Business Ethics in Brazil Essay Example for Free

Business Ethics in Brazil Essay In this comparative survey of 126 Brazilian and U.S. business professionals, we explore the effect of national culture on ethical decisionmaking within the context of business. Using Reidenbach and Robin’s (1988) multi-criteria ethics instrument, we examined how these two countries’ differences on Hofstede’s individualism/collectivism Rafik I. Beekun (Ph.D., The University of Texas, Austin) is Professor of Management and Strategy in the Managerial Sciences Department at the University of Nevada, Reno. His current research interests are in the area of strategic adaptation, the link between national cultures and ethics, and the relationship between management and spirituality. He has published in such journals as Journal of Applied Psychology, Human Relations, Journal of Management and Decision Sciences. Correspondence regarding this article should be sent to him at: Managerial Sciences Department, Mail Stop 28, University of Nevada, Reno, NV 89557-0206. Yvonne Stedham (Ph.D., University of Kansas) is an Associate Professor of Management in the Managerial Sciences Department at the University of Nevada, Reno. She has published in such journals as the Journal of Management and Journal of Management Studies. Dr. Stedham’s research focuses on the following areas: CEO performance evaluation, gender discrimination in employment, ethics in business, decision making across cultures, and managing knowledge workers. Jeanne H. Yamamura (CPA, Ph.D., Washington State University) is an Associate Professor of Accounting in the College of Business at the University of Nevada Reno. Her teaching responsibilities include auditing and accounting information systems c ourses. Dr. Yamamura’s research focuses on the management of accounting professionals with a particular interest in cross-cultural differences and her work has been published in accounting and business journals. She has extensive practical experience in the field of accounting through her previous employment in public and private accounting. Rafik I. Beekun Yvonne Stedham Jeanne H. Yamamura dimension are related to the manner in which business practitioners make ethical decisions. Our results indicate that Brazilians and Americans evaluate the ethical content of actions or decisions differently when applying utilitarian criteria. By contrast, business people from both countries do not differ significantly when they use egoistic criteria in evaluating the ethical nature of business decisions. KEY WORDS: Brazil, egoism, ethics, national culture, U.S., utilitarianism As business organizations move from domestic to global and transnational competition, they are finding that cultural values vary significantly across national boundaries, and are likely to affect business practices (Husted, 2000). During the past decade, several researchers (Ferrell and Gresham, 1985; Hunt et al., 1989; Abratt et al., 1992; Hunt and Vitell, 1992; Tsalikis and Nwachukwu, 1991; Vitell et al., 1993) have noted the potential influence of national c ulture on ethics within a business context. What obscures the impact of national culture on ethics is that business practices may conflict with ethical values in a manner that medicine, law and government do not (DeGeorge, 1993). Not surprisingly, empirical research investigating the relationship between national culture and ethical decision-making is relatively sparse (Vitell et al., 1993). A primary reason for exploring the effects of culture on ethics is the increased globalization of business. This trend, in turn, is characterized by a diverse array of interorganizational arrangements that require cross-cultural interaction. As a result, cultural misunderstandings are likely to occur. One of the key areas where such mis- Journal of Business Ethics 42: 267–279, 2003.  © 2003 Kluwer Academic Publishers. Printed in the Netherlands. 268 Rafik I. Beekun et al. understandings take place is in the area of ethics, partly because of the influence that national cultures may have upon business ethics (Husted, 2000). Accordingly, in our study, we explore the relationship between national culture and business ethics. We will seek to investigate what process underlies ethical behavior across national boundaries. Understanding this process may help global managers develop tools to promote ethical behavior in their international workforce. In this research, we compare two culturally diverse countries, the United States (U.S.) and Brazil, in order to identify similarities and differences with regard to approaches toward ethical decision-making in a business context. Since culture is a broad concept, it is necessary to specify the values that could be related to behaviors or practices (Husted, 2000). For the purposes of this study, we used a well-established framework of national culture (Hofstede, 1980). Hofstede conducted one of the most important studies that ascertained the relationship between national culture and management. From this study, he identified several â€Å"value† dimensions along which countries differ. Using Hofstede’s (1980) framework, we carried out a crosscultural, comparative survey to assess the relationship between his individualism/collectivism dimension of national culture and ethical criteria. With respect to ethical decision-making, we adopted the instrument proposed and validated by Reidenbach and Robin (1988, 1990). They have generated a set of scales that measure the core dimensions characterizing different perspectives of ethical philosophy. Defining national culture: Hofstede’s dimensions of culture Multiple definitions and conceptualizations of national culture exist (Hofstede, 1980, 1988, 2001; Kluckhohn, 1951, 1962; Kluckhohn and Strodtbeck, 1961; Ronen and Shenkar, 1985; Trompenaars, 1993). Although these frameworks and conceptualizations typically center on values, they differ with respect to the specific values that are included in their respective frameworks. For instance, Trompenaars (1993) focuses on values related to relationships such as obligation, emotional orientation in relationships, and involvement in relationships. By contrast, Kluckhohn and Strodtbeck (1961) emphasize more global values such as people’s relationship to nature and time-orientation. With respect to our study, Hofstede’s framework of national cultures is the most appropriate since he ident ified values related to economic activity (Husted, 2000). Therefore, his framework is germane for the study of business decisions. Focusing on national cultures, Hofstede (1997, p. 260) defines culture as the â€Å"collective programming of the mind which distinguishes the members of one group or category of people from another†. Thus, although the problems faced by groups (whether organizational or national) are universal, the solutions devised by each group may be relatively unique to that group. These solutions then become taken for granted over time, and may suggest why people hold certain beliefs and behave the way they do (Schneider and Barsoux, 1997). Hofstede (1980, 1988) has suggested that five dimensions of national culture underlie differences in the behavior of individuals from different cultural backgrounds. Since these dimensions describe how individuals view and interpret situations and behavior, they are likely to be related to how individuals engage in decision-making in general (Weick, 1979; Adler, 2002). Ethical decisionmaking, too, is likely to be affected by these dimensions of national culture. Hofstede’s five cultural dimensions (1980, 1988) are power distance, uncertainty avoidance, masculinity/femininity, individualism/collectivism, and long-term/short-term orientation. Power distance refers to the degree to which less powerful members in a country accept an unequal distribution of power. Uncertainty avoidance depicts a people’s ability to cope with ambiguous situations as well as the mechanisms they have created to avoid such situations. Masculinity exemplifies a focus on material things, such as money, success, etc., whereas femininity refers to a focus on quality of life, caring, etc. Individualism, which will be discussed in more detail later, refers to the tendency of people to consider their interests and those of A Comparative Investigation of Business Ethics their immediate family only. By contrast, collectivism refers to the inclination of people to view themselves as part of a larger group, and to protect the interests of group members. Longterm/short-term orientation describes the time perspective people take when dealing with a situation. Table I represents the scores for Hofstede’s cultural dimensions for Brazil and the U.S. While the scores indicate dissimilarities between the U.S. and Brazil on all five cultural dimensions, by far the largest difference appears in the individualism/collectivism dimension. Brazil scored low on individualism, and hence is considered a collectivistic country; by contrast, the U.S. scored high on individualism and is considered an individualistic country. The individualism/collectivism dimension describes how individuals relate to others and to society, and represents the extent to which they are emotionally and cognitively attached to a particular network of individuals. Individualism describes the inclination of individuals to be primarily concerned with their personal interests and their immediate family’s welfare (Hofstede, 1980). Members of a highly individualistic country view themselves as independent of organizations or institutions, and place a higher value on self-reliance and individual action. Collectivism, in comparison, describes a culture where individuals are viewed as part of a larger group, and look after each other. Collectivistic cultures protect the interests of their members in return for their loyalty. In collectivist cultures, morality is defined in terms of the benefits for the in-group (family, friends, work companies, 269 etc.), implying the maintenance of solidarity (Triandis and Bhawuk, 1997). Hofst ede (1980) noted that the individualism/collectivism dimension carried â€Å"strong moral overtones† because this dimension was reflected in value systems shared by the majority. For example, in a highly individualistic country, individualism is viewed as a strength and the major reason for the country’s accomplishments. By comparison, inhabitants of a highly collectivistic country view an emphasis on self as a negative attribute to be eliminated for the good of society. Competing ethical frameworks for business decisions Ethics are the principles of human conduct regarding either an individual or a group (Shaw, 1999), and represent the moral standards not governed by law, that focus on the human consequences of actions (Francesco and Gold, 1998). Ethics often require behavior that meets higher standards than those established by law, including selfless behavior rather than calculated action intended to produce a tangible benefit. With respect to this study, business ethics describe the ultimate rules governing the assessment of â€Å"what constitutes right or wrong, or good or bad human conduct in a business context† (Shaw, 1999). In the assessment of ethical behavior, perception is critical (Hartmann, 2000). Indeed, ethical decisions may be influenced by our own perception, by others’ perceptions of our actions, and by our perception of â€Å"universal laws†. As a TABLE I Cultural dimensions (Hofstede 1980, 1988, 2001) Dimensions of culture U.S. Brazil Difference Power distance Uncertainty avoidance 40 46 69 76 (29) (30) Individualism/Collectivism 91 38 53 Masculine/Feminine Confucian Dynamism 62 29 49 65 13 (36) 270 Rafik I. Beekun et al. result, our final choices may be determined by the perception tha t is the most salient at the time. Further, Hartmann suggests that cultures may differ not only with respect to the ethical principles underlying decisions but also with respect to which of the three stakeholders – self, society, and universal laws – is emphasized in any given situation. Depending on which stakeholder is emphasized, people from different cultures may vary in their assessment of the ethical nature of a decision. Across most situations, ethical principles that distinguish right from wrong actions are encompassed by several normative theories, e.g., justice, relativism, egoism, utilitarianism, and deontology. These theories can generate potentially conflicting interpretations of what is ethical or unethical, originating from the very nature of the theories themselves. Moreover, prior research (Cohen et al., 1996; Hansen, 1992; Reidenbach and Robin, 1988, 1990) indicates that individuals making ethical decisions do not select a single theory or philosophy by which to make their decisions. In fact, Reidenbach and Robin (1988) found that a varying combination of ethical philosophies or theories is employed when ethical decisions are made. Shaw (1999) draws a distinction between two types of ethical theories, consequentialist and nonconsequentialist. Consequentialist theories suggest that the moral rightness of an action depends on the actual or intended results of the action. What is right is determined by â€Å"weighing the ratio of good to bad that an action is likely to produce† (Shaw, 1999, p. 45). A key issue underlying consequentialist theories is the nature of the beneficiaries of the action under consideration. Should one consider the consequences for oneself or for all involved? The most important consequentialist theories are egoism and utilitarianism. Egoism promotes individual self-interest as the guiding principle whereas utilitarianism advocates that everyone affected by the action or decision must be taken into account (Shaw, 1999). By contrast, nonconsequentialist theories suggest that it is not simply the consequence of an act that matters, but also its inherent character. Although these theories do not deny that con- sequences are morally relevant, they assert that other factors are also important in assessing the moral significance of an action. For example, â€Å"breaking a promise† is wrong not simply because of the consequences that result from breaking it, but also because of the nature of the act itself. In this study, we focus on consequentialist theories for several reasons. First, Hofstede’s individualism/collectivism dimension can be clearly and easily related to the two consequentialist theories. Second, the two theories represent the perceptions of two of the three possible sta keholders identified by Hartmann (2000), namely own perceptions and others’ perceptions. Third, staying within one theoretical category allows for a much more parsimonious, yet thorough, analysis. Ethical perspectives and national culture: hypotheses Whether egoistic or utilitarian principles are employed, ethics are a product of a society’s culture, which includes its traditions, values, and norms. Within a society, ethical behavior is generally agreed upon. Francesco and Gold (1998, p. 40) explain that â€Å"members implicitly understand how relationships, duties and obligations among people and groups ought to be conducted, and distinguish between their selfinterests and the interests of others.† However, when two or more countries interact, they often find that their ethics differ. According to Hendry (1999), these differences may lead to three types of culturally based ethical conflicts. First, there are those conflicts where the ethical values typifying the two national cultures lead to differing conclusions; what is deemed unethical from one perspect ive is considered to be ethical from the other. Second, conflict may arise when businesspersons from one culture consider something morally significant whereas their counterparts from another culture are ethically neutral. Third, business people from two cultures may interpret a common situation differently even when there is some commonality among their national values. A Comparative Investigation of Business Ethics To investigate the relationship between national culture and ethics, we chose two culturally diverse countries, Brazil and the U.S. Given the differences in their respective national cultures, we expect Brazilians and Americans to differ in their assessment of the ethical content of business decisions. Accordingly, we propose the following hypothesis: H1: The assessment of the ethical content of business decisions is a function of national culture. Egoism and individualism/collectivism According to egoism, the only valid standard of one’s behavior is one’s obligation to advance one’s well-being above everyone else’s (Beauchamp and Bowie, 1997). Promotion of one’s own longterm interest is viewed as the only worthwhile objective and the only determinant of whether an act is morally right or not. Nothing is owed to others or to the organization that one works in. Those who abide by this approach to ethics intensely believe that all altruistic efforts by others are really acts of self-promotion since an individual may have to help others in order to advance his/her own interests. Brazil is collectivistic whereas the U.S. is individualistic. As discussed earlier, persons from an individualistic culture emphasize their families’ and their own int erests. H1.a: When applying egoistic criteria to judge the ethical content of an action or a decision, respondents from the U.S. will be less likely than respondents from Brazil to see a decision or action as unethical. Utilitarianism and individualism/collectivism Utilitarianism, in direct contrast to egoism, â€Å"is the moral doctrine that we should always act to produce the greatest possible balance of good over bad for everyone affected by our action† (Shaw, 1999, p. 49). Although utilitarians also 271 evaluate an action in terms of its consequences, an action is ethical if it results in the greatest benefit or â€Å"good† for the largest number of people. Issues of self-interest are not germane since actions are assessed in accordance with one primary standard: the general good. Utilitarianism has long been associated with social improvement and the promotion of actions that are in the best interest of â€Å"the community.† Actions are right if they promote the greatest human welfare. Brazil is collectivistic. Persons from a collectivistic culture focus on actions that lead to the greatest benefit for most members of a group. H1.b: When applying utilitarian criteria to judge the ethical content of an action or a decision, respondents from Brazil will be less likely than respondents from the U.S. to see an action or decision as unethical. To be consistent with prior ethics research (Reidenbach and Robin, 1988), the above hypotheses (H1.a and H1.b) together suggest that Americans and Brazilians rely on more than one ethical criterion when assessing the ethical content of an action or decision. However, we are also suggesting that when each specific ethical criterion they refer to is considered separately, people from different national cultures will vary in their assessment of the ethical content of a course of action or a decision. Methodology Sample Data were collected from 126 respondents – 92 from the U.S. and 34 from Brazil. U.S. participants included MBA students at a regional university as well as business professionals. Brazilian participants were all students enrolled in an Executive MBA program. We used MBA students in our study for two reasons. First, MBA students are a commonly used proxy for business people (Dubinsky and Rudelius, 1980). Dubinsky and Rudelius’ (1980) comparison of 272 Rafik I. Beekun et al. student versus professional evaluations found a high degree of congruence between the two groups. Second, since all students (both U.S. and Brazilian) were currently employed by companies or had recent professional work experience, the sample can be used as a proxy for business professionals in both countries. Data collection The instrument we used was Reidenbach and Robin’s (1988) pre-validated, multi-criteria instrument incorporating the core dimensions that underlie several ethical perspectives. We selected this survey instrument because it is a multi-philosophy and multi-item questionnaire. As a result, it will enable us to assess both ethical dimensions of interest, i.e., egoism and utilitarianism, simultaneously. This instrument incorporates multiple items for each ethical philosophy and, therefore, is relatively more reliable than single item instruments (Kerlinger, 1986). Reidenbach and Robin’s instrument includes an initial set of scales that has shown evidence of high reliability and modest convergent validity with respect to U.S. respondents. The scales correlate highly with a univariate measure of the ethical content of situations. Hence, the instrument can be said to have high construct validity in the U.S. Additional reliability and validation efforts for the wh ole sample and for Brazil specifically are reported below. Using a seven-point Likert scale (1 = ethical, 7 = unethical), respondents were asked to rate the action in three scenarios using the criteria (items) described in Table II. The perception of and the criteria emphasized in evaluating the ethical content of a decision or situation depend on the nature of the decision or the situation. In accordance with previous research, scenarios will be used in this study to provide the contextual stimulus and to motivate the evaluation process (Alexander and Becker, 1978). We adopted the three scenarios developed and validated by Reidenbach and Robin (1988, 1990). Table III presents the three scenarios used in this study. Data were collected by means of the abovementioned instrument administered to Brazilian participants (in Portuguese) and provided via written instrument and website access to U.S. participants (in English). The Brazilian instrument was back translated to ensure equivalence. Efforts were made to establish the reliability and validity of the instrument in this comparative context and are reported as follows. We examined the reliability of the instrument by assessing its internal consistency through the use of Cronbach’s alpha. Since we used three different measures (one for each of the scenarios), we calculated three inter-item coefficient alphas. The Cronbach alpha was 0.81 for the first scenario, 0.75 for the second scenario and 0.86 for the third scenario. All three coefficients indicate that the scale items are internally con- TABLE II Ethics instrument scales Ethical perspective Items (Seven-point Likert scale †“ 1 to 7)* Egoism Self promoting/not self promoting Self sacrificing/not self sacrificing Personally satisfying/not personally satisfying Utilitarianism Produces greatest utility/produces the least utility Maximizes benefits while minimizes harm/minimizes benefits while maximizes harm Leads to the greatest good for the greatest number/leads to the least good for the greatest number * Generally speaking, in the above bipolar scales, 1 = fair or just or efficient (ethical) whereas 7 = unfair, unjust or inefficient (unethical). A Comparative Investigation of Business Ethics

TECHNICAL, VOCATIONAL AND TRAINING IN SOMALIA

TECHNICAL, VOCATIONAL AND TRAINING IN SOMALIA TECHNICAL, VOCATIONAL EDUCATION AND TRAINING (TVET) IN SOMALIA EXECUTIVE SUMMARY Somalia is one of the poorest countries in the world, a situation aggravated by the civil war and the absence of a functioning national government for over a decade. The impact of state failure on human development in Somalia has been profound, resulting in the collapse of political institutions, the destruction of social and economic infrastructure, and massive internal and external migrations. This is more pronounced in Central South Somalia where intermittent conflicts continue to destroy what has been left. In the more peaceful semi-autonomous regions of Puntland and Somaliland, notable progress has been registered in public sector growth, albeit slowly. Even in these regions, the public sector has very limited capacity to create employment opportunities for its own citizens. Providing employable skills is one of the alternatives assessed to have potential to create employment opportunities for the youth. The level of economic development notwithstanding, partner governments in Puntland, Somaliland and Central South Somalia need to formulate and execute appropriate systems and policies that can effectively guide and facilitate the growth of the private sector within agreed national development priorities. Still, in spite of the efforts of the international community, weak coordination and fragmented implementation of actions has not supported the effective growth of the TVET sector. The choice of skills training is not always guided by the needs of the market but by need to ‘address all needs by projects whose scope is too small to warrant such undertakings. Puntland, Somaliland and Central south Somalia do not have standardized curriculum or syllabi for TVET. There is also no standardized system for TVET assessment, examination and certification. The only standardized curriculum available but not being used in most of the TVET centres is the UNESCO PEER developed curriculum[1]. It is imperative that this is considered in any future intervention. Implementation of education programs in Somalia is coordinated through the Education Sector Committee (ESC), yet there are many partners with sub-programs falling under this sector but subsumed under a different thematic area. In such situations, the TVET does not receive appropriate technical direction for its success. The survey involved conducting a skills training market and opportunities study in respect of the vocational training leading to livelihoods opportunities of the unemployed youths in Somalia. The survey was expected to provide a situational analysis on skills development by focusing on opportunities and institutional arrangements for skills development taking cognizance of the specific characteristics of the three different zones of Somaliland, Puntland and South Central Somalia. The study would come up with recommendations on appropriate skills development to provide the target and guidelines on implementation framework of the skills development strategy. Data was gathered using secondary sources, key informant interviews, semi-structured interviews, focus group discussions, and direct observation. Excerpts of interviews with stakeholders by the first consultant were reviewed and relevant inferences made. The survey found that skills market in Puntland, Somaliland and some regions of South Somalia has potential owing to private sector growth, the high demand for specific skills, among other factors. The skills in high demand include electrical works, tailoring/dressmaking, solar PVC technology, plumbing, shampoo/soap making, masonry, metal work, shoe making, fabric design (tie/dye, printing, batik, and embroidery), secretarial, management and ICT. Poverty, insecurity, low expectations and an overall environment characterized by market imperfections limit skills development and will be critical challenges during project implementation. Based on the findings, the survey recommends the following: 1. Financial support to partners and institutions implementing vocational training activities should demand a proportionate financial contribution from the partner government or institutions. This could take either or all of the following forms: cost recovery through charging user fees; government part funding to the VTCs or public-private-partnership. 2. Capacity strengthening of MOEs structures to execute a policy framework which will guide the quality implementation of vocational training by public and private institutions. 3. Given the nascent/formation level of the management structures of respective vocational training centers, it is critically important to train and build the functional capacity of these institutions on the vocational skills training concept and Employment Promotion so that they can be stronger in their role of designing and implementation of literacy and vocational training in skills with economic and social relevance to the community. 4. Orientation of the vocational training teachers on adult education pedagogy/methodologies. Even if they have been found qualified during recruitment, orientation is critically important for consensus and solidifying their understanding on vocational and livelihoods skills training objectives and expectations as well as the different stages in the learning process. 5. UNESCO needs to re/design modular training process entailing the following three areas: (i) Basic functional literacy and numeracy skills. (ii) Vocational and Livelihoods skills in identified trade areas. Cross cutting issues such as HIV and FGM needs to be gradually worked into this module. (iii) Simple business management or entrepreneurship skills on identifying and evaluating a viable business idea, market effect on skills demand, getting started and basic management and book keeping, and customer care principles. Continuous efforts should be made to bear in mind that livelihood and skill training is a process and not an episodic event. 6. Given the landscape of insecurity and the concomitantly heavy investment in security, it is advisable to link vocational training with peace and reconstruction efforts. The example of Kosovo Enterprise Programme (KEP) in the collapsed USSR can be a learning model. The model is simple and workable in any society under reconstruction. 7. In order to enhance the marketability and relevance of the skills, it is critical to support a research and marketing development unit that regularly undertakes local Economic Development and Skills Market survey for consideration by VTCs in reviewing vocational skills curriculum. The training approach adopted should be one that links center-based vocational training and apprenticeships in which those being trained can undertake practical work with the local business/merchant community for purposes of applying the knowledge acquired and getting exposed in starting their own enterprises. The capacity of the master craftsmen to whom the trainees will be attached will have to be improved through training and induction on areas of practical emphasis. 8. Address the poverty barrier that hinder access to vocational skills training by implementing competency/performance based bursary schemes for the trainees. Existing schemes pay the cost of training based on duration required to complete the training. It is a fact that not all are competent enough to produce quality products after completing. A high premium needs to be pegged on performance for both the trainee and the master trainer. 9. Within a wider consultation under the principle of Sector Wide Approach, rethink the incentive structure for trainers at vocational training centers so as to attract and retain qualified trainers. 10. Creating synergy with other vocational training programs implemented or being implemented by other donors (STEO, VETAPE etc) in the same regions will strengthen the sector growth by avoiding wasteful duplication of efforts. This should be greatly achieved through the organisational platform of Somali Support Secretariat/Education Sector Committee and other coordination mechanisms in Puntland, Somaliland and Central South Somalia. 1 INTRODUCTION Susceptibility of Communities to adverse effects of poverty is largely contributed by lack of appropriate skills to engage in efficient and diversified income generation production systems. In Somalia, unemployment creation is slow and inadequate to absorb the high number of youth looking for employment opportunities. Livelihood skills that include technical and vocational abilities impart the community with capabilities, resources and opportunities for pursuing individual and household economic goals. Where this is lacking, poverty and insecurity rise by almost equal proportion. Weak institutional structures limit the provision of skills causing individuals ability to deal effectively with the demands and challenges of everyday life to be adversely affected. The political and social turmoil in Somalia provides many challenges for young people, which could be potentially alleviated by providing them with opportunities to acquire appropriate employable skills. Consequently, UNESCO is supporting the development of a systematic, coordinated, needs-based and institutionalised provision of vocational, technical and livelihoods skills approach in Somalia. By working with the local administrations, partners and institutions to set systems and standards for skills development, UNESCO aims at strengthening vocational, technical and livelihoods skills for development and participation of young people. One of the major problems UNESCO will be addressing is the need to increase opportunities for employment and participation in income generation activities for the youth. As verified from different studies and reports, the youths are deficient in employable skills and have limited opportunities to develop themselves in the current situation. In the last 7 years, there has been increased attention by the international community to the revitalisation of the TVET sector. Unfortunately, the capacity of the Ministry of Education to coordinate and monitor the implementation of the TVET is weak raising serious questions on quality and sustainability. The result has been training that is neither linked to the market nor designed with adequate consideration of the capacity of the trainees to uptake and practice the skills effectively. 1.1 BACKGROUND With a population of 7.7 million in 2006[2], and an income per capita estimated in 2002 to be $226 (compared to $515 in Sub-Saharan Africa), Somalia is one of the poorest countries in the world. The UNDPs Human Development Index ranked Somalia 161 out of 163 countries in 2001. Extreme poverty (less than $1 PPP) is estimated at 43 percent. It is 10 percentage points higher for rural and nomadic populations. General poverty (less than $2 PPP) afflicts 73 percent of households, but reaches 80 percent in rural and nomadic populations. Income inequality is significant with the poorest 10 percent of the population receiving only 1.5 percent of total income. The civil conflict, continuing insecurity in many parts of the country, and poor access to services and infrastructure have made conditions worse than they were before the civil war. Absent or weak administrative structures provide minimal interference with trade or private sector activities. As a consequence, the private sector has flourished, trading with neighbouring and Asian countries, processing agricultural products and manufacturing on a small scale, and providing services previously monopolized or dominated by the public sector. There has been significant (but unmeasured) private investment in commercial ventures, including in trade and marketing, money transfer services, transport, communications, airlines, telecommunications, construction and hotels, education and health, and fishery equipment, largely funded by the large remittances from the Diaspora. The World Bank Country brief for Somalia (2009) assesses that remittances, amounting to about $1 billion per year, have partially offset a larger drop in per capita output for Somalia. However, persistent insecurity threatens further growth of the private sector and the absence of provision of key public goods is hurting both rural and urban households and the private sector. The macro-economic situation offers opportunities as well as challenges in the promotion of vocational and livelihoods skills. The thriving private sector, offers varied opportunities for skills to drive the growth of the different enterprises. Some of the skills are not readily available in Somalia and are frequently sourced from Diaspora or neighbouring countries, the main reason being that there are not adequate Vocational Training Institutions that offer quality trainings to meet the skills demand of the local market. On the other hand, the weak administrations have resulted to growth of the private sector, including the vocational training under a policy vacuum. Even where it exists in Somaliland, enforcement is weak leading to major challenges on quality control. In an environment where the private sector is far ahead of the regulatory functions of the government, it would be more prudent to pursue the dual track of strengthening the governments capacity to implement policy guidelines alongside capacity development of the private vocational training institutions and organisations to implement demand driven quality skills training and self regulate. Male and female Gross Enrolment Rates was estimated by UNICEF to be 37 percent and 25 percent respectively in 2006/2007 school year[3]. Since 2000, the number of children enrolled in grades 1-8 has increased roughly by 300%, from an estimated 150,000 to over 467,780[4]. There is a very high disparity between male and female learners, administrative regions, and various social and economic groups. Secondary enrolment rates are even lower, estimated by UNESCO[5] to stand at only 6%. Those joining Institutional Based Vocational Training are even lower as the facilities only exist in major cities of Puntland, Somaliland and Central South Somalia. Even where they exist, their capacity to absorb the growing number of school dropouts and those who complete grade 8 and form 4 for vocational training is limited. It is estimated that about 65.5% of the urban youth are unemployed. The figure is lower among the rural and nomadic communities where it is estimated to be 40.7%[6]. This is expected, bearing in mind that in rural areas, over 75% of the communities is estimated to be employed within the agricultural and livestock sector- their main source of livelihoods. Overreliance on traditional farming systems coupled with extreme weather conditions have been highlighted as major causes of poverty in the rural areas. A feasibility study conducted by the EC in June 2004 in Puntland and Somaliland revealed that there was a very high rate of unemployment among young adults, and in turn resulted to vulnerable livelihoods and widespread poverty of the target groups. The situation is worse in Central-South Somalia where the civil war destroyed the entire economic and social infrastructure resulting in missed opportunities, disruption of the social order, poverty and vulnerability. Based on available policy papers, strategies and study reports available in the three different regions major problems identified on access to TVET include: threat to traditional livelihoods sources, Structural constraints on job creation, limited availability of people with employable skills and basic education and, high population of disadvantaged people. Among the strategies suggested to address these problems include: provision of financial resources to strengthen TVET framework; Institutional and organisational development for sustainability of TVET, raising quality levels and relevance of skills to increase employability; policy dialogue with partners; Increase and optimise capacity through better management and utilisation of facilities; increased provision and retention of qualified trainers and the implementation of employment promotion to improve rural livelihoods. Financial support towards development of TVET sector by EC, Italian Cooperation, UNDP and other international development partners have resulted to enhanced institutional framework for implementation of vocational training. In particular, capacity has been developed in the ministries of Education in Puntland and Somaliland resulting to the establishment of TVET units, administered under the NFE department headed by a Director. TVET policy developed under the EC funded PETT project has already been approved and adopted by MOE, Somaliland. In Puntland, the draft policy developed under the same project has not been finalised for adoption by the council of ministers and parliament. However, attributes of it are well captured in the Puntland Education Policy Paper (PEPP), 2007. Personnel working in Vocational Training Institutions have benefited from capacity building programs implemented under the PETT and STEO projects funded by EC and UNESCO support. The vocational training centers in Kismayo, Mogadisho, Berbera, Burao, Hargeisa, Galkaio, Garowe and Bosaso have received support in the form of equipment. The Kuwait government contributed equipment towards Garowe Technical and Vocational Training center. However, due to low pay, the institutions have not been able to retain all the trained personnel. However, as captured by End of Project evaluation[7] report of PETT (Promotion of Employment Through Training) project, there are many gaps that the current grants are not able to completely address owing to the large number of people who need the skills. The vocational training manuals developed by UNESCO for 11 crafts and trade skills covering levels 3 2 are the only coherent manuals that exist. The manuals have been good references materials for vocational training programs implemented from different funding sources in Somalia. Several studies undertaken by international development partners indicate that the vast majority of the 14-20 year age group is out of school and with very limited access to education and skills training. Among the urban, rural and pastoral families, lack of employment and poverty are consistently ranked the most common problems and potentially the most common causes of other social problems. The institutional framework for implementing TVET in all the three zones (Puntland, Somaliland and South Central Somalia) is weak and currently not able to offer technical support that would guarantee quality control, registration and certification of all the institutions providing vocational training. The situation in south central Somalia is different; Coverage of Ministry of Education as an implementing partner is limited to small pockets of Mogadisho; No recognizable central authority for liaison purposes; Widespread destruction of facilities which could create demand for more capital especially for institutional based intervention (IBTVET); fluid security situation pitting the armed groups against the Transitional Federal Government and threatening to result to full blown conflict. The Technical, vocational and livelihood skills development envisaged by UNESCO is in tandem with the Rehabilitation and Development priorities for Somalia that can partly be pursued through supporting sustainable livelihoods improvement via provision of employable skills to the youth. Currently the majority of the youth have limited knowledge and skills to enhance their employability (self or paid) and productivity. It is recognized that chances of gainful employment are enhanced by acquisition of employable skills. The Technical and Vocational Education and Training (TVET) in Somalia is very limited due to lack of adequate infrastructure and systems to implement the activities falling under the sector. Trainings are provided by private vocational training centers and the few public training centers funded by the international community. As institutionalised training is limited, most trainees acquire their skills through apprentice training. In effect the quality of skills acquired is dependent on the capacity of the trainee and the quality of the trainers/craftsmen to provide training. TVET needs to be expanded in order to produce skilled artisans and middle level technicians who will eventually strengthen the Somali economy, which can then increasingly rely on their own domestic workforce. Consequently, the MoEs need support in order to expand their capacities by strengthening the TVET framework. The increased efforts by the international community to provide improved technology (eg motorised water pumps, grain milling machines, tractor hire, and improved livestock management systems) are intended to raise productivity and value addition to cushion peoples livelihood activities from the effects of extreme weather patterns. Due to limited technical skills, the uptake and sustainability of this technology has been discouraging. The low unemployment in the rural areas by itself is deceiving as there is plenty of disguised unemployment. Many implementing partners (IPs) have activities under the broad category of livelihoods development. These entail beekeeping, tailoring and dressmaking, soap making, sesame oil extraction and flour milling. By funding livelihood activities, Implementing partners plan to graduate the communities from emergency to development status. But despite the increased programming around the livelihoods development activities, beneficiaries are not being lin ked to vocational training institutions to acquire the relevant skills; in other regions, skills training opportunities are completely lacking. Evaluation reports of many of these interventions present a very grim picture of the sustainability of provided technologies. The primary objective in providing the technologies was to increase productivity that was to result to increased income and employment opportunities for the many unemployed youth in the urban and rural areas. As poverty and unemployment are the major drivers of conflict in Somalia, employment creation for the youth is not only a social and economic necessity but also a political imperative. The study is based on the information needs by UNESCO to guide in planning interventions in TVET and livelihoods Skills Development in Somalia. The study aims at analysing the status of Technical Vocational Education and livelihood skills Development (TVELSD) in Somalia to map out current interventions and gaps in the sector. It also aims to assess the policy and resource capacity of the respective MOEs to implement a sustainable TVET. The survey is reviewed against the existing policies by the government in the respective regions. The broad national development study in Somalia is well documented in the Joint Needs Assessment (JNA) report and the Reconstruction and Development Programme (RDP) report. A previous survey undertaken by UNESCO PEER[8] in 2002 revealed that a number of the institutions providing TVET lacked proper management structures, standardised curriculum and assessment system. Additionally, they lacked adequate equipment, teaching and learning materials, and qualified and motivated personnel. A countrywide market feasibility study conducted by European Commission[9] in 2004 re-confirmed this state of affairs by citing the following constraints in the TVET sub-sector. * Weaknesses in the management of TVET activities; * Difficulties of quality assurance for TVET, especially limited availability of course syllabi and lack of qualified technical trainers; * Limited number of standardized TVET courses; * Lack of standardized assessment and certification services; * Urban bias of TVET opportunities and limited benefits to rural communities; * Difficulties of sustaining TVET interventions; * Lack of strategic planning for TVET by local authorities; * Limited capacity of local authorities to manage TVET Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Kismayu, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. Youth joined these institutions to acquire specialized skills that in turn enabled them to join the employment sector, either as employees or self employed persons. Most of these institutions were however destroyed or run down during the long period of civil. Consequently, these events resulted to high drop out of youth from schools to add to the number of unskilled youth that existed even before the civil war. With limited skills and no functioning education system, the youth had limited livelihood options. In apparent response to the demand for education and vocational skills training, the international community through UN, INGOs, LNGOs have supported the rehabilitation and or construction of vocational training centers in major towns of Somaliland (Hargeisa, Berbera and Burao), Puntland (Bosaso, Garowe, Gardo and Galkaio) and Central South Somalia (Mogadishu, Merka, Baidoa). Most of the functioning institutions are owned by local Institutions and governments through the support of the International Community. Several skills provided in these institutions include: garment making, soap making, tie and dye, carpentry, computer technology, masonry, electrical installation, plumbing and metal fabrication. UNESCO PEER through Technical and Vocational Education projects funded by the Italian Government initiated several interventions to revitalize technical and vocational education in Somalia at the grassroots level. Some of those interventions include: development of curricula/syllabi in selected marketable and demand driven trade areas, training of instructors and center managers, provision of course materials and textbooks to vocational training centres and initiation of standardized assessment and certification. This study commissioned by UNESCO PEER draws lessons from past and current activities on TVET in Somalia. 1.2 OBJECTIVE OF THE STUDY According to the TOR, the study will identify dimensions of technical and vocational education training (TVET): Skills Development and issues of economic relevance, social relevance, and management models effectiveness. Based on this; make recommendations for increased and improved TVET delivery in Somalia. The anticipated results of the study will be as follows: 1 Analysis of the organization and structure of TVET, public and private, formal and non-formal, by levels and management structures, including objectives, strategies and results, as well as the regulatory framework for private TVET 2 Identification of the main issues and problems in TVET delivery in terms of relevance to economic and market requirements, access to training, quality of training, and efficiency in the delivery processes. 3 Analysis of government TVET management and delivery. 4 Recommendations on improving the relevance, equity, quality, efficiency and management of TVET 1.3 SCOPE OF WORK The study was planned to cover the whole of Somalia but due to insecurity in the Central South Somalia, the Consultant limited his visits to Puntland and Somaliland- the two semi-autonomous regions of Somalia. The survey covered the Non Formal, technical and vocational Education sub-sector targeting the Internally Displaced Persons (IDPS), Refugees, Returnees, pastoral communities and ex militia as study groups. The study involved undertaking socio-economic and prefeasibility investigation of vocational and livelihoods skills training in Somaliland, Puntland and Central South Somalia. Unfortunately, field visits to south central was not undertaken due to insecurity. 1.4 JUSTIFICATION FOR THE STUDY i. Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development of target communities. It has been assessed that acquisition of livelihood skills results in enhancing communities ability in battling poverty and social exclusion in favour of self-employment. By spreading know-how, it inspires innovation and works to curb unemployment, especially among marginalized population in conflict and post-conflict countries. ii. It will act as a catalyst for streamlining the TVET sector in Somalia by providing information which will better inform policy makers and service providers and facilitate TVET programme development. iii. It will contribute to better coordination and implementation among stakeholders. 1.5 APPROACH AND METHODOLOGY Following initial meetings with the Head of UNESCO PEER in Somalia, it was agreed that the study would review the initial study report, assess information gaps not addressed by the submitted report and use a combination of methods to collect information necessary in re-drafting the report. The study thus reviewed available information on TVET projects that included the PETT and STEO, relevant TVET-related surveys, project evaluations reports and best practices undertaken elsewhere in the world. There was a feasibility Survey done by EC[10] in June 2008 covering Puntland and Somaliland and the report was extensively used as a key source of information for this study especially in the general overview of livelihoods and vocational training situation in Somaliland and Puntland. However, from the gaps identified from the direct interviews with stakeholders in Somaliland and Puntland and to validate some of the information contained in the report and documents reviewed, questionnaires were designed to elicit information from the some of the VTC where much of the information gaps existed. The data collection was undertaken by consultant assisted by field based UNESCO staff. The methodologies adopted in redrafting the report included: i. collection of data from the submitted report, ii. stakeholders consultations and interviews, iii. Review of literature available, and iv. internet research, The methodology and approach used in generating data for the first report included: i. Discussions with different TVET stakeholders, NGOs, UN agencies, institutional managers and trainees to understand implementation of TVET; ii. Focused group discussions with the Somali Ministries of Education officials at various levels and other stakeholders to establish policy aspects of Non Formal and Technical and Vocational Education; iii. Site visits to observe institutional facilities; iv. Document review of UNESCO PEER reports and syllabuses and reports of other agencies hard copies and online including UNESCO Website to gain insight into technical and vocational education; v. Structured questionnaire used to access baseline data on institutions offering technical and vocational training; vi. An assessment of the job market to find out the livelihood skills and skill gaps. The consultant was not able to visit some central south Somalia but was able to interview MOE officials in Puntland, Somaliland and other implementing partners in both locations. Much of the information in compiling this report is derived from the initial field interviews undertaken by the first consultant and enriched by additional literat

A Five Forces Analysis Of Air Arabia Tourism Essay

A Five Forces Analysis Of Air Arabia Tourism Essay According to this model any business has 4 stages during its life cycle. These stages are: Introduction, Growth, Maturity, and Decline. In the introduction phase a company just starts offering its new product or services in the market. At this stage the company might the only one in the market or its services or products might be completely new. In the stage of growth the company has to make huge investments for the marketing and research and development of the product so that the product can grow competitive in the market. The stage of maturity the curve of the industry life cycle becomes flatter and the rate of growth slows down. There are very few firms in this stage where the business giant has a little competition from the new comers in the industry. At last the decline phase of the life cycle is nearly inevitable if there are no regular improvements are done in the product or service. In this phase the sales decline at a very pace. Every company, industry or business goes throu gh all these stages in their life cycle but there are very few companies which have seen the maturity phase. Air Arabia is one of those companies of the UAE which is in the stage of maturity. The company is considered to be in the stage of maturity as it fulfils all the requirements to be in the stage. Air Arabia is the largest aviation company that offers the lowest flying cost. The strategy of cost minimizing and branding by increasing the number of flights is to gain sustainable competitive advantage in the industry and competitive edge over the new entrant competitors. Being in the phase of maturity of the industry life cycle the company Air Arabia must stick to its low cost carrier services and focused on the current business model. Air Arabia has captured most of the business hubs of the Middle East and North Africa region which has a potential developing market and prospective growth for the aviation industry and LCCs. The business strategy of the company should not be only s triving for cutting down the operational cost to provide low price carrier but to provide service which is more scheduled, convenient, more destinations it covers, and performs in time. Analysis of the Air Arabia based on Michael Porters five Competitive Forces: Threat of New Entrants The entry of new company in the industry influences the competition scenario in the industry. The aviation industry has a high potential of profits so it may attract competitors in the market. These new entrants might be threat for the Air Arabia aviation company which is the leader in the LCCs. These threats might be in terms of better services, lower cost of product and services. Air Arabia is a well established, profitable and most successful company in the industry so it would be difficult for the new entry to sustain in the market. The barrier of entry in the industry is also very high because of the huge cost of establishing the business. The business needs millions of millions dollars to be invested to establish a company. The cost of an aircraft is around $ 2 billions and to compete with the Air Arabia the competitors has to run the airline at low cost and offering better customer services. Air Arabia has a brand name and customer loyalty in the business which gives it compet itive advantage over the new entrants in the industry. Bargaining Power of Suppliers Every industry and business needs raw material to manufacture their final product or service and this raw material is made available by the suppliers. These suppliers can influence the profit involved in the industry by varying the cost or quality of the raw material. Thus the relations with between the manufacturer and suppliers become important for the industry. The airline industry has very specific suppliers for the business. One is the aircraft manufacturing companies like Boeing and Airbus and fuel suppliers. Because of scarcity of the suppliers of aircrafts and limited production of units the suppliers can control the prices and bargaining power will be higher with them. The fuel suppliers also control the cost of the tickets of airlines. This force is a threat for the Air India as the suppliers has more power then the company. Bargaining Power of Buyers This force is stronger in the airline industry in the Middle East and North Africa region. The buyers have higher power of bargaining for low cost, and better services. The situation is because of the large number of options available to the passengers and the number of passengers travelling in the LCCs is very high which will affect the business on a very large scale. Because of the availability of several options of low cost airlines and the facility of internet booking of air tickets the customers have many flexible options available. So to weaken this force of buyers the company ha to maintain the quality of services and the cost of the services should be kept minimum in the industry. Otherwise this force will also act as a threat for the company. Threat of a Substitute Products or Services Substitutes for the airline industry are trains or driving cars but availability and feasibility of these substitutes varies from region to region. Cars and trains might be substitute for the regional and local flights but they cannot replace international low cost flights. So the power of this force also differs in regions like in Europe where travelling with trains is easier and cheaper the threat will be higher but in UAE where the train facility is not good and because of the hot and dry climate travelling with cars is also not possible flights are the best option as it is more convenient and time saving. So the power of force will be weak there and opportunities of business will be higher. Rivalry among existing firms In the aviation the competition level is very high between various airline companies. In the Middle East and North Africa region there are many international airlines in the industry. All these companies are attracting customers by providing best customer services, best aircrafts and lowest price in the industry. But the Air Arabia has been established in the region for the past many years and holding the position of leader in the LCC airlines. Business-Level Strategy The differentiation strategy requires the development and improvement in the quality of product or services. These products are offered to customers with better and unique characteristics which are completely different and advanced from the competitors. The uniqueness in the services will add a value to them and this value may be charged as a premium price of the service by the company. Air Arabia has been the leader f the LCCs for the past three years. Now the company can use is brand value to cover up the extra cost of the exclusive services by the customers. The unique attributes of the services provided by Air Arabia will be able to charge some extra dollars from the customers if the suppliers increase the cost of their products. The current business strategy of Air Arabia is cost focused; it provides services at the minimum cost possible in the industry and is leading the LCC industry for the past 3 years. The company should now add some value to its services. These value added services may be better customer service, rapid innovation and advanced technology. But if the company will practice this new business strategy along with its brand image then the threats and weaknesses can be overcome. To be successful with the differentiation strategy of business an organization might have certain strengths: Use of best and advanced scientific and technological concepts. Expert and competent work force for developing value added products or services. Sales team should be skilled enough to spread the advanced features and usability of the product. Brand image and reputation to improve quality and advancements. Value in the service and product can be created by implementing following steps in the business: Lowering Buyers Costs Improved quality will minimize the chances of problems in the services and thus the cost of buyer will also get reduced. Raising Buyers Performance The main objective of increasing the quality of services is to entertain the customers with better services and let them enjoy the service. Sustainability The uniqueness and reputation of the products will create barriers and high switching cost. Risks of Using a Differentiation Strategy Risks involved in using differentiation strategy in the airline industry are high. Competitors of Air Arabia can start imitating its business model or tastes and requirements of customers might change very frequently which might loose the value the service so the service will need changes accordingly. Functional-Level Strategies Internal analysis Business Model Mission, Vision, Values, and Goal Air Arabia is the leading firm in the field of low cost carriers with the mission of revolutionizing the air travel in the Middle East and North African region. The approach of the company will be novel and innovative which will offer services satisfying to the full value of money of customers. To achieve the mission of the company it will use low fare operations to grow the profitability of the organization. The teams of the Air Arabia will be highly motivated for customer satisfaction which will showcase the highest standards of operations and will manage the operational cost of the company. The vision of Air Arabia is To be one of the worlds leading Budget Airlines with respect to: Profitability and Margin Innovation Reputation Operational Excellence Air Arabia shows its loyalty to its passengers by offering them the minimum rates and best combination of rates and services which will attract them to travel with Air Arabia more frequently. The organization commits to its shareholders the highest and most secure return on their money. The company with its value Pay Less, Fly More offers safe, reliable and comfortable air travel throughout its network more often. The company always looks forward to meet the requirements and expectations of its valued customers by offering various value added services and offers. The company always invites the suggestions and feedbacks from the customers in order to improve its services and offerings. The journey with Air Arabia should be a wonderful experience is the main point of dedication of the company. Conclusion The Air Arabia must adopt generic business strategy of differentiation in addition to its current cost focused strategy. This mix of business strategies will gain competitive advantage over its competitors to the company. The better quality of services will make it the best company in the airline business. Air Arabias AcelAero was the multifunctional reservation system. It has offered and software solution enterprise: airline for better operational services. The company offers flights to more than 65 destinations around the world. Air Arabia understands the value of money of the customers and provides services that are compatible to the price customers have paid. All these are the uniqueness and advantages of the company in comparison to other airlines. Air Arabia will gain competitive advantages by focusing on other market segments. Like providing cargo services to Aramex, partnering with Dubai bank and Dubai Islamic Bank for the online payment facility, offering various gifts and v ouchers on the annual celebrations of the company. All these steps of the company are aimed to improve the brand name and corporate image of the company, regionally or internationally. These value added services of the company will help in increasing the number of customers and number of repeat customers who were once satisfied with the services of Air Arabia. The Air Arabia airlines company is in the maturity stage of the business life cycle so it will have to face strong competition with the competing airlines companies. To gain competitive edge over its competitors each company will be using offensive business strategies rather than defensive one to remain competitive in the market. The research and analysis of internal and external factors affecting the position of company in the airlines industry proposes following recommendations: The cost of operations of Air Arabia is increasing because of increasing fuel prices and giant investments in aircrafts and its services. The company must minimize the operational costs by improving operations in the business, particularly improvement in maintenance process, aircraft utilization, and effective scheduling of flights. Labor cost can also be reduced by using technology in various distribution processes. Although Air Arabia has threats of the high class airlines which provides high level of services to the passengers, the company is a leader in the low cost airlines. So cost of tickets can be increased up to a certain extent in order to improve the quality of services and add some value to those services. Air Arabia can remain competitive in the market because it is the leader of the LCCs and charges of other high class airlines are too much for a normal non business class customer. By extending the roots of the business in such a manner the company can grow its market s hare in the business class customers too. Air Arabia has routes in more than65 destination all over the world but as the UAE is a main attraction of global tourism so the routes of the airlines should be increased. The company should join some global alliances in order to widen the range of price and service offered by the airlines.

pitch perception :: essays research papers

page References Baharloo, S., Johnston, P. A., Service, S. K., Gitshcier, J., Freimer, N. B. (1998). Absolute pitch: An approach for identification of genetic and nongenetic components. American Journal of Human Genetics, 62, 224-231. Retrieved 11/16/2004. Deutsch, D. (1985). Dichotic listening to melodic patterns and its relationship to hemispheric specialization of function. Music Perception, 3, (2), 127-154. Gregersen, P.K. (1998). Instant recognition: The gentics of pitch perception. American Journal of Human Genetics, 62, 221-223. Retrieved 11/16/2004. Heaton, P., Hermelin, B., Pring, L. (1998). Autism and pitch processing: a precursor for savant musical ability? Music Perception, 15, (3), 291-305. Lenhoff, H., M., Perales, O., Hickok, G. (2001). Absolute pitch in Williams syndrome. Music perception, 18, (4), 491-503. Levitin, D., J., Bellugi, U. (1998). Musical abilities in individuals with Williams Syndrome, Music Perception, 15, (4), 357-389. Pechstedt, P., H., Kershner, J., Kinsbourne, M. (1989). Musical Training improves processing of tonality in the left hemisphere. Music Perception, 6, (3), 275-298. Simpson, J., Huron, D. (1994). Absolute pitch as a learned phenomenon: Evidence consistent with the Hick-Hyman law. Music Perception, 12, (2), 267-270. Sloboda, J. A. (1985). An exceptional music memory. Music Perception, 3, (2), 155- 170. Nature or Nurture: The origins of pitch Perception For most of us, quick and accurate perception of the visual world is essential for getting around in life; we take for granted our instant recognition of color, shape, distance, and the physical relationships between objects. Many aspects of the auditory world are also apprehended in an effortless manner: a nighttime whistle is easily identified as a distant train, without any deliberation. However, identifying the pitch of an isolated whistle is beyond the abilities of most people. This is also the case for most musicians, despite the fact that they spend every day working in the context of a standardized system of pitch relationships. Those rare individuals who can instantly recognize the pitch of a random piano tone or passing car horn, without the use of a reference pitch, possess a cognitive ability that is termed "absolute pitch." The range of useful musical pitches is 20-5,000 Hz, which is, roughly the range of a piano keyboard Pitch is a one-dimensional attribute defined by the number of vibrations, per second, emanating from a sound source, such as a plucked string The peripheral auditory organs are designed specifically for frequency analysis. The cochlear basilar membrane vibrates, at each point along its length, with an optimal resonant frequency. The fact that all humans are quick to appreciate the differences in timbre between instruments illustrates the extreme sensitivity of this organ to complex frequency spectra.

Geothermal Energy :: essays papers

Geothermal Energy It has come to my attention that your research center gives some helpful information on my desire course of study. Let me explain briefly about my education background. I received B.S degree in 1999 with a major in Mechanical Engineering. (Heat and fluid branch) later, I began new course for M.S degree since 1999 in Energy Engineering (which continues) At present, I am searching and editing my final project. The title of my research would be â€Å" Technical and Economical evaluation of geothermal energy systems†. Also, the subtitle named as â€Å" Geothermal Heat Pump†. The main idea of this project is mentioned below: 1. To collect a technical and energy model consisted of general information such as exploration, drilling, capacity of equipments, etc. 2. to gather economical plans based on technical model. In other words, we should consider the application of heat pump as well as economical point of view. 3. Comparison to geothermal heat pump and traditional air condition systems. Furthermore, to explain advantages and disadvantages of each system. 4. Comparison to geothermal heat pump and traditional heat pump. 5. Conclusions. I’d like to call your attention to this matters, unfortunately in Iran there is no sufficient and reliable sources on renewable energy. So, our references are very limited. All of my professional information was on the basis of searching Internet. The Iranian society of mechanical engineering has published a special magazine titled â€Å"Mechanical Engineering†. As a member of this association, I wrote an article titled Geothermal energy which published. You will see that I thoroughly enjoyed to have all information that would be helpful and constructive in my study. At the end, you are kindly requested to send me, if available, guidelines for following items: 1. General reports on Geothermal Energy by referring to historical analysis as well as the usage of different systems

Rewards and Challenges Essay

I know that in today’s society there will be many challenges one will face when choosing to become a teacher. I believe that learning how to maintain a classroom’s balance might prove to be difficult to a first year teacher. I know it will take a lot of patience and critique from peers to get into a â€Å"flow†. Teachers make literally hundreds of decisions every day, and many of them must be made with nearly spilt-second timing. There may be an issue of an electronic failure that prevents a teacher from following a prepared lesson plan. He/she will have to decide on how to teach the curriculum without the use of that aid. There may be an instance where behavior is an issue and the teacher needs to decide if the entire classroom should be effected or just a few students. Another challenge for a first year teacher might be how to identify bullying. I’m sure that as students gather on the playground or in the lunchroom where there is limited supervision in all areas, there may be some bullying happening that may appear to the teacher as play. It is proven that people who bully take advantage of imbalances in power, such as greater size or strength, higher status, or the support of a peer group. I feel it is vital that a teacher needs to get to know her students early in the year to recognize behaviors that might lead to bullying or those who may become targets. The student’s socioeconomic status will strongly affect learning. Some students may have parents with well paying jobs and are able to travel and perhaps wear more expensive clothing. Other students may barely have enough to eat and live in less than  adequate housing. I also feel that due to this status, some students may not have a strong support system at home to assist in their daily learning making it difficult for a student to be successful. As there will be many challenges, there are many rewards as well. The rewards in teaching can either be intrinsic or extrinsic. Many people decide on the teaching profession due to the intrinsic rewards. I feel for myself, the most rewarding aspect would be seeing a student grow throughout the  year. They may begin with little knowledge on a subject and as the year progresses, a teacher may witness the day when â€Å"the light bulb goes on.† When I was in school, I found it very difficult to maintain an interest in my History courses. I found the information very boring and felt at the time had no impact on my current life. I can’t remember one single teacher that I had in this subject that was able to teach the curriculum in a way that I could maintain it. As I got older and became interested in the History channels on television and watching documentaries, I became extremely interested in this area, especially on the Civil War. I feel that if given the opportunity, I would teach in a way that would capture student’s interest. This would be a great reward to know that I was known a teacher that helped a student understand and appreciate our nation’s background. Another reward would be on the extrinsic side. I have a large family, so as the mother of four children, I look forward to summer vacations. Also, when there are snow days, I’m not trying to find daycare. I am able to have the same hours as my children so that we  may have plenty of family time together. This is very important to me personally. Also, other economic factors have influenced my attractiveness to teach. The annual salaries have been virtually guaranteed to increase. The benefits such as medical, dental and retirement are usually provided and the job is secure. In today’s economy, knowing that one has a profession that has this type of security is vital to families. If given the opportunity, I would love to be able to make a difference in the life of a child. I would take the kind of personal interest on an individual basis to ensure the success of all students that give an honest effort. I feel that with proper home support and a teacher that is committed to their position, every student has an opportunity for a successful future. APA Citations Teachers make literally hundreds of decisions every day and many of them must be made with split-second timing. ( Kennedy 2006) â€Å"Introduction to Teaching† (2011) p.10 People who bully take advantage of imbalances in power, such as greater size or strength, higher status, or the support of a peer group. (2011) â€Å"Introduction to Teaching† (p. 86) Introduction to Teaching (2011 Kauchak and Eggan) â€Å"Diversity: The Changing face of American Classrooms† (p. 20) Introduction to Teaching (2011) â€Å"Rewards and Challenges in Teaching† (p. 5) Introduction to Teaching (2011) â€Å"Extrinsic Rewards† (p. 8)

Feminine Transformation In Gilman’s “The Yellow Wallpaper” Essay

Fiction is often used as a vehicle to convey radical ideas to readers. These ideas are usually reflected in the themes of the stories so that the clarity of expression is more apparent. The theme of Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper† is quite unique in that it expresses feministic ideas in a seemingly ordinary situation. â€Å"The Yellow Wallpaper† is a story that reveals various truths about the woman and chronicles the feministic transformation of this woman towards modern womanhood. Gilman employs the first person perspective in her story to allow her unnamed protagonist to reveal elements of her emotions that would otherwise be concealed from the audience. The protagonist, along with her physician husband and a certain Jenny move into a huge house for the purpose of her recovery from an illness; in the house the husband assigns a room for the both of them which is a large room with distinctive yellow wallpaper all over the walls. The protagonist is then disturbed by the wallpaper and begins to derive images from it which in turn is used as a metaphor for her feministic transformation. The earlier part of the tale reveals much about how the traditional woman actually is. The very first aspect of the traditional woman that one would easily notice from the text is a submissive personality. The lines, â€Å"But John says if I feel so, I shall neglect proper self-control; so I take pains to control myself – before him, at least, and that makes me very tired. † (Gilman) illustrate how the protagonist neglects her own feelings before her husband and this implies that if she prioritizes what her husband felt over what she felt, she was quite likely to do the same with other more menial things making her exceptionally submissive. Another aspect of the woman revealed in earlier parts of the tale is the feminine view on marriage. In the lines, â€Å"John laughs at me, of course, but one expects that in marriage. † (Gilman) the protagonist describes how her husband reacts to her when she complains about something weird in the house they were moving into. When the husband laughs, the protagonist concludes that this is normal when two people are married. In effect, the protagonist views marriage as an excuse for ridicule and the fact that she is married to someone requires that she accept that ridicule as part of being married. This is a strange perception on the part of the protagonist but because of the submissive attitude of this main character it is not surprising that she should think this way. Other than this, her submission even affects her desire to write as she conceals her writing, hence, the protagonist admits, â€Å"I did write for a while in spite of them; but it does exhaust me a good deal† (Gilman) because she had to write despite contradictions from her husband as this made her feel better. The decision of the protagonist to write expresses the protagonist’s, â€Å"struggle to throw off the constraints of patriarchal society in order to be able to write. † (Thomas) So, in these first few parts, the author describes the current state of the protagonist, where â€Å"Women were cast as emotional servants whose lives were dedicated to the welfare of home and family in the perservence of social stability†. (Thomas) In a way, the author even discreetly refers to the sexual inadequacies of the relationship by referring to a â€Å"nailed-down bed† in the lines, â€Å"I lie here on this great immovable bed – it is nailed down, I believe†¦Ã¢â‚¬  (Gilman) Eventually, as the protagonist focuses her attention on the yellow wallpaper and the fact that her husband insists that they do not change it despite pleas from the protagonist, she begins to see the wallpaper as something else reflecting the bondage that she experienced from being isolated and treated inappropriately by her husband. This is quite clear in the lines, â€Å"Behind that outside pattern†¦a woman stooping down and creeping about behind that pattern. † (Gilman) Here, the protagonist initially describes a woman apparently caged behind the wallpaper patterns. While this could be images within the protagonist’s mind, it definitely reflects how she feels being in the room and in her situation. This image of bondage is further amplified by the lines, â€Å"At night in any kind of light†¦worst of all by moonlight, it becomes bars! The outside pattern I mean, and the woman behind it is as plain as can be. † (Gilman) It is at this point that the protagonist expresses an intrinsic feeling of bondage because she is not able to express it outwardly, and so, projects the feeling unto the wallpaper. This particular incident, â€Å"is a reaction to the lack of free agency that women had in the late 1800’s â€Å". (Gilbert) Soon, days before the last day the couple was to spend in the mansion, the protagonist breaks free and becomes a new, more liberal woman. This is implied in the lines, â€Å"I pulled and she shook, I shook and she pulled, and before morning we had peeled off yards of that paper;† (Gilman) which the protagonist used to describe her peeling off the paper. During the motions she admits to helping the woman behind the patterns but indirectly, this implies that the woman she was helping was herself. The act, therefore, of tearing the wallpaper was parallel to freeing the woman behind the patterns, and so, freeing herself from her personal bondage. (Garcia) The protagonist, hence, went from being a traditional woman to a liberated woman in her feminist transformation, even when the conclusions of the story seemed to imply that the protagonist had lost her mind because of the isolation, hence, the lines, â€Å"†I’ve got out at last,† said I, â€Å"in spite of you and Jane. And I’ve pulled off most of the paper, so you can’t put me back! † (Gilman) where she had finally fused her own persona with the persona of the woman behind the patterns. Quite obviously, the textual evidence in this tale consistently describe the struggles of a woman from being the kind enslaved by a patriarchal society to someone who was able to express her own individuality, albeit, unconventionally. The story very clearly describes how one woman transformed gradually from being traditional to being the new or modern woman. ? Works Cited Garcia, Viola. â€Å"Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper†. † fgcu. edu. N. p. , 2009. Web. 1 Aug. 2010. . Gilbert, Kelly. â€Å"The Yellow Wallpaper: An Autobiography of Emotions by Charlotte Perkins Gilman . † fgcu. edu. N. p. , 2009. Web. 1 Aug. 2010. . Gilman, Charlotte Perkins. â€Å"The Yellow Wallpaper. † EastoftheWeb. com. N. p. , 2006. Web. 1 Aug. 2010. . Thomas, Deborah. â€Å"The Changing Role of Womanhood: From True Woman to New Woman in Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper†. † fgcu. edu. N. p. , 2009. Web. 1 Aug. 2010. .