casos: Si un ciudadano americano pide a un hijo/a soltero menor de 21 aà ±os En este caso, la edad del hijo se congela en la fecha en la que se ha presentado ante el USCIS la forma I-130. Por ejemplo, si el hijo tiene 20 aà ±os y nueve meses y su visa està ¡ disponible cuando ya tiene 22, se le sigue considerando a estos efectos como menor de 21 aà ±os. Si un residente permanente legal pide a un hijo/a En este caso la edad del muchacho se congela si el padre o la madre que es residente se convierte en ciudadano por naturalizacià ³n antes de que el hijo alcance los 21. En estos casos se considera como edad del chico la que tenà ­a en la fecha de la jura del progenitor como ciudadano americano. Generalmente, eso beneficia al pedido que podrà ­a obtener antes la green card. Sin embargo, eso no siempre ocurre asà ­, y se tiene que verificar si es mà ¡s rà ¡pido para el hijo seguir siendo un F2B o pasar a la categorà ­a de F1, para hijos solteros de ciudadanos. Si es mà ¡s conveniente lo primero,  comunicà ¡rselo por carta al USCIS,  diciendo que se opta por seguir en la categorà ­a de hijo de residente. Por à ºltimo recordar que tanto en el caso de peticià ³n de residente convertido en ciudadano o de ciudadano que pidià ³ a su hijo, se tiene un aà ±o para proseguir los trà ¡mites para adquirir la green card mediante la presentacià ³n del formulario que le corresponda: I-824, Accià ³n sobre una aplicacià ³n o peticià ³n aprobada.I-485, Ajuste de estatus, si està ¡ ya viviendo en Estados Unidos.DS-230, Aplicacià ³n por una visa de inmigrante, que debe tramitarse en la oficina consular que corresponda. En otras palabras, se debe proceder con los trà ¡mites sin demora porque hay que recordar que no es suficiente con tener aprobado el I-130. Refugiados y casos de asilo Los refugiados y asilados pueden pedir una green card para sus hijos solteros menores de 21 aà ±os. Se entiende que cumplen con este requisito si esa era su situacià ³n en el momento en el que uno de los progenitores presentà ³ el formulario I-589, Aplicacià ³n para asilo o el I-590, Registro como refugiado. La edad en peticiones de green card por razones diferentes a familia La edad tambià ©n afecta a casos de peticiones de green card por razones diferentes a familia, como por ejemplo, la loterà ­a, asilo,  patrocinio de empresa, inversià ³n, etc.  En estos casos, el beneficiario podrà ¡ incluir en su misma solicitud a su cà ³nyuge y a sus hijos solteros menores de 21 aà ±os. Por ejemplo, Anà ­bal Là ³pez està ¡ casado y tiene dos hijos, uno de 19 aà ±os y el otro de 21. Y gana la loterà ­a de visas de la diversidad. Anà ­bal podrà ¡ emigrar a Estados Unidos junto con su esposa y su hijo de 19 aà ±os, cada uno con su propia green card. Sin embargo, el hijo de 21 aà ±os no obtiene los papeles. La solucià ³n en estos casos es que Anà ­bal o su esposa, una vez en Estados Unidos, puedan iniciar los trà ¡mites como residentes para pedir a un hijo soltero mayor de 21 aà ±os.   Edad y seguro mà ©dico en las visas de inmigrante para la residencia A partir del 3 de noviembre de 2019, los solicitantes de la visa de inmigrante deberà ¡n probar que pueden adquirir seguro mà ©dico en los 30 dà ­as siguientes a su ingreso a EE.UU. o tienen recursos econà ³micos suficientes para hacer frente a previsibles gastos mà ©dicos. De esta regla està ¡n excluidos los menores de 18 aà ±os, siempre y cuando acompaà ±en a uno de sus padres o guardià ¡n legal, el cual sà ­ debe cumplir con esa obligacià ³n. Edad y el Estatus de Inmigrantes Especiales Juveniles Este programa, conocido como SIJS, por sus siglas en inglà ©s, permite obtener la tarjeta de residencia a los muchachos indocumentados presentes en EE.UU. y que han sido abusados, abandonados o tratados con negligencia por sus padres y cuyo mejor interà ©s sea permanecer en los Estados Unidos. La edad para beneficiarse de este programa es 18 o 21 aà ±os, dependiendo del estado en el que el muchacho reside. Edad y DACA En el programa especial para jà ³venes indocumentados conocido como DACA, los beneficiados deben cumplir, entre otros requisitos, el de haber llegado a EE.UU. antes de haber cumplido los 16 aà ±os de edad. Tampoco podà ­an tener mà ¡s de 30 en el momento en que aplicaron. La edad del ciudadano para pedir papeles Los ciudadanos estadounidenses pueden solicitar la green card para sus padres y hermanos, pero para presentar la solicitud deben haber cumplido los 21 aà ±os de edad.   Si està ¡n casados sà ­ pueden pedir a su cà ³nyuge, porque el matrimonio los ha convertido en adultos a los ojos de Inmigracià ³n. Ciudadanà ­a estadounidense y edad La edad tambià ©n puede afectar a la ciudadanà ­a en diversas situaciones. Asà ­, para adquirirla por derecho de sangre es necesario cumplir todos los requisitos antes de cumplir los 18 aà ±os. Por otra parte, los residentes permanentes legales menores de 18 aà ±os pueden adquirir automà ¡ticamente la ciudadanà ­a estadounidense cuando uno de sus padres se convierte en ciudadano por naturalizacià ³n. Tambià ©n se puede adquirir por adopcià ³n y, en casos excepcionales, por naturalizacià ³n por derecho derivado de un abuelo. Cà ³mo afecta la edad en las visas no inmigrantes Muchas de las visas no inmigrantes, como por ejemplo la de estudiante, intercambio o temporales de trabajo  permiten a su titular traer a su familia a Estados Unidos por el tiempo que dure su estancia.   En estos casos las familias gozan de lo que se conoce como visas derivadas, ya que dependen de la del principal. Y en estos casos por familia hay que entender el cà ³nyuge y los hijos solteros menores de 21 aà ±os. Por ejemplo, Carmen Vega es enviada por su empresa a Estados Unidos con una visa L-1 de transfer y le acompaà ±an su esposo y sus hijos menores de 21 aà ±os. Todos estos con una L-2. Pero durante la estancia el hijo mayor cumple los 21. Como ya no puede disfrutar de una visa derivada tiene que salir de Estados Unidos o quedarse pero con una visa de la que es su propio titular. Por ejemplo, una F-1 porque està ¡ estudiando en la universidad. Test de respuestas mà ºltiples sobre la green card Finalmente, para todos los lectores interesados en la tarjeta de residencia, este test brinda una oportunidad sencilla de informarse sobre aspectos fundamentales para sacar la green card y conservarla sin problemas. Puntos Clave: edad en peticiones y beneficios migratorios Peticiones de ciudadano para hijo: menor de 21 es familiar inmediato, mayor de 21 y soltero es F1 y casado de cualquier edad F3.Peticiones de ciudadano a hijastro: matrimonio de ciudadano y padre/madre de hijastro debe haberse celebrado antes de que el hijo/a hubiera cumplido los 18 aà ±os de edad.Peticiones de visa K-2 para hijos de novio/a de ciudadano: solteros menores de 21 aà ±os.Peticiones de residente para hijos solteros: menos de 21 aà ±os es un F2A, 21 o mà ¡s e u n F2B.Transmisià ³n de ciudadanà ­a americana por derecho de sangre: todos los requisitos deben cumplirse antes de haber cumplido los 18 aà ±os de edad.Visas de inmigrante o no inmigrante derivadas: se puede incluir a los hijos solteros menores de 21 aà ±os.Asilo: pueden adquirir la green card los hijos solteros menores de 21 aà ±os de la persona que obtiene el asilo.Estatus Especial de Inmigrante Juvenil: pueden adquirir los papeles si son menores de 18 o de 21, depende del estado de residencia.Peticià ³ n de ciudadano de green card para padres o hermanos: tiene que haber cumplido 21 aà ±os de edad. Este artà ­culo tiene un fin meramente informativo. No es ayuda legal.

Abbs Relays Business Building and Managing a Global Matrix

Because this is a complex organization with sophisticated management practices, in MBA classrooms it may be necessary to spend some time in the early discussion ensuring that there is a clear understanding of the ABBÂ’s matrix structure and the management roles and relationships in the relays business. In executive education programs, participants are more likely to have had experience in such subtle organization processes, and the instructor can move more quickly from the basic diagnosis to the more evaluative and reflective discussion. Executives will be interested to discuss issues like what makes this global matrix work when so many others have failed, and what value is being created in return for the substantial operating cost such†¦show more content†¦The most likely scenario is that Jans will push for relief from the Comsys constraints so that he can focus more development resources on his local projects. This appeal will likely meet with approval from Baker, whose interests are aligned with actions designed to maximize local profitability. Gundemark, on the other hand, is likely to resist this request, arguing that it will set a dangerous precedent for other local operations to continue with their individual product development agendas. He will likely reaffirm the reasons behind the important commitment the relays BA has made to finding a common platform for future product development. Ideally, the debate should continue towards resolution, but if the parties seem as if they are polarizing or digging in, the instructor may intervene and ask if this is the way things work in ABB. Since Gundemark is likely to be in the minority, the instructor may ask what kinds of incentives, compromises or persuasions he may use to shift the debate. One obvious lever for Gundemark to use is his agreement to send two of his technical managers to Coral Springs to help out Jans. He might suggest that if Jans wants to ensure continued support from the BA, he also cooperate with its programs. At some stage during the discussion, particularly if it becomes heated orShow MoreRelatedBuilding and Managing a Global Matrix8112 Words   |  33 PagesHarvard Business School 9-394-016 Rev. April 26, 1999 ABB’s Relays Business: Building and Managing A Global Matrix It was a casual conversation between the chairmen of Asea and Brown Boveri in 1987 about the dismal state of the utilities equipment market that eventually led to merger talks between these two giant power equipment companies. Within weeks of the announcement in August 1987, Percy Barnevik, the CEO of Asea who was asked to lead the combined operations, had articulated a strategicRead MoreAbb Relay Business: Building and Managing Global Matrix811 Words   |  4 Pagesn the case study titled â€Å"ABB’s Relay Business: Building and Managing a Global Matrix†, the author attempted an examination of the success and challenges that occurred as a result of the decision to merge two medium scale telecommunications companies - Asea and Brown Boveri. The merger was necessitated by the depression in the utility equipment market. As a result of this, the chairmen of both companies met and decided it was in the best interest of the two companies to come together in forming an

Universal education and gender parity essay Free Essays

Some 104-121 million kids of primary school age are non in school, with the worst deficits in Africa and South Asia. Girls are disproportionately affected, peculiarly in Sub-Saharan Africa, South Asia and East Asia and the Pacific, where 83 % of all out-of-school misss live ( UNESCO, 2004 ) . Cosmopolitan Education and Gender Parity Essay In this essay I will discourse whether I believe that Africa will make the planetary end of cosmopolitan primary instruction and gender para at all degrees of instruction by 2015. We will write a custom essay sample on Universal education and gender parity essay or any similar topic only for you Order Now I will utilize my findings to separate whether I believe Africa will make the specified ends by 2015. First I will concentrate on whether Africa will make the planetary end of cosmopolitan primary instruction by 2015. Harmonizing to African Development Bank Group ( 2009 ) Most African states are on path to accomplish cosmopolitan primary registration by 2015, if current tendencies continue, nevertheless even though harmonizing to The United Nations ( 2010 ) registration in primary instruction has continued to lift and is making 89 per cent in the development universe the gait of advancement is still deficient to guarantee that, by 2015, all misss and boys finish a full class of primary schooling. The African Development Bank Group ( 2009 ) states that if actions are taken to better entree to primary instruction for kids from hapless families, for kids who live in rural countries, and for HIV orphans will decrease the job at manus. With all Inquisitions the African Development Bank Group ( 2009 ) states that Africa as a whole has an addition in the primary completion rates nevertheless The United Nations ( 2010 provinces that half of the sub-Saharan African states have at least one in four kids of primary-school left school in 2008 therefore although acquiring kids into school is a critical first measure one needs to maintain the kids go toing categories, this will so increase the chance that one will have the full benefits of instruction. Harmonizing to The United Nations ( 2010 ) Household information from 42 states show that rural kids are twice every bit likely to be out of school as kids populating in urban countries. The information besides show that the rural-urban spread is somewhat wider for misss than for male childs. But the biggest obstruction to instruction is poverty. Besides the rural-urban spread, there was an mean addition of 5.3 per centum in completion rates in 17 African states between 2005 and 2006 ( African Development Bank Group 2009 ) . The mean primary completion rate is low in states in struggle and in states emerging from struggle and therefore current tendencies show that the continent is improbable to accomplish the primary completion mark ( African Development Bank Group 2009 ) . Harmonizing to the United Nations ( 2010 ) in order to run into the end, states will besides necessitate to guarantee that there are adequate instructors and schoolrooms to run into the demand. Between now and 2015, the figure of new instructors needed in sub-Saharan Africa entirely equals the current instruction force in the part ( United Nations 2010 ) . Harmonizing to the United Nations ( 2010 ) many states educating misss is widely perceived as being of less value than educating male childs which now brings me to the whether Africa will make gender para at all degrees of instruction by 2015. Harmonizing to the African Development Bank Group ( 2009 ) the continent continues to do advancement toward gender equality and authorization of adult females, the African development Bank Group stated the misss ‘ primary school registration rate outstripped that of male childs between 2000 and 2006 nevertheless despite these additions, misss still account for 55 per centum of the out-of-school population in the part farther more it was found that In 2008, there were 96 misss for every 100 male childs enrolled in primary school ( United Nations 2010 ) . Harmonizing to the United Nations ( 2010 ) in Secondary Education 95 misss for every 100 male childs enrolled in secondary school. In 1999, the ratios were 91:100 and 88:100 for the two degrees of instruction, severally. Despite this advancement, gender para in primary and secondary education-a mark that was to be met by 2005-is still out of range for many developing parts ( United Nations 2010 ) , hence most African states have yet to accomplish gender para in secondary instruction, about four old ages after the mark day of the month of 2005. Merely 11 states have achieved this mark ( African Development Bank Group 2009 ) . Harmonizing to the African Development Bank Group ( 2009 ) even though topographic points such as Lesotho and Namibia had more misss enrolled in secondary schools than male childs it is extremely improbable that African states will make the mark of gender para in secondary instruction by 2015, if current tendencies continue, nevertheless 10 states have a gender p ara in secondary instruction. Harmonizing to the African Development Bank Group ( 2009 ) the advancement towards gender para in third instruction is besides slow and merely eight African states have achieved gender para in third instruction. In sub-Saharan Africa and Southern Asia, for illustration, merely 67 and 76 misss per 100 male childs, severally, are enrolled in third degrees of instruction ( United nations 2010 ) and therefore many African states have reported advancement in gender para in regard to adult literacy, in 2007 eight states reported the mark as achieved ( African Development Bank Group 2009 ) . The African Development Bank Group ( 2009 ) say that with the addition in adult female in third instruction work forces ‘s societal and economic places are threatened, hence immature work forces are withdrawing into traditional and spiritual establishments that shore up their places and authorization. This is ensuing in increasing force against adult females and on juncture, to spiritual and other cultural struggles in society ( African Development Bank Group 2009 ) . Consequently, in order to safeguard the promotion of adult females ‘s authorization, a set of policies should besides be introduced to guarantee that male educational and employment chances are non significantly eroded in the procedure ( African Development Bank Group 2009 ) . Harmonizing to the United Nations ( 2010 ) adult females do stand for a big portion of waged workers ; nevertheless it does non intend that they have secure, nice occupations. In fact, adult females are typically paid less and have les s unafraid employment than work forces. Therefore in decision I feel that Africa will non make the planetary end of cosmopolitan primary instruction and gender para at all degrees of instruction due to the ends holding a mark of guaranting that by 2015 kids everyplace male childs and misss likewise will be able to finish a full class of primary schooling and to extinguish gender disparity in primary and secondary instruction sooner by 2005 and in all degrees of instruction no subsequently than 2015 ( United Nations 2010 ) . Already harmonizing to the United Nations ( 2010 ) most African states have yet to accomplish gender para in secondary instruction, about four old ages after the mark day of the month of 2005 and that many scholars leave school before making their concluding twelvemonth in the primary instruction sector and many of them being misss. This consequences in less girl scholars making secondary and third instruction which causes so the gender issue within the secondary and third degrees of instruction. Therefore for Africa to make these ends by the allocated clip they need to get down taking drastic steps and concentrate on making schooling chances for the hapless and unless this occurs we will non make these ends. How to cite Universal education and gender parity essay, Essay examples

Remuneration Report of Qantas Airlines Free-Samples for Students

Question: Write a Report on the Remuneration report of Qantas airlines. Answer: Introduction: The remuneration report of Qantas airlines exhibit the information about remuneration for the Chief executive officer, non-executive directors and executive management. It also contains the detailed remuneration framework that was applicable for the financial year 2015 and 2016. Outcomes of remuneration is aligned with the performance and creation of value to shareholders. The directors of group in agreement with the Section 300 A of the Corporation Act, 2001, prepare remuneration report of Qantas. Information concerning remuneration of executive management is disclosed by applying the process of evaluating performance (Chan 2013). Discussion: Executive management of organization receives annual incentive based on their contribution toward their achievement for a particular financial year. It is the responsibility of board to review the executive management performance and conclusions about their performance being instrumental in achieving their target is given by board. Under the long-term incentive outcome for the financial year 2016-2016, executive management were awarded with fixed number of rights (Datar and Rajan 2014). Remuneration framework of Qantas: The framework of remuneration is aligned with the strategy of Group. Executive remuneration report intends to motivate, retain, attract and rewarding a capable executive team appropriately. There are three elements involved in executive remuneration framework and this comprise of base pay, annual incentive and long-term incentive. Base pay is the certain salary level and this involves superannuation. Annual incentive is regarded as short-term incentive plan (STIP) and long-term incentive is long-term incentive plan. Base pay involves superannuation, cash and other salary-sacrificed benefits. Under long-term incentive, executives have right over share of Qantas. Under short-term incentive, delivery comprise of two third of cash and one-third shares within a restricted period of three years. Comparison of remuneration system of Qantas for financial year 2015 and 2016: The remuneration system of Qantas for financial year 2016 is based on fair vale methodology that will ensure absolute transparency around the value of rights awarded under long-term incentive. Remuneration report for year 2016 provide with additional face value information (Crosson and Needles 2013). Awards are calculated using the following methodology: Rights awarded to executive team= [Base pay * at target opportunity/ Each right fair value] = Base pay * at target opportunity/ Share price as on 30th June When looking at annual report of Qantas for year 2015, it is evident that number of rights approved to executives under LTIP was calculated on fair value basis and formula is depicted below. Number of rights awarded= Base pay * at target opportunity/ Fair value of each right Growth of LTP share price is equivalent to rights bestowed multiplied by increase in share price of Qantas for three-year performance period. Therefore, comparing remuneration methodology for two financial year has same. Financial year 2016 relied on using fair value methodology. Scorecard measures of STIP and Benchmarking: Scorecard category for measuring the performance of executive involves profitability of group, customer, people and operational safety, cost agenda and transformation cost, strategic and growth initiatives. Measures include underlying profit before tax, transformation benefit delivery, assessment of board and operational safety, net promoter score and EBIT growth (Kravet 2014). The long-term incentive and short-term incentive opportunities for Base pay and At target are set with reference to external benchmark and this also involves comparable roles in international airlines and other listed Australian companies (Gerdin et al. 2014). STIP, LTIP and at target rewards are usually expressed as Base pay percentage. However, there is no match between strategy remuneration mix and target remuneration mix. The reason is attributable to the difference between actual LTIP and STIP outcome and that differ every year at target level. Reward mix is computed on accumulation basis according to Australian standard. Statutory remuneration of every year involves a portion of share based payment value (Ferrarini and Ungureanu 2015). Long-term incentive plan: The fair value of right is determined by determines the number of rights granted. Under LTIP 2014-2016, 100 percent of rights were granted and it was vested following the performance hurdles at 30th June, 2016. Under LTIP 2013-2015, 85% of rights were granted (Qantas.com.au 2017). Short-term incentive plan: One third of STIP awards for year 2014-2015, were delivered to deferred shared participants that are subjected restriction period of two years. Restriction period is applicable throughout 2015-2016 Recommendation: As a part of strategic management and organizational behavior, a radical and different approach should be taken by organization for broadening the performance measures of remunerations payable to executive management. There needs to be an alternative means of aligning the remuneration package of executives with the incentive of managers with the owners. Measurement should rather be drawn on increasing the skills of employees, improving their motivation and empowering them. Conclusion: After going through the compensation report depicted in the Qantas annual report and analyzing the various remuneration components, it is concluded that the group has adopted a fair methodology for valuing the incentive plan payable to executive team. When comparing the remuneration methodology for the financial year 2016 and 2015, it is evident from the analysis of annual report that both the years have adopted fair allocation methodology in determining the number of rights payable on STIP and LTIP to executive team. Reference: Ahmed, A.S. and Duellman, S., 2013. Managerial overconfidence and accounting conservatism.Journal of Accounting Research,51(1), pp.1-30. Braun, K.W., Tietz, W.M. and Harrison, W.T., 2013.Managerial accounting. Pearson. Chan, L., 2013. ACCTG 421 Managerial Accounting Module, Sections 1 and 2. Crosson, S.V. and Needles, B.E., 2013.Managerial accounting. Cengage Learning. Cumby, J.A., 2013. Business 2101: managerial accounting. Program 03-02. Job Costing. Datar, S.M. and Rajan, M.V., 2014.Managerial Accounting: Making decisions and motivating performance. Pearson Education. Ferrarini, G. and Ungureanu, M.C., 2015. Executive remuneration. InThe Oxford Handbook of Corporate Law and Governance. Filler, G., Burkoski, V. and Tithecott, G., 2014. Measuring physicians productivity: a three-year study to evaluate a new remuneration system.Academic Medicine,89(1), pp.144-152. Gerdin, J., Messner, M. and Mouritsen, J., 2014. On the significance of accounting for managerial work.Scandinavian Journal of Management,4(30), pp.389-394. Investor.qantas.com. (2017). [online] Available at: https://investor.qantas.com/FormBuilder/_Resource/_module/doLLG5ufYkCyEPjF1tpgyw/file/annual-reports/2015_qantas_annual_report.pdf [Accessed 7 May 2017].Qantas.com.au. (2017). Retrieved 7 May 2017, from https://www.qantas.com.au/infodetail/about/corporateGovernance/2016AnnualReport.pdfWalther, L.M. and Skousen, C.J., 2014.Introduction to Manage

Action Plan for Recruiting Teachers

Introduction The introduction of a new system of recruiting and selection of teachers at DCPS classroom is an important strategy of enhancing student achievement. The system is performance-based and it tries to recognize the most competent teachers, for recruitment and selection.Advertising We will write a custom report sample on Action Plan for Recruiting Teachers specifically for you for only $16.05 $11/page Learn More In order to monitor the teachers’ performance, Recruitment and Selection team uses a spreadsheet that tracks those teachers who progress from each stage during the recruitment and selection phase. The spreadsheet has columns that indicate the goals set at the beginning of the years and the actual performance of the teachers at every juncture (Murray, 2000). The spreadsheet that tracks the teachers’ progress in the recruitment and selection process indicates that the team had anticipated that 60% (equivalent to 2645) of inte rested applicants would submit complete applications. However, the tracking spreadsheet indicate that it was only 54% (equivalent to 1186) who were successful in submitting complete applications that entailed a complete resume, complete pre-qualification questions and complete employment. The consequent step entailed identifying those applicants who submitted applications that met qualifications. Out of the anticipated 80% (equivalent to 2116), it was 76% (equivalent to 902) who were able to submit applications that met qualifications. The recruitment and selection team anticipated that 70% (equivalent to 1481) applicants would pass the initial application screen. Nonetheless, it was only 56% (505) of the applicants, who qualified in proceeding to the next phase. The second stage involved completing a pedagogical knowledge assessment. The team had anticipated that 90% (1333) of the candidates who proceeded from the 1st phase should qualify for scheduling in completing a pedagogical content knowledge assessment. Out of the 1333 anticipated for schedule of the pedagogical assessment, it was1200 candidates, which represent 90% of the candidates anticipated in completing the pedagogical assessment, were scheduled. However, it was only 83% (356) of the 505 anticipated candidates, who were able to complete the pedagogical assessment. The recruitment and selection team anticipated that out of the 356 candidates who qualify in completing the pedagogical assessment, 75% (900) of them would pass the assessment. Surprisingly, those who passed the assessment surpassed the target, as 77% (274) passed the assessment. The third phase of the recruitment and selection process involved an interview. For those who were to have a phone interview, they were required to submit a 10-minute teaching video. The team anticipated scheduling 90% (810) for the interview. However, 95% (261) candidates were scheduled.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Out of those scheduled for the interview, the team expected 95% (769) of the candidates would complete the interview. However, in the actual sense, out of the 261 candidates whom the team expected could complete the interview, 84% (219) completed it, and presented a 10-minute teaching video. The 4th phase, which marked the end of the recruitment and selection process, involved giving those candidates who proceed to this stage an opportunity to complete a 30-minute teaching session. The recruitment and selection team anticipated that 65% (500) of the candidates would get an opportunity to complete a 30-minute teaching audition in a DCPS classroom. However, 75% (164) of the candidates got the audition opportunity. The team anticipated that 90% (450) of those who got the audition opportunity would pass. Nonetheless, the actual candidates who pass the audition are 138, which represent 84% of the 164 candidates who manage to com plete the audition. Goals and objectives The chief objective for the Recruitment and Selection team is to identify and hire competent teaching staff that will ensure a highly effective teacher in every DCPS classroom. Specific Objectives To identify high talented and competent teachers for recruitment and selection To ensure that the Recruitment and Selection team has identified sufficient candidates (450) to fill in the anticipated number of vacancies for the year 2012-2013 Action Plan The recruitment and selection process has advanced greatly. With the recruitment and selection process advancement passed the interviewing stage, the recruitment and selection method is about to end. However, with only three weeks to the recruitment and selection deadline, the team assigned the task should act fast to finish its mission within its deadline. According to the spreadsheet that indicates real time performance of the candidates, the team can consider having identified 138 successful can didates. This is far less than the anticipated target of 450 teaching staffs to fill the anticipated 450 vacancies for the year 2012-2013. Therefore, the recruitment and selection team will convene a meeting and identify the best strategy to identify the 312 remaining teachers. Since there exist the recruitment team that comprise of the two coordinators, teacher recruiter-program assistance supporting the researcher in executing the plan. The team will then advance to the next stage that involves assignation of roles. After sharing the roles, the team should proceed, develop a competitive compensation, and benefit package.Advertising We will write a custom report sample on Action Plan for Recruiting Teachers specifically for you for only $16.05 $11/page Learn More This should entail itemize and placing a dollar value on the overall package. The committee should identify sources of revenues, develop benefit packages, place dollar amount on monetary †“type benefits, list non-monetary rewards. In addition, the committee should consult the legal advice to find out whether its packages comply with the State codes (Andiele, 2012). Moreover, at this point the committee should identify possible barriers to the implementation process that is recruitment and retention and develop appropriate mitigation strategies. Then the team should proceed to the nest phase that entails defining its ideal candidate for the position. The team should do a desired characteristic tally chart continuum to determine how close each preferred candidate matches your ideal. The team will require developing a candidate questionnaire that asks specific questions that will assist the team in identifying how the candidate matches the ideal candidate for the position. For instance, the team can ask the candidate how he/she caters for individual differences in a class setting (Mary, 2010; McCarthy, 1992). The committee should then develop a recruitment activity bu dget to finance the recruitment process. The committee should assign someone to oversee the budget development and set a deadline on when it should be ready. The next stage will entail creating a practicing opportunity information package and promotional materials. The process should entail the committee developing classified ads, direct mail letters, and promotional packets that enhance the professional and personal aspect of the opportunity the committee contemplate will appeal to the ideal candidate previously defined. During this stage, it is important to identify the best medium to use in relaying the information. The committee can consider using the educational newsletters in communicating their messages to the targeted audience, or other print media such as newspapers. Similarly, the committee can opt to use radio or TV ads in order to increase the number of interested candidates. Use of the right media of advertisement is important as it helps in making sure that the intende d information reaches a large number of the targeted people (Brookins, 2012). Development and implementation of candidate generation strategies is of essence. The committee should generate a list of possible sources of candidates. The committee should make sure that it does do not limit its sources to local candidacy, but instead it should sources its candidates regionally, Statewide, as well as nationally in order to recruit highly competent teachers.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the process of developing candidates’ generation process, the team should identify the costs associated with each source through gathering rate cards from journals, estimating postage and mailing list costs for direct mail efforts. In addition, it should incorporate estimated costs that accompany visiting candidates teaching environments (Eugene, 2012). In addition, the committee should identify free sources of candidates and locations to publicize opportunity such as specific academic institutions such as universities (Richason, 2012). Thereafter the committee should develop a process of receiving candidate information and quickly following up candidate inquiries. The committee should assign one of its coordinator the responsibility for receiving candidate information, sending follow up packet and notifying the candidate screening team, as well as sending the team the candidate information. At this stage, the team also develops a chart for tracking where each candidate is in the recruitment procedure starting from first contact until the signing of the recruitment contract. The other stage will involve developing the interviewing process. This will entail the committee members forming the interview team. In addition, the committee develops interview questionnaires that helps in determining whether the candidate possess the required characteristics as outline by the ideal candidate. In addition, the committee and the interview team should prepare themselves for possible questions from the candidates. Then the committee should develop procedures to establish the candidates’ credentials, as well as developing a questionnaire for administering to the referee, the questionnaire will help the interview team learn whether from the referee point of view the candidate possess the required characteristics, as defined by the ideal candidate. The committee should review relevant laws that relate to reference checking. In addition, the committee should id entify two more referees not provided by the candidate to supplement information offered by the candidate referees (Brookins, 2012; Rowan, 2012). After conducting the interview, successful candidates will require visiting the DCPS classroom for audition purposes, therefore, the committee should visit the school and inform concerned stakeholders accordingly. At the same time, the committee team should develop a draft contract. Those teachers who pass the audition process will get a proposition letter to see the terms and conditions associated with their job. The candidates will be required to confirm acceptance or rejection of the offer. The team should then develop and implement candidate integration plan when candidate accepts the offer. On the other hand, the team should identify and assess reasons for candidate rejection of the contract and adjust the recruitment process and practices in order to address reasons for rejections. The last phase entails developing and implementing a primary care provider retention plan that entail a plan of monthly meeting with the recruited teachers and assessing the integration process in their new school. In addition, the process includes quarterly meeting with the recruited teachers and discuss about retention issues, as well as address concerns. The plan also entails working with appropriate DCPS classroom stakeholders about developing long-term and retention plan (Doyle, 1983). Rationale The aim of the designed action plan is to establish an effective process of identifying, recruiting and retaining very competent teachers at DCPS classroom who will guarantee high achievement for DCPS students. Anticipated Challenges In formulating the action plan, the researcher anticipated the following challenges: Lack of cooperation from some essential stakeholders Lack of enough resources to facilitate the process In conclusion: if the DCPS classroom follows the aforementioned processes in its recruitment and selection procedure, it will definitely recruit highly competent teachers who will guarantee exceptional performance for its students. In addition, the plan will enable the committee manage to get the anticipated 450 highly competent teachers by the end of the year. Reference List Andiele, N. (2012). Recruitment and Selection Process. Retrieved from  https://ezinearticles.com/?Recruitment-And-Selection-Processid=1885405 Brookins, M. (2012). Different Methods of Advertising Job Vacancies. Web. Davis, B. (2012). Research Instruments: Questionnaires in Interviewing. New York, Prentice Hall. Doyle. K.O. (1983). Evaluating Teaching Effectiveness. San Francisco: New Lexington. Eugene OR. (2012). Guidelines for Recruitment and Selection. Retrieved from https://hr.uoregon.edu/recruitment/recruitment-hiring-faculty-and-staff Mary, C. (2010). Effective Strategies for Hiring the Best Faculty. Retrieved from http://connection.ebscohost.com/c/articles/54569613/effective-strategies-Hiring-best-new-faculty McCarthy, P (1992). Common Teaching Methods. New York: Prentice Hall. Murray, H.G. (2000). Can Teaching be improved? Canada: Brock University. Richason, O. (2012). Methods of Recruitment and Selection. Retrieved from  https://smallbusiness.chron.com/methods-recruitment-selection-2532.html Rowan, C. (2012). Teachers Recruitment and Selection. New York: Prentice Hall. This report on Action Plan for Recruiting Teachers was written and submitted by user Carolina Glover to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The 15 writing habits of people who build amazing careers

The 15 writing habits of people who build amazing careers The 15 writing habits of people who build amazing careers One of the great pleasures of my job is that I frequently get a chance to talk to people who really are at the top of their game. Over the last 18 years, my colleagues and I have worked with over 40,000 people. And among them have been many industry leaders who have built seriously impressive careers and truly made a difference in their particular sector. These people are undeniably successful –Â  regardless of whether you define success in monetary terms, in what theyve been able to achieve, or both. Along the way, Ive noticed certain characteristics coming up again and again in the documents and emails that these super-successful people write – and in the approach they take to writing them. Clear patterns have emerged: ways of writing that so many successful people seem to share that I strongly suspect they are habits that underpin their success. Some of these patterns are in the way they write. Others are in what they write (and in how they develop that content). Together, these things propel them forwards, enabling them to make the kind of progress that others can only dream of – and often to earn many times more than those people. No single person exhibits all the traits, or even most of them. And these extraordinary individuals may not even be aware that the way they approach written communication is special or know why their approach works so much better than what other people do. But the fact that they do it that way has almost certainly been a major factor in their rise to the top. So here are those characteristics: 1. They write with confidence It takes courage to tell it like it is, but these people have it in spades. Theres a fine line between being arrogant and being confident, and these people are definitely the latter. They exude belief in their messages by never hiding behind flowery language or using 30 words when ten will do. 2. They nurture their ideas So much writing advice (and presentation training, for that matter) focuses on methodology. But even the most articulate wording will not disguise lazy thinking. Effective thinking needs to come first and it takes time. It cant be done between emails or checking Facebook. These people make and take that time, building and developing their ideas. As a result, what they write has real value. In the longer term, this builds their personal PR, and their organisations begin to recognise that value more and more. 3. They keep notes Neuroscientists have made many real breakthroughs in the last 20 years. One of these is the discovery that there are two distinct types of thinking: focused thought and free association (sometimes called mind wandering mode). Our brains cant do both at the same time, needing instead to switch between the two. (Brain researchers have even identified the neural switch that does this – the cingulate cortex.) The best ideas often spring from the second type of thinking, which typically happens when you are not sitting at your desk. In fact, it tends to happen when youre doing something completely unrelated to work – like shopping or loading the dishwasher. Successful people tend to capture ideas from these moments of mind wandering by noting them down on their smartphones or on a small pad, which they keep with them at all times for that purpose. 4. They are careful readers Successful people often seem to recognise that their attention and mental capacity are precious resources that they must spend wisely and renew regularly. As such, they use social media and other websites judiciously, reserving them for free thinking time rather than getting sucked down into all-day Facebook fests that drain them of energy and original thought. They also allow time to focus on one thing –Â  which benefits them not just because they can develop their ideas but because continually switching attention drains mental energy. 5. They look after their mind This habit often extends into other areas of their lives. For example, they make sure they get enough sleep and they eat sensibly: avoiding the highs and lows of sugar binges or overdosing on caffeine. Of course, they are human. But their secret is self-awareness. So, if the ideas arent there, they do something about it: whether thats going for a walk, stimulating their mind – with more reading or music, for example – or simply stopping and picking things up tomorrow. 6. They are conscious writers This one is critical. People who build extraordinary careers are expert influencers, so they are acutely aware of the effect both poor and good writing can have on others. They know that every document or email is an opportunity to influence many more people than they will ever meet, so they never squander that opportunity. That means they think before they write (unlike their less successful colleagues, who typically think while theyre writing –Â  or even afterwards, when it may well be too late). 7. They write to express, not impress The most successful writers never waste time or screen space posturing with verbose language. Theyd much rather engage directly with the brains of those they seek to influence in the most efficient way possible. 8. They know that its not all about me The first and main focus for them is their reader: who they are, what interests them, what they might be thinking and what they want them to think. That focus underpins their planning and stays with them throughout the writing process. (This is in contrast to less effective writers, whose focus tends to be on just getting the thing written and crossed off their list.) 9. They see the big picture This is another aspect that truly marks out highly successful people from the rest. Ive noticed that they develop a keen understanding of where their organisation is going and make sure they keep that at the front of their minds, rather than dwelling on the minutiae of the day-to-day. But that doesnt mean they ignore minor tasks or issues. They just see those as part of the bigger picture and keep that in mind when theyre writing. As a result, they often have a direct connection with the executives in the C-suite, who tend to be similarly focused. 10. They know when enough is enough The most successful people make their written communications only as long as they need to be: never longer. They also know that those communications usually need to be a lot shorter than many of their colleagues think they do. 11. They set clear objectives and they plan Uncommonly successful people know exactly what each report or proposal needs to achieve. Often, they write down those objectives; always, they base them on a knowledge of their readers. (See point 8.) This is part of an essential planning process. Many people start their documents by immediately firing up Word (or, if theyre a management consultant, more likely PowerPoint) and starting to type. But not these people. They know that planning is essential and they take time to work out a structure for their document before they even touch their keyboard. 12. They know how to build a persuasive argument By the time they start typing, they already have a clear idea of who their reader is, where they need them to go and –Â  crucially –Â  how theyre going to get them there. The most successful people know that persuasive writing is more of a science than an art. So they build their argument carefully first. As a result, their battle is half won even before they open up their laptop. 13. They are politically aware Awareness of organisational politics – and how to use that knowledge to your advantage –Â  is a sensitive issue. In an ideal world, everyone would work together selflessly and and logically for the greater good. But the real world is populated by humans, with all their foibles, ambitions and emotions. Successful people know that their documents will have to work with those too. So, regardless of what theyre writing, they take into account human psychology and how its played out in their particular workplace. 14. They dont rely on writing alone Its tempting to think that the written word is the only tool in your communication toolbox. The most successful people know that there are other tools too, and theyre careful to choose the right one for the job each time. So their documents often include captivating charts, diagrams or pictures. And these people know when to talk to someone instead of emailing them (sometimes as a way to ensure a document hits its mark). 15. They sweat the small stuff Ive deliberately left spelling, punctuation and grammar to the end of this list – even though those are the things that most people think of if you mention effective writing. Thats because a technically perfect document can still be devoid of original thought, totally disengaging and, therefore, potentially useless. However, it is still important to make sure that silly mistakes in accuracy dont undermine all your hard work. Successful people use spell-check and proofread their work. This list is still evolving and its not exhaustive. You may well have noticed other habits that make all the difference. Id love to hear what they are, so do let me know in the comments below. Image credit: mimagephotography / Shutterstock

Introduction to Modern Art and Visual Culture of France Essay

Introduction to Modern Art and Visual Culture of France - Essay Example The essay "Introduction to Modern Art and Visual Culture of France" discovers modern art in France during 18th-19th century. Some of the works that were so famous during the 18 th and 19 th century France would be the interpretation of Roger Fry on Bloomsbury. You can see that in his work he depicted leisure in such a way that would tell greatly of the influences of the post impressionism movement where it was full of passion towards advanced and avant-garde French art that was centered on analysis of sensation and consciousness. His art was known for as subjects for passionate contemplation and communion which translates to aesthetic experience and pursuit of knowledge. This is because of the fact that during â€Å"Post Impressionism† people have already reached advanced knowledge. Aside from that, his art also has a lot of influence from the social class he belonged to as he was one of the prominent members of the Bloomsbury group thus, his life was all about limitless enjoy ment of modern life and enjoyment of utmost knowledge and technology. Another popular art that portrayed leisure in the 18 th and 19 th century France would be â€Å"Madame Matisse† by Henri Matisse. This was the painting he used to portray his wife where you can see the influences of what social class they belonged to in society, and at the same time reflecting political and social environment. In this painting, you will see how his wife was portrayed as a rich woman having full of contrasts of different colors.

The Urban Farmers Assignment Example | Topics and Well Written Essays - 500 words

The Urban Farmers - Assignment Example It is realistic that the provisions are fresh; thus, the hygiene and health benefits accrued remain evident compared to the provisions availed by various supermarkets whose sources rest unknown to Eugene’s consumers. In the present, the market provides an uncontested array of provisions ranging from farm products to local artwork. Therefore, the journal’s mission through the volunteered project would assert the ongoing clientele and pricing practices in the market. 0930hrs-0959hrs- assessment of the random population of consumer groups entering and exiting the market. It is realistic that 50% of the clients entering target vegetable products. Another 10% of the clients seek the attention of floral farmers. The remaining 40% population of clients targets plants and animal product farmers. 1000hrs-1029hrs- The clients’ visit distinct farmers in the market. It is evident from the random population of clientele that some of farmers could be unknown to the clients in accordance to the behavioral practices. 1130hrs-1200hrs- Analyzing the differences in prices. It is recommended that farmers need to implement similar pricing models, which would avoid the unfair competition prevailing in the current market structure. The volunteer program in the evaluating the customer counts at Alley Street and in assessing the pricing practices shown by the farmers served towards the recognition of the potential economic yield that one would accrue from consuming the local products. Personally, the social practices shown by Lane County Farmers’ Market participants influenced the perception that they were devoted to ensure organic farming practices for healthy consumption. I realized that the prices were different amongst the competing farmers. However, it is evident that the prices were economical compared to those stipulated by the giant supermarkets on the same products. Therefore, buying and consuming products from the Lane County

Where is our Language Headed Essay Example | Topics and Well Written Essays - 750 words

Where is our Language Headed - Essay Example The most prevalent and most influential ways of modern communication is texting. Baron has highlighted different arguments concerning effect of texting on the article â€Å"Are Digital Media Changing Language?† Crystal on the article â€Å"2B or not 2B.† has also highlighted the same issue. Whether modern texting has an effect on language remains a contentious issue. Therefore, this paper seeks to compare and contrast the ideologies of Baron and Crystal with an aim of supporting that effect of texting on language is insignificant. Whereas we have appreciated the technological evolution in enhancing communication, it is true that the same has come with an appreciable change in attitude towards language. According to Baron, internet and mobile phone communication has its own characteristics, which are likely to be mapped in official language communication. However, he quotes a study by Pew Internet and American Life Project, which claimed, â€Å"middle school and high sc hool students understand what kind of language is appropriate in what context† (Baron, 2009). According to the findings of this study, it is evident that although texting has become the technological form of communication, it has not greatly influenced the official language of communication. Interestingly, Crystal has echoed the same sentiments. He claims â€Å"Texting has added a new dimension to language use, but its long-term impact is negligible. It is not a disaster† (Crystal, 2008). The similarities in their opinion suffices to support that indeed, the modern trend in texting has little if any significance in official language. It is worthwhile noting that texting is not an emerging trend but rather has evolved since time immemorial. Although it can be claimed that texting has gained heightened usage in recent times, historical evolution has not resulted to considerable effect on official language communication. Baron captures the way technology has caused languag e evolution. For instance, there is an observed change from â€Å"news paper† to â€Å"news-paper† to the presently used â€Å"newspaper.† Similarly, Crystal, on the other hand, recounts the same idea of texting language persistence. He claims, â€Å"The most noticeable feature is the use of single letters, numerals, and symbols to represent words or parts of words, as with b "be" and 2 "to.† They are called rebuses, and they go back centuries† (Crystal, 2008). It can be concluded from the two ideologies that texting has little impact on official language. This is because, texting has been present in the society for decades yet the changes have been minimal. Although Baron has highlighted some of the effects of technology language to official communication, it can be argued that such changes are minimal to warrant heightened worry on language influence. Crystal asserts that language abbreviation has been a common and natural phenomenon for ages. Int erestingly, the criticism on language abbreviation dates back to 1711. He asserts, â€Å"Words such as exam, vet, fridge, cox and bus are so familiar that they have effectively become new words† (Crystal, 2008). People like Joseph Addison were some of the early critiques of language abbreviation. However, language evolution took place as a necessity rather than influence. Language is meant for communication, of course in simple means. Although such changes have been easily adopted as official communication language, Baron promotes the same idea of acceptance to abbreviation. According to him, â€Å"A wide swath of educated speakers of English (at least American English) simply don’

Is Virtue Knowledge Or Teachable Philosophy Essay

Is Virtue Knowledge Or Teachable Philosophy Essay Plato presents Socrates views on the question whether virtue is knowledge and whether it can be taught in several dialogues, most notably in Meno. In this dialogue, Socrates makes many different arguments on the subject of virtue. These arguments include how virtue is defined and whether or not people can acquire it. He examines the ways that virtue can be attained; whether or not one is born being virtuous, whether virtue can be taught or it is another factor for virtues people have. In this essay I will focus on the question of whether virtue can be taught. Platos answer is that virtue cannot be taught. In this essay I will suggest that Plato could have framed the questions a bit differently, which would have probably given him a different answer. In particular I will argue that Plato might have done better to ask whether virtue could be learned instead of asking whether virtue can be taught. The Meno begins with Meno asking Socrates whether virtue can be taught. The argument then is drifted then to another question, what is knowledge. Then Meno proposed an interesting paradox: one can never find out anything new: either one knows it already, in which case there is no need to find it out, or else one does not, and in that case there is no means of recognizing it when found (Plato 1997, 80d-e.). In other words if one does not already know what arà ªte (virtue) is, he cant even search for it, because if he does not know what it is already, then even h he searches, he wont be able to know when one has found it. Socrates suggests a way to solve this dilemma which is based on the Pythagorean view of the immortal soul. According to that notion, the soul, after the physical body dies, is reincarnated and thus never destroyed. If one can never acquire any new knowledge and at the same time it is obvious we are always learning new things, then it is be concluded that learning mus t be a matter of recollection of past life experiences and knowledge. In other words there is no such thing as teaching, but only remembering. In the Meno he demonstrated with a young slave boy who apparently didnt have any knowledge of geometry. By asking the young boy questions he managed to show that the boy had knowledge of certain mathematical theorems. Meno asks again his original question, that is whether one can be taught virtue, or one gets virtue by nature or in some other way. Socrates consents to proceed but argues that they need a common ground due to the fact that neither of them can say at this point what virtue is. Then Meno is made agree that if virtue is not knowledge then it cannot be taught, and if a knowledge then it can be taught. He points out that one can teach something only if one knows what it is that he is teaching. Someone who does not know himself how to drive a car seems unlikely to be able to teach someone else how to. Socrates and Meno much agree that there is no one that truly knows what is meant by virtue and because of this reason cannot be taught. According to Socrates, If virtue could be taught, we should be able to know not only those who teach it but also those who learn from them, which in truth we cannot easily do (Plato 1997, 96c). Socrates claims that teachers for horsemanship, medicine, etc. exist and everybody recognizes these as genuine teachers, whereas people dont agree about whether the Sophists really do teach virtue. Socrates goes one to speak of Thucydides, who had two sons, neither of which was considered to be virtuous. However, it is said that Thucydides educated his children in many different disciplines, but it seems that he could not find a teacher of virtue even though he found teachers for other aspects of life he found valuable. He could not teach it himself either, even though he himself was known to be virtuous. Therefore it seems virtue cannot be a form of knowledge. In order for something to be knowledge, someone must be able to teach it to others. Socrates concludes that virtue cannot be taught an d that there is no means or method by which virtue can be acquired. Virtue is simply shown as coming to us, whenever it comes, by divine dispensation (reference?) In my view, if Plato had framed the questions somewhat differently, he might have gotten a different answer. That is Plato could have better asked whether virtue could be learned instead of asking whether virtue can be taught. What I mean to say is that asking whether one can be taught something entails that the relationship of a student and a teacher, whereas asking whether something can be learned implies only that there is a student (whose life experiences might be said to be a teacher.) For example, to ask whether I was taught geometry is to ask whether a teacher taught me geometry. Whereas to ask whether I learned geometry is simply to ask whether I learned it, whether or not I was taught it by a geometry teacher or learned geometry myself either from (lets say) a book or by some other means. Learning can come in various forms. In order to learn something, one does not require a teacher in the strict sense. For instance, learning can be achieved from studying people who have virtue and yet the latter may not be aware that they are studied. So a man may be learning virtue, and his teachers may be virtuous, even though the teachers might not even be alive. Another form of learning is experience. Virtue may be learned through personal experience. In this example, the teacher would be both life experiences and the reflective nature of the learner. There is still another form of learning. A man can learn, even if he cannot offer an explanation of how he learned or of what he exactly knows. For instance, after someone has been through a particular problem in his life, he can then detect that a relative of his is going through the same problem. And although he can know it, he cannot give an explanation of how he recognized it. Another example is that of the musicians or painters who have learned their craft and are able to perform well, but find it almost impossible to give an explanation of what they have learned. So the question whether virtue can be taught is a much different, and narrower, than whether virtue can be learned. Plato is right in suggesting that virtue cannot be taught. I believe that we all know or have heard of people who recite rules of virtue (such us be compassionate or be honest,) but find it impossible to put them into practice. Certainly in this sense virtue cannot be taught. A mentioned above, having the ability to be virtuous is like having the ability to be musical, which is to some extent instinctual. So, for example, it could be argued that knowing when, for example, to offer help to a friend when he needs it, is a matter of instinct or judgment. All of this means that although virtue may not be taught, this is not to say that virtue cant be learned. Plato suggests the notion that virtue is inborn. Certainly this is to some degree true. There are some people with an exceptional capacity for virtues like compassion, etc. since they were born. Yet others look as if they are born with little to no moral conscience, which seems to be necessary for virtue to exist. However what this means is just that the foundation of virtue is inborn, not that it cant be learned. In the same way that we comprehend the fact that one can be preached how to be virtuous but fail to be virtuous in practice, the converse is also possible: people can refine the ways they understand virtue, they may become more virtuous by reflective practice, and their views of how to act in a virtuous way changes significantly as they grow up. In my view, if Plato put his questions in a different way (that is if he had asked whether virtue can be learned, instead of whether virtue can be taught) he might have found a much more affirmative answer. Bibliography

People Are Sheep :: miscellaneous

People Are Sheep Every person everywhere in the United States is consumed by what the media tells them: what to do, what to wear, where to go to shop. People will swear up and down that they want to have their own identity, and they will even go to great lengths to attain it, yet, inevitably, they all fall into a â€Å"clique† with millions of others. Nobody wants to be a follower, but in terms of youth culture, nobody can really be a true leader. Nobody, that is, except the media. The American people, young and old alike, line up like sheep and follow the media shepherd wherever it leads. After a pathetic plea from my 13-year-old brother, I reluctantly agreed to take him and a few of his buddies to the mall to shop for basketball shoes. Although taking a slew of opinionated, loud-mouthed, smart-aleck teenagers shopping was not high on my priority list, spending time with my little brother was. So off to the mall we went. On the way the increasingly louder arguments over which shoes were the best made me want to drive my car straight into a tree. The one topic that kept rolling media presuaded tounges was that of the many different shoes they had seen on television. That’s when it hit me, my brother and his buddies were being led to slaughter --the mall-- by the media shepherd. As we pulled into the parking space at the mall, I barely had time to put the car in park before my crazed passengers, a pack of teenaged hooligans, barreled out of the car and raced for the door. By the time I caught up to my mob of shoe shoppers they were already in a shoe store, each with a different shoe in hand. My little brother had already strapped a pair of hideous shoes to his feet and was bouncing around the store acting like he was Kobe Bryant. I asked him if he liked the way the shoes looked, or even if they were at least comfortable, and his reply was, â€Å"who cares? Kobe Bryant wears them so they’re awesome!†. I gave the shoes a closer inspection, because if they were good enough for Kobe Bryant, they were good enough for my little brother. At least in my little brothers mind. When I peered at the price tag my knees got weak, and I nearly fell over.

Ethical Scrapbook

In any profession unethical behavior can be present, it is ultimately up to the individuals. They have to decide what is ethically right and not take short cuts or engage in unethical behavior. The banking profession, such as bank tellers, is exposed to large amounts of money. They can choose to be ethical and not attempt to steal from their clients, or they can act unethically by choosing to steal money. Another profession is research, there are conditions that exist for unethical behavior. When researchers conduct experiments, they usually write a report about their results.If the results do not go in the direction that they wanted them to, this gives the researchers an opportunity to act unethically. They can either choose to act ethically, and report the true results from the experiment, or they can choose to act unethically, and report the results in a manner that will benefit them. â€Å"In the process of making decisions regarding their professional behavior, psychologists mu st consider this Ethics Code in addition to applicable laws and psychology board regulations.In applying the Ethics Code to their professional work, psychologists may consider other materials and guidelines that have been adopted or endorsed by scientific and professional psychological organizations and the dictates of their own conscience, as well as consult with others within the field. If this Ethics Code establishes a higher standard of conduct than is required by law, psychologists must meet the higher ethical standard.If psychologists’ ethical responsibilities conflict with law, regulations or other governing legal authority, psychologists make known their commitment to this Ethics Code and take steps to resolve the conflict in a responsible manner in keeping with basic principles of human rights† (American Psychological Association, 2014). Another profession is professional sports, the athlete could take enhancement drugs to improve themselves at the sport, like taking steroids which is also against the law.Most athletes choose to  do what is ethical and stay away from drugs to ensure that they keep their jobs and the respect of their fans. In medical professions, doctors could take the unethical route and give their patients their drug of choice just to satisfy them, but doctors that admire what they do will be ethical and give the patient what they need and get them help if they are showing signs of drug abuse. â€Å"Within the patient-physician relationship, a physician is ethically required to use sound medical judgment, holding the best interests of the patient as paramount† (The Patient-Physician Relationship, 2001).Pharmaceutical companies are a profession that also has to choose to be ethical or unethical. The individuals that work for pharmaceutical companies are tempted to take medication for their own use. They may steal medications to sell them to make money for themselves. Politics also can contribute to ethical or une thical behavior. If politicians do not like something, they try to hide it from Americans, or they may not tell the whole truth of certain facts. Politicians are famous for covering all of the facts up.

Different Country, Different Culture Essay

A country is just like an onion; the innermost skin is Culture. Culture is like the soul of a country. All countries have their own unique cultures to live by, which means that people who have grown up in different places will have different ways of behaving, different ways of thinking about things and different ways of expressing themselves. Each country has its own culture, and there are many differences between different countries in culture. Those differences make our world a more colorful and exciting place to live. We can have a better understanding of it if we compare the big cultural differences between America and China. According to my two years of study in America and Intercultural Communication Stumbling Blocks by LaRay M. Barna, which talked about the difference between different cultures, I find two big differences in friendship and education. First difference is friendship. Time is often the best way to test friendship and friends. For the Chinese, to know each other for a long time, the communication needs to be at a certain depth, finding out each other’s habits, temperament, similar interests and the common experience of â€Å"suffering†. Then they will make the recognition of each other as a friend in the heart, and they will value this friendship. Once friendship is established, it will be lifelong, and hard to break. Chinese can share almost everything with their friends, for example, when you are in China, at restaurant, you can actually see people fight for the bill. It’s not about showing off to their friends or someone else. It’s just because they want to show their appreciation for their friendship. On the other hand, for most Chinese, we think Americans are â€Å"superficial,† like what Barna said â€Å"They talk and smile too much† (67) and â€Å"Their friendship are, most of the time, so ephemeral compared to the friendship we have at home. Americans make friends very easily and leave their friends almost as quickly† (67). For Americans, in general it seems to them that Chinese and some other people from different countries are â€Å"not necessarily snobs but are very unfriendly,† (67) Because we don’t talk and smile a lot. The reason why Chinese and Americans have a different opinion on friendship is because  our cultures are different. We can’t tell which kind of friendship is right or wrong because there is no such a thing as wrong culture. There are all just different cultures. The second difference is in education.† What you make of your education will decide nothing less than the future of this country.† says a Chinese proverb. As we all know, American and Chinese education systems are different, which creates different culture in turn. American education focuses on the students’ creativity and practical ability. In their classes, the teachers just play a role as leaders. Students do lab homework, group work to find out the answer by themselves. However in China, the school is more like a concert hall. This means that students are completely listeners. Students all focus on the textbook, try to memorize everything from the book, and then get a good score. They hardly come up with their own ideas. That’s why Barna says, â€Å"U.S. students often complain that the international members of a discussion or project seem uncooperative or uninterested†. (66) But both of those two educations’ intentions are good. In my view, we should learn the academic knowledge well, but we should also take part in the school activities, improve our interpersonal skills, and creative thinking, so that, we can prepare well for the future challenges. In one word, each country has its own culture. Although there are many differences between different countries, we should respect them and learn from each other. Especially, in the modern century, each country has to communicate with other countries more than ever. So, we must understand the differences in different countries’ culture well, only in this way, we can get along with each other in peace.

Proctor Gamble Project Essays

Proctor Gamble Project Essays Proctor Gamble Project Essay Proctor Gamble Project Essay The par or stated value of PG’s preferred stock is $1 B. )     The par or stated value of PG’s common stock is $1 C. )     . 975 D. )   In June of 2007 and 2006, 3,131,946 and 3,178,841 of common stock remain outstanding respectively. (p. 52) E. )  Ã‚   â€Å"Our first discretionary use of cash is dividend payments. Dividends per common share increased 11% to $1. 28 per share in 2007. This increase represents the 51st consecutive fiscal year the Company has increased its common share dividend. Total dividend payments to both common and preferred shareholders were $4. 2 billion, $3. 7 billion and $2. 7 billion in 2007, 2006 and 2005, respectively. † (p. 48) F. )  Ã‚   The rate of return on common stock equity in 2007, equals net income ($10.. 3 billion (converted to 103,000 for the sake of input in a calculator) less preferred dividends (41,797) divided by average common stockholders equity ((66,760 + 62,908)/2) which is 94%. The rate of return on common stock equity in 2006, (8,700,000-161,000/62,908) 135% G. )   The payout ratio for 2007 and 2006 was (Cash dividend divided by net income-preferred dividends (2007: 420,000/$103,000-41,797) is 6. 86. The payout ratio for 2006 (270,000/8,700,000-161,000) is 3. 16 H. )   The market price range of PG’s common stock during the quarter ended June 30, 2007 was $60. 76 to $64. 75 (p. 73)

Factors that considered when chosing a cladding system for a building Coursework

Factors that considered when chosing a cladding system for a building - Coursework Example Additionally, correct assembly of the components is necessary for a satisfactory performance of the system. The choice of the roof and wall cladding significantly influences the appearance of the building. Profile shape, fasteners and colour are particularly important. The profile shape influences the building’s appearance because of its effect on the perceived texture and colour of the cladding (Kassem, Dawood & Mitchell, 2012 p. 1042). The choice fasteners also influence the overall appearance of the building. For this reason, designers must careful consider the location, shape, size and colour of the washers and fasteners. Cladding system usually has a significant contribution to the overall wall insulation values. A number of complex cladding products encompass insulation. For instance, those with higher R-values, which relates to the capability of the material to resist heat flow, can limit bulk insulation between frame members in varied climatic conditions. Cladding fixed to frames, which are lightweight does not contribute to thermal performance irrespective of its mass, since it is on the outside of the building and uninsulated (Pan, Dainty & Gibb, 2012 p. 1244). Using cladding of higher mass in lightweight framing systems can greatly reduce thermal performance. Vermin resistance is usually dependent on the design details of the construction. Compound cladding systems that have EPS foam backing are likely to harbour birds and rats. In addition, termites do not attack reconstituted timber as well as non-timber systems. The minimum performance requirements for the aforementioned factors are entirely established by legislation (Kassem et al., 2012 p. 1048). Therefore, it is essential to consider the already laid policy when selecting a cladding system for a building. Cost of an insulated cladding in a normal industrial or commercial building is of a

American Revolution Essay Example | Topics and Well Written Essays - 1000 words - 1

American Revolution - Essay Example The colonies thought that the government wanted to impose total control over them and make the pay expensively for things that they highly required yet could not afford them. Through the introduction of these Acts, the colonies also believed that the government would later come up with other taxation Acts, which would require them to pay more tax. B. What role did African Americans play during the American Revolution? The African American assisted the American in their revolution battle whereby they participated willingly in the military forces, even though they did this in exchange of their freedom from slavery. At first, the American avoided involving the black in the fight, but it is until when the blacks intervened that the Americans became victorious. Study shows that more than 5000 blacks participated in the battle and that the number of the Americans involved was much lower . C. Describe how the patriot achieved the unity needed to wage the War for Independence?. The patriot decided to make a declaration for independence which enables them bring people together, and gained the corporation they required to engage in the battle for independence . This was successful since, the patriots had power over all regions and population, and because the colonial states had abandoned their former government and chased the British senates away. Therefore, it became necessary to implement a new constitution in every nation .

Poster & powerpoint for business environment Essay

Poster & powerpoint for business environment - Essay Example Interestingly, gold is among the few elements that cannot lose its lustre due to exposure to moisture or air. An element that tarnishes becomes less valuable. Additionally, in can conduct electricity and can also be modified into different shapes (Kettell, 2002). Gold has been used as jewellery for a very long time. A large quantity of gold mined is as for decoration purposes. It is that 78% of the gold that is mined in the world is used produce personal ornaments such as bracelets, rings and necklaces. One of the attributes that make gold an ideal element to manufacture ornaments is lustre. Gold is yellow in colour something that makes it more attractive for decorations. Consequently, is used to create durable ornaments. In addition, some communities have adopted the use of gold ornaments as part of their culture (Howard, 2009). Given that gold is highly valued, financial institutions use it as collateral. Banks and other financial institutions use gold a medium of exchange. The concept of using gold as a medium of exchange started more than 6000 years ago. In the ancient days, snippets of gold and silver were used as means of transaction (Hill, 1999). Additionally, gold is widely used in the manufacture of electronic equipment. It helps prevent electronic equipment from developing malfunctions that arises from corrosion of components used to produce electronic equipment (Uhaj, 2009).It has been established that electronic devices made from gold lasts longer than those designed using other elements. However, one of the challenges of using gold in the production of electronic devices is that the part is rapidly becoming depleted (Friedberg et al., 2009). Australia is among the largest gold producers in the whole world. In the year 2008, the country was ranked as the second largest gold producer globally. More than 75% of the gold produced from Australia comes from the Western side of the country. The 75% of gold from the region accounts for 4,500 tonnes

A Christmas Carol Essay Example for Free

A Christmas Carol Essay Children went to work as soon as they could in the industrial revolution if they were of the working class community. Many children never got an education, which Dickens believed was the only way out of poverty. There was little to do for leisure, and what was available was only really affordable for the rich, so the only affordable pleasure for the poor was sex, but as contraception wasnt available then, there was a very high birth rate resulting in thousands of children ending up in poverty. In 1839 almost half of the people who died in the UK were children under the age of ten. This was probably due to poor housing, too little food and accidents at work. If you failed to pay your bills in the Victorian era you were sent to a debtors prison or your family went to a workhouse where they would probably be split up. Then there was a greater gap between the rich and the poor. The rich knew very little about poverty and destitution and, in my opinion, thought themselves superior to the poor. Many people from the countryside went to the cities to find jobs but many lived in cheap accommodation with no running water or toilet. There werent any bin men so rubbish was thrown out onto the streets causing various diseases which was another reason for a high death rate. A Christmas Carol is about a tight-fisted, money-obsessed man called Ebenezer Scrooge. It begins with Scrooges long-term business partner, Jacob Marleys funeral. Seven years later on Christmas Eve the sign above Scrooges office still read Marley and Scrooge. Scrooges nephew visited him in his office and was full of Christmas spirit, he invited Scrooge to Christmas dinner. Scrooge called Christmas humbug and couldnt understand what he had to be merry about, What right have you to be merry? What reason have you to be merry? Youre poor enough. This is a fine example of how Scrooge only thinks of money and nothing else. As Scrooges nephew walked out, two charity workers came in. They asked him how much they could put him down to give to charity, Scrooge replied Are there no prisons? Are there no workhouses? The charity workers told him many would rather die. Scrooge then said coldly, If they would rather die, they had better do it, and decrease the surplus population. This shows how cold-hearted Scrooge is. Bob Cratchet, Scrooges clarke, asked if he may have Christmas Day off but Scrooge was very reluctant to allow it. A poor excuse for picking a mans pocket every twenty-fifth of December! But he eventually gave him the day off. This being yet another example of how Scrooge is so money-obsessed. After that, Scrooge went home. As he was opening his front door a spirit appeared in the doorknocker, then disappeared. The same happened again but on his bedroom door handle. When he got into his bedroom he locked the door. Later, as he was eating his gruel, bells started to ring, the locks on the door opened and Marleys ghost appeared. He looked the same except for a few things. The chain he drew was clasped around his middle. It was long, and wound about him like a tail, and it was made (for Scrooge observed it closely) of cash-boxes, keys, padlocks, ledgers and deeds and heavy wrought steel. Marley warned Scrooge that three ghosts would haunt him. ghosts of Christmas past, present and future. And that listening to them was the only hope of escaping the same fate as Marley. When the bell tolled one, the ghost of Christmas past visited Scrooge and took him back to his old school where he spent a depressing Christmas. The spirit also showed him a Christmas party at where he used to be an apprentice, Scrooge saw himself enjoying Christmas. Afterwards he was taken to see the breakup of him and his only love, Belle. The reason for the breakup was that she believed Scrooge loved money more than her. The following night at the same time, the ghost of Christmas present visited Scrooge and showed him people in debtors prisons enjoying Christmas. He also viewed his nephews Christmas dinner; he saw him and all his guests enjoying it. Then he was taken to Bob Cratchets house and was shown his family enjoying a very meager Christmas dinner. Then the spirit predicted if the future events dont change then Tiny Tim, Bobs son whom is crippled, will die. Scrooge was then taken back to his own house but just before the spirit died it uttered these words, Are there no prisons? said the spirit, turning on him for the last time with his own words, Are there no workhouses? This scared Scrooge and made him realise how selfish hed been. On the last stroke of midnight the last ghost visited him. The ghost of Christmas future showed him a man who died. The mans business associates showed not one drop of remorse for his death and would only attend the funeral if there was free food on offer. Scrooge was then shown a chairwoman, laundress and undertaker stealing the mans possessions and selling them. Scrooge was then taken to the grave of the man who died, Scrooge crept towards it, trembling as he went, and following the finger, read upon the stone of the poor neglected grave his own name, Ebenezer Scrooge. This is the darkest point within the story, the tension builds up into desperation as Scrooge confronts his potential death and sees his life for the waste it could be if he didnt mend his ways. The next morning Scrooge awakes to find himself still alive and he is ecstatic. The first person he saw was a young boy and he got him to buy him the prize turkey in the butchers and got the butcher to deliver it to Bob Cratchets house anonymously. As Scrooge walked the streets in a happy manner he bumped into the two charity workers and made a big donation. He then went to his nephews Christmas dinner and the next day he gave Bob Cratchet a pay rise and promised to help his struggling family. Ebenezer Scrooge represents the affluent community of the Victorian era that Charles Dickens despised. Scrooge is the protagonist in A Christmas Carol. Scrooge only cares about money, but he is so obsessed that he never spends any, just counts it. His personality is miserly, selfish and self-centred. If he had his way Christmas would be banned as he believes there is no profit or gain in it, just a waste of time when he could be making money. This is how Dickens describes Scrooge: External heat and cold had little influence on Scrooge. No warmth could warm him, no wintry weather chill him. When his business partner Jacob Marley died he didnt even show any emotion, he didnt even consider him a friend although they worked together for many years. He didnt even replace the sign that said Marley and Scrooge after seven years after Marleys death. Scrooge didnt have any friends, just business associates. A Christmas Carol has a typical moral to it as there is a fight between good and evil where good triumphs. It also teaches people to be kind, considerate, live life to the full and be thankful for what theyve got. It also makes you think about the people in the poorer communities. The social intent of A Christmas Carol is to try and educate the rich of the lives of the poor and destitute. Also to make the rich aware of their responsibility to the poor. A Christmas Carol is a good supernatural story as it has a good moral plot which teaches us many lessons which are still relevant today.

Motivation Theories Application in Construction

Motivation Theories Application in Construction Most concepts of motivation that apply to the workforce begin with the assumption that behaviour, at least in part, is directed towards the satisfaction of needs or motives. Definitions of motivation include: Willingness to exert effort to achieve the organizations goals, conditioned by this efforts ability to satisfy individual needs (Robbins Coulter, 1996). An employees motivation to work consists of all the drives, forces and influenced- conscious or unconscious- that cause the employee to want to achieve certain aims (Graham and Bennett, 1998 p60) Processes that account for an individuals intensity, direction and persistence of effort towards attaining a goal. Robbins and Judge (2009, p.209) There are many definitions of motivation, however the underlying concept appears to be that, some driving force within individuals by which they attempt to achieve some goal in order to fulfil some need or expectation (Mullins, 2002, p418). Rudolph and Kleiner (1989) and Armstrong (1999) suggest that it can be divided in to two categories, intrinsic and extrinsic motivation. Extrinsic motivation is related to tangible benefits such as salary, fringe benefits, security, contract of service, promotion, the work environment and conditions of work. Whereas intrinsic motivation relates to psychological rewards such as the opportunity to use ones ability, a sense of challenge and achievement, receiving appreciation, positive recognition, and being treated in a caring and considerate manner. The importance of the construction industry in relation to the general economy The building and construction industry is essential to welfare and prosperity in the UK. In 2011 the Gross Value Added of the construction industry in the UK was  £89.5 billion, 6.7% of total GVA (Gross value added). There were 2.04 million workforce jobs in the UK construction industry in March 2012, 6.4% of all workforce jobs. The GVA of the industry fell in 2008, 2009 and 2010 both in terms of  £billions but also its share of the total economy, 2011 saw a slight recovery but the GVA of the construction industry remained below pre-recession levels. (http://www.parliament.uk/briefing-papers/SN01432) The importance of motivation Motivation is extremely important to organisations and companies of all sizes; in a competitive market place such as the construction industry it is vital that staff members are motivated in order to convert physical and financial resources into useful products, ultimately helping to reduce the cost of operations. According to Sabah Karimi (2010) Motivation is important in order to be able to attain the organizations goals and to accomplish long and short term objectives. Managers strive to motivate people in organisations to perform at high levels. This means getting them to work hard, to come to work regularly and to make positive contributions to the organisations goals. However job performance not only depends on motivation but also ability and environmental factors. The relationship of Performance can be stated as follows: P = M + A + E With, P = performance, M = motivation, A= ability, and E = environment To generate high levels of performance an employee must be motivated to do the job, must have the ability to complete the job effectively and must be provided with the necessary equipment/information to do so. Mullins (2002) refers to work by Krietner et al. who proposes that although motivation is a necessary contributor for job performance, it is not the only one. Alongside ability, motivation is also a combination of level of skill, knowledge about how to complete the task, feelings and emotions, and facilitating/inhibiting conditions not under the individuals control. Performance and satisfaction are areas commonly discussed when talking about motivation. Organisations not only want operatives that are productive, but they also want to ensure that their workforce is satisfied in order to reduce employee turnover. Boredom and frustration at work is often the result of an employees lack of involvement with the companys goals and a feeling that their ideas are not wanted or listened to. For the employer, staff turnover increases as employees walk out of the door for more interesting jobs. (Management today) Despite being discussed, there has been little scientific research in to the relationship between satisfaction and productivity and whether operatives are motivated so they are satisfied, productive or both. The importance of motivation is clear and can be summarised in the following quotation: Motivation may be defined as the degree to which individuals commit effort to achieve goals that they perceive as being meaningful and worthwhile Johnson, Johnson, 2003 However, it is slightly unclear are the factors that motivate operatives, if the techniques applied by management are successful, and what the relationship is between satisfaction and productivity. Therefore the aims for this research are to: Understand what motivates construction operatives, by ranking their needs, motivators and de-motivators. Establish what site managers perceive motivates operatives, and compare whether they are of the same opinion as the operatives. Compare the findings of this study with previous research, and establish any differences in opinion Discuss the issue of satisfaction and productivity and establish if there is a relationship between the two MOTIVATIONAL THEORIES THEIR APPLICATION IN CONSTRUCTION There are various theories which endeavour to quantify what motivation is, all which are partially true. However a generalised theory that applies to all individuals in different circumstances has not yet been theorised. It is not essential to discuss all motivational theories but it is however important to identify that each one is different. This project will be expanding on data analysed from previous research which was collected in relation to Maslows hierarchy of needs theory. It also raises key points in regards to issues with satisfaction and productivity, this in which is linked to the work of Herzberg. This chapter will subsequently focus on the work of Maslow and Herzberg; other theories will be outlined briefly. History of motivation Motivation theories can be traced back over two centuries ago to the works of innovative theorists such as Robert Owen, Jeremy Bentham, and Elton Mayo who began to research and implement principles of motivational theories, there be it different models. Robert Owen believed that by caring and looking after the needs of his employees they would be more reliable, efficient and longer lasting. He demonstrated pioneering management and ethical business policies which are now widely recognised and implemented within human resources today. His strategies inspired infant education, the need for safer working practices, the co-operative movement, trade unionism, and garden cities. Jeremy Bentham views are widely known as the carrot and stick approach, a metaphor relating to reward and penalties. Bentham believed that everyone is self-interested, motivated by either a desirable outcome or avoiding an unpleasant one. Although theories of motivation have been explored extensively since, reward and punishment is still considered strong motivators in our society today. Elton Mayo conducted various behavioural experiments to explore methods of motivating staff, from the research he conducted he concluded that staff were not only motivated by pay, work conditions and moral but also psychological and social factors. He also found that recognition and a sense of belonging are very important and that an individuals attitude towards work is strongly influenced by those around them. Outline of theories It is now possible to divide motivation theories into two categories, content theories and process theories. Content theories may also be referred to as need theories as they focus on the importance of establishing what motivates us, trying to identify the needs of individuals and thus relating motivation to the fulfilling of these needs. These theories are concerned with identifying peoples needs, their relative strengths and the goals they pursue in order to satisfy these needs (Mullins 2002). They include: Maslow hierarchy of needs model Herzbergs two-factor theory Alderfers modified need hierarchy model McClellands achievement motivation theory McGregors X and Y theory Maslows Hierarchy of Needs Abraham Maslow introduced a hierarchy of needs in a paper written in 1943, called A Theory of Human Motivation. The hierarchy attempts to explain/propose factors that motivate an individual, Maslow suggested that people are motivated to fulfil basic needs before moving on to other, more advanced needs. The hierarchy is most commonly displayed in a pyramid format show in figure 1. Maslow believes that we must first achieve physiological needs as they are vital for our survival. They include the need for water, air, food and sleep; these are classed as primary needs as all other steps in the tier are secondary until these needs are met. Safety needs may also include factors that improve security; they are not as demanding as the physiological needs. Once we can sustain ourselves (tier 1) it then becomes essential to ensure our safety/security, examples of this may be protection from weather, health insurance, machinery, vehicles etc. Social needs include our natural urge to feel accepted; examples of this may be with family, relationships or colleagues at work. Esteem needs include feelings such as self-worth, accomplishment and social recognition. Self-actualisation needs represent the highest tier of the hierarchy and are needs concerned with self-fulfilment or personal growth. Maslow believed that each tier must be fairly well satisfied before the needs of the next tier become important to the individual, however Oldcorn (1989) advocates that individuals may not satisfy the first need to move on to the next until they reach the top of the hierarchy. He implies that in reality we try to satisfy a mixture of various needs at any one time. This can often be seen when individuals are put under pressure, sleep and food (physiological needs) may be deprived in order to complete an objective or goal (esteem needs). This argument coincides with Wahba and Bridwell (1976) who reported that there was diminutive evidence to support the ranking of the needs or the hierarchical order, as his theory was difficult to test empirically; furthermore this meant that there are various interpretations of his theory and the clarity of his work has faded over time due to more recent publications by authors with more current views. Nevertheless the values of the tiers remain, regardless of the overlapping of needs. Herzbergs two-factor theory Dr Frederick Herzberg conducted research in order to gain an understanding of what creates job satisfaction. Herzbergs to-factor theory states there are certain factors in the workplace that cause satisfaction, and in turn different factors that create dissatisfaction. Herzberg divided these factors into two categories, hygiene and motivator factors. Principally hygiene factors are crucial in ensuring that workers are not dissatisfied, whereas motivators are needed to increase performance. Motivators are regarded as factors such as challenging work, recognition, responsibility and personal growth; elements Maslow describes as esteem needs. Hygiene factors are extrinsic, these include; job security, salary, fringe benefits and company policies; elements of Maslows higher level needs. They do not provide positive satisfaction, however if they are not present this will create dissatisfaction. There has since been criticism regarding the accuracy of the results concluded in Herzbergs theory, NEED TO INCLUDE POINT THAT DISPOVES, THEN EVIDENCE OF VALIDITIY. Alderfers modified need hierarchy model (ERG Theory) Clayton Alderfer redefined Maslows hierarchy and re-categorised it into three broader classes of needs. These include: Existence Needs Relatedness Needs Growth needs McClellands achievement motivation theory David McClelland was an American psychologist who conducted research to further the work of Abraham Maslows hierarchy of needs theory. McClelland carried out research and experiments to identify the varying needs and motivators in a variety of people. His research suggested that these needs can be categorised into affiliation, power and achievement. Each of these needs influence motivation within an individual, McClelland suggested that these needs or motivators are acquired over time and vary from person to person dependent on their life experiences. Achievement can be defined as a recurrent concern to excel, to do better for its own sake, for the intrinsic satisfaction of doing better. (McClelland, 1961). The power motive can be defined as a recurrent preference or readiness for experiences of having impact, control, or influence over others and the world (McClelland, 1975; Winter, 1973). The affiliative motive has been defined as the preference for establishing, maintaining, and restoring a positive affective relationship with another person or persons (Atkinson et al, 1954, p406). McGregors X and Y Theory Theory X and Theory Y are theories of human motivation, developed by Douglas McGregor in the 1960s. The theories describe two opposing models of employee motivation; X theory proposes that employees are fundamentally idle and have no interest in meeting the organisations objectives, therefore management and direction is necessary in ensuring that the workforce operates productively. Y theory still suggests that management are responsible, however McGregor proposes that management should show confidence in their workforce; giving employees the opportunity to exercise creativity, imagination and ingenuity in order to create a work environment where both management and subordinates share co-operative objectives. Weinbach, 2008 states that Most people can handle responsibility, because creativity and ingenuity are common in the population