Mr Know All Essay

There are two aspects which influence the content of a novel. They are the extrinsic elements and the intrinsic elements (Sukada, 1987 : 47). Extrinsic elements are the elements comes from of literary work such as the elements of history, social and culture, psychology, religion and philosophy. Intrinsic elements are the whole elements which make up structure of literary work such as plot, setting, theme, character, style, etc. this case, the writer will talk about the aspect of intrinsic elements in a novel which are theme, plot, setting, and character. It is a little hard to analyze the intrinsic elements in a novel, because many experts have different opinion to define which included to the intrinsic elements. (1987 : 54- 57). Gave some experts idea to define the intrinsic elements. 1. Jakob sumardjo stated that the intrinsic elements are: plot, character, theme, setting, atmosphere, style, and point of view. 2. Wellek & Warren stated that the intrinsic elements are: plot, character, setting, world view, tone. 3. Taylor (1988 : 2) the intrinsic elements are: plot, character, setting, theme, and point of view. The writer chooses Sumardjo’s idea which will be analyzed, some of those elements, there are theme, plot, setting, and character. 1. Theme Theme is the main discussion, which is put on important place in literary work, M,S Hutagalung (in Ahmad Badrun, 1983:85). William Kenny (1966 : 89) adds the theme is neither moral or the subject of the story. In addition, theme is meaning the story releases. Moral is a simple kind of theme, because all of themes of moral. It can be said that theme is the main discussion the story released. Add moral is a simple sort theme. Opdhal (1968 : 3) said that, theme is a idea or the concept implied in a short story .All stories have a theme or purpose no matter how seriously the author chooses to present it (Hamalian & Karl : 1978 : 327). A Theme of a story like plot maybe stated very briefly or at a greater length, with a simple or very brief story. We may be satisfied to sum up the theme in a single sentence but we may feel that a paragraph occasionally even an essay – is needed to state it adequatel. (Perin, 1978 : 113). Theme is the controlling and informing idea a literary work. Which writer content is a true or un true; a preposition which he undertaken to defends or attack (Duffy & Pettit, 1953 : 125). Theme and character are often closely related. The characters often symbolize an aspect of the theme. To observe the theme of a novel, (Perine, 1978 : 117). Stated that we should keep in mind the following principles. a) Theme must be expressible in the form of a statement with a subject and predicate. b) Theme is a central and unifying concept of a story. Therefore, (a) it must account For all the major details of the story, (b) the theme must not contradicted by any detail of the story, (c) the theme must not rely upon supposed facts not actually stated or clearly implied by the story. c) Theme must state as generalization about life. d) There is no one way of starting the theme of a story. e) We must be careful not to makes generalizes larger than is justified by the terms of the story. f) We should avoid any statement that reduces the theme to some familiar saying that we have heard all our lives. 2. Point of view The same as other elements of fiction, point of view, also ties together in the short story because each element could not be separated with another ones, point of view is the author’s vision toward character in the story (Rampan, 1995 :39). So this point of view closely related to telling techniques of the author toward work of fiction. In this case, the author‘s view will give consideration that short story has made must be a unity of a story. Abrams (In Nurgiantoro, 1995 : 248) defines point of view as the technique that s used by the author media to express character. Behavior, setting and, and some events in form a literary work. Furthermore, point of view can be mentioned as strategy, which in chosen freckly to reveal ideas and experience Both ideas and ideas and experiences are useful to find out the information of intrinsic elements, particularly point of view. Kamaly (2005 : 14) said that point of view is a way in delivering a story. Therefore, it’s a kind of tactic of the author in telling all events in that story. Abram, (In Nurgiantoro, 2002 : 249) said that point of view refers to the way a story is told .it is a way and or the view used by author as a medium in serving the character, action, setting, and the events. He and him – self concludes that point of view is essentially a strategy, technique, and tactic which are used and chosen by an author in telling story. Nurgiantoro (2002 : 242 – 271) divides point of view into three kinds they are : third single person, first person and mixed point of view. a) Third – single person It is point of view in which the narrator is an out said, it then presents all characters by name or pronoun. Nelson, Sarah, and Mrs Brand, or him, her and them. The author does not included in the story in this type of story telling the narrator can tell everything about the story or the character in details. This method of story-telling is also called â€Å"the eye of godâ€Å" because the narrator is put or put himself as god like who knows everything. When the narrator comes as on observer only, it called limited omniscient narration in which the narrator will only know one of the character’s felling, attitude, and behavior this point of view is divided into two kinds they are : the first, single limited narrator or he or she limited, the second, third single person omniscient. In third single person .Limited, the narrator tells about everything the figure, knows, hears, and sees, however it is limited to one figure only. The omniscient point of view or third person omni scient is a way in which the story is told point of view â€Å"heâ€Å" however the narrator can tell everything about figure. Therefore the narrator knows everything. b) First Single Person In this kind of point of view the author used â€Å"Iâ€Å" becomes one of character in the story. The narrator tells about him self, all the experiences he got through physically, †I â€Å" in this type point of view the character i comes as a narrator who tells about himself or everything he found, hears, and feel. This type of point of view is divided in to two; they are â€Å"Iâ€Å" as a main character, and â€Å"Iâ€Å" as additional character when â€Å"Iâ€Å" becomes the main character in the story. He will tell everything about himself. All of her knowledge, feels and experiences. In short he tell all about he himself. When the â€Å"Iâ€Å" comes up as an additional character, he in this position comes as a witness only who knows a little that happen to the main character. The main duty of the character in this case is just to serve the story. c) Mixing Point Of View The author sometimes tells from the beginning part of chapter by using first person single narrator. In other chapter the author changes his tactic by using third single person narrator. It can be seen in one of sir Arthur Conan Doyle‘s (1987 work entitled â€Å"a study I scarlet†. Thus this type of point of view is called mixing of point of view. Furthermore ,Sumardjo and Saini (1986 : 83 – 84). There are four types point of view, they are (1) omniscient point view. the author freely telling characters in the story. They determine themselves what they want to do, author knew all about the characters as the pronoun â€Å"she/he â€Å" (Nurgiyantoro, 1995 : 275). (2) Objective point of view, the authors work as in omniscient but not reveal a comment to the story. Readers are offered real situation without change the actual meaning. Letting the readers know the content of story freely.(Keegen, 1997). (3) first person point of view, the author tell himself as the Pronoun â€Å"Iâ€Å", sometime telling his experience based on the though way. (4) observer point of view, the author might choose characters to tell their experiences, ideas and feelings but these characters just show to the readers about what they have seen. In short, an author may collaborates two kinds of point of view in his work. He may use third single person and first single person in one novel. He also may use third single person omniscient narrator and third single person limited narrator. 3. Plot Plot is a series of events created by the author to tell the story .In most of stories, these events rise out of conflict experiences by the main character. The conflict isn‘t come from internal only but conflict comes from something external too, Stanton (In Nurgiantoro, 2002 : 113) said that plot is story that contains series of events. However, the causality aspect only connects each those event. One event caused the other event to happen. Nurgiantoro (2002 : 115) said that plot is the reflection of the character‘ s behavior and attitude in acting, thinking, felling, and facing the problems of life he or she faces. However not all of the human being experiences called plot. In addition, he added that the event, attitude, and behavior of human being would called a plot if they have special type. Syamsir Aripin as (In Kuswari‘s, 2005 : 14) said that plot is an integration of series of events that composed as functional interrelation. Plot reveals events to use only in their temporal but also their causal relationship, plot makes us aware of events not merely as element in temporal series but also as an increate pattern of cause and effect. In addition, the readers will know soonly about the end of the story as they just start reading the novel. However, they will not know about process or each detail of story until the last page of it, mixing plot, in a range. Some parts of the story are tells chronologically and the others are the flash back. Crises are the situation where as the character is give description by author‘s attitude. Climax is the moment of the greatest emotional tensio n so those conflicts in the story slow down. Conclusion is resolution of the story. 4. Setting Setting is illustration of times and places. It can also include complex dimension such as historical moment the story occupies or it‘s social context, because particular places and times have impersonality or emotional essence. Setting was also one of primary ways that a fiction writer established mood. When and where events occur are calls setting .They will become background of the story. Therefore, the readers of the story will get information about the condition and the situation of the places and times as the takes places. Aminudin (In Kuswari, 2005 : 16). Explained that setting is background of occurrence in fiction. Setting refers to place, time relationship , and social environment in which the events taken place. Setting can be divided into two; physical and spiritual setting. Physical setting refers to place and time. Spritual setting refers to custom, tradition, believe and value of the society where the event happens. (Nurgiantoro, 2002 : 218). It can be concluded that setting is background. of story the event illustrate .It refers to merely to the physical but also to non – physical .The physical setting my consist of place and space namely road, rivers and house. In addition, non – physical setting or spiritual setting refers to believe, costume, tradition and value as well. 5. Character Character is a person in a play or story (Duffy & Pettit, 1953 : 24) Character development involves both physical descriptive and classification of the mental and spiritual qualities of the person (Opdhal, 1968 : 3). Stanton stated that of story has the major character. its character, which is related to every event in the story, usually it will show the change both in the character itself or act toward the character. According to foster (Taylor, 1981 : 65) character is divided in two types: flat and round character. Flat character is less the representation of human personality than the embodiment of a single attitude or obsession in a character. Foster this calls kind of character flat because we see only one side of him. A flat character that never surprises the readers is immediately recognizable and usually can be represented as a single formula. Milley and Clueley (1904 : 27) divided characters in two categories. They are the major and the minor characters. The major characters are that a central to the action, so continual in there presents. In which it is expected that the author explore their take up and motivation thoroughly. While the minor character as miller, said has seen by us as they imagine on the person who support the major character so that the major character action become live and logical as the real life. Round characters are those fictional creation who has complex many faceted personalities and an independent inner life which itself invites our interest. Round characters can surprise the readers without credibility. A round character can surprise the readers without loosing credibility of a character. He must be credible, we as a reader want him to be recognizable similar in some aspects to people we have known, so that we can relate to him can understand, can like or dislike him. We may conclude that complexity of characters tends to produce lifelikeness in the world of fiction. Round character is more lifelike than flat character lifelike is one form of relevance. No real human being can be adequately summed up in formula as a flat character. Certainly no reader of fiction would be willing to admit that he can be summed up .Real human beings are capable of surprising us. The round character can surprise us; and the flat character cannot. A character may be consistent with what we have learned about .To identify characters in a story or novel the author may use three ways: a) The author tells us whether he is like by exposition or analysis. b) The character reveals himself through his speeches and action. c) The reaction of other characters to him indicated what type of a person he is. 6. Style Style is not quite different from point of view, where style emphasizes toward telling techniques about characters, and then point of view is the author’s way to express characters. Aminuddin (2003 : 72) and Keraf (1985 : 112) defined style comes from Latin Language (slilus), is a tool for writing. Furthermore style become skill capability reveal ideas and aesthetic word and can express the meaning beyond feeling touch and readers emotion in other words. Good literary are works that have harmony and aesthetic language and make readers are not boring, enjoy and feel empathy, it depends on author’s skill how to express style, in other word skill is author personality (Somardjo and Saini, 1986 : 92) or techniques reveal thoughts through typical language ,which showing author and soul and personality (Goris Keraf, 1985 : 113). Style is fiction refers to the language conventions used to construct the story; fiction writers can manipulate diction sentences structure, phrasing, dialog, and other aspects of language to create the style. Thus, a story’s story could be described as richly detailed. Flowing and barely controlled. Or sparing and minimalist to reflect the simple sentence structures and low range of vocabulary. By using different style in the short story, the readers also acquired different atmosphere from a story. Usually, old authors have strong style to express their work; different with young authors are still looking for a format, even styles of old writers will be followed by young writers, (Sumarjdo Saini, 1986 : 92). Language is central equipment which is used by the authors to reveal their commendations. However literary language has own target that different with languages of magazine, newspaper and daily language. The using of literary style is based on three fundamental matter, they are; (1) diction, (2) the form of word in the sentence (3) tone (Rampan, 1993 : 63).The three fundamental matters will avoke authors typical that compare it with others. Kerap (In Rampan,1995 : 63) states that. â€Å"Style is a part of diction that confers suitable word usage in certain clause to face certain situation. Because of the phenomenon of style covering all language hierarchy; diction individually, phrase, clause and sentences or cover all discourses generally.

Continuous teacher professional development through collaboration

The School as a Learning EnvironmentIntroductionA positive acquisition environment can be described as an environment in which a community of scholars dwelling of kids and grownups work together to supply, promote and prolong their ain and one another ‘s acquisition ( Barth, 2001:31 ) . In this essay the writer, pulling from professional experience in an Irish primary school context and mentioning to relevant literature, will sketch the cardinal features of schools that are positive learning environments. It will be outlined how devolved leading affecting all teaching staff ; supplying students with a voice sing school policies and their ain acquisition ; a physical environment which enables and encourages larning ; advancing uninterrupted teacher professional development through coaction ; and steps to affect all parents in the administration of the school and in heightening their kids ‘s, and through the procedure their ain, larning are cardinal features of schools that are positive learning environments. It will besides be highlighted how factors such as opposition to alter among school forces, dysfunctional staff relationships and recent Irish Government policies are common obstructions to gaining such environments.Teacher LeadershipWith a invariably increasing work load and duty â€Å" the demands and challenges of prima schools are merely excessively great for any one individual ( the principal ) † ( Stoll, 2009:122 ) . As Barth ( 2001 ) notes principals need aid in â€Å" carry throughing this impossible occupation description † ( p. 84 ) . One possible solution to this state of affairs is devolved leading whereby teaching staff are provided with leading functions and duties in the running of the school. Much has been written in educational literature recommending this engagement of instructors in leading functions ( Callan, 2006: 214 ; Harris, 2008:31 ; Sergiovanni, 1992 ; Stoll and Fink, 1996:52 ; The Teaching Council, 2010 ; Tuohy, 1999:166 ) . Cases in which instructors can take include take parting in the creative activity of a school vision and associated policies, determining course of study for the school, planning and prima staff development activities, prosecuting in determinations about how financess should be allocated and engaging new instructors ( Barth, 2001:88 ) . The writer ‘s school has started this procedure of instructor leaders with greater duty being given to the in school direction squad, which consists of instructors who hold Posts of Responsibility, sing determinations about school policies, but this is merely a first measure every bit in order for schools to accomplish maximal good results â€Å" all instructors must take † ( Barth, 2001:85 ) . This teacher leading can take to a positive acquisition environment in legion ways. It can assist to prolong and advance instructor committedness and motive to the school as they are involved in doing determinations which affect them ( Fullan, 2003:38 ) , which can besides promote instructors to alter their schoolroom pattern which is important to school betterment ( Fullan and Hargreaves, 1991:23 ) . This leading function can fix instructors for the function of chief instead than all of a sudden puting them unprepared into this place subsequently in their calling ( Fullan and Hargreaves, 1991:20 ) and enable these teacher leaders to larn as they can larn through the experiences of leading ( Barth, 2001:82 ) . It has been argued that if instructors are provided with leading functions they in bend will supply leading functions for students turning the school into a more democratic environment with less subject jobs and higher student accomplishment ( Barth, 2001:80 ) and that better d eterminations are made as a consequence of scattering determination doing sing school issues such as subject processs and professional development ( ibid:82 ) . This leading function besides adds assortment to the instructor ‘s function and can enable them to act upon the lives of grownups every bit good as students ( ibid:83 ) . Sharing leading can besides enable the principal to go a scholar in this acquisition environment as he can larn through coaction with these instructor leaders ( Fullan and Hargreaves, 1991:122 ) . As Barth ( 2001 ) notes â€Å" A school civilization hospitable to widespread leading will be a school civilization hospitable to widespread acquisition † ( p. 81 ) .Pupil VoiceEqually good as supplying instructors with greater duty through leading functions another cardinal feature of a positive acquisition environment is one in which students are given greater duty by apportioning them a voice sing school policy and their ain acquisition. The United Nations Convention of the Rights of the Child ( 1989 ) states â€Å" States Parties shall guarantee to the kid who is capable of organizing his or ain positions the right to show those positions freely in all affairs impacting the kid aˆÂ ¦ . † ( Article 12 ) . Irish Policy recognised this right with the publication of the National Children ‘s Strategy ( 2000 ) which aims to make â€Å" An Ireland where kids are respected as immature citizens with a valued part to do and a voice of their ain aˆÂ ¦ . † ( Department of Health and Children, 2000:10 ) . An obvious context for kids to exert this voice is sing their school experiences as a consequence of the big part of their lives they spend in school ( Devine, 2004:112 ) . Opportunities for students to be given this voice in school include affecting them in building and take parting in their ain acquisition by supplying feedback to instructors on lessons sing how students learned and ways the instructor could do the lesson more ambitious or gratifying ( Claxton, 2008:157 ) and by puting up pupil councils to discourse school policies and processs ( McLoughlin, 2004 ) . This voice can even travel every bit far as learning instructors as Barth ( 2001:3 ) describes a school in which students provide direction to instructors sing information communicating engineering accomplishments. This writer ‘s school has begun the procedure of supplying this voice to pupils through the constitution of the Green Schools Committee in which pupil representatives from every category meet on a hebdomadal footing to discourse school environmental processs. Supplying students with this voice can make a positive acquisition environment in a figure of ways. The positives of giving pupils chances to lend to school policies such as the codification of behavior are outlined by the National Education Welfare Board ( NEWB ) observing that: Students are more likely to back up a codification of behavior when they have helped to develop it. Relationships of trust between instructors and pupils can turn through the procedure ( NEWB, 2008:16 ) . Childs can besides larn accomplishments of hearing, negociating and pull offing differences through active battle in a societal context ( NEWB, 2008:16 ) . Supplying students with this voice can actuate them to come to school by demoing them that both they and their sentiments sing determinations that affect them affair ( Stoll and Fink, 1996:139 ) . It shows kids that the school will handle them rightly as Devine ( 2004:122 ) notes kids feel that schools treat them below the belt when schools exclude their positions. Children ‘s ability to larn about issues such as democracy, justness and inclusiveness can be made more effectual as kids experience these rights foremost manus through pattern and engagement ( Devine, 2004:124 ) . In his survey of a pupil council set up in a primary school McLoughlin ( 2004:132 ) noted positive acquisition results for the students involved including felicity and pride as a consequence of being involved, a sense of belonging, increased assurance a nd a turning sense of partnership with school forces. Claxton ( 2008 ) notes that puting up pupil councils to discourse issues of existent importance enables participants to â€Å" cognize that what they learn by undertaking these issues will function them good in ulterior life † ( p. 149 ) .Resistance to ChangeIn order to include these comparatively fresh constructs of instructor leading and pupil voice as outlined above schools have to get the better of the common obstruction of opposition to alter. As Eisner ( 1992 ) notes â€Å" It is much easier to alter educational policy than to alter the ways in which schools map † ( p. 610 ) . This opposition can come from instructors and principals. This opposition to alter is an obstruction to gaining a positive acquisition environment as Stoll and Fink ( 1996 ) note: A school is either bettering or it is acquiring worse. It can non stand still because its context is invariably altering ( p.42 ) . Many instructors may defy alteration as they fear new inventions that they feel might expose their ain perceived insufficiencies ( Stoll and Fink, 1996:50 ) , experience a sense of loss go forthing a set of familiar set of behaviors behind and fear the hereafter and the unknown ( Tuohy, 1999:27 ) . Experienced instructors may defy alteration as a consequence of familiar modus operandis they have built up which require minimum attempt on their portion ( Eisner, 1998:159 ) . The writer experienced this opposition to alter on several occasions. One such juncture was when the writer displayed a posting saying to pupils â€Å" You have the right to give your sentiment, and for grownups to listen and take it earnestly † , adapted from Article 12 of The United Nations Convention of the Rights of the Child ( 1989 ) , in his schoolroom. Several of the writer ‘s co-workers expressed their disapproval of this message being displayed to kids due to its ‘inappropriateness ‘ on the evidences that students should make precisely and without inquiry as they are instructed to by instructors as has ever been the instance. This mentality earnestly restricts the possible to supply a voice to pupils as outlined above. This writer has besides witnessed instructors learning the same content utilizing the same methodological analysiss twelvemonth after twelvemonth irrespective of alterations in national or school policies. Callan ( 2006 ) in researching the School Curriculum Development ( SCD ) enterprise in 20 Irish secondary schools notes that principals can besides defy alteration saying â€Å" Consequently, one learned in the procedure of this enterprise that one could non presume that there was a preparedness, willingness, or a capacity among school principals to change their function † ( p. 107 ) . Possible grounds for this include principals desiring to keep on to power and control and to be at the Centre of doing determinations sing everything that happens in their school ( Barth, 2001:108 ) . This has an obvious damaging consequence to the end of supplying leading functions for all instructors.Physical EnvironmentCohen, McCabe, Michelli and Pickeral ( 2009:3 ) highlight the importance of a school ‘s physical environment observing that the environmental-structural dimension of a school including its cleanliness, infinite and stuffs and aesthetic quality is one of four indispensable dimensions sing the quality and character of school life. Research has shown that the first alteration the bulk of freshly appointed principals make upon get downing in the function of principal is a calculated alteration to the school ‘s physical environment ( Stoll and Fink, 1996:51 ) . Marie Stubbs when appointed principal to St. George ‘s Roman Catholic Secondary School in London, England transformed the fighting school which was on the threshold of closing from the Office for Standards in Education ( Ofsted ) into a positive acquisition environment which went on to be nominated by Ofsted as a national illustration of good pattern. One method she adopted to accomplish this was by doing several alterations to the school ‘s physical environment. These included painting each floor of the school a different bright coloring material doing the school more visually appealing and welcoming to pupils, altering the schools atrium by seting in new comfy chairs doing it a more comfy and inviting topographic point for pupils and seting up noticeboards incorporating images and information about pupils and their activities, including birthday notices, to demo them they were valued ( Stubbs, 2003 ) . The late appointed principal in the writer ‘s school has besides made several alterations to the school ‘s physical environment including the creative activity of a new computing machine room which enables students to larn, and hopefully learn, information communicating engineering accomplishments. Claxton ( 2008 ) identifies extra physical characteristics of a learning school including shows which show the journey of acquisition every bit good as the terminal merchandise, such as a student ‘s different efforts at making a picture, showing to them â€Å" We are every bit interested in the traveling as in the arriving † ( p. 145 ) . He besides states that â€Å" One of the ways you can recognize a larning power civilization is by looking at the objects and shows that instructors have chosen to ‘decorate ‘ their classroomsaˆÂ ¦ . † ( p. 145 ) encouraging shows that develop students ‘ â€Å" acquisition musculuss † ( p. 148 ) . He recommends a schoolroom layout which encourages students to travel about and larn from each other in a societal context ( p. 148 ) . Such a layout can enable students to larn through the societal procedure described by Vygotsky where with aid from person more knowing and skilled in a co-operative scene, t he scholar is able to accomplish more than he could entirely ( Stoll, Fink and Earl, 2003:38 ) . A school physical environment which both enables and encourages larning is hence a cardinal feature of a positive acquisition environment.Continuous Teacher Professional Development through CollaborationEqually good as promoting students to larn, positive acquisition environments encourage instructors to larn. Stoll and Fink ( 1996 ) highlight a important ground for this stating: a important subscriber to pupil acquisition is teacher larning. When instructors are professionally fulfilled, demonstrate occupation satisfaction, accomplishments and cognition, and have a strong feeling of efficaciousness around their pattern, they are more likely to actuate students to desire to larn ( p. 152 ) . Another factor in instructor larning promoting student acquisition is the illustration this sets for students many of whom will seek to emulate their instructor ‘s illustration ( Barth, 2001:28 ) . In order to supply a positive acquisition illustration, instructors can be seen by their pupils to be seeking out ways of going a better instructor. In making so they are patterning person who is invariably looking to acquire better at what they do ( Claxton, 2008:157 ) . It has besides been argued that teachers become better pedagogues when they invariably learn how to learn ( Barth, 2001:28 ) . The Education Act ( 1998 ) refers to the significance of instructor larning observing the importance of â€Å" a school environment which is supportive of larning among pupils and which promotes the professional development of instructors † ( subdivision 23-2c ) . The cardinal issue is how the school supports this development. This development should be uninterrupted and changeless because there will ever be a demand for instructors to better ( Fullan, 1991:344 ) and â€Å" When instructors stop turning, so make their pupils † ( Barth 1990:50 ) . Many educational authors advocate the importance of coaction between instructors as cardinal to their professional development ( Callan, 2006: 71 ; Lieberman and Miller, 1999:69 ; Palmer, 2007:146 ; Stoll and Fink, 1996:54 ) . As Stoll et Al. ( 2003 ) note â€Å" If systems to back up professional growing are intended to prolong their acquisition, they must nevertheless, aid schools develop as acquisition communities where ped agogues collaborate to ask critically about their ain pattern † ( p. 173 ) . Methods of teacher coaction presently used by the writer include squad instruction, in which the mainstream category instructor and resource instructor prepare and Teach lessons together and joint planning, where instructors of a specific twelvemonth group program lessons together on a monthly footing. Other methods, non yet utilised in pattern by the writer, include mentoring, in which a senior member of staff provides feedback to a late appointed instructor sing lessons, lesson readying, resources and planning ; collaborative action research, in which instructors examine a specific country of the school such as methodological analysiss used in learning job work outing accomplishments in mathematics ; and common observation and feedback of lessons in which ‘critical friends ‘ observe each other ‘s lessons and supply critical feedback sing strengths and failings in learning methodological analysiss employed ( Stoll et al. , 2003:94 ) . In trying to make a collaborat ive acquisition environment it is of import that instructors are shown that collaborative work can take many diverse signifiers and empowered to choose patterns which suit them best instead than one peculiar attack being forced on them ( Fullan and Hargreaves, 1991:123/124 ) . These collaborative environments can assist instructors to larn in assorted ways. As Rosenholtz ( 1989:85 ) notes they can enable instructors to admit that instruction is hard and that it is of import to seek aid from co-workers. In pass oning more with co-workers, instructors can go more confident and certain about what they are seeking to accomplish and how good they are accomplishing it. Merely as it has been noted that pupils larn better in a societal context from each other the same can be said about instructors. Equally good as instructor coaction bettering instructors ‘ chances to larn it can make likewise for students as â€Å" you can non hold pupils as uninterrupted scholars and effectual confederates, without instructors holding these same features † ( Fullan, 1993:46 ) . It besides enhances the school ‘s overall ability to better as a high degree of shared vision and teamwork is required to convey about important alteration ( Tuohy, 1999:179 ) .Dysfunct ional Staff RelationshipsAn obstruction to teacher acquisition, particularly in footings of collaborative acquisition, and hence to gaining a positive acquisition environment is dysfunctional staff relationships. It has been noted that negative school environments have actively hostile relationships among staff ( Peterson, 2002 ) . The writer, through experience of learning in a school with over 30 instructors on staff, has seen dysfunctional, and even hostile, staff relationships as a consequence of subcultures or ‘cliques ‘ of instructors organizing, a procedure described as â€Å" Balkanization † ( Fullan and Hargreaves, 1991:72 ) . In the writer ‘s experience members of assorted subcultures had no involvement or desire in working with yet alone join forcesing with members of other subcultures. This subculture outlook, and ill will which sometimes accompanies it, besides provides a hapless illustration to pupils who frequently strive to emulate their inst ructor ‘s illustration. In add-on as Fullan and Hargreaves ( 1991 ) note: Balkanization may take to hapless communicating, indifference, or groups traveling their separate ways in a school. This in bend can bring forth hapless continuity in supervising pupil advancement and inconsistent outlooks for their public presentation and behavior ( p. 72 ) . Another type of dysfunctional staff relationships are congenial relationships as opposed to collegial 1s ( Lieberman and Miller, 2008 ) . These congenial civilizations can curtail instructors ‘ potency to larn through coaction as although relationships are good-humored and compatible they do non affect the struggle or hazard needed to convey about effectual critical coaction and acquisition among instructors, such as critical feedback sing lesson observations, as instructors are excessively concerned sing their popularity ( Lieberman and Miller, 2008:18 ) . In the writer ‘s experience dysfunctional relationships can besides be between principals and instructors around issues such as work load, acknowledgment, regard and duty assigned to instructors by principals. This has a negative consequence on positive acquisition environments as Barth ( 2001 ) notes a common feature of a troubled school is â€Å" troubled, embattled, or antiseptic decision maker – teacher relationships † ( p. 105 ) . These dysfunctional staff relationships can therefore earnestly impede a school ‘s possible to go a positive acquisition environment and as Stoll and Fink ( 1996 ) note â€Å" Until clime and collegiality issues receive attending, instructors in schools sing troubles frequently show small involvement in development of instruction and acquisition schemes † ( p. 78 ) .Parental EngagementEducational literature has noted the positive benefits, such as making a sense of community belonging, which can accrue from affecting ot her grownups in the local community besides instructors in schools ( Fullan, 1993:84 ; Stoll et al. , 2003:73 ; Tuohy, 1999:89 ) . Involving the most important grownups in students ‘ lives, their parents or defenders, can go a cardinal feature of a positive acquisition environment. Parents can be encouraged to go involved in the administration of the school by doing costumes for school dramas, supplying aid in schoolrooms, providing resources, giving negotiations on countries of expertness, training athleticss squads, functioning on school commissions and the Board of Management of the school, join forcesing with instructors sing their kids ‘s acquisition and lending to the development of school policies. This engagement can hold several positive results. The National Education Welfare Board ( NEWB ) ( 2008 ) outlines the significance of affecting parents in developing the codification of behaviour school policy for a school by pulling on their outlooks, penetrations and experience which may offer the school a different position. Possible positive consequences include fiting parents to reenforce to their kids the messages about acquisition and behavior that are contributing to a positive school, giving parents an penetration into the demands for instructors to learn efficaciously and assisting parents to hold a strong sense of pride and ownership of the school ‘s work ( NEWB, 2008:16 ) . In add-on as Stoll and Fink ( 1996 ) note â€Å" The fact remains that parents and instructors need to be ‘reading from the same page ‘ to advance student acquisition and development † ( p. 135 ) . It has been noted that most parents have a important desire for schools to be p ositive larning environments as they want their kids to larn to their full potency ( Barth, 2001:168 ) . By join forcesing with parents sing their kids ‘s larning instructors can happen out a wealth of information refering these students such as their involvements enabling instructors to construction lessons based on these involvements which can increase pupil motive. Schools can besides follow steps to affect parents in heightening their kids ‘s acquisition at place. In researching international surveies from 20 states on school – household – community partnerships, Drum sanders and Epstein ( 2005:208 ) discovered this was the country most households in most states requested support and counsel in. This can be achieved by schools carry oning plans and patterns, such as workshops and place visits, to beef up rearing accomplishments and aid parents supply place environments to back up their kids ‘s acquisition. Research suggests these steps can advance a positive acquisition environment as a consequence of positive influences on households ‘ patterns at place, parent and student attitudes about schools, students ‘ academic accomplishment and instructors ‘ attitudes towards parents ( Sanders and Epstein, 2005:208 ) . Parents can besides be encouraged by instructors to talk to their kids sing their ain acqu isition in their mundane lives. As kids frequently look to their parents as function theoretical accounts this can excite kids ‘s acquisition and enable them to see the importance of womb-to-tomb acquisition ( Barth, 2001:24 ) . Drum sanders and Epstein ( 2005 ) besides discovered â€Å" Surveies across states indicate that pupils benefit when they interact with household members about subjects they are larning in category † such as in reading, spelling, literacy and mathematics ( p. 217 ) . In transporting out the attacks outlined parents can besides go scholars in this acquisition environment and understand the altering nature of schools and acquisition. The writer has witnessed merely limited parental engagement confined to fund-raising responsibilities through engagement in the Parent Teachers Association. Even in this limited engagement parents from cultural minorities groups, disadvantaged socio-economic backgrounds and the Traveller community are non included which appears to be the norm in many Irish schools ( Lodge, Devine and Deegan, 2004 ) . Schools hence need to affect all parents in the administration of the school and heightening students ‘ acquisition as â€Å" Most kids learn academic topics in school, but how they learn, what else they learn, and why they learn are influenced by schools, households, communities and their connexions † ( Sanders and Epstein, 2005:214 ) .Government PoliciesWhile outside spouses, such as parents, can assist to make a positive acquisition environment, external factors beyond the schools control, such as recent Irish authorities policies can besides be an obstruction to gaining such an environment. Recent Budgets have created such an obstruction. Budget 2009 increased category sizes which besides led to a loss in learning stations ( Department of Finance, 2008 ) while Budget 2010 saw cuts made in the allotments to teacher professional development ( Department of Finance, 2009 ) which has been outlined as a cardinal feature of a positive acquisition environment. Budget 2011 programs to cut down instructor Numberss in mainstream primary schools with the backdown of Resource Teachers for Travellers and cut downing the figure of Language Support Teachers by 500 in the following four old ages ( Department of Finance, 2010 ) . In making so the Irish authorities are taking support constructions for students and their parents who, as has been noted in this essay, frequently do n't hold a voice or input into schools. The Department of Education and Science placed a moratorium on primary schools advancing instructors to stations of duty ( DES Circular 0022/2009 ) . In response to this step the Irish National Teachers Organisation ( INTO ) instructed its members non to set about extra responsibilities where a post/acting station of duty is non filled as a consequence of this moratorium ( INTO, 2009 ) . These combined steps, by curtailing instructors ‘ possible to take on excess duties, have hence badly hindered the capacity for schools to implement teacher leading for all instructors as outlined in this essay. The writer ‘s school late underwent a Whole School Evaluation in which three departmental inspectors inspected the schools effectivity for the continuance of a hebdomad. These inspectors placed a heavy accent on written planning which the writer felt did small to heighten the quality of instruction and acquisition in the school. Problems such external reviews can convey on schools include force per unit area to conform to the review theoretical account and standards and they can suppress originative and critical instructor contemplation on the opinion and rating of school effectivity ( Stoll and Fink, 1996:170 ) . The inspectorate completed unheralded ( incidental ) external reviews in over 450 primary schools throughout all parts of Ireland between October 2009 and October 2010 ( DES, 2010 ) . Finland, which has no national school reviews but a system of school self-evaluation ( Webb, Vulliamy, Sarja and Hamalainen, 2006 ) , was one of the highest superior states in the Organi sation for Economic Cooperation and Development ( OECD ) Programme for International Student Assessment ( PISA ) study of instruction public presentation while in both literacy and maths degrees Irelands ranking declined significantly when compared to 2000 ( OECD, 2010 ) . It can be argued hence that the current Department of Education and Skills theoretical account of school reviews can make an obstruction to gaining positive acquisition environments.DecisionAs outlined in this essay, principals, instructors, students, parents and the schools physical environment can all play important functions to enable schools to go positive learning environments. The cardinal features of such a school can be described as one that provides leading functions and associated duties to its full teaching staff ; affords a voice to pupils sing school policies and their ain acquisition ; contains a physical environment that enables and encourages larning ; promotes uninterrupted instructor acquisition and development through coaction ; and has steps to affect all parents in the administration of the school and in heightening their kids ‘s acquisition. As illustrated by holding these features the school will heighten the possible and motive to larn in all its participants making a community of scholars. In the writer ‘s experience while initial stairss have been made Irish primary schools still have to to the full gain this presently mostly theoretical theoretical account of a positive acquisition environment. Reasons for this include troubles in get the better ofing common obstructions such as opposition to alter from school forces, dysfunctional staff relationships and recent authorities policies. Developing the features outlined is important to making a community of scholars as American pedagogue Laurence Downey ( 1967 ) expressed it â€Å" A school Teachs in three ways: by what it teaches, by how it teaches and by the sort of topographic point it is † .1 1 Quoted by David Hopkins Teaching and Learning as the Heartland of School Improvement Seamus O Suilleabhain Memorial talk, NUI Maynooth, September 2001

To what extent has the credit crunch contributed towards a downturn in Essay - 1

To what extent has the credit crunch contributed towards a downturn in UK house prices - Essay Example A trial is being made to relate the trends in the housing markets and the financial crunch to the theories of economics. The credit crunch and the national and international economic developments have had substantial impact on the country’s real estate market. Before analysing the present situation of the market, it would be ideal to have an overview of the historic developments in the housing market of the United Kingdom. After the downfall of the housing industry in early 1990, there had been a steady growth in the UK housing market. From the stage of disaster, the industry had dramatic growth resulting in the average house price to touch  £163,000 in the year 2005. The quantum of the growth is reflected by the fact that this price was the double of the average house price in the dawn of the millennium. (Cameron G, 2005,). Interestingly the trend was similar in the international scenario as well. The downfall of the US economy and the recession which began in early 2007, catalysed a chain reaction in the international economy as well. This resulted in serious credit crunch in most of the leading economies. The UK economy was no exception. There were serious negative responses in the economy which led to acute credit crunch. The finance flow was seriously affected. Real estate was one of the first industries to be affected by the credit crunch and the allied economic developments. The post recessive period observed critical economic outcomes in the housing industry of United Kingdom. In comparison with the previous year, the house prices were 7.4 percent lower in October 2008. (DCLG, 2008). The average house price in UK in October 2008 was  £203,539. At the same time the house prices paid by the first time buyers were almost ten percent lower than that in the previous year (DCLG, 2008). Meanwhile while

Legalization of Horseshoeing and Equine Dentistry Research Paper

Legalization of Horseshoeing and Equine Dentistry - Research Paper Example Details from the article written by Bowden cited State Rep. Jim House, a part-time farrier, to have acknowledged that â€Å"Arkansas has 625 veterinarians, but only nine of them specialize in horses†. Lee McGrath, executive director of the Minnesota chapter of the Institute for Justice, indicated that the primary rationale for instituting the regulations would be to eliminate competition from non-licensed practicing veterinarians. The ranchers and owners of horses have expressed their arguments on the matter indicating that prohibition of horseshoeing by farriers and employing equine dentists would tantamount to increased costs in terms of higher professional fees charged by veterinarians and the hustles imposed by the need to bring their horses to the vets for the needed procedures. The Veterinary Medical Practice Act stipulates that part of a licensed veterinarian’s scope of responsibilities include â€Å"the diagnosis, treatment, correction, change, relief, or prevention of animal disease, deformity, defect, injury, or other physical or mental condition, including the prescribing or administration of any prescription drug, medicine, biologic, apparatus, application, anesthetic, or other therapeutic or diagnostic substance or technique on any animal, including, but not limited to, acupuncture, dentistry, animal psychology, animal chiropractic, theriogenology, surgery, including cosmetic surgery, any manual, mechanical, biological, or chemical procedure for testing for pregnancy or for correcting sterility or infertility or to tender service or recommendations with regard to any of the above† (Arkansas Veterinary Act, Code 17-101-102 9A). The current practice of Arkansas ranchers traditionally use registered farriers and equine dentists to undertake routinary procedures . In an article written by Bowden (2010), the author cited Dr. Lyndon H. Tate, a veterinarian in Mansfield and member of the Arkansas Veterinary Medical Examining Board, as supportive and â€Å"defended the wording in the law. The practices act was set up to protect the animals, and the rights of the animal owner, from sub-standard veterinary procedures".

Define JCAHO Essay Example | Topics and Well Written Essays - 500 words

Define JCAHO - Essay Example The commission has no connection with government regulatory agencies. The joint commission cannot penalize any health organization for not meeting its set standards as it has no legal powers. Any health care organization that needs the commission’s accreditation undergoes a three year survey. After completion, the findings confidentiality has to be ensured (Brennan, 1991). However, the commission provides accreditation decision, award date and suggestions for improvement. This paper will look at the importance of the organization in the healthcare sector. JCAHO accredited organizations operate under set rules and regulations by the commission. They are required to recruit well trained members of staff. The staff members must be able to communicate and coordinate especially during emergencies. The organizations should not be understaffed as this endangers the patients’ life. The staff must display name tags with a color photo for easy identification. The members of staff should not disclose the patient’s confidential information. The patient has the right to information, and the care giver should give it. All drugs should be well labeled and appropriately preserved. The hospital should develop disaster management programs. The hospital must create a friendly environment to the patient that is pollution free (Brennan, 1991). The hospital should not discriminate the patient against sexual orientation or gender. The commission requires accredited hospitals to give patients a chance to file a complaint in regards to the treatment administered in the hospital. The commissions’ accreditation has been of immense advantage to health bodies and to the general public. It advocates for improved patient care and enhances safety. The awards show the organizations’ commitment to safety and quality medicare. It has provided a competitive advantage to the awarded hospitals boosting

Assignment Example | Topics and Well Written Essays - 250 words - 291

Assignment Example In other cases where the survey instruments used are flawed, errors occur. Due to the flaws discussed, the results are normally misguided (Haring, 2008). From the onset, a telephone directory results in a number of biases. In some cases using the directories may lead to picking up respondents (sample) that does not represent the population being surveyed. The directory does not give enough details about the individuals; does not offer enough resource to establish the right sample space and size. Different research studies normally delve in a given set of information that make up the sampling frame based some characteristics. Telephone directory usually does not have the requisite information that can be used to determine the best sampling frame since it does not have all information (Reynolds et al, 2010). With regard to marketing research, measurement is the process of allocating a given number to the characteristics being analyzed in the marketing research survey and is usually based on pre-specified rules. Measurement mean refers to the precise way of measuring a given concept in a market survey. This is usually because, in some cases, there are many ways of measuring a concept hence precision (Haring, 2008). Reynolds, N. L., Simintiras, A. C., & Diamantopoulos, A. (2010). Theoretical justification of sampling choices in international marketing research: Key issues and guidelines for researchers.  Journal of International Business Studies,  34(1),

Communication Development in the Early Age and Negative Impacts on Essay

Communication Development in the Early Age and Negative Impacts on Personal Relationships - Essay Example Today in my studies, I read about 12-year-old James whose condition provided a case study for the author. James had a congenital motor disorder in the form of mild cerebral palsy. I learned from this case study that children with cerebral palsy not only had their movements uncoordinated but also suffered from learning and communication development disabilities. Due to their limited control of facial expression, gesture and speech, James words are slurred and often unrecognizable. Communicating with a person with the motor disorder is quite complicated as the typical response to questions is a confused gaze. If a trained person like me finds it difficult to manage the situation, then what about untrained people? The research of Michellin & O’Brien (2005), Levine & Nourse (1998) and Seo et.al. (2008) have shown that people who have motor disorders, in general, are less likely to find good opportunities in personal relationships and employment. They also require special types of education which are costly to bear. Children with cerebral palsy or other motor disorders interact with their communication partners differently from children who are undergoing typical development. Communication with a familiar partner occurs only to meet a particular purpose rather than for general conversation or chatting. It has also been observed that communication partners such as parents and siblings often take control of the conversation in an effort to prevent communications breakdown resulting from the difficulties in understanding the child’s signals.

The similarity and differences of No Country for Old Men and Dead Man Research Paper

The similarity and differences of No Country for Old Men and Dead Man - Research Paper Example Similarly, Dead man is a movie that was directed by Jarmusch Jim, in 1996, and presents a storyline of a young man’s adventure, both mentally and physically, into the strange land. William Blake starts his journey to the western frontiers of America and encountered an odd and outcast Native American known as ‘Nobody’. The encounter with ‘Nobody’ helps William Blake to overcome difficult situations, which were hilarious and brutal. Similarities between No Country for Old Men and Dead Man There are varied similarities between the films, No Country for Old Men and Dead Man. First, both films are filled with darkness and uncertainty of life because both directors reveal issues of violence, murder and coldhearted villains. These act as the main duties of the central characters in both movies, and their lives are full of obscurity. Additionally, both directors tie uncertainty with pessimistic belief that there is little one can do about uncertainty aspects of human life (McCarthy 34). There is a lot of evil in both films because the directors keep reminding the viewer about the inherent evil of human beings in every scene. For instance, the marvelous expressionless humor is one of the darkest aspects in the film of No Country for Old Men. This has greatly affected the characters of different persons; for example, Chigurh is one character, who has dreadful characters because he engages in violence issues. Moreover, both films reveal the mysterious dead as the only certaint y, and at the same time reveal greatest mystery cases and violence. For instance, the adventure story in the Dead Man film represents certainty of life, to William Blake. Consequently, the journey is a long-lasting ceremonial to the person known as‘Nobody’ because his intention was to save Blake and bring him back to the spirit level of the human race. The non-western viewpoint about Nobody was that life was seen as an unending cycle; thus presenting the significance of the film title, ‘Dead Man’. Both films reveal cases of violence, some of which contributes to death; for instance, in the film of Dead Man, nobody helps in leading William Blake through situations most of which turns to be violent and on the same time hilarious. Contrary to Blake’s personality, he turns to be a criminal, a murderer and a vicious man, whose physical being slips away gradually. Both novels portray characters, most of whom are violent and engage in the world of cruel, br utal and chaotic occurrences. Secondly, both films presents the theme of evil. Many western genre films are full of evil; thus, many characters take part in evil things, in the society. Both directors acknowledge the evil practiced by the power-hungry rich men, who dominates the weak; innocent people are used to enable the powerful achieve their needs. For instance, many crimes are committed in both movies, whereby many people end up being victims of evil because the crimes committed are beyond measure (Raff 61). In addition, the theme of fate is revealed, and is the cause for violence cases, as every character in the movie strives to reach his or her destiny. For instance, the film of Dead Man is about a young man, who sets the journey and hopes to reach his destiny in order to accomplish his missions. Fate is also revealed in the film, No Country for Old Men, whereby we see violent cases taking place right from the

To What Extent Did Adam Smith Offer A Critique Of Free Market Essay

To What Extent Did Adam Smith Offer A Critique Of Free Market Capitalism - Essay Example Capitalists, in particular, supported Smith's policies and often twisted his words to justify mistreatment of workers. They suggested that child labor laws, maximum working hours, and factory health codes constituted a violation of their rights and Smith's golden rule. Similar attempts by factory owners to use Smith's teaching in order to further their own ends continued well into the twentieth century. Historical Framework of Adam Smith’s Theory: The image of the nation state as we know it in the present day has started a long time ago in Europe when individual countries started to think of their legitimacy and control over the political and economical lives of the people (Hindle). During the seventeenth century, the most dominant theory is that which describe the role of the state as a legitimate authority that governs all the aspects of the people's lives. During that period, many thinkers and politicians started to think of the state as the governing body and the ruler as the highest authority that should have all the power in his hands to control his country (Hindle). One of the great advocates of this theory of the role of the state is Machiavelli, who sees the rule as the ultimate power and the state as the highest governing authority. In addition, other theories that describe the role of the state looks at it as an organizer of people's lives with minimum amounts of interference in the political and economic lives. This led to the existence of liberal democratic societies in many places of the world, especially in most of the European countries (Sidgwick). One of the main characteristics of this theory of the role of the state is the emergence of some trends such as industrialization, capitalism, and mercantilism. Such new trends have left important impacts on the role of the state in people's lives. For example, the period during which the role of the state started to be minimized has been characterized by the domination of markets over state po licies, climaxed in the initiation of the concept of laissez-faire, as popularized by Adam Smith (Sidgwick). Political economy for most of the twentieth century has defined a particular field of study - the relationship between the state and the economy. As defined by Karl Marx, political economy is a branch of science concerned with the production of commodities and the accumulation of wealth' ("Political Economy"). This involved both different visions of its ideal institutional form as well as theoretical and empirical analysis of agencies and structures, and debates on the principles and substance of public policy. It was accordingly marked by fierce ideological, methodological and theoretical disputes. The different schools of political economy were sharply divided by their methods of analysis and by their ideological preferences. The rival camps agreed, however, that the main concern of political economy was the relationship between the public and the private spheres, although they disagreed about the nature of that relationship. In the public sphere, the arena of politics, the dominant institution was defined as the nation-state, while in the private sphere, the arena of economics, the dominant institution was defined as the national market. On this basis a further set of distinctions between the national and the international, and between the developed and the developing world, were constructed ("Studies in

Project Term Paper Example | Topics and Well Written Essays - 500 words

Project - Term Paper Example However, it is important to note that this is not the only factor that is considered. This paper shall give an in depth analysis of the factors that are considered before one embarks on a tourist adventure. In essence, the question being answered here is ‘what affects the way one travels?’ This paper shall concentrate on two articles that are relevant to the topic at hand. The demography of societies varies. These changes remain one of the key factors that affect the economic and social life in the world today. This particular article makes an attempt at identifying the chief changes in demography that influence health tourist services’ demand. The article zeroes in on Poland’s situation. This is because the country records the lowest levels of the basic indicators of demography in Europe in recent years. The effect of key aspects was examined through the relationship between the time series of these factors and the demand for health tourism services. After the results were analyzed, it was realized that changes in demography are major factors affecting health tourism in Poland. It was also concluded that the recent upward trend in the demand for the same but with high probability of the demand decreasing. It is evident that the article has a direct correlation on the topic at hand. Thus, it is important to note that using the approach of analyzing demographic changes on the current economic and social processes, inclusive of tourism is narrow. This is because some of the factors are interdependent. Therefore, it is important to note that the factors should be increased. These factors should not be interrelated with demography. Without a doubt, the changes in family patterns influence the demography and in turn tourism. These determine the way a family chooses to spend time with each other their leisure time. Indeed, this is the very bases on which income, gender and other factors lie. This article explores the impact of demographic

Validating Hesss law Essay Example for Free

Validating Hesss law Essay Is the enthalpy change for a given chemical change the same whether the reaction takes place in a single stage or via several stages, provided the initial and final conditions are the same. Introduction: Hesss Law (1840) states that for a given chemical change the enthalpy change is the same whether the reaction takes place in a single stage or via several stages, provided the initial and final conditions are the same. We will test the validity of this law using the reaction between sodium hydroxide and hydrochloric acid. The reaction between solid sodium hydroxide and dilute hydrochloric acid can be carried out in two ways. Method 1 NaOH(s) + HCl(aq) NaCl(aq) + H2O(l) ?H?1 Method 2 NaOH(s) NaOH(aq) ?H?2 then NaOH(aq) + HCl(aq) NaCl(aq) + H2O(l) ?H?3 According to Hesss Law ?H?1 = ?H?2 + ?H?3 In calculating the enthalpy of reaction values in each of the above and following cases, it is assumed that: a. The density of the solutions is 1 gcm-3 b. The specific heat capacity of the solutions is 4.2Jg-1K-1 c. The specific heat capacity of the polystyrene cup is negligible and may be ignored. Apparatus: * Polystyrene cup * Thermometer * HCl * NaOH pellets * H2O * Digital weight reader * Measuring cylinder Method: Measurement of ?H?1 Pour 50cm3 of 1M hydrochloric acid into the polystyrene cup and record its temperature as accurately as you possibly can. Weigh out 2g of sodium hydroxide pellets and quickly add these to the acid in your polystyrene cup. Stir and record the maximum temperature reached. Calculate the enthalpy change of this reaction in kJmol-1. Measurement of ?H?2 Pour 50cm3 of water into an empty polystyrene cup and record its temperature as accurately as you possibly can. Weigh out 2g of sodium hydroxide pellets and quickly add these to the water in your polystyrene cup. Stir and record the maximum temperature reached. Calculate the enthalpy change of this process in kJmol-1. Measurement of ?H?3 Pour 50cm3 of 1M sodium hydroxide into an empty polystyrene cup and record its temperature as accurately as you possibly can. Measure out 50cm3 of 1M hydrochloric acid into a measuring cylinder and record its temperature. Calculate the average initial temperature of the acid and the alkali. Add the acid to the alkali in your polystyrene cup and record the maximum temperature reached. Calculate the enthalpy change of this reaction inkJmol-1. Data Collection: Measurement of ?H?1 Measurement of ?H?2 Measurement of ?H?3 Initial Temperature/à ¯Ã‚ ¿Ã‚ ½C ? 0.1à ¯Ã‚ ¿Ã‚ ½C The enthalpy change ?H?1 is given by multiplying the mass of HCl (m) by its specific heat capacity (Cp) and the change in temperature (?T). Since this reaction takes place in solution, which we assume to be mostly water. Hence the mass of the solution will be 50g and the specific heat capacity is given as 4.2J/g/à ¯Ã‚ ¿Ã‚ ½C. The calculation for the mass of the solution is as follows: % Error in ?T = The enthalpy change ?H?2 is given by multiplying the mass of NaOH (m) by its specific heat capacity (Cp) and the change in temperature (?T). Since this reaction takes place in solution, which we assume to be mostly water. Hence the mass of the solution will be 50g and the specific heat capacity is given as 4.2J/g/à ¯Ã‚ ¿Ã‚ ½C. The calculation for the mass of the solution is as follows: % Error in ?T = The enthalpy change ?H?3 is given by multiplying the mass of HCl (m) by its specific heat capacity (Cp) and the change in temperature (?T). Since this reaction takes place in solution, which we assume to be mostly water. Hence the mass of the solution will be 100g and the specific heat capacity is given as 4.2J/g/à ¯Ã‚ ¿Ã‚ ½C. The calculation for the mass of the solution is as follows: So using the results found above we see that: It can be seen that ?H?1 is almost equal to ?H?2 + ?H?3 but due to experimental errors such as heat being lost to the surroundings and not having exact readings they are not equal. Hesss law has therefore been validated but the results would have been much more accurate if there was an insulating capsule around the polystyrene cup so as to prevent any heat from being lost to the environment and by having more accurate apparatus in terms of measuring cylinders and thermometers.

Organisational Behavior Notes Essay Example for Free

Organisational Behavior Notes Essay Definition * The study of human behaviour, attitudes and performance within organisational setting to improve performance and differences. * Frameworks of theories, methods and principles from disciplines such as psychology, sociology, political * The organisational Iceberg The study of organisational behaviour embraces, therefore an understanding of * The nature and purpose of the organisation * The human element and behaviour of people * Business strategy, organisational processes and the execution of work * The process of management as an integrating and co-ordinating activity * Social responsibilities and business ethics * The external environment of which the organisation is part of and * The need for organisation success and survival. The Pyschological Contract * The PC is not a formal written document that is referred to but a people organisation relationship where mutual expectations and satisfaction of needs are implied. * Important to enhance the level of trust and teamwork. * Human capital to be seen as a responsibility and a resources to be added to * Two observations in human behaviour at work * Peter Principle * Parkinson’s law ../2 The pyschological contract: possible examples of individual and organisational expectations Individual’s expectations of the organisation * Provide safe and hygienic working conditions. * Make every reasonable effort to provide job security. * Attempt to provide challenging and satisfying jobs, and reduce alienating aspects of work. * Adopy equitable human resource management policicies and procedures. * Respect the role of trade union officials and staff representatives. * Consult fully with staff and allow genuine participation in decisions which affect them. * Implement best practice in equal opportunity policies and precedures. * Reward all staff fairly according to their contribution and performance. * Provide reasonable opportunities for personal development and career progression. * Treat members of staff wit respect. * Demonstrate an understanding and considerate attitude towards personal problems of staff. Organisation’s Expectations of the Individual * Uphold the ideology of the organisation and the corporate image. * Work diligently in pursuit of organisational objectives. * Adhere to the rules, policicies and procedures of the organisation. * Respect the reasonable authority of senior members of staff. * Not to take advantage of goodwill shown by the management. * Be responsive to the leadership influence. * Demonstrate loyalty, respect confidentiality and not betray positions of trust. * Maintain harmonious relationships with work colleagues. * Not to abuse organisational facilities such as email or internet access. * Observe reasonable and acceptable standards of dress and appearance. * Show respect and consolidation to customers and suppliers. A pyshcological contract is not only measured in monetary value or in exchange of goods or services, it is in essence the exchange or sharing beliefs and values, expectations and satisfactions. Mutuality is the base principle of the pyshcological contract and consensus or mutual understanding is the basis of mutuality. Ideally therefore self-interest should be balanced with common interest in a win-win arrangement. In the past this unspoken contract might have implied that employees could expect job security and adequate rewards from their employer in exchange for hard work and loyalty. Today’s pyshological contract may be different, in line with a changed working environment that includes factors such as increased rationalism, technological changes, and management aproaches such as outsourcing. The new pyschological contract may revolve more around an employer’s willingness to assist you in developing your skills to order to maintain your marketability. The Peter Principle This is concerned with the study of occupational incompetence and the study of hierarchies. In a hierarchy every employee tends to rise to their level of incompetence. Employees competence in their postion are promoted and competence is each new position qualifies for promotion to the next highest posotion until a position of incompetence is reached. The principle is based on perceived incompetence in all levels of every hierarchy political, legal, educational and industrial and ways in whcih employees move upwards through a hierarchy and what happens to them after promotion. Peter suggests tow main means by which a person can effect their promotion rate. â€Å"Pull and push†. * Pull is an employee’s relationship – by blood, marriage and acqaintance – with a person above the employee in the hierarchy. * Push is sometimes manifested by an abnormal interest in study, vocational training and self-improvement. In small hierarchies push may have a marginal effect in accelerating promotion; in larger hierarchies the effect is minimal. Pull is therefore, likely to be more effective than Push. Parkinson’s Law A major feature of PL is that of the rising pyramid, that is â€Å"Work expands so as to fill the time available for its completion. There is little, if any, relationship between the quantity of work to be done and the number of staff doing it. Underlying this tendency are two statements; * An official wants to multiply subordinates, not rivals * Officials make work for each other What is driving leaders organisations behaviour? * The continuous importance that consumers base on value of product and service. * The diverse workforce is also an important factor that drives organisational behaviour. * Consumers expect that organisation understands their needs and produces top quality products at best price possible. These demands place leaders in a challenged situation by domestic and global markets and competition. What are organisational factors? * Organisational factors may be identified as the organisational environment, structure design * Individual characteristics, group behaviour * Overall decision making * The change processes adopted by the organisation The fast momentum in any industry highlights the importance of the leader to align the human resources with the organisational factors. Framing the Organisational behaviour Organisational behaviour may be studied under the following main contributors * The environment * The individual in the organisation * Group behaviour and interpersonal influence * Organisational process Organisational environment is the external and internal environment, the legal and political constraints, economic, technological changes and development all have an impact on the decisions that are taken by the management. The individual is the foundation of the organisation performance. This should therefore highlight the importance of managing individual behaviour at any level of the organisation. There are 3 important influences that mould the individual behaviour. 1. Individual characteristics 2. Individual motivation 3. Rewards Group behaviour Groups may form either intentionally by managerial decisions or form out of individual efforts. * Formal groups are groups that were intentionally created by managerial decisions * Informal groups are groups that form out of common interests and friendships that may have a negative or positive effect and therefore affect the organisation or individual performance. * Organisational processes are the communication, the decision making and the leadership elements that the organisation fosters as part of its culture and which in turn have an impact on the general performance of the individual and collective behaviour. Factors of organisation process Communication process is the ability of management to receive, transmit and act on information. The information integrates the internal activities with the external demand and information also integrates internally the activities of the organisation. Decision making process Decisions by managers have a direct impact on the employees well being, the organisation’s resources and the design and implementation of rules in a organisation. This should illustrate the importance of managers to communicate, assess and analyse the feedback of decisions and practises in the organisation. Leadership process Leaders in an organisation may be managers and non- managers. The manager may not always be the leader, yet leadership skills contribute in attaining the set goals. Some people believe that leadership styles should vary according to the situation, other believe that one style of leadership is effective in most situations. Importance of effectiveness * Surviving in the environment * Organisation ages- it forms, develops, matures and declines Importance of the Dimension of Time Quality, productivity, efficiency, satisfaction, adaptiveness and development are 6 general categories of effectiveness criteria. Each of the categories have a time base, short run criteria – 1 year, intermediate 5 years, long run are those for which the indefinite future is applicable. Personality Individual difference and work behaviour * Individual differences have a direct effect on behaviour because peole who perceive things differently behave differently. * Individual differences shape organisaitional behaviour and consequently, individual and organisaitional success. What is the ASA framework? This is the attraction- selection-attrition to careers and organisations. * Prospective employees are attracted to careers and organisations. * Organisations elect employees on the basis of the needs of the organisation. * Attrition occurs when individuals discover that they do not belong to the organisation. Studying individual differences at the work place is important since not addressing differences among employees may hinder from achieving organisation and personal goals. Understanding work behaviour Inorder to fully understand where individual differences arise the personal environment also needs to be given attention, weight and considered. Heredity factors are also important. An effective management must; * Observe and recognise the dufferences and * Study relationship between variables that influences individual behaviour. For discussion * What are the variables at work? * Give examples of work behaviour. Can you think of how these may be fostered on connected? The following variables impact employee productivity, creativity and performance extensively; * Heredity factors and diversity * Abilities and skills * Attitudes Heredity factors Gender, race and ethnic background are all heredity factors, mental and moral differences are also influenced by genetic inheritance and such factors mould each individual which in turn have a direct effect at work behaviour. 1.a Diversity * Diversity refers to those attributes that make people different from another. Primary dimensions of diversity include age, ethicity, gender, pyshical attributes, race and sexual orientation. When an employee is harassed as a resukt of diversity, due to isolation they become less enthusiastic in their job. * Managing diversity therefore ensures that employees become top level contributors especially in today’s Abilities and Skills * Ability is a pesson’s talent to perform a mental or pyshical task. * Skill is a learned talent that a person has acquired to perform a task. * Ability tends to be stable over time while skill tends to change according to training and experience. One needs ability to be a sales executive (appearance and manners are important) yet one may attain skills with years of experience in sales. * Mental ability therefore refers to the level of intelligence including comprehension, indicative or deictive reasoning, body language, associative memory etc. * Tacit knowledge is the work related to practical know how of the employees acquired eitehr through observation or direct experience on the job. Emotional intelligence – When you probe people to get to know them more * It is important that managers assess and attest abilities and skills snice no amount of leadership and motivation can make up for such deficiencies- job analysis therefore becomes important. * Job analysis is the process of defining and studying a job interms of tasks and behaviour and specifying responsibilities, education and training needes to perform a job – therefore removes guess work when recruiting. Attitudes Attitudes are deteriments of behaviour because they are linked with perception, personaility, fdeelings, etc therfore has a certain amount of importance to the managers. Attitudes are * Learned * Define one’s predeposition towards a given aspect or situation * Provide the emotional basis of one’s interpersonal relations and identifications with other * Attitudes are close to the core of personaility * Some attitudes are persistent and enduring while others are liable to change over time. Changing attitudes at the workplace How can a manager change attitudes of his employees? The process depends on three main factors / contributors 1. The Communicator 2. The Message 3. The Situation The Communicator * If the communicator is trusted and the employees perceive the manager as having prestige, they are more likely to change their attitudes. Employees change because they try to identify with a liked communicator and tend to adopt attitudes and behaviour of the liked individual. * A manager with a low prestige is not show respect / trust by peers and superiors – therefore more difficult to change attitudes of his team. The Message * Intentional and unintentional messages are delivered through verbal and no nverbal communication by managers. * The message delivered to employees has to be clear, understandable and convincing. * Developing persuasive verbal and non verbal communication skills is essential to managers. The Situation * The managers success in delivering a change in attitude also depends on the situation when the message is being delivered. * Distraction and pleasant surroundings are two factors that facilitate change in attitude (perks, performance allowance, training opportunities) Is job satisfaction an attitude? Job satisfaction results from the perception of the job itself and the degree which there is a good fit between the individual and the organisation Factors to consider * Pay – not just the pay but the perceived fairness. * The work itself are job tasks considered interesting? Do they provide opportunities for learning and accepting further / higher responsibilities? * Supervision – technical competence and interpersonal skills of the immediate boss. * Co workers – extent to which co workers are friendly, competent and supportive. Advancement opportunities – availability of opportunities Work conditions – the physical work environment is comfortable and supportive of productivity. Job security – it is reasonable expectation that one’s position is secure and contured employment within the organisation. Job relation in relation to Job performance on Effectiveness Are these 2 factors related or dependant on each other? * Attempts by management to satisfy employees may not mean higher performance while high performance may not mean that the employers are satisfied at work. * Discuss the ripple effects of rewards, warnings, absenteeism, fair promotion etc. That these have on job performance in general. Effect on OC Personality Personality refers to a relatively stable set of feelings and behaviour that have been significantly formed by genetic and environmental factors. * The manager attempting to understand his employees must give attention to the major forces that shape personality. * Cultural forces, heredity, family, relationship and social class are all factors that mould personality. How? * Culture – society, institutes various pattern behaviour with the result that members of a culture have common personality characteristics. * Heredity – varies from personality to another but are not constant since it is associated with values or ideals (temperament) * Family relationships – the experience one has with his parents, grandmothers, other family members / life experiences. * Social class – influences one’s self perception, perception of others, of work, of authority of money factor. * Personality is therefore a product (a number of forces that together have attributed to shape the unique individual). Personality is interrelated with perception, attitudes, learning and motivation – therefore analysis behaviour is incomplete unless personality is considered. Personality and Behaviour in Organisations The big five Personality Dimensions is key in understanding organisational behaviour. 1. Extroversion (Open minded, sociable, etc) 2. Emotional (Stability) 3. Agreeableness (More open to people, challenges and change) 4. Conscientousness (to understand your people’s attraction) Other three major factors are: Locus of control This relates to the extent to which employees believe that their behaviour will influence what happens to them. (Differing personalities of Internals Externals). Self efficacy Personal beliefs of competencies and abilities. This has an impact on Org behaviour and decisions like selection, training programmes and goal setting and performance. Creativity This is a personality trait that requires deviation from the normal thinking to produce new and useful ideas. (Think in an unconventional way). While a personality factor of the individual organisations play an important role to develop creativity at work by giving opportunities and freedom to think and come forward with new ideas. Reward winning ideas and discuss failures positively to nourish creativity all round. The Importance of Culture National Culture is the sum total of the beliefs, rituals, rules, customs, artefacts and institution that characterise the population. How organisational transactions are conducted is affected by nation’s culture and its subcultures. Values, customs and rituals of cultures do not simply appear. They are revolutionary and are influenced by politics, religion, language and cultural aspects. Managing in the 21st century For effective management understanding different cultures and various organisational cultures is important in the 21st century. ../9 ../9 Adaptation to new environment is becoming a common occurrence and although adaptation from one origin to another is always difficult, it can be better understood by learning about organisational culture. Organisational Culture Organisational culture is the shared values, norms, beliefs and norms which influence the way employees think, feel and act towards others inside and outside the organisation. OC gives unique identity to an organisation Although culture cannot be seen, it can be sensed and felt through a person’s attitudes, emotions and perceptions. â€Å"The way we do things around here† Deal and Kennedy 1982 â€Å"The collective programming of the mind†, Geert Hofstede 2001. Hostede identified four dimensions of culture: power distance, uncenrtainty, avoidance, individualism and masculinity. Power distance is essentially used to categorise levels of inequity in organisations which Hofstede claims will depend upon managment style, willingness of subordinates to diasgree with superiors, and the educational level and status accruing to particular roles. Uncertainty avoidance refers to the extent to which members of a society feel threatened by unusual situations. High uncertainty avoidance is said to be characteristic in France, Spain, Germany and many Latin American societies. Individualism describes the relatively individualistic or collectivisit ethic evident in that particular society. The USA, France and Spain display high individualism. Masculinity refers to a continuum between masculine charactertistics such as assertiveness and competitiveness, and feminine traits such as caring, a stress upon the quality of life and concern with the environment. Can organisational culture be created by management? * Ann Cunliffe (2008) states that OC is important for 4 reasons *Slaps the image that the public has as an organisation * Influences organisational performance * Provide direction to the company * Help to attract and retain motivated staff Creating the desired OC may be difficult since imposing a particular culture may not be met with resistance. Why? Is disparity between what the management states as values and the reality with the employee an issue? What organisational factors may be attributed to the development of a desired OC? Communication is an organisational factor that is an important factor is developing and fostering an OC Why? Discuss with example? Communicating top down only leaves management out of touch from the real situation and may lead to a gap in culture that management wants to create another culture that actually develops. Uncover the levels of cultures Artefacts Visible organisational structures and processes (had to decipher). Annual report, newsletter, furnishings are examples of artefacts. Espoused Values – Strategies, goals, philosophies (espoused justifications). Assumptions that tell individuals how to perceive, think and feel about work, human relationships and performance of colleagues. Basic underlying assumptions – Unconscious taken for granted beliefs, perceptions, thoughts and feelings (ultimate sources of values and actions). Summary with examples of Schein’s three levels of culture * Surface manifestation of culture – most accessible forms which are visible and audible behaviour patterns and objects (observable culture, send a message) * Organisational values – the accumulated beliefs held about how work hold be done and situations dealt with that guide employee behaviour ( be honest, be creative, work hard) * Basic assumption – invisible perceptions, taken for granted understandings, held by individual with an organisation concerning behaviour, the nature of reality and its relationship to its environment (stability, excellence, quality and responsibility). Where does OC come from? Values are the basic element that distinguishes one organisation from the other. Changing organisation structure and its process will mean a change in values and therefore a change in culture. Why? Discuss the difference on a change from tall hierarchy to a change in flat hierarchy.

Analysis Of Aircraft Maintenance

Analysis Of Aircraft Maintenance As everyone knows, nowadays aircraft has become the most important transportation for everything. But the most important is people who are travelling with aircraft. The lives of the people on the aircraft are important. Each and every airlines in this world today, are trying to convince people that they are the safest airliner, but the main question is, are they really safe as what they mentioned? Aircraft maintenance activities are generally divided into two categories, which are, working on-aircraft and working off-aircraft. Working on-aircraft is when the technician or the engineer has to troubleshoot, repaired, overhauled and changing parts. While working off-aircraft is when there is any parts on the aircraft been removed and need to be checked separately from the aircraft, for example aircraft battery check, which needs to be removed and taken to battery shop in order to continue inspection or charging. Normally, every approved maintenance organization must have store department that use to receive and issue every parts, component and appliances. For that reason, this store department must comply with storage regulations as stated in approved maintenance organization requirements such as EASA Part 145.A.42 and CAA CAP 562 Civil Aircraft Airworthiness Information and Procedures (CAAIP) recommendations. Aircraft is not like other transportations, everything parts that being installed on the aircraft must be genuine, neither like car, it can use a fake parts in order to safe cost. But aircraft is nothing close to that. If fake or bogus parts are being used on the aircraft, every person lives on that aircraft are in jeopardy. But today, the news of civil aviation authority and aircraft manufacturers are working hard tracking down and eliminate counterfeit parts as well as tracing aircraft parts which are lacks of documentation are all over the world. In this assignment a research, analyse, and critically evaluate of maintenance practices in a civil commercial aircraft environment, concerning the use and control of genuine and non-genuine (bogus) spare parts for aircraft use will be carried out. TERMS AND DEFINITIONS These terms and definition is taken from FAA unapproved parts investigation in accordance with the source from FAA (2011) and M. Mohamad (2003). BOGUS PARTS: Describe several parts categories, ranging from properly manufactured parts lacking required documentation to defective and deliberately counterfeited parts.Under FAA regulations, all aircraft UNAPPROVED PARTS: parts manufactured without FAA approval (specifically FARs Part 21.305 or repaired under the terms of Part 43) are unapproved parts. This catchall classification includes counterfeit parts, stolen parts, production overruns sold without authorization, parts in exceedance of their time limits, approved parts improperly returned to service, and fraudulently marked parts, or parts which have no traceability. COUNTERFEIT PARTS: Parts made of inferior properties. APPROVED PARTS: production standards (FAR 21.305). They can be approved under a Parts Manufacturer Approval (PMA), under Technical Standard Orders (TSOS), in conjunction with typecertification procedures through FAA administration approval, or by conforming to recognized Industry specifications. LIFE-LIMITED AND TIME-EXPIRED PARTS: Aircraft parts that have predetermined service lives become timed out and no longer serviceable after exceeding these prescribed limits. Illegal use of scrapped, time-expired critical parts, which do not have to be destroyed prior to disposal or sale as scrap, has been linked to several fatal aircraft accidents. APPROVED MANUFACTURER There few things an orgnanisation must look in before making parts order. This is to prevent from making order from fake manufacturer. The organisation must make sure the part from the manufacturer is approved by FAA or EASA under 14 CFR Part 21 and EASA Part 21. An approved part manufacturer must be certified as FAA-PMA (FAA-Part Manufacturer Approval) or EASA Production Organisation Approval (POA). According to the FAA web page under Suspected Unapproved Part (SUP) Program (FAA, updated 19 December 2008), the buyer or any organization who want to order parts can refer all the current approved PMA from the FAA database. According to CAA CAAIP Part 1 Leaflet 1-6 (2006:1), unapproved aircraft parts or materials classified if: Parts or materials not conform to an approved type design. Parts or materials fail to conform to declared specification or accepted industry standard (standard parts). Parts or materials marked by unauthorised source with false documentation. Parts not been maintain, overhauled or repaired in accordance with the requirements of approved airworthiness data and/or statutory requirements, or by persons not authorised to perform and certify those functions. Parts that directly shipped to the end user by manufacturers, suppliers or distributors who do not hold appropriate production approvals and not been authorised to make the direct shipment to user by Type Certificates holder. While for an approved parts buyer were advised and recommended to follow the minimum procedures prior to place any order of aircraft parts which According to FAA Advisory Circular AC 21-29C (2008:1) has mentioned the term of approved parts are produced in accordance with the means outlined in Part 21. The procedures that the buyer needs to follow are as below. Identify the distributors and/or suppliers including their documentation system and receiving inspection system meet the traceability of parts to an FAA approved source. Evaluate and cross-checked to unfamiliar distributors and/or suppliers in order to prevent from putting the aircraft parts into risk condition. Identify the significant reduce of price than the priced quoted by other distributors and/or suppliers of the same part. Identify the delivery schedule offered to other distributors and/or suppliers (when the stock of a like item is exhausted). Usually the bogus manufacturer offer shorter delivery. Sales quotes or discussions from unidentified distributors that create the perception that an unlimited supply of parts, components, or material is available to the end user. A bogus distributor and/or suppliers inability to provide substantiating documentation that the part was produced in accordance to an FAA approval, or inspected, repaired, overhauled, preserved, or altered in accordance with the CFR. Any parts, components or appliances that need to be released must has come with Statement of Conformity or Authorised Release Document which signed and stamped by an authorised personnel from the approved manufacturer. Besides all the above, the approved manufacturer must also include or have Export Certificates of Airworthiness stated under 14 CFR Part 21 Subpart L Export Airworthiness Approval by releasing FAA Form 8130-3 Airworthiness Release Tag for export. Advices from the authorities, have mentioned clearly to the buyer to put extra caution on choosing the aircraft part dealers and before attempting any purchase order. On 21st January 1992 the FAA had issued an Airworthiness Directives AD 91-24-14 (Transport Airplane Directorate Designee Newsletter, 1992:10), about the incident of Pratt Whitney JT8D series turbofan engine regarding the bogus 4-1/2 bearing seal spacer found by United Airline mechanic during routine maintenance inspection. The FAA had find out that bogus spacer was contributed to engine bearing seal deterioration and cause the engine failure which can put the flight jeopardy. Therefore all the buyer and part manufacturers must be alert on recommendation of the authority in terms or avoiding bogus part or fake part to be used on aircraft. COMPONENTS DELIVERY Choosing the approved part manufacturer is one thing. The other crucial part that any organization or part manufacturers need to look into is the components delivery. Whenever order is placed, it must be distributed by the standard couriers that have good reputation in delivering goods. The organisation or part manufacturers must make sure the components distributor or courier is recommended by both parties in order to confirm the security of the components delivery. In accordance with CAAIP (2009:6) Part 1 Leaflet 1-12 The Acceptance of Aircraft Component under point 5: Distributor, the aircraft component distributors are not required to be approved by the CAA. The components distributor also cannot raise the Authorised Release Document, not required to provide any technical expertise to confirm the status of the aircraft components. So, any component received from the distributor, it is the storage department which is end user who is responsible to request the Authorised Release Document that release by approved organisation and establish the acceptability of the components itself before any installation of the part to the aircraft can be made. There is also Other thing that can happen such If the original distributor doesnt want to pass the components documents to end user, if this happened it is acceptable if another distributor endorsed the original distributors documentation according to reference number given. Authorised Release Documentation of the aircraft component is on file, Ref. No. # # # # and will be made available to the end user upon request from that end user (CAAIP Part 1 Leaflet 1-12, 2008:6) A further advice by CAA CAAIP Part 1 Leaflet 1-6 (2006:1), if the parts are delivered by direct shipment from manufacturer, it has got to have an authorisation letter by the Type Certificates holder to do so. If any parts are shipped to the end user by direct delivery from the manufacturers, who do not hold appropriate production approval, it will then be declared as bogus parts or unapproved parts. In accordance to Advisory Circular 00-56A (2002:12), the distributor must have Distributors Certification Letter in order to improve the eligibility of the aircraft parts and products for installation to type-certificated products. This organisation is part of FAA agency that works to conform and audit the quality system of the distributor accordance to FAA recommendation. By doing this, the security of the parts delivery will be achieved in order to reduce the bogus part usage. ACCEPTANCE OF PARTS Following to the store requirements, the organization must show how they going to guarantee that all the parts received are genuine (ICAT Module 10:63). For that reason the organization must ensure all the parts are from approved source that has traceability and history. In 1992, according to the bogus part cases, FAA had mentioned to the aviation communities to be alert on current issue in Aviation Maintenance Alerts (FAA, updated on 25 April 2008). The purpose of this maintenance alert is to share any information about the current maintenance experiences especially about the bogus parts usage in order to improve aeronautical product durability, reliability and safety. Now days lot of bogus parts that looks similar to original parts. So the organisation need to be alert on this kind of situation in order to make sure only approved parts are install or use on the aircraft. STORE As an approved organisation, there are two types of store must be existed which are quarantine store and bonded store. Both storage stations must be separated in order to prevent from mixing up the serviceable and unserviceable items. Further explanations of both stores are as below. Bonded store In this storage area, all the parts are ready to be installed to the aircraft and being monitored on its shelf life and eligibility. Some organisation has placed the approved parts under their own storage reference. This way is easy to keep track the parts eligibility and all the documents can be managed in a better way. If any of the parts are issued from this storage area, it is the responsibility of the mechanic or the engineer to check the parts and appropriate documents in order to confirm its airworthiness before installed to the aircraft. This maintenance practice can help reduce the bogus parts from being used. Quarantine store All new materials which have been received from the distributor must be placed in the quarantine store first, at which time the stores inspectors will check that all items are received. Below are the procedures that need to be carried out by the store inspectors. The inspector must confirm the specification and the drawing requirements. Inspector must inspect in order to ensure the goods received are free from damage or corrosion Inspector must also noticed that the items are received with sufficient time left to enable the item to be stored for a reasonable period in the case of shelf life item The store inspector must ensure the items received are accompanied by necessary airworthiness certificate When all these procedure has been carried out and the store inspectors are satisfied, that the incoming spares are fully airworthy they will then produce a good receipt number to the item for company internal identification and traceability. All items with the serviceable tag are sent to the bonded store. Parts which are considered to be airworthy will stay in quarantine store until instructions are received for their handling. INDENTIFY AND HANDLING BOGUS PARTS According to Federal Aviation Administration (FAA) system surveillance and analysis division, every organisation or distributor should create procedures before purchasing parts in order to found qualified suppliers authorized to make or move FAA approved parts. The following criteria can help identify and screen out potential SUPs suppliers: 1. Lowball prices if the price quoted or advertised is significantly lower than the price from other suppliers of the same part; 2. Suspiciously fast service if the delivery schedule for an out-of-stock part is significantly shorter than from others; 3. Data shortage if the supplier seems unable or unwilling to substantiate conformity of the part; 4. Papertrail shortage if the supplier seems slow, or unable to document FAA approval for the part. If any of these types of situations arise, organization or distributor should: Inspect product containers for damage, another suppliers name, or no markings at all; Crosscheck purchase orders with the delivery receipts for proper part number or component history card; Develop a system for tracking the shelf or service life of parts so as not to inadvertently use a part with an expired life limit; Verify that part identification markings arent altered or otherwise tampered with things like a serial number stamped over, an improper label, a missing label or a serial number stamped at a spot different than usual; Inspect parts for visual defects or abnormalities, such as altered or unusual surface finishes, the absence of, or variation in, required plating, any evidence of prior use, new paint, old scratches, pitting, corrosion or any sign of an attempted repair; Audit your supplier to ensure they establish and maintain the quality requirements specified in the purchase order. The CAA and FAA will exchange this report and work together in order to trace the unapproved manufacturers. This report will support the users to be more concern about the non-genuine parts besides helping the authorities to prevent from the non-genuine parts to be installed or used for aircraft. FAA RULES AND REGULATIONS. 1. FAA Part 21 Section L Export Airworthiness Approval This approval is issued for new or used aircraft manufactured according to Subpart F and G meet the airworthiness requirements outlined in Subpart H. An export airworthiness approval for an aircraft is issued in the form of an export certificate of airworthiness. This certificate does not authorize operation of that aircraft. The FAA prescribes the form and manner in which an export airworthiness approval for an aircraft engine, propeller, or article is issued. Under this subpart also provide the responsibilities for the exporters which all documents specified must be forwarded to the country or jurisdiction. The products and articles must pack and preserve as necessary in order to protect it against corrosion and damage during transit or storage and also must be in effective state on duration of delivery. 2. Advisory Circular 00-56A: Voluntary Industry Distributor Accreditation Program This advisory circular provides information about the system of accreditation of civil aircraft parts distributors by the FAA. The information in this AC has been revised in order to meet current changes in regulatory requirements and industry practices thus to improve the ability of certificated person to establish the eligibility of parts and products for installation on type-certificated products. Under this AC also provide the guideline for the aircraft parts distributors to be accredited thus reducing the problem of non-genuine aircraft parts in delivery system. All the accredited distributors will be given a certification letter or certificate approved by Accreditation Organisation. 3. Electronic use of the Authorised Release Certificate, FAA Form 8130-3, Airworthiness Approval Tag According to FAA Order 8130.21G (2009:5-1), under this topic the FAA provide guidance on acceptance and use of the electronic exchange FAA Form 8130-3 use of such electronic documentation for aircraft products and articles. This electronic FAA Form 8130-3 and other corresponding EASA and TCCA forms offer several advantages over the current paper format. FAA also provides information in procedures for use of this electronic 8130-3 Form. The authorised person must follow all the guidelines and notify their geographic FAA office before implementing the electronic form according to chapter 2, 3 and 4 of this order. Basically the issuances of the form must be in paper format in accordance with the appropriate chapter of this order. This order also provides sample of the necessary electronic 8130-3 Form as attached in the appendix. CONCLUSION Even though many preventive actions has been taken by the authorities to remind part manufacturers and aircraft companies how dangerous bogus parts are, but still there are a lot of non genuine parts being sold in the market. It is not only the part manufacturers fault, but as well as the aircraft company, who is trying to cut down cost on maintenance services due to the economy problem. As a result they decided to buy bogus or non genuine parts from the part manufacturer. So, are all the aircraft in the world are saved to travel with? Are the passengers lives or safety comes first? Or are the only thing they can think of is about losing money on using genuine aircraft parts.