Management Planning – the Boeing Company

The board Planning †The Boeing Company Management Planning Boeing is an aviation organization, a producer of business jetliners and military airplane. Boeing likewise plans and produces rotorcraft, electronic and protection frameworks, rockets, satellites, dispatch vehicles and propelled data and interchanges frameworks (Boeing Company, 2010). The motivation behind this paper is to assess the executives getting ready for the Boeing Company. The Boeing Company’s business is led by its workers, supervisors and corporate officials drove by the CEO, with oversight from the Board of Directors. The Board’s Governance, Organization and Nominating Committee intermittently audit the Company’s corporate administration standards and current works on (Boeing Company, 2010). Business arranging at Boeing is convinced by interior and outside components, for example, legitimate issues, morals, and corporate social obligation. Factors, for example, laws, financial conditions, and rivalry impact the company’s vital, strategic, operational, and possibility arranging (Boeing Company, 2010). Legitimate Issues The arranging procedure of the organization can be problematical, now and again, by lawful issues, which can place the organization in an awful position. In August of 2000, the Boeing Company settled two claims that affirm the Seattle-based producer set inadequate riggings in CH-47D â€Å"Chinook† helicopters and afterward offered the airplane to the United States Army; the measure of the settlement was for $54 million. Boeing utilized two subcontractors, Litton Precision Gear of Bedford Park, Illinois and SPECO Corporation of Springfield, Ohio to make the flight-basic transmission gears for the helicopter. One of the riggings, made by Litton, bombed in flight, causing an Army Chinook helicopter to bite the dust while on a strategic Honduras in 1988. Five servicemen on board were executed. Two of the riggings fabricated by SPECO flopped in trip in Chinook helicopters. One specialty, which smashed in January 1991 during Operation Desert Shield in Saudi Arabia, was completely annihilated. Two people on board were harmed. In another episode at Ft. Meade, Maryland in June 1993 during a preparation flight, a Chinook continued more than one-half million dollars in harm. The helicopters obliterated in Honduras and Saudi Arabia were esteemed at more than $10 million every (U. S. Branch of Justice, 2000). Boeing endured a colossal financial lost notwithstanding the terrible exposure and notoriety that these faulty riggings. Boeing has gained from these missteps and has actualized procedures to examine the personal investigations for each subcontractor employed by the organization. Morals Boeing’s marketable strategies can't occur without trustworthiness (Boeing, 2010). The Boeing Company has an exacting morals strategy that was made to ensure the organization and its workers. All representatives at Boeing are required to comply with all the data given in the worker Code of Conduct handbook. Boeing has a hotline, which representatives can call to pose inquiries or report infringement of arrangements. The Finance office has extra arrangements that must be followed for the precise announcing of organization money related records. It is basic for strategies to be followed so the honesty of the organization isn't undermined. A case of awful morals that affected the organization drastically was when Boeing was in June of 2006. A legitimate issue including an examination over the inappropriate securing of exclusive records from an adversary, the Lockheed Martin Corporation, which Boeing representatives used to attempt to pick up government rocket propelling business (Leslie, 2006). At long last, Boeing’s money related boss was condemned to four months in jail for morals infringement for extending to an employment opportunity to a previous Air Force official and in the rocket propelling case, Boeing was suspended for 20 months from Air Force rocket business. Boeing was evaluated to have lost $1 billion in government contracts in light of the suspension. Boeing director, W. James McNerney Jr. expressed the organization was at that point pushing ahead with significant endeavors to fortify the company’s morals and consistence. In light of poor morals, Boeing lost over $1 billion dollars for the organization (Leslie, 2006). Collaborate Social Responsibility Giving back to the network is a Boeing basic belief. The organization and its representatives work in association with networks all around (Boeing Company, 2010). At present they are cooperated with network association in 26 states, 14 nations and 6 locales outside the U. S. Boeing workers have contributed more than $10 million through an organization blessing coordinating project, and chipped in a great many long periods of individual assistance. Boeing representatives gave an extra $31. 5 million through the Employees Community Fund, one of the biggest worker possessed assets on the planet (Boeing Company, 2010). Monetary Conditions Current financial conditions are main factors on how Boeing plans operationally, deliberately and strategically. Since the United States’ serious monetary downturn in the recent years, Boeing has endured because of aircrafts being in a tough situation. Business has diminished enormously and Boeing has constrained a few undoings and deferrals of airplane orders, however Boeing said it has different clients sitting tight in line for new, more cost-proficient planes. The ongoing monetary downturn clarifies that Boeing must hold adaptability in controlling worldwide assembling plans. (Ann, 2008) Competition Rivalry is another motivation behind why Boeing needs to design strategically and deliberately. Airbus is Boeing’s greatest opponent in the carrier business. Lockheed Martin is Boeing’s greatest rivalry in protection frameworks. Notwithstanding directing their own inward innovative work, Boeing is teaming up with the absolute best examination offices, colleges, and organizations around the globe. In doing as such, they are utilizing advancements, to guarantee Boeing remains in front of the opposition by giving the most imaginative, and moderate aviation arrangements the world brings to the table (Boeing Company, 2010). Government Regulations The Government assumes a focal job in avionics wellbeing and has done as such from the industry’s most punctual days (Boeing Company, 2010). The Air Commerce Act put the legislature in the matter of setting up air courses; creating air route frameworks; authorizing pilots, mechanics and airplane; and researching mishaps (Boeing Company, 2010). Government guideline directly affects the creation of new planes. At the point when producers structure another plane they should get a â€Å"type certificate† from government controllers ensuring that the plan is airworthy (Boeing Company, 2010). The administration additionally requires Certification of aircraft staff and air terminal authentications (Boeing Company, 2010). End Several components are involved with business arranging at Boeing, for example, inside legitimate issues, government guidelines, corporate social duty, financial conditions and morals. The lawful office at Boeing deals with all parts of arranging concerning morals. Numerous associations are supported by Boeing through its relationship to help them in their charitable endeavors. Corporate social duty is significant in light of the fact that clients and potential customers evaluate organizations on the endeavors the organization makes to be socially mindful. The morals in the set of accepted rules handbook made at Boeing are relied upon to be trailed by each representative and subcontractor. Boeing needs to stay aware of new innovation and inventive plans to be in the vanguard and in front of the opposition because of current financial conditions. The carrier business is impact much by government guidelines, for example, declarations, administrative principles, and implementing rules influence how quick a plane can be made. The arranging procedure at Boeing is an ever-changing procedure because of shifting changes in their inner and outside condition. Reference Ann, K. (2008). second Update: Boeing 3Q Hurt by Machinists’ Strik;: Stock Down. Recovered April 17, 2010, from http://www. smartmoney. com/news/ON/? stroy=ON-2008 1022 - 000844-1245 Boeing Company. (2010). About Us. Recovered April 17, 2010, from http://www. boeing. com/companyoffices/aboutus/Boeing Company. (2010). Corporate Governance. Recovered April 17, 2010, from http://www. boeing. com/corp_gov/Boeing Company. (2010). Moral Business Conduct Guidelines. Recovered April 17, 2010, from http://www. boeing. com/companyoffices/aboutus/morals/ethics_booklet. pdf Boeing Company. (2010). Government’s Role in Aviation Safety. Recovered April 17, 2010, from http://www. boeing. com/business/wellbeing/government_role. html Leslie, W. (2006). Boeing Ethics Woes Take Toll on the Bottom Line. The New York Times. Recovered April 17, 2010, from http://www. nytimes. com/2006/06/30/business/30boeing. html U. S. Branch of Justice. (2000). Boeing to Pay U. S. For Selling Army Defective Helicopters. Recovered April 17, 2010, from http://www. equity. gov/opa/pr/2000/August/450civ. htm

1.) Three Genetic Disorders Are Downs Syndrome, Turners Syndrome, And

1.) Three hereditary issue are Down's condition, Turner's disorder, and Red-green partial blindness. They are completely brought about by bothersome qualities acquired by typical hereditary instruments. These transformations are generally latent in light of the fact that predominant ones normally bite the dust. Turner's Syndrome is brought about by broken cell division known as non disjunction. This happens when chromosomes neglect to isolate. IN this issue, the influenced have one x chromosome. The impact are an immature female, mental retardedness, and sterility. Down disorder is a condition brought about by an oddosome that happens on the pair #21. It brings about extreme variation from the norm physical and mental imperfections. For instance, shorter air pocket shape eyes, short fingers, short necks. There are degrees of down disorder contingent upon the measure of chromosomes (extra). It is additionally acquired, and is a typical disfigurement. Red-green visual impairment is where red can't be recognized from green. This is sex connected. 2.) Water is the support of life. Water has numerous properties that make it the most significant straightforward nuclear structure. Water acts like a magnet, both the oxygen and the hydrogen iotas pull in the electrons in the electrons they share in the covalent obligations of the water particle. Water is a polar particle, this is on the grounds that water is firm, it frames a grid of hydrogen securities with itself that is a fluid and not a gas, at moderate temperatures. The attachment of water is additionally liable for its surface strain. Another property of water is its high explicit solid go heat. Hydrogen bonds retain heat when they break, and discharge heat when they structure, limiting temperature charges. Water is a ground-breaking dissolvable, water particles accumulate intently around any atom that shows an electrical charge, Polar water atoms are pulled in to particles and polar mixes, making them solvent. Water additionally composes non polar atoms, when non polar parti cles, which don't frame hydrogen bonds, are set in water, the water particles act so as to bar them. Water likewise has the property to ionize. The particles of water unexpectedly formate, when this happens one of the proteins separates from the atom. Another property of water is that ice has a lower thickness than fluid. This happens on the grounds that the water particles in an ice gem are divided generally far separated as a result of hydrogen holding. Thsi properties of water help make it the support of life that plants and creatures rely upon for living. 5.) The plasma film (or cell layer) limits the cell. In view of the significance of the plasma layer as the seperator of interior metabolic occasions from outer condition and in light of the fact that it controls the development of materials into and out of the cell.. The plasma film comprises of a twofold phospholipid layer with the non polar hydrophobic tails highlighting within the film and the polar hydrophilic heads framing the two external appearances. Protein and cholesterol atoms are dissipated all through the adaptable phospholipid film. The phosopholipid layer is hydrophobic obstruction to the development of most particle little atoms, for example, h20, C2o and O2, unreservedly go over the film. Transport proteins spend ATP to move materials over the layer. At the point when vitality is utilized for this reason, the materials are supposed to be effectively moved, and the procedure is called dynamic vehicle. There are two manners by which substance move. The principal, mass stream, is the general development of a gathering of substances. This movement is not quite the same as mass stream since it is the movement of particles (or iota or particles) autonomous from the movement of different atoms. On the off chance that a focus slope exists, that is if the grouping of specific particles (or iotas or particles) is not quite the same as one locale to another, at that point the atoms which are continually moving will in the end become equitably disseminated. Dissemination happens because of the irregular movement of the particles. Cannel proteins ( at amalgamations) in the cristae permit the protons in the external compartment to stream once more into the network. The protons traveling through the channel create the vitality for other for these channel proteins to deliver ATP. It is the way turbines in a dam create power when water moves through them.

Sample TOEFL Preference Essay Making Decisions Alone

Sample TOEFL Preference Essay Making Decisions Alone Sample TOEFL Preference EssayThe QuestionNowadays, the world is developing at a very rapid pace and we are constantly forced to make a lot of choices that can affect the rest of our lives. Do you agree or disagree with the idea that should always ask someone else for help when we need to make an important decision? Why or why not? Use specific reasons and examples to support your choice.Special Offer: TOEFL Essay Evaluation and ScoringYou can now sign up to have your practice essays evaluated and scored by the author of this page. This service is a great way to learn how you will do before test day and how you can best prepare for the big day. Sign up today.The Sample Essay?The choices we make today can profoundly influence our future. Personally, feel that we should never make important decisions on our own. I feel this way for two reasons, which I will explore in the following essay.?First of all, while we might think our lives are unique, there is always someone close to us that h as been in a similar situation. By consulting someone who has made a similar decision in the past, we can more carefully weigh our options. My personal experience is a compelling example of this. When I graduated from high school five years ago I was forced to choose between enrolling in either a trade school or a university. I knew that a trade school would lead to more reliable employment in the future, but I also knew that a university would provide a more stimulating intellectual environment. I did not think that my old-fashioned and practical-minded parents had struggled with the same dilemma in their youth, but when I talked it out with my father I found out that despite his conservative nature he had considered studying the liberal arts. As we talked about his motivations, and some of the regrets associated with his ultimate choice, I was able to more fully consider all of my own options.?Secondly, when we make decisions alone, we are more likely to make rash and impulsive mo ves. Talking about a problem with another person takes time, and thus our decision making process is slowed down. For example, when I decided to buy a new car last year I made purchase the very same day that the idea popped into my head. It seemed like a wonderful idea at the time because gas prices were low and there was plenty of parking available on campus. However, when I told one of my classmates about my purchase she reminded me that gas prices always shoot up when we least expect them to, and that parking was only easy to find at that time because it was summer vacation and many students were away. Had I talked about these issues before buying the car, I might have reconsidered whether or not it was a wise idea.?In conclusion, I strongly believe that it is never a smart idea to make decisions without first talking to someone about them. This is because there is always someone in our life who has had to deal with a similar situation, and because talking about issues prevents u s from acting impulsively. (418 words)NoteThis is a sample TOEFL personal preference essay written by a native speaker. It follows our TOEFL writing templates for independent essays. If you find it useful, please remember that we have many more sample essaysfor you to read!

Cause Of Poverty In America - 1303 Words

More than 3 billion people are living in poverty across the world, among those an estimated 43.1 million people in America are living in poverty. There are many causes of poverty, but mass incarceration is one of the most prominent ones. When people get out of prison or jail, they have a very low chance of getting a job and finding a home because they have the label of being a criminal. People tend to explain poverty especially poverty in America is that people are lazy and do not want to work, but that is not the reason at all. The government is ultimately responsible for distinguishing who is in poverty and what measures are going to be done to help those people get assistance. But because people do not particularly talk about this†¦show more content†¦Mass incarceration is defined as the drastic increase of people in prison and/or jail, and the high rates of racial disparities in prison. From slavery to the Jim Crow laws, now to mass incarceration. People identify how his tory seems to be repeating itself, but not being as straightforward as it was in the 1800s. Because of the â€Å"war on drugs† specifically people of color have been incarcerated for minor crimes. Most of these people cannot afford a decent lawyer so they have to plead out and do their time in prison. The problem with this is that when these people get out they cannot get a job or get housing because they have been labeled as a criminal. This affects the poverty percentage because when people are incarcerated they do not have an access for education or real world skills that they need when they get out. Therefore, when they are released from prison they resort to crime as a source of income because it is so hard for them to earn a job, or they even become homeless because they cannot live in government housing and have no place to go. Because of the stereotype that America has placed on blacks and hispanics, they become more targeted for police searches than white people, whi ch heavily influences whether they are arrested and processed. Society commonly refers to people in America who are living in poverty as people being lazy or saying that there are plenty of jobs and thatShow MoreRelatedCause Of Poverty In America787 Words   |  4 Pagesyou can see, there are more than the basics of poverty. These poor people struggle on a daily basis to provide the needs of themselves and their family. Poverty affects adults and their children in so many ways. I believe that poverty should be one of the main focuses of America. I have deep sorrow for these people doing whatever they can to make money. I think that poverty needs to be decreased in the United States. I don’t know how the people in poverty do it. They have a weight that they are carryingRead MoreWelfare Causes Poverty in America Essay811 Words   |  4 Pages There seems to be an increase in poverty in the United States and there are so many theories behind why this might be a problem. It seems as if Society as a whole wants to blame this social â€Å"condition† on Society itself. I believe that the problem of poverty lies within the actual individuals that are experiencing poverty. There are a few reasons why people experience poverty. They are as follows: One, the liberal welfare programs that were started in the 1960’s, two, individuals lack the characteristicRead MoreEssay on North America Causes Poverty in the Third World1428 Words   |  6 PagesAfter much deliberation, I have come to the conclusion that ‘we’ are all horribly selfish. Not intentionally of course. It just sort of happened you know, snuck into our lives when we weren’t looking. By ‘we,’ I mean much of the population in the Northern Hemisphere. Yes, we’re gorgers, gluttons, plump little people living luxurious lives at the expense of those skinny folks in the Third World. â€Å"Luxurious!?† you cry in objection. â€Å"But of course,† I cry back comparing our living space to the niceRead MorePoverty in America840 Words   |  4 Pagesabout poverty’s history in America and its definition, the causes/reasons of poverty, the effects of poverty on America, and the salaries of people in poverty. Poverty is the state or condition of having little to no money or goods. In America, poverty started being a major issue in the late 1950s when it reached 22.4 percent of the American population. Throughout the 1960s, poverty steadily declined, and reached 11.1 percent in the year 1973. Over the next 10 years, poverty alternated between 11.1Read MorePoverty And Poverty854 Words   |  4 PagesPoverty is a problem that the world suffers from, in which case can cause an awareness. There’s people in a current area downtown who are going through poverty. Mark Gongloff states in â€Å" 45 Million Americans Still Stuck Below Poverty Line: Census† â€Å"More than 45 million people, or 14.5 percent of all Americans, lived below the poverty†¦..But the level of poverty is still higher than 12.3 percent in 2006† (2014). There’s so many people, such as children suffer from poverty. Haiti suffers 37% more inRead MoreThe Poverty Cycle Of Poverty1096 Words   |  5 Pages Children are said to be the future of America, but what if their future is lined up for them already because they are stuck in a cycle of poverty? The Panel Study of Income Dynamics (PSID) collects information on the social and economic status of families and their offspring every year. The National Center for Children in Poverty used a PSID study that found â€Å"that individuals who grow up in poor families are much more likely to be poor in early adulthood. Moreover, the chances of being poor inRead MorePoverty in Places Such as Africa786 Words   |  3 PagesThere are many different forces that cause poverty in America as well as other places around the world. All countries and or territories have some type of poverty, No one can deny that. Different forces such as bad government policy, overpopulation, high standards of living, costs of living, environmental degradation, and lack of individual responsibility are some of the forces that contribute to poverty. The poor in devel oping countries are trapped. They lack education, good nutrition, and a safeRead MoreEssay on The Root Causes and Solutions to Poverty676 Words   |  3 Pagesstrongly in certain things, all of our ideas on poverty fall on the same path. Unfortunately, as reality points out, is that inside the walls of the White House, where it is commonly believed that actual progress is happening, ideas on poverty revolve around stock exchange, whose ideas only benefit those who get elected. Subsequently, these elected officials lead a group or campaign in a worthless round of unethical ideas that instead of helping poverty, increases U.S. debt. It is also commonly misinterpretedRead MoreCause Of Poverty Essay1527 Words   |  7 Pagesthe U.S are slipping below the middle class and into the grip of poverty. More than 45 million people are living in destitution in the U.S. That means more than 14% of the population is making less than $2,400.00 a month. The Many people believe that there seve ral factors that cause poverty. However, there are really only three main causes of poverty; a poor economy, a long history of drug use, and lack of education. The America that most people know is deteriorating, along with the backbone ofRead MoreWhat Is The Cause Of Poverty?959 Words   |  4 PagesWhat is the cause of Poverty? In this paper I will discuss the causes for those below the poverty line in America set by the census bureau and how we might begin fixing them and how they are already being fixed. I believe these issues are able to be helped but they need to be clarified and addressed properly. Currently in America there are 46.2 million people currently listed as impoverished according to the Census Bureau. As such first we need to look at the causes for poverty for nationally. In

Application Materials For The Assistant Professor Position

Please accept my application materials for the Assistant Professor position advertised in the ____ employment exchange. I have arranged for my letters of recommendation, transcripts, professional references, and department evaluations to be sent directly to you if needed. Currently, I am a doctoral candidate in the department of Criminal Justice at the University of Louisville having completed all degree requirements but my dissertation. The program has provided many opportunities for me to gain research and teaching experience making me well-suited for this position. I am particularly interested in this position because of the opportunity to continue conducting quality research, teaching students, and serving the discipline of criminal justice at a well-respected University. My primary research interests include juvenile justice and delinquency, cybercrime, program evaluations, and criminological theory. Within these areas I am especially interested in the causes and correlates of juvenile substance abuse, online victimization, the effectiveness of programs designed to reduce and control crime, and the theory-driven understanding of such phenomena. For example, my coauthors and I recently published a test of primary socialization theory, an understudied and unique perspective related to the correlates of youth’s delinquent behavior, in the Journal of Substance Use. The results from this study indicated that association with substance-using peers and poor parental bonds wereShow MoreRelatedRoche Group Application Report1023 Words   |  5 PagesDear Members of the Selection Committee: I am writing to apply for the position of Scientist at The Roche Group. I am currently a Visiting Assistant Professor in the Chemistry Department at Reed College. 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Currently, I am an Assistant Clinical Professor and Research Educator in the Designing Innovations (DI) Research Stream in the First-Year Innovation and Research Experience (FIRE) at the University of Maryland, College Park (UMD). I have had various teaching and mentoring experiences with undergraduate students since 2013. I am currently leading the DI ResearchRead MoreVisiting Assistant Professor Of Teaching English1296 Words   |  6 Pages I am writing to apply for the position of Visiting Assistant Professor of Teaching English as a Second/Foreign Language in the Language, Literacy, and Leadership Department at Webster University. I hold a doctor of philosophy in Foreign, Second, and Multilingual Language Education (within the TESOL program) with an interdisciplinary specialization in Educational Technology. Moreover, I have experience in teaching EFL and ESL learners English. 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Women Combat Roles Free Essays

WI agree with the Joint Chiefs of Staff’s allowance of women to be in combat position. I find it a little sexist that women were denied the chance to not have combat roles. In the article, â€Å"Pentagon Removes Ban on Women in Combat† by Ernesto Londono of The Washington Post, it says, â€Å"Panetta announced a lifting of the ban on female service members in combat roles, a watershed policy change that was informed by women’s valor in Iraq and Afghanistan and that removes the remaining barrier to a fully inclusive military. We will write a custom essay sample on Women Combat Roles or any similar topic only for you Order Now † I think that women are just as capable as men. Even if their bodies aren’t built as strong and men, they have determination and can do so many things, even better than some men. The army currently excludes women from about 25 percent of active-duty roles. The article says that, â€Å"The decision comes after a decade of counterinsurgency missions in Iraq and Afghanistan, where women demonstrated heroism on battlefields with no front lines. † To me this is proving the point that women are just as capable with men. Women are just as much as heroes as men are and just as inspiring, if not more. The Army and the marines are going to present their plans to open most jobs to women by May 15. I really think that this is an excellent idea. As the article says, it’s â€Å"monumental. † I absolutely agree. â€Å"Every time equality is recognized and meritocracy is enforced, it helps everyone, and it will help professionalize the force. † I agree that the force will be more professional with women in combat roles and not just men. Of course this announcement has created a lot of critics and lots of skeptics. The article says, â€Å"Critics of opening combat positions to women have argued for years that integration during deployments could create a distracting, sexually charged atmosphere in the force that women are unable to perform some of the more physically demanding jobs. † I say that is sexist. Women are emotionally and physically strong. They may not be able to bench press the amount that men can but they can do a whole lot and the combat roles would be very lucky to have them. If they want to dedicate their time/life to the military then let them. In the article it says, â€Å"Lifting the ban will go a long way toward changing the culture of a male dominated institution in which women have long complained about discrimination and a high incidence of sexual assault. † I think throughout history, women’s rights have been a serious issue. If they let women fight on combat roles, it would do wonders that would go down in history. Another thing the article says is, â€Å"’I’ve served with women at all levels, and based on my experience, women have done a phenomenal job,’ said the officer. Women are phenomenal, I agree. They can do amazing things, just as much as men. It’s important that the military doesn’t lower their standards of what’s acceptable and not and they address this in the article when they say, â€Å"It is critical that we maintain the same high standards that have made the American military the most feared and admired fighting force in the world. † I thi nk that women can reach these high standards and perform them just as well. I agree with the Joint Chiefs of Staff’s position to allow women in have a role in combat positions. How to cite Women Combat Roles, Essay examples

Your Dissertation Hand-in Checklist

Your Dissertation Hand-in Checklist After months of hard work and sleepless nights, the moment when you finally get to hand in your dissertation can be both exhilarating and nerve-wracking at the same time.   Before handing over the final version of your work it's important that you triple check that it is complete and that you've not forgotten anything important.   Use our 7-step dissertation hand-in checklist to put your mind at rest.   The Abstract The abstract appears right at the beginning of your dissertation but it is usually written last, which is why you need to be careful not to forget it.   The abstract is a highly condensed, brief summary of your entire dissertation.   It may seem difficult to summarise something that you have lived and breathed for so many months but you need to make sure that your abstract is short and concise.   Acknowledgements It isn't essential that you include a page of acknowledgements, but chances are that you've had some help or guidance somewhere along the line so giving acknowledgement to the people who have helped you is a nice touch.   Appendix, bibliography, table of figures Before you draft up your appendices, bibliography, reference list, or table of figures it's a good idea to check with your school, college or university which format they prefer these to be in as different institutes often have different preferences.   Your reference list and/or bibliography should be positioned at the end of your dissertation just before your appendix.   You will need to make sure that you reference all sources and materials that you have used throughout your dissertation.   Your appendices are used to include any research materials that you have not included in the main body of your text but that are useful for illustrating a point.   These could be original transcripts, questionnaires, graphs or tables. Proofread Once you're sure that the main content of your dissertation is complete it's time to get it proofread.   When it comes to your dissertation it just enough to simply run a spell check over the document, you'll need a few different people to cast their eyes over your work to make sure that everything makes sense, is spelt right and written in a way that is grammatically correct. For complete peace of mind use the professional proofreading service provided here at Essay Writing Service UK to ensure that your dissertation reads well from cover to cover. If you're still not convinced about the importance of having your work professionally proofread read our blog â€Å"Should I get my essay professionally proofread† for more great reasons.   Check for consistency in formatting When you're writing such a huge piece of work over such a long period of time it's easy for a slight change in formatting or font size to go unnoticed.   Cast your eye over your entire dissertation to make sure that you have been consistent with the way that you have laid out your work, the font that you've used and the size of your text and headings.   Table of contents and page numbering Once you're sure that everything else is correct it's time to get those pages numbered and your table of contents completed.   As with your appendix and bibliography it is a good idea to check with your educational institute whether they have any preference in the way that this is laid out before you go ahead and get stuck in.   Don't forget to include chapter numbers as well as page numbers.   Binding Finally, your content is complete.   The final step to tick off your checklist is getting your work bound either with a hard cover, or with a plastic comb and cardboard and acetate covers.   Once everything's bound all you have left to do is take a step back and admire your handiwork before kissing good bye to your dissertation when you hand it in.   Well done you've finished!

Probability Questions on ACT Math Strategies and Practice

Probability Questions on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips What is the probability that you’ll toss a coin and get heads? What about twice in a row? Three times? Probability questions ask you determine the likelihood that an event or any number of events is to occur, and the more you practice, the better your odds will be at mastering these types of questions on the ACT (see what we did there?). This will be your complete guide to probability on the ACT- how probability works, the different types of probability questions you’ll see on the test, and the steps you’ll need to take to solve them. What Does Probability Mean? $\Probability = {\desired \outcome}/{\all \possible \outcomes}$ On the ACT, probability questions can be framed in several different ways. You may be asked to find the â€Å"probability† that an event will occur, the â€Å"chances,† the â€Å"odds,† or the â€Å"likelihood.† But no matter how you see it written on the test, these are all ways of asking for the same thing. The way we represent the probability of an event (or events) is to express, as a fraction, how often that event occurs over the total number of possible outcomes. So if we use our example from above- †What are the odds that you’ll flip a coin and get heads?†- the odds will be: ${\desired \outcome}/{\all \possible \outcomes}$ $1/2$ In this one throw, there is one possible chance of getting heads. This means our denominator is 1. There are also two possible outcomes total (heads or tails), which means that our denominator will be 2. Now let’s take a look at another example: Mara is stringing a necklace and she selects each bead at random from a basket of beads. If there are currently 5, yellow beads, 10 red beads, 15 green beads, and 20 blue beads in the basket, what are the chances that she will select a red bead next? ${\desired \outcome}/{\all \possible \outcomes}$ There are 10 red beads, which is our desired outcome. This means 10 is our numerator. There are also a total of $5 \yellow \beads + 10 \red \beads + 15 \green \beads + 20 \blue \beads = 50 \total \beads$ in the basket. This is our denominator, as it represents all the outcomes possible. When we put these together, our probability is: $10/50$ $1/5$ The chances that Mara will select a red bead are 1 in 5 or $1/5$. Now what if we framed our desired outcome as a negative? What are the odds that Mara will NOT select a green bead? In order to find a negative probability, we must subtract out the chances that Mara will draw a green bead. (We could also think of this as finding the desired outcome of her selecting a yellow bead, a red bead or a blue bead, which we will cover in more detail in the next section.) There are only yellow, red, green, and blue beads, so we can add up our odds of yellow, red and blue beads, excluding the green. There are 5 yellow beads, 10 red beads and 20 blue beads, so we can put those together to get our numerator. $5 + 10 + 20 = 35$ And there are still $5 + 10 + 15 + 20 = 50$ beads total for our denominator. So what are the odds that Mara will NOT select a green bead? $35/50$ $7/10$ The odds are 7 in 10 ($7/10$) that Mara will draw any color bead except green. Expressing Probabilities As you can see, probabilities are expressed as fractions. This means that an event that will always and absolutely occur will have a probability of $1/1$ or 1. On the other hand, an impossible event will have a probability of $0/x$ or 0. You can also think about probabilities as percentages. If the odds are $4/52$ that you’ll draw an ace from a deck of cards, it’s the same as saying that there is a 7.69% chance that you will draw an ace. Why? Because $4 à · 52 = 0.0769$, and $0.0769 * 100 = 7.69%$. The possibilities are (not quite) endless. Either/Or Probability ${\probability \of \either \event = [{\outcome A}/{\total \number \of \outcomes}] + [{\outcome B}/{\total \number \of \outcomes}]$ (Special note: this is called a â€Å"non-overlapping† probability. In this case, it is impossible for the two (or more) events to both happen at the same time. There is such a thing as an either/or probability for overlapping events, but you will never be asked to do this on the ACT, so we have not included it in this guide.) An either/or probability increases the odds that our desired outcome will happen because we do not care which of the two events happen, only that one of them does. To solve this kind of problem, we must therefore add the probability of each individual event. Their sum will become the probability of either event happening. So let’s look again at our earlier example with Mara and her beads. Instead of asking the odds of Mara selecting only a red bead, what are the odds that Mara will select either a red bead or a green bead if she has 5 yellow beads, 10 red beads, 15 green beads, and 20 blue beads in the basket? We have increased our odds, since it doesn’t matter whether or not the bead is green or red, so long as the bead we select is NOT blue or yellow (essentially, we are doing another version of our earlier negative problem- †what are the odds that a particular event will NOT happen?†) This means we can add the probabilities of our individual events together in order to find their combined probability. So let us find the probability of her drawing a red bead: $10/(5 + 10 + 15 + 20)$ $10/50$ And let us find the probability of her drawing a green bead: $15/(5 + 10 + 15 + 25)$ $15/50$ So, if we put the two probabilities together, we’ll have: $10/50 + 15/50$ $25/50$ $1/2$ Because this problem involves the odds of two events with the same total number of outcomes (there are 50 total possible beads to choose from each time), we could also simply add our two desired outcomes together over the total number of outcomes. So: $(10 + 15)/(5 + 10 + 15 + 20)$ $25/50$ $1/2$ Either way, the odds of Mara drawing either a red bead or a green bead are 1 in 2, or $1/2$ (50%). What are the odds that we go this way or that way? Combined Probability $\Combined \probability = [{\outcome A}/{\total \number \of \outcomes}] * [{\outcome B}/{\total \number \of \outcomes}]$ "What are the odds of two or more events both/all happening?" This kind of probability question is called a combined probability and there is a good chance you’ll see a question of this type in the later half of the ACT math section. Note that a combined probability question is distinctly different from an either/or probability question. An â€Å"either/or† question asks whether or not one of the multiple events occurs (no matter which event is was). A â€Å"both/and† question requires that multiple events all occur. To find the probability of an â€Å"either/or† question, we must add our probabilities. To find the probability of a combined probability question, we must multiply our probabilities. A good way to remember this is to remember that a combined probability question will ultimately have a lower probability than the that of just one (or either) event occurring. The more events you need to happen, the less likely it will be that they all will. How likely is it that your first AND second coin tosses will BOTH be heads? Lower than the odds of just flipping heads once. On the other hand, an either/or probability question will have higher odds than the probability of just one of its events happening. You are combining forces to increase your odds of getting a desirable outcome. How likely is it that you’ll flip either heads or tails for each toss? 100%! What are the odds that Jenny will roll a pair of dice and get six on both? A die has six faces, so the odds of rolling any particular number is $1/6$. Because the question is asking us to find the odds of rolling two sixes (and nothing else), we must use our combined probability. So: $1/6 * 1/6 = 1/36$ There is a 1 in 36 chance that Jenny will roll a pair of dice and get two sixes. Combined probability questions mean that events cannot be separated. Typical ACT Probability Questions There are many different kinds of probabilities and probability questions (including overlapping, and conditional probabilities), but ACT probability questions use only the basic probabilities we have covered above. For most ACT probability questions, you will be asked to find either a straight probability or a probability ratio. You may also be asked to find or alter a new probability from an existing one. Now let us look at each type of problem. Simple Probability These kind of questions will always be word problems in which you are told a story and asked to find the probability of one or more events. This may be a straight probability, an either/or probability, or a combined probability. Simply use the understandings we learned above and you’ll be able to solve these kinds of questions without issue. We know that probability is ${\desired \outcome}/{\all \possible \outcomes}$. Our desired outcome is to get one of the five extra pieces, so our numerator will be 5. There are 750 puzzle pieces PLUS the extra five pieces in the box total, so our denominator will be: $750 + 5 = 755$ When we put them together, our final probability will be: $5/755$ Our final answer is D. Probability Ratio One way the ACT likes to spin probabilities and make them more complex is to present them as ratios or to ask you for your answer in a ratio. For a refresher on ratios, check out our guide to ACT fractions and ratios. For these types of questions, pay close attention to what the ratio represents so that you don’t end up solving the wrong question entirely. We are told that we must find the odds of an event as a ratio of $\in \the 25 - 35 \age \range: \not \in \the 25-35 \age \range$ (in other words, $\desired \outcome: \remaining \outcomes$). We are given the number of voters in terms of percentages, so we can translate the 42% of voters in the 25-35 age range as $42/100$. And if the 25-35 age category has a probability of $42/100$, then the remaining voters will have a probability of: ${100 - 42}/100$ $58/100$ Now, we can represent our ratio of $25-35 \voters: \all \other \voters$ as: $42:58$ Both numbers are divisible by 2, so we can reduce the ratio to: $21:29$ Our final answer is D. Altering a Probability Finally, it is quite common for the ACT to ask you to alter a probability. Usually, they will present you with an existing probability and then ask you to find the number to which you must increase the desired outcome(s) and the total number of outcomes in order to achieve a specific new probability. For example: Now, there are two ways to solve this kind of problem- using proportions or using the strategy of plugging in answers. Let’s look at both methods. Method 1- Proportions We are asked to find an additional number of red marbles that we must add to the total number of marbles in order to find a new probability. The current probability of selecting a red marble is: $12/32$ Now, we are adding a certain number of red marbles and only red marbles. This means that the number of red marbles increases by exactly the same amount that the total increases. We can therefore represent the new probability as: ${12 + x}/{32 + x}$ Now, we want this new probability to be equal to $3/5$, so let us set them up as a proportion. ${12 + x}/{32 + x} = 3/5$ And because this is a proportion, we can cross multiply. $(32 + x)(3) = (12 + x)(5)$ $96 + 3x = 60 + 5x$ Now solve for $x$. $36 = 2x$ $18 = x$ So we must add 18 red marbles in order to get a new probability of: ${12 + 18}/{32 + 18$ $30/50$ $3/5$ Our final answer is G, 18. Method 2- Plugging in answers The alternative to using proportions is to use PIA. We can simply add the answer options to the 12 red marbles in our numerator and the 32 marbles in our denominator and see which answer choice gives us a final ratio of $3/5$. Let us begin, as always, with the answer choice in the middle. Answer option H gives us 28, so let us try adding 28 to both the red marbles and the total number of marbles. ${12 + 28}/{32 + 28}$ $40/60$ $2/3$ This answer is a little bit too large. We can also see that the larger the number we add to both the numerator and the denominator, the larger our probability will be (you can test this by plugging in answer choice J or K- for K, if you add 40 to both 12 and 32, your final probability fraction will be $52/72$ = $13/18$, which is even larger than $2/3$.) This means that we can eliminate answer choices H, J, and K. Now let us try answer choice G. ${12 + 18}/{32 + 18}$ $30/50$ $3/5$ We have found our desired ratio. Our final answer is G, 18. As you can see, no matter which method you use, you can find the right solution. Somebody's gotta win, right? Well, you are more likely that to get struck by lightening (odds: 1.3 million to 1) and THEN fall from a 15 story building and survive (odds: 90 to 1), than you are to win the lottery (odds: 120 million to 1). How to Solve a Probability Question There are several ACT math strategies you must keep in mind when solving a probability question. First of all, you will know if you are being asked for a probability question on the ACT because, somewhere in the problem, it will ask you for the "probability of," the "chances of," or the "odds of" one or more events happening. Almost always, the ACT will use the word â€Å"probability,† but make sure to note that these words are all interchangeable. When you see those phrases, make sure to follow these steps: #1: Make sure you look carefully at exactly what the question is asking. It can be easy to make a mistake with probability ratios, or to mix up an either/or probability question with a both/and question. Make sure you always carefully examine the problem before you waste precious time trying to answer the wrong question. Kyle has been tossing a coin and recording the number of heads and tails results. So far, he has tossed the coin 5 times and gotten heads each time. What are the odds that he will get tails on his next coin toss? You may be tempted to think that our desired outcome (our numerator) is influenced by the number of times Kyle has already tossed the coin and the outcomes so far, but in all actuality, the probability that Kyle will get tails on his next toss is $1/2$. Why? Because each coin toss is independent of another coin toss. This means that this is a simple matter of determining our desired outcome over the number of total outcomes. There is one possibility of getting tails- numerator 1- and two possible options- heads or tails, denominator 2. So Kyle’s chances of getting tails on the next toss are 1 in 2. Now let’s look at a slightly different question. Kyle tossed the coin 5 times and got heads each time. What were the odds of this happening? Now we are being asked to find the probability of a both/and question, since we are being asked to identify the probability of multiple events all happening. (If it helps to picture, you can rephrase the question as: â€Å"What are the odds that BOTH his first coin tosses were heads? And What were the odds that BOTH his next tosses were heads?†, etc.) So if we use what we know about combined probabilities, we would be able to say: $1/2 * 1/2 * 1/2 * 1/2 * 1/2$ $1/32$ The odds are 1 in 32 (3.125%) that Kyle would have tossed heads five times in a row. #2: Think logically about when your odds will increase or decrease The odds of either two or more events occurring will be greater than the odds of one of the events alone. The odds of both (or multiple events) all occurring will be less than the odds of the odds of one of those events alone. Always take a moment to think about probability questions logically so that you don’t multiply when you should add, or vice versa. #3: Simplify the idea of a probability Once you get used to working with probabilities, you’ll find that probability questions are often just fancy ways of working with fractions and percentages. A probability ratio is the exact same thing as a question that simply asks you for a ratio. Just brush up on your fractions and ratiosif you find yourself intimidated for any reason. And always feel free to fall back on your PIA or PIN,as needed. These methods will sometimes take a little extra time, but they will always lead you to the right answer. The probability of drawing this hand is less than 0.0000004%, so I'm gonna go ahead and go all in. Test Your Knowledge Now it’s time to test what you’ve learned, using real ACT practice problems: 1) 2) 3) 4) Answers: F, E, D, B Answer Explanations: 1. This is another example of an altering probability question and, again, we have two choices when it comes to solving it. Let’s go through both the algebra/proportion method and PIA. Method 1- proportions. We know that we must increase the number of red marbles and only red marbles, so the amount of new marbles added to the set of red marbles and to the overall total of marbles will be the same. Our starting probability of red marbles is: $6/18$ So now we must increase each part of our fraction by the same amount and set it equal to the desired probability of $â…â€"$. ${6 + x}/{18 + x} = 3/5$ $(18 + x)(3) = (6 + x)(5)$ $54 + 3x = 30 + 5x$ $24 = 2x$ $12 = x$ So we must increase our red marbles (and, consequently, the total number of marbles) by 12 in order to get a probability of $â…â€"$ of selecting a red marble. To double-check this, we can plug the number back into our probability. ${6 + 12}/{18 + 12}$ $18/30$ $3/5$ We have successfully found our answer! Our final answer is F, 12. Method 2- PIA The alternative method is to use plugging in answers. We will simply plug in our answer choices to increase our red marbles (and our total number of marbles) and see which answer choice results in a probability of $3/5$. Let us start with answer choice H, 18. ${6 + 18}/{18 + 18}$ $24/36$ $2/3$ This probability is too large and any larger numbers will only get us larger probabilities. This means we can eliminate answer choices H, J, and K. Now, let us try answer choice G, 16. ${6 + 16}/{18 + 16}$ $22/34$ $11/17$ This probability is still slightly too large. By process of elimination, our answer must be F, but let us test it to be sure. ${6 + 12}/{18 + 12}$ $18/30$ $3/5$ Success! We have found our right answer. Our final answer is, again, F, 12. 2. Because Elliott must answer all the questions correctly, this means that this is a combination probability question. We are told that he answers each question at random, and all the questions have 3 answer options, which means that answering one question correctly has a probability of: $1/3$ And, since this is a combination problem, answering ALL 4 questions correctly will be: $1/3 * 1/3 * 1/3 * 1/3$ $1/81$ Our final answer is E, $1/81$ 3. We have a total of 150 people and 67 of them have type A blood, while 6 of them have type AB. This means that type A blood has a probability of: $67/150$ And type AB blood has a probability of: $6/150$ Now we can add these probabilities together. $67/150 + 6/150 = 73/150$ Our final answer is D, $73/150$ 4. Here, we have another probability question made more complicated by the use of ratios. Again, if you need a refresher on ratios, check out our guide to ACT fractions and ratios. First, we must find the actual number of 10th and 11th graders. We are told that the 10th graders have a ratio of 86:255 to the school population and the 11th graders have a ratio of 18:51 to the total student population. We must first set these ratios to an equal number of total students in order to determine the number of students in each class. We can see that the 11th graders have a reduced ratio, so we must multiply each side of the ratio by the same amount in order to equal the total number of students as the 10th graders’ ratio (255). Luckily for us, $255/51 = 5$. This is a nice, round number to work with. Now, we must multiply the 11th grade ratio by 5 on each side to even out the playing field. $18(5):51(5)$ $90:255$ We are assuming for now that there are 255 students total (there may be $255 *2$ or $255 * 3$, and so forth, but this will not affect our final outcome; all that matters is that we choose a total number of students that is equal for all grades/ratios.) So there are 86 10th graders, 90 11th graders, and the remaining students are 12th graders. Knowing that there are 255 students total, we can find the number of 12th graders by saying: $255 - 86 - 90 = 79$ There are 79 12th graders. This means that the probability of selecting a 10th, 11th, or 12th grader at random is: $86/255$, $90/255$, $79/255$, respectively. The odds are higher that the lottery will select an 11th grader, as the numerator for 11th graders is larger than that of the others. Our final answer is B, 11th graders. You have successfully completed your probability questions! You're free! The Take Aways The more you practice working with probabilities, the easier they will become. Although it can take some time to learn how to properly differentiate between the different types of probability questions, most ACT probability questions are fairly straightforward. Understand that probabilities are simply fractional relationships of desired outcomes over all potential outcomes, and you’ll be able to tackle these kinds of ACT math questions in no time. What’s Next? Now that you've stacked the odds in your favor on your probability questions, it's time to make sure you're caught up with the rest of your ACT math topics. We've got guides on all your individual math needs, from trigonometry to slopes and more. Wondering how your score stacks up? See what makes a "good" score and how you can get the most out of your studying time to reach your target goal. Running out of time on the ACT? Look to our guide on how to maximize your time and your score in the hour allotted. Want to get a perfect score? Check out how to get a perfect score on the ACT math, written by a 36-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

How to Cite a Book in AGLC Referencing

How to Cite a Book in AGLC Referencing How to Cite a Book in AGLC Referencing As a legal referencing system, AGLC has specific rules for citing cases and legislation. But what about other sources, like textbooks? These are known as secondary sources. And while you can cite them, the rules are a little different. Here, we look at how to cite a book with AGLC. Footnote References for a Book in AGLC AGLC indicates references using superscript numbers (e.g., 1, 2, 3) in the main text of your essay. These numbers point to a footnote, where you will need to provide full source information. To cite a book, for instance, you would need to include the following information in the first footnote: n. Author’s Name, Title of Book (Publisher, Edition, Year) Pinpoint. In the above, edition only applies if the book has more than one published version, while â€Å"pinpoint† refers to the specific page(s) cited. For instance: 1. Rory McJudge, Knowing the Law (NexusLexus, 2nd ed, 2014) 534. Here, we’ve included â€Å"2nd ed† to show that we’re citing the second edition. And the â€Å"534† at the end shows we’re citing page 534 of the source. If a source has four or more authors, meanwhile, simply name the first author followed by â€Å"et al† to indicate that other names have been excluded. Repeat Citations in AGLC To save duplicating information if you cite a source more than once, AGLC uses a shortened footnote format for repeat citations. The rules for this depend on whether you’re citing the same source twice in a row or returning to something after citing a different source: For consecutive citations of the same source (i.e., two or more citations in a row), use the Latin term â€Å"ibid,† which means â€Å"in the same place.† For non-consecutive citations, give the author’s surname and a bracketed cross reference to the first citation (e.g., â€Å"n 1† = first footnote). If you’re referring to a different part of the same text in either case, you should also give a new pinpoint reference. In practice, then, repeat citations of a source would look something like the following: 1. Rory McJudge, Knowing the Law (NexusLexus, 2nd ed, 2014) 534. 2. Ibid. 3. Navigation Act 2012 (Cth) s 14. 4. McJudge (n 1) 454. 5. Ibid, 243-244. Here, citations 2 and 5 are consecutive citations (i.e., they refer to the previously cited book). Citation 4, meanwhile, is a non-consecutive repeat citation of the book from footnote 1. If citing more than one source by the same author, moreover, you can use a shortened version of the title in non-consecutive citations to show which source you are citing. Books in an AGLC Bibliography As well as citing books in footnotes, AGLC requires you to add all sources to a bibliography at the end of your document. Books go in the first section (i.e., Articles, Books and Reports), listed alphabetically by author surname. The information you need to include here is similar to the first footnote, but with the author’s names inverted, no pinpoint reference, and no full stop: Surname, First Name/Initial, Title of Book (Publisher, Edition, Year) Thus, the bibliography entry for the book cited above would be: McJudge, Rory, Knowing the Law (NexusLexus, 2nd ed, 2014) If a source has more than one author, you should only reverse the names of the first person listed. And as with footnote references, sources with four or more authors should use â€Å"et al† after naming the first listed author to show that other contributors have been excluded. Hopefully, this post has cleared up the basics of citing a book in AGLC. If you need any help checking the referencing in a document, though, we can help.

New Venture Creation Essay Example | Topics and Well Written Essays - 1500 words

New Venture Creation - Essay Example The creation was undertaken by employing a team effort for three years. Business and economic decisions were made throughout this period, with a successful financial position being achieved. By the end of the three years, the SimVenture Creation had accumulated a total profit of ?20191. The venture was making a sale of up to 60 units every month. The closing year therefore depicted a strong business portfolio for the venture. Financial Achievements The simulation started with a default start-up capital of ?10,000. Over the next three years, the running of the venture was to be done by all team members, and annual results filled at the end of every year. This process engaged numerous activities that when combined would determine the financial position of the SimVenture Creation. The underlying interest was to take advantage and exploit emerging business opportunities, while accounting for the welfare of the firm. The entrepreneurial position of the venture was highly dependent on the decisions made by the team members. All the members embraced the fact that a successful financial position is dependent on the firm’s culture. ... By the end of the second year, the venture had been fully operationalized. In the same period, financial stability had been realized as income levels surpassed business expenditures. In the final year of simulation, entrepreneurial opportunities had been fully exploited. Legal, social and economic factors in the operational environment had been accounted for in the two previous financial periods. Year one and two had fully integrated market research to determine the market loops that the venture sought to account for. Business-customer interaction had been enhanced in the process, aided by the strong relationship that the venture realized with its suppliers, advertisers, business contractors and creditors. Production and sales performance was matched with the outcome of market research undertaken by the entrepreneurial team. As a result, sales increased, subcontracting was alleviated, customers accessed sales on credit and operational costs were significantly cut. Cost cut was realiz ed through reduced hours of work and the fact that optimal experiments had been done. Cash flows remained dynamic, with debtors, creditors, sales, revenues and expenses being fully accounted for. Sales had hit highs of 60 units for a month and a profit of ?20191 was recorded by the close of business at the end of the third year. Key Decisions Made Management decisions The management is a critical functional organ of the SimVenture Creation. Since the running of the venture was undertaken by an entrepreneurial team, each team member was charged with a decision making responsibility that was subject to the approval of the team. The functional areas of the venture were the primary basis

Research paper on Samuel Beckett Example | Topics and Well Written Essays - 1500 words

On Samuel Beckett - Research Paper Example Samuel Beckett was born and raised in a Protestant middle class home and was the son of Bill Beckett, a Quantity Surveyor and May Beckett, a Nurse (Cronin 72). At the age of 14, his parents sent him off to school which was apparently also attended by Oscar Wilde. A few years later, Beckett moved to Paris and without more ado, fell in love with the city. Upon arrival, a mutual friend introduced him to James Joyce who was a writer (Nixon 91). Having been introduced to the world of writing, Beckett wrote his very first essay at the age of 23 which was in defense of Joyce’s magnum piece against the public’s lazy demand for easy understanding (Knowlson 110). However, upon completing a study of Proust, Beckett concluded that routine and habit are the cancer of time and this led to him having some considerations regarding his life. France became the strongest factor that was to influence his spirit and style of his writings. He later gave up his post at Trinity College where h e received his B.A. Degree, and embarked on a nomadic journey across Europe. As he travelled across Europe, Beckett still wrote poems and stories while doing odd jobs to get some form of income. He finally settled down in Paris in the year 1937 after being to Germany, Ireland, England and other parts of Europe. In a rather unfortunate incident, soon after he arrived in Paris, he was stabbed in the street by a man who had asked him for money (Uhlmann 21). While in hospital, Beckett learned that he had developed a perforated lung. Beckett recovered and decided to visit his attacker in prison to question him on the attack. In the course of the World War II, he put up in Paris even subsequent to being conquered by Germans. He briefly joined the underground movement where he fought for the resistance until 1942 where he was strained to flee with his French wife to the uninhabited zone so as to avoid arrest (Connor 53). After Paris was liberated from

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher Motivation The literature review is integral to the success of academic research. It ensures the researchability of the topic. It is designed to identify related research, to set the current research project within a conceptual and theoretical context. A literature review is a systematic, explicit and reproducible method for identifying evaluating and interpreting the existing body of recorded work produced by researches, scholars and practitioners, (Fink, 1998, p.3). The review (Mouton, 2001) helps to place the research in the context of what has already been done, thus, allowing comparisons to be made. It is a critical summary and assessment of the range of existing materials dealing with knowledge and understanding in a given field. Its main purposes are as follows: to locate the research project, to provide a rationale for the research, forming its context or background, to provide insights into previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for further research. A review of literature also contributes to the development of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to think rigorously. Time and effort carefully spent at this particular stage helps to save a great deal of effort and vague search. Another purpose of reviewing the literature is to analyse the different methodologies and data collection methods used by previous researchers in similar issues. This would help the researcher to identify the various strengths and lacunas of the used methods. A thorough review of literature may enable the researcher to answer the several pertinent questions. 2.1: INTRODUCTION A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002).