Leadership Traits Required for Successful E&P Companies Essay

Administration Traits Required for Successful E&P Companies - Essay Example This examination will start with the explanation that Oil and Gas investigation industry in Africa is developing at a critical rate. The mainland has a great deal of potential for advancement and development. This possibility is helping Africa to encounter critical outside direct speculations and business bargains. The pioneers are considered as significant development drivers of this oil and gas industry. It is the obligation of the main associations to limit the odds of working environment perils. It is critical to guarantee wellbeing and security of the representatives to accomplish high notoriety in the business advertise. A few driving associations are actualizing various sorts of authority attributes so as to fulfill the need of the worldwide populace. English Petroleum is one of the main associations around the world. They are working in right around 80 nations. The brand picture and character helped the association to grow their business in worldwide commercial center. Tony H ayward and John Boone took a few activities to keep up manageable business activity of BP in the worldwide market. Be that as it may, absence of pre-expected activities and wellbeing measures by Tony took the extremely valuable existences of 11 representatives in Rig blast. The article successfully talks about that a worldwide association can't make progress without best reasonable strategic approaches and capacity to spur colleagues and staffs. Presentation The oil and gas organizations are developing on a persistent premise in Africa. The landmass supplies about 8% of the all out oil flexibly on the planet which is identical to about 132.4 trillion barrels of oil each year. Adding to this the mainland likewise supplies 7.0% of the oil that the whole world expends. The landmass has a shale gas capability of 15.7% of the world creation and delivers about 12% of the absolute creation of oil on the planet. This had prompted the improvement of various oil and investigation organization s in the landmass and at present, there are around 32 national oil delivering organizations in Africa. Since the mainland has a ton of potential for development and improvement, it encounters a great deal of outside direct speculations and arrangements consistently. The vast majority of the potential locales giving oil are in the nations of Nigeria, Libya, Algeria, and Egypt. Accordingly the oil and gas industry is a blasting industry in Africa and the accomplishment behind the development is the common assets that the nations are honored with and the pioneers of the organizations who divert the assets the correct way to create the ideal result. Initiative Traits Required for Successful Oil and Gas organizations in Africa. The pioneers go about as the main drivers of the development of the oil and gas industry. The business is presented to a ton of dangers and consequently the pioneers of the organizations must be instrumental in running the whole boring and investigation process sh eltered and effective. This security mindfulness in the association is basic both at the association level and at the individual level. In this manner the pioneers must practice this standard at each degree of their activities. They ought to likewise keep up a sheltered situation for the laborers of the organizations. Alongside this, they must be very dedicated to the work that they convey and this demeanor should go about as a directing conduct for the remainder of the representatives of the association. The pioneers should target streamlining the states of oil investigation by limiting the dangers and augmenting the efficiency. That would empower the organizations to give government assistance to the general public all around. The pioneers in this specific industry regularly settle on wrong choices that lead to a few mishaps and wounds without receiving any considerable rewards. In this way it is essential for the pioneers to not just give a rule to the individuals in regards to t he work procedures yet in addition to screen and investigate the exercises on an everyday premise. These administrations must be rendered by the pioneer with a great deal of trustworthiness in any case the ideal outcomes can't be accomplished.

Development in Durban Free Essays

string(83) individuals lived underneath the neediness line of US 1 [day (United Nations Environment). Here at USAID, our main goal is to give financial turn of events and philanthropic help to individuals found all around the globe. At USAID we ave a solid division concentrated on Sub-Saharan African turn of events. We notice that Durban is a best in class city, with the possibility to be a flourishing 7,000,000 man city by the turn of the century. We will compose a custom exposition test on Improvement in Durban or on the other hand any comparable theme just for you Request Now We are reaching you about your future reasonable urban turn of events. There are country territories situated around your city which are very horticultural, yet these ranches are needing sending out their products so as to bring in cash, and a high destitution level despite everything emerges in South Africa. We need to animate both Durban and the encompassing rustic cities’ monetary turn of events and development through executing maintainable rural evelopment programs all through the territory. Much consideration has been raised towards practical monetary turn of events and development as boundaries are brought down and globalization keeps on growing to the most provincial pieces of the world. We accept that Durban, as a blasting city of in excess of 3,000,000 individuals, is an ideal spot to actualize supportable urban agribusiness and a city where the advantages will be completely procured. When these plans have come to fruition, nations all through Africa will consider the proficient asset use and city-wide positive improvement that has occurred. This paper will spread out three points of interest that will come from including horticulture into urban life: the contribution of ladies and kids in cultural turn of events, ecological advantages, and an advantage in food security. As the seventeenth Conference of the Parties to the UN Conference on Climate Change in Durban is around the bend (l am certain you know however as an update the 28th of November), presently is an ideal chance to truly think about the advantages of supportable urban horticulture as a methods towards bettering the general public, economy, and condition. For what reason does Durban, South Africa need to include urban horticulture inside its city nd encompassing regions? A r ca, Latin America, and Asia, constantly 2 home to 75% of urban occupants around the world. This equivalent investigation directed by the Resource Centers for Urban Agriculture and Food Security (RUAF) anticipated that by 2020, 40-45% of the poor in Africa will be amassed in towns and urban areas (â€Å"Resource Centers on Urban Agriculture and Food Security†). In the wake of investigating these measurements, one can grasp the greatness of the impacts on urban communities that the worldwide populace increment will cause. I am going to give you a few instances of urban gricultural ventures from different urban areas worldwide before I dive into the beneficial outcomes of actualizing such tasks into your city. Basically, a urban homestead can be found in window ledges, relinquished distribution centers, and old parking areas. The magazine Farming the City features a few instances of urban agribusiness. One such network boosting venture is in progress in Berlin, Germany. Here, the network has met up to change over the unused space of 50 years old no man's land into a region reasonable for developing vegetation and organic products. Activists and network individuals were the principle individuals engaged with the venture. The article noticed that such spaces would advance network improvement through the sharing of information, a â€Å"mini utopia† where individuals appreciate new nourishments and unwind (Stipo 7). Compositional structure has planned for building installations in the urban parts of urban communities, for example, in the OosteliJk havengebeid area of Amsterdam. Here, a greenhouse† plan has been embraced. This nursery will highlight shops on the ground floor, eateries on the top and viable employments of window-situation that permit most extreme daylight for the development of harvests. The territory outside of the nursery will be utilized as a locally-rown vegetable nursery. (Stipo 6). Models, for example, these show how network improvement can be accomplished through sorted out nurseries run by regular citizens and new structure plans where economical practices are implemented. Let me begin with giving a point by point review of why economical rural improvement will be actualized into Durban and the encompassing rustic regions. Maintainable turn of events, without the additional horticultural term, is characterized as â€Å"development that addresses the issues of the present without trading off the capacity of people in the future to meet their own needs†l . Why have people even resulted in these present circumstances point where there is an amazingly reasonable possibility that people in the future won't have the option to get by on this planet? The appropriate response can be come down to abuse of common assets and humans’ failure to be ecological stewards, dealing with the land which they depend on for food and water. I Just need to remember a few information for Africa’s deforestation and poor land use in order to penetrate home the purpose of the requirement for manageable farming strategies to be executed. South Africa, as a developing creating nation, should regard warming of the unsafe impacts that deforestation as tolled upon Earth and its kin in late history. For one, deforestation causes soil disintegration, which in the end prompts desertification and the contamination of conduits. Sub-Saharan Africa needn't bother with dry, barren land. Land needs to stay fruitful all together for the creation of food to occur. South Africa’s atmosphere doesn't accommodate a lot of indigenous timberland, as just 0. 5% of its surface zone is secured by it (Collins). Urban horticulture will mitigate deforestation, as it gives food to be delivered inside a city and not for huge scope ranches. Much consideration ought to be put towards saving hese woods. Urban agribusiness targets utilizing less assets and the inventiveness of the human brain to make natural toods which nave the capacity to keep the connection among man and the world a sound one. The way that up to 75 percent of the populace in 29 Sub-Saharan Africa nations was established as malnourished in 2004, is disturbing. The majority of these people ranch professionally, not getting a lot of cash or giving food to their families or even their selves. Malnourishment and destitution basically go connected at the hip. Truth be told, in the year 2000, 59 percent of individuals lived underneath the neediness line of US 1 [day (United Nations Environment). You read Advancement in Durban in class Papers Urban horticultural improvement can be utilized to profit the general public of African territories. The way that kids and ladies are compelled to work extended periods on their homesteads are as yet hungry is basically because of the way that they have no cash to help themselves. They are not bringing in enough cash selling their harvests and along these lines need more cash to purchase their own food. As an answer for this issue, Alex Colletta, a feature writer for the University of California, Santa Barbara’s day by day paper, Daily Nexus, composes that by actualizing self-ustaining ranches into empty parts and terraces, kids and ladies can â€Å"promote network spirit†¦ rovide new vegetables and organic products to a few organizations and destitute havens and furthermore help feed a withering economy by helping little cafés get the best nourishment for modest prices† (Colletta 4). As urban ranchers no longer need to stress over paying for food, they can make a benefit to live on. While the natural cultivating that Alex Colletta discusses in her article is ori ginating from Detroit, a city in northern Michigan, USA, there is no uncertainty that the poor in South Africa can utilize it as type of both a cultural network sponsor and a type of monetary turn of events. Detroit has many deserted industrial facilities, and these are what are being utilized for the new urban ranches; Durban can assemble nurseries and structures in non-created zones so as to elevate the citys poor to become urban famers. Bill McKibben writes in his magazine article entitled A Special Moment in History that â€Å"Growing too quick may imply that they [poor individuals in slums] run low on cropland to take care of themselves, of kindling to prepare their food, of school work areas and clinic beds† (McKibben, 400). He clarifies in this piece of his article how populace development akes it hard for the poor citizenry to support their occupations. One key weight in the wake of rising African populaces is food security. One significant quandary the poor face in the developing scene, food security, fixates on individuals’ capacities to have solid food when they need it. In Amy N. Lerner’s article about food security and food creation in the worldwide south, she expresses that â€Å"research in Africa has discovered that financial and caloric requirements are the essential inspirations for populaces in urban and spunky urban regions to seek after agriculture† (Lerner, 6). With ising populace densities, there is an ascent in asset necessities; while this is the situation, accessible work and land stays low. Urban horticulture can give natural new vegetables and organic products to a developing populace inside Durban. Families will be working inside the network so as to give food to network run ranchers markets and for their own families. With the keen utilization of land-arranging, which is a significant piece of urban farming, alongside having more individuals work, more brilliant, less asset escalated urban territories will sprout. Three focal points of natural cultivating are concentrated on the general public, the economy nd the earth; urban horticulture, as a natural type of cultivating, realizes every one of the three ot these favorable circumstances. The favorable position that natural urban cultivating presents towards urban communities and its populace (society) rotates around the advancement of ladies and the mitigation of neediness, which realizes more prominent food security. Natural open markets, usually known as farmers’ markets, give a

HIV sexual risk behaviors and perception of risk among college students: implications for planning interventions Essay

Last Project Proposal Presentation  Since its revelation in 1983, researchers have worked vigorously on deciding the starting points and organic systems of the HIV infection. The gravity of the HIV infection can't be downplayed as around 25 million individuals have contracted HIV and created AIDS since the revelation of the infection. During the movement of information encompassing the infection, factual investigation of HIV related information shows territorial, financial, and racial irregularities with respect to HIV contamination. From a worldwide point of view, the inconsistencies in HIV commonness among well off and low salary nations are agitating no doubt. For example, Sub-Saharan Africa represents around 2/3 of 34 million people at present living with the HIV infection. Shallow investigation of such insights may welcome one to assume that African sexuality must record for this huge inconsistency, in any case, to build up a total and nuanced comprehension of the scourge, it is imperative to dive into the par ticulars of asset distribution, sex disparities, and access to satisfactory clinical consideration. Essentially, a shallow investigation of HIV insights may make one trust HIV scourge to a great extent influences just center and low pay nations and need not be widely talked about inside evolved countries. Such lines of deduction neglect to address the way that worldwide network through financial matters and travel make the HIV infection fit for penetrating national fringes.  Due to the global hazard presented by the infection, it is critical that researcher and arrangement creators from high, medium, and low pay nations make an aggregate endeavor to comprehend the main drivers of HIV contamination errors. By understanding irregularities in HIV disease, one is then ready to properly address the issues the person in question has distinguished. What is imperative to note is that ways to deal with explicit issues worsening HIV contamination disparities may must be changed for individual networks. Similarly ,one must comprehend factors representing HIV contamination irregularities, one should comparatively take note of that the subtleties of a given network will fundamentally affect the adequacy of an anticipation instrument. In spite of the fact that the subtleties of a given network may contrast, we recommend that most of underlying drivers related with expanded danger of HIV contamination are kept up regardless of national fringes. For the motivations behind our exploration, we want to simple the potential components prompting expanded danger of disease inside African people group just as underestimated subpopulations inside the United States, explicitly on the Williams College Campus. In every way that really matters, the examination we direct at Williams College can't completely mirror all school grounds situations, in any case, we envision that our exploration will give an expository and enlightening method of understanding expanded danger of minimized subpopulations.  To guarantee an indebt examination, we will talk about the job of sex elements in expanding an individual’s hazard to HIV contamination. In particular, we intend to see whether there is a connection to gendered sexuality and expanded hazard practices. Using the piece composed by Patrica McFadden, we have come to comprehend the relationship among's sexuality and force, and how the lacking spotlight on female sexuality has thusly restricted their capacity. Given the past articulation, one would then be able to assume that the expansion of male sexuality has definitely changed the force dynamic between the two genders. Our examination at Williams College will feature potential limitations on female understudies may prohibit them from securing themselves. For example, a female understudy may not feel good demanding preventative, and this powerlessness to demand prophylactic essentially expands her likeliness of contamination. Inside a setting, for example, Williams College, on e may ask how an individual would not demand insurance given the writing encompassing the HIV infection. To respond to this inquiry, one needs to recognize that shame and social reconnaissance are ground-breaking obstructions to ladies taking the sexual activity. The social support of latent female sexuality, along these lines the accepted male sexuality is prevailing. Since just the male sexuality is recognized as predominant, the male will be viewed as the on-screen character who at last starts and decides the subtleties of the sexual experience. A conceivably fascinating purpose of request is get a comprehension of to what degrees females and guys on the Williams grounds identify with embodied sex sexualities. Results  The study was commonly short and included three inquiries. The first inquiry that we posed was in quite a while to what number of understudies that individuals believe are tainted with HIV/AIDS nearby. The decisions accessible to the respondents were â€Å"there is no HIV/AIDS on campus†, â€Å"1 to 3 students†, â€Å"4 to 10 students†, â€Å"10 to 30 students† and â€Å"30+†. As per the consequences of the overview , Black Men addressed that there were multiple instances of HIV/AIDS on this grounds. Among all the gatherings engaged with the surveyâ ¸ Black Women were the main gathering to answer that they accepted that more than 30 understudies were contaminated by HIV/AIDS. On their part, white ladies were of the possibility that there were under 10 HIV/AIDS cases nearby. Neither White Men nor White Women addressed that there were more than 10 instances of HIV/AIDS, and relatively no Black Women or Black Men addressed that there was no nearne ss of HIV/AIDS nearby.  The second inquiry that we posed was, â€Å"whose obligation it was to carry the condom to a sexual encounter;† the decisions were â€Å"both have an equivalent responsibility,† â€Å"you,† â€Å"your partner† or â€Å"neither has a responsibility†. As per the consequences of the overview, White Men was the main gathering that reacted that it was their duty to carry the condom to the sexual experience. On their part, dark ladies reacted that it was the obligation of their partner.all the respondents were bound to answer the decisions where they have a type of control . Dark Men and Black Women accepted that it was the man’s duty to bring the condom, while both White Men and White Women addressed that it was their own obligation to bring the condoms.  The third inquiry that the respondents were posed during the review was ,â€Å"whose obligation is it to demand condom use† and the appropriate response decisions were equivalent to the second questions’. The most well known reaction among both dark and whites was,â€Å"both have responsibilities,†.However the sexes aligned however they were not quite the same as one another. Dark Women and White Women addressed distinctly with the decisions where they had control of demanding condom use. Dark Women were 23% more probable than Black Men to answer that it was their duty to demand condom use and White Women were 9% almost certain than White Men to answer that it was their obligation. Dark Men was the main gathering to answer that it was their partner’s obligation to demand condom use.  The fourth inquiry that was posed during the overview was, â€Å"if you and an accomplice you just met are taking part in sexual movement and they would prefer not to utilize a condom, what do you do?† The appropriate response decisions were â€Å"insist on condom use while as yet captivating in non-penetrative sexual activities†, â€Å"Start off demanding condom use however in the long run surrender to having unprotected sex†, â€Å"Outright refusal to participate in any further sexual action except if they consent to utilize a condom† or â€Å"Have sex without a condom, no protest†. Dark Women was the main gathering to decline sex out and out if their accomplice didn't consent to utilize a condom and when all is said in done. Albeit White Women were well on the way to demand condom use, a huge extent of them additionally addressed that they would deny out and out. Dark Women were 40.25% bound to reject inside and out than Black Men and White W omen were just 11.5% more probable than White Men to deny out and out.  The fifth inquiry was like the fourth inquiry, however not at all like in the fourth inquiry, all gatherings addressed that they would take part in unprotected sex. Be that as it may, most of Black Men and Women and White Women despite everything demanded condom use †56%, 64% and 63% individually. White Men were the main gathering whose lion's share decided to have unprotected sex at 63%. Dark Women and White Women had fundamentally the same as rates for demanding having ensured sex. Nonetheless, Black Women was more probable than White Women to participate in unprotected sex, with no dissent ,while White Women was bound to begin demanding condom use and in the long run yield.  The 6th inquiry posed about how emphatically the respondent felt that they had control and could voice their sentiment in a sexual experience, and a Likert Scale was utilized (1= Strongly Disagree to 5= Strongly Agree) to check the reactions. All races felt emphatically that they had control and could voice their conclusion in a sexual experience, yet Black Men and Black Women were the main gatherings to reply with 3, which shows a nonpartisan inclination. An essentially bigger extent of Black Women than White Women, 11.6% more, replied with the most elevated decision of 5, which demonstrates emphatically concur. References 1. Jozkowsk, Kristen N., and Sonya A. Satinsky. â€Å"A Gender Discrepancy Analysis of Heterosexual Sexual Behaviors in Two University Samples.†Ã¢ (2013): Web. This source gave us a test study e

Consultancy business report Term Paper Example | Topics and Well Written Essays - 6250 words

Consultancy business report - Term Paper Example association that has advanced or has a dream for a more promising time to come is can be choked by an examination of how it takes care or deals with its HR. The saddest certainty in the ongoing pattern has been to accept or disregard the jobs HR play in a specific association. With the present time of computerization, scores of administrators views the machines as imperative segments for executing their business techniques. They will in general move their concentration from the human part of their business activities and focus on the innovative angle. On a similar note, the present business age calls for far reaching techniques from business associations that intend to stay in the market. With globalization as the objective imprint for some organizations, each business association will endeavor to accomplish it. In any case, the main course for the accomplishment of similar lays in the cautious arranging and executions of a comprehensive market related plans that are named as corpora te methodologies. The plan and executions of corporate techniques has been viewed as a conclusive instrument in the development of an organization just if a legitimate relationship between's the equivalent and the human capital has been made. For quite a while, human capital has been just esteemed as far as their work yield per unit; with their jobs in the execution of corporate overlooked by and large. This paper investigates the connections between corporate procedure and HR with due contemplations to Sedibeng distilleries from South Africa. A system is basically an arrangement that is planned for making an organization or a business association to showcase itself to accomplish a bigger portion of market from its rivals (Miller, 1989). In this manner, the procedure is altogether a showcasing plan that is planned for making that specific specialty unit to have a generally extraordinary and interesting stage that will recognize its exercises from those of its rivals, to increase an upper hand. On the off chance that the management’s plan of making the organization to increase a

Descriptive Essay Samples Grade 7

Descriptive Essay Samples Grade 7In this article, I am going to give you three examples of relevant descriptive essay sample's grade 7. The examples that I am about to share with you will enable you to get the most from your essay and make it more effective.The first example that I am going to share with you in this short article is from a summer school essay sample's grade 7. This was the very first essay that I ever wrote, and I know that I have written many essays since then. This is one that I had never seen before in terms of what I read, but I thought that it would be helpful to know that it can still be very useful.Now, this example is based on what I think is called the Right Side Down approach to teaching, which means that it is generally used in grammar schools. The description in this example is based on an English story called 'The Yellow Wallpaper.' This is a story that people from different countries and cultures all know. It has become somewhat of a favorite of the Eng lish language, but at the same time, a lot of children do not know this story. This example can help you get a better understanding of the way that you might go about describing the topic of your essay.This is a very good example of a descriptive essay sample's grade 7. It is a story that I know very well. This story is about an old man who is in the process of losing his home and moving out of his home.The first part of this example is called a ten-year flashback. The second part is also called a flashback. The third part of this example is called flashback. Now, this particular example can serve as a great way to give you some pointers about how to describe the content of your essay.The next example that I am going to share with you in this short article is actually my last example for this short article, but it is also the most difficult for a person to go over in order to get a thorough understanding of the descriptive essay sample's grade 7. This example is from an essay sample that is used in a science class. This particular essay sample is called a science test. I don't know if this is the case for every science class, but if it is, then this is the last portion of the essay that the student is required to write in order to graduate.The first part of this example is called direct points. The second part is called direct points. Now, in this case, you might want to start to consider how you can use multiple-choice questions to highlight some of the more important points that you want to make.These are just three examples of samples of descriptive essay sample's grade 7. The best way to understand these types of essays is to take some time and really analyze them.

Passenger Transport Security Getting On Board Passenger Airplanes - 550 Words

Passenger Transport Security Getting On Board Passenger Airplanes (Research Paper Sample) Content: Passenger Transport SecurityNameInstructorDatePassenger Transport SecurityAbstractIn order to prevent acts of terror, security protocols should be tightened at airports to prevent terrorists from getting on board passenger airplanes. This is to protect lives and property of all the stakeholders involved. However, terrorism is not the only cause of accidents. Commercial aircrafts may be involved in accidents due to pilot error or due to mechanical failure. Additionally, cabs, Uber and Lyft also pose a major risk to its passengers. Trains, though there are few cases of their involvement in accidents, passengers still face insecurity issues in the trains. Studies are conducted to investigate the prevalence of these safety and security issues in all these modes of transport and eventually to recommend improvements.IntroductionPassenger transportation in modern transportation models is faced with a large number of risks. These risks range from acts of terrorism to accident s. There are various forms of transportation that are preferred by clients and they range from cabs, Uber, Lyft, airlines and bus transportation. All these modes pose an underlying danger to the security and safety of these passengers. This study focuses on the types of risks that passengers are exposed to and the experiences that they have gone through. While boarding airliners, there is a strict screening process that is conducted on all passengers before they board the planes. All luggage too goes through the same procedure to ensure that no explosives are carried by the plane. This is to ensure that terrorist plans of massacre are not successfully executed. In the past, terrorists have been able to make their way through the screening process and made airplanes explode leading to the death of all passengers. Uber and Lyft are in addition the most preferable modes of transportation by most people due to their efficiency and quick delivery.Passenger SecurityIn the past years, avia tion accidents have dominated the media houses. Since aircrafts require a lot of resources to build, in the event of an accident, this incurs great loss to the stakeholders. However, the greatest losses are the deaths of the passengers. In most cases, there is at least one passenger that is killed. Such incidences scare away airline passengers from using airlines to travel and rather opt to use cars. Cars, however, are not safer due to the prevalence of road accidents. A country suffers a great hit on the economy when airline accidents occur due to the loss of billions of dollars. It may take a very long time for the aviation activities go back to normal.This study is a secondary data analysis that utilizes data collected by other researchers for the same purpose. It applies the same principle as a primary research conducted in the field. The same procedures used in a normal report will be implemented. Data from various scholarly articles concerning aviation safety and security were collected and analyzed.MethodologyNo physical data collection was carried out in this study but rather it made use of data collected by other researchers concerning aviation safety and security. Safety and security of airline passenger transportation are an issue of major concern since it involves putting both lives and the economy in jeopardy. Aviation, Uber, cabs and lift safety and security measures for passengers should be improved to minimize cases of accidents and terrorist attacks.RiskAirline services are faced with major risks which could be assesses to come up with solid evidence about the cause of the accidents. Analyzing the passengers perception of safety and security during and before flight was a great move to determining the risks. After the accident of 9/11 which caused the death of a large number of passengers and had a great negative impact on the economy, airport and aircraft security was greatly enhanced to prevent terrorists from executing such plans again. How ever, terrorists still attempt to carry out their devious tasks despite the security measures implemented. It was possible to monitor them because of the already-built surveillance systems CITATION Hof07 \l 1033 (Hoffman, 2007). After improving the security protocols at the airport, there was the need to conduct an additional research on the cockpits to determine its vulnerabilities. The study revealed that despite having the fortified doors in the airplanes, there was still an underlying risk of breach and seizure in the event of opening the door. For the cockpits be fully secured, there was need to enhance the security measures applied to them. A program to arm pilots was founded, but it was a failure since most pilots did not attend due to job obligations (Baker).A study conducted by (Oster, Strong, Zorn, 2013) examined the reports from 629 commercial aviation accidents so as to determine the cause of these accidents. For this study, all the accidents were assigned specific caus es that triggered their happening. The study was conducted across different continents so as to determine the similarities and differences in the causes of these airline accidents in the different continents. The study revealed that the main causes were pilot error and equipment failure. Pilot error seemed to be the greatest cause of the accidents since it had a 45-51% in comparison to other causes (Oster, Strong, Zorn, 2013).Africas aviation accidents were largely caused by equipment failure while those accidents in central America were largely caused by pilot error. Both causes were determined to equally cause accidents in Canada. Since there is a lot of technological advancement in the world, it is possible that many pilots are allowed to fly commercial aircraft without sufficient expertise and training. There is also a high demand for pilots since the number of airports and aircrafts are drastically increasing hence the number of passengers. This may be the primary cause of the se accidents. Mechanical failure on the other hand may be because of the use of old aircrafts that are not fit to fly or improper handling of these equipment by the mechanics. If no proper actions are taken to maintain aircrafts mechanical parts, this can lead to fatal accidents (Oster, Strong, Zorn, 2013).TerrorismPassenger airplanes are a target of more terrorist attacks due to the large number of casualties. Terrorists often purpose to relay a message to the government by doing these acts. However, in the 20th century, there were various cases of airplane hijacking where a plane is forced to land in a different airfield (Treichler, 2006). The purpose of such missions, however, is not to massacre, but a chance for terrorists to blackmail the government CITATION Bak \l 1033 (Baker). It however, causes trauma to the victims of the hijacking and this can be calculated as a major security breach. The aftermath of hijacking cannot be compared to those of bombing. While hijacking has a lower chance of having death, bombing can cause the death of the whole passenger crew. The effects of such events can be felt long after it has happened. The U.S. has had enemies from the middle East who have accused them of meddling with other countries businesses. Due to this, the Al Qaeda has targeted to punish the Unites States by bombing its embassies and planes. This caused great fear and discomfort during flight. A large number of people abandoned using commercial airplanes as a means of transport. As a result, commercial aviation companies incurred great loss in revenue.Introduction of new Technology to curb TerrorismIntroduction of advanced imaging technology full body scanners (AIT) for airline passenger security screening by the Transport Security Administration (TSA) has greatly helped in reducing the incidents of terrorism in the aviation industry. The AITs scan a passengers body to detect hidden weapons or explosives. These AITs were deployed in all airports in the U .S. and the installation cost per year was around 1.2 billion dollars. Some passengers do not prefer being scanned by these AITs since they reveal genitals thus invading someones privacy. The introduction of AITs in the airport screening process was triggered by a plot by Umar Farouk to blow-up Northwest airlines using explosives hidden in his underwear. The use of AITs alongside other security measures has greatly reduced the chances of terrorist attacks (Stewart Mueller, 2011).UberTechnology is growing rapidly globally. For this reason, some app developers like Travis Kalanick and Garret Camp developed an app called Uber in 2009. This app links passenger who wants to travel to their different places of interest to the nearest drivers. All that passengers require is to have Uber app installed on their smartphones, which is downloaded from the Play store. Using this app, passengers can estimate the period that the driver is going to take before the arrival. They then pay for the ri de through the Transportation Network Company (TNC). Each driver takes care of their vehicles and has the freedom of driving to their places of interest. Many countries have implemented the use of Uber service. This service exists in some of United States cities which include Los Angeles, San Francisco, New York city, Chicago, Washington DC and Boston. The company wants to extend its services in the United States and also globally. Uber charges, commissions depending on the hours worked, which used not to happen there before. San Francisco is a good example of a state that operates under this change. Their drivers pay up to 30% on the first 20 rides in the first week, 25% follows for another 20 rides and from there henceforth a driver pays 20% commission. This service is fast and reliable and hence preferred by most of passengers which is the cause of its increasing growth rate....

Determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment - Free Essay Example

Sample details Pages: 27 Words: 8043 Downloads: 10 Date added: 2017/06/26 Category Statistics Essay Did you like this example? CHAPTER 1 INTRODUCTION 1.1 Introduction Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Moreover, this syndrome affects people who work in helping professions or other client-centered fields (Schutte, Toppinen, Kalimo, Schaufeli, 2000). The idea of burnout was formed by Herbert Freudenberger in 1974 as wearing down or draining out of energy (Freudenberger North, 1985). In addition, Freudenberger (1974), state that burnout is not a situation that gets better by being ignored. Nor is it any kind of disgrace. On the opposite, its a problem born of good intentions. Burnout may render people unable to cope with their problems; however, those who are able to cope with their problems of work issues may perform better at their jobs. In the teaching profession, the phenomenon of burnout has often been studied and has globally been well accepted as being problematic and uncertain for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Don’t waste time! Our writers will create an original "Determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment" essay for you Create order Folkman (1984) relates burnout with stress; it is a combination of mental and physical symptoms. This psychological react as long-term exhaustion and diminished interest and it may take a long period to blow up to the surface. In addition to that, high level of stress for considerable periods of time could increase burnout characteristics including less sympathy and understanding towards students, reduced acceptance of students, failure to set up lessons and a lack of commitment to the teaching profession (Dorman, 2003). Ingersoll and Smith (2003) mentioned that teacher burnout is often known as a main source of teacher retention phase. At present, teachers in Malaysia are facing extensive pressure from all the changes taking place in the education system due to the Malaysia Plan. About 4 out of 27 Institut Pendidikan Guru Malaysia (IPGM) (Teachers Training Institutes) will focus on teacher training of English language teachers. Besides, the government will assess and monitor the effectiveness of the program constantly and will provide some inventive to empower students with English language (Tenth Malaysia Plan, 2010). This idea has increased ESL teachers workload and hence brings about the assumption that their burnout level has also risen. To make the above statement clearer, the teaching periods had increased from 90 240 to 330 minutes a week for primary 1, 2 and 3. Meanwhile, for primary 4, 5 and 6 it has increased from 90 210 minutes to 300 minutes a week. The changes also do not exclude secondary schools ESL teachers, whereby their teaching periods had increased from 80 200 to 280 minutes a week. Further, literature reports that workload or work tasks have increased and education system transformation, societal changes and multitasking have caused teachers work to increase in intensity (Brante, 2009). Moreover, the changes of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past) also have caused teachers work to become more complicated and intense (Brante, 2009). The complexity of the tiredness situation develops negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). According to this characterization, the burnout syndrome consists of three dimensions: emotional exhaustion felt by people who cooperate extensively with other people, depersonalization and diminished personal accomplishment. Emotional exhaustion is indicated by lack of energy and the consumption of a persons emotional wealth. Depersonalization results in the form of impassiveness and cynicism toward co-workers, clients, and the organization. Finally, diminished personal accomplishment is a tendency to assess oneself negatively (Maslach, 1982; Maslach Jackson, 1981; Pines Maslach, 1980). According to Maslach (1976), people who always have interactions with others can undergo consistent emotional pressure. Burke and Greenglass (1995) suggested that burnout includes three components that are conceptually diverse but empirically related (p.188). In this line, Schaufeli and Buunk (2002) consider the occurrence of teachers difficulties is characterized in three dimensions, including (1) a physical dimension concerning exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Considering all of these measures which contribute to teacher burnout, the purpose of this study took its shape. The study primarily aims to investigate the level of burnout in a selected group of English language teachers in Putrajaya primary and secondary schools. Additionally, it seeks to find out whether their working experience or teaching level can determine their level of burnout. 1.2 Statement of Problem Teachers are often physically and emotionally challenged; therefore, they may experience burnout. Teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Here a clear picture can be seen that stresses an important issue in most educational systems today. Research on elementary school teachers in the United States shows that working experience can influences teacher burnout (Cheek, Bradley, Parr Lan, 2003). In line with that, research in Malaysia also indicates teachers from different working experience categories suffer varying levels of burnout (Mukundan Khandehroo, 2009). Besides, a research in Hong Kong primary and secondary school teachers perceived different level of stress (Alan, Chan, Chen, Elaine Chong, 2010). Whereas most research carried out in European and North American Countries indicated high levels of burnout among primary school teachers (Mearns Cain, 2003). In Malaysia, primary and secondary school teachers also suffered from stress (NUTP, 2005). Demographic factors have been found much related to burnout syndrome among teachers in various studies. Most of the studies focused on age, gender, marital status, education attainment and job satisfaction, but very few focused on working experience among specific subject teachers (Mukundan Khandehroo, 2009). Moreover, not much studies done in federal administrative centre of Malaysia like Putrajaya. Meanwhile, the education system and administration also has been graded as very outstanding. Given the relative paucity of research in this area in Malaysia, it is important to study the effect of teachers working experience and teaching level on burnout. 1.3 Objectives of Study The present study is an attempt to determine the level of burnout among a group of English language teachers in a number of primary and secondary schools in Putrajaya, Malaysia. The specific objectives of the study are as follows: To determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment among the sample. To compare the samples burnout levels in reference to their working experience. To compare the samples level of burnout in reference to their teaching level. 1.4 Research Questions The research questions of the study are as follows: What is the level of emotional exhaustion among ESL teachers in Putrajaya? What is the level of depersonalization among ESL teachers in Putrajaya? What is the level of personal accomplishment among ESL teachers in Putrajaya? Is there a significant difference between high (10 years and above) and low (below 10 years) experienced teachers scores of burnout dimensions? Is there a significant difference between the ESL primary and secondary school teachers scores of burnout dimensions? 1.5 Significance of Study At this small-scale level, the findings from this study will provide valuable information for both schools (primary and secondary) ESL teachers in Putrajaya. By having this information, teachers and stake holders may realize and more aware of the current situations. School is a centre in promoting education to students. In educational setting, students relate to many different professionals who assist them in pursuing and achieving their educational goals. Teachers have important roles in the teaching- learning network. Maslach (1976) notes that the teaching career is relatively flat with little opportunity for hierarchical advancement, and regardless of how many hours teachers work, there is very little opportunity for additional pay. Based on this, it is expected that this study will help ESL teachers especially to be more professional in managing their work and to help them to reduce their burnout level. In addition, the study contributes to ESL teachers and administrators awareness of the can factors that lead to burnout. This will prevent the teacher from being overly stressed or burnt out at work. This study looks into the burnout occurrence with relation to working experience among ESL teachers in Putrajaya schools. It also tries to determine primary and secondary school ESL teachers level of burnout. It is one of the steps to have healthy teachers ensure effective teaching performance. The significance of this study lies on the data collection regarding the burnout and working experience among primary and secondary school ESL teachers in Malaysia. It can lead to a better reduction of stress among the English as Second Language teachers in Putrajaya. The findings of the study can provide useful information for the decision makers to help the ESL teachers as increased stress levels would affect the education system. Moreover, the administrators also have better understanding of the present educational situation and this will improve teachers efficiency in primary and secondary schools in Putrajaya and consequently result in students better performance. 1.6 Limitation of Study This study was limited to primary and secondary school ESL teachers in Federal Territory of Putrajaya only. As such, the findings may not be generalized to all primary and secondary schools ESL teachers in Malaysia. In addition according to Krejcie and Morgan (1970) the researcher required a sample size of 113. However, only 79 respondents cooperated for this study. The ESL teachers who were excluded in this study were in courses, doing further study, on medical leave and maternity leave and some of them were on personal leave. 1.7 Operational Definition of Terms Burnout :Freudenberger (1974) defined burnout as one of the chronic exhaustion and frustration resulting from continued commitment to a goal or principle that has unsuccessful to produce a corresponding reward. Within the scope of the present study, burnout refers to ESL teachers experience of emotional exhaustion, depersonalization and reduced personal accomplishment based on the well-known definition by Maslach (1976) as well as Maslach and Jackson (1981). Emotional Exhaustion : Feelings of being emotionally overextended and exhausted by ones daily conflict in work. In this study, following Gavrilovici (2007), the term is defined as the lack of passion and the sense of emotional draining by other people among the teachers. As the first dimension of burnout, emotional exhaustion in this study is measured by items like I feel emotionally drained from my work Depersonalization: An insensitive and impersonal response toward receivers of ones concern, care, service or instruction (Maslach, Jackson, Leiter, 1996). Thus, it can result in the form of impassiveness and cynicism toward co-workers, clients and the organization(Ali Hamdy, 2005). In this study, it is measured by items like I feel I treat some students as if they were impersonal objects Personal Accomplishment : It is defined as feelings of competency and successful achievement in ones work and ones self capability in classroom and professional efficacy (Gavrilovici, 2007). In this study, items like I feel I am positively influencing other peoples lives through my work, helped the researcher measure teachers personal accomplishment. CHAPTER 2 LITERATURE REVIEW 2.1 Introduction In this chapter the previous studies on burnout and its three dimensions are presented. Next, studies that investigated burnout and its connection with working experience are discussed. The chapter also includes a review of the literature on burnout in relation to teaching levels of primary and secondary schools. Finally, the theoretical and conceptual frameworks of the study are discussed. 2.2 Studies Related to Burnout and its Dimensions Ideally, the teaching profession should be seen as effect ion of love in work and enthusiastic; however, various studies have shown that today it has been changed as a stressful job (Travers Cooper, 1996; Kyriacou, 2001; Kyriakides, Campbell Christofidou, 2002). Moreover, todays teaching job is quite complicated as teachers have to carry out not only teaching but also matters associated with curriculum, students, parents, the school community and departmental initiatives. According to Smylie (1999), These are tough times to be a teacher (p. 59). These issues of distress in the teaching profession may be the culprits for increased burnout levels. Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Burnout in the teaching profession has frequently been investigated and has globally been well accepted as being problematic for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Burnout was first introduced by Herbert Freudenberger in 1974. It was defined as wearing down or draining out of energy (Freudenberger North, 1985). Burnout may render people unable to cope with their problems. Those who are unable to cope with their problems of work issues may exhibit a lower level of job performance quality. Burnout is a sophisticated state of mental strain, the center of which is emotional exhaustion (Maslach Jackson, 1981). The thought of going to work is a common symptom of emotional exhaustion. Often this can be exacerbated as individuals become frustrated or angry with themselves as they realize they cannot give the same kind of enthusiasm as in the past to the company or administrator. However, New York Magazine stated burnout is a problem thats both physical and existential, an untidy conglomeration of external symptoms and personal frustrations (Senior, 2006). Burnout results from a form of chronic stress associated with the everyday interactions and close contact with others that is required in peoples work (Pennington, 1992). Teachers are among the people that are highly exposed to burnout because they entertain their students every day in school. Teaching line at times can be very dissatisfying and it is a painstaking job (Cikla Duatepe, 2004). Most of burnout research that had been done has been limited to the helping profession (e.g., nursing, education, social work); however, the construct is pervasive, cutting across many types of organizations and jobs (Cordes Dougherty, 1993). In conjunction with that, Stoeber and Rennert (2008) conducted research involving different cultures. They found that school teachers have one of the highest levels of work stress. Societal changes, increased workload or work tasks, education system transformation, change of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past), and multitasking have caused teachers work to increase in intensity and become more complicated (Brante, 2009). Burnout can develop negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). The burnout syndrome is explained in three dimensions: emotional exhaustion, depersonalization and diminished personal accomplishment (Maslach Pines, 1984). According to Maslach (1976), people who always have interactions with others can undergo repetitious emotional pressure. The construct of emotional exhaustion imply the thoughts of overtiredness and overextension caused by every day work force, and workplace conflicts. While, depersonalization is referring to the growth of negative feelings and impersonal responses towards the people they works closely which affect the continual relations among helpers (for example, teachers) and clients (for example, students). Reduced personal accomplishment means a loss of self esteem and work accomplishment as a consequence of limited positive feedback and recognition and competency in personal affairs at work (Maslach Jackson, 1981; Rowe, 1998). In line with that, Burke and Greenglass (1995) suggested that burnout which includes three components that are conceptually diverse but empirically related (p.188). Schaufeli and Buunk (2002) considered the occurrence of teachers difficulties is characterized in the three dimensions, including (1) a physical dimension concerning to exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Some studies indicate stress can occur due to the workload increment, mischievous students, parent-teacher relationship issues, misunderstandings among colleagues, no support or very poor school leadership and lack of autonomy (Skaalvik Skaalvik, 2007). The longer a teacher works, the less job satisfaction they exhibit. This paves the way to an increase in emotional exhaustion (EE) and a reduction in personal accomplishment (PA). Most recognized that teaching profession has one of the largest occupational pressures. Burnout influences most of the teachers at some point of their teaching profession (Cheek, Bradley, Parr Lan, 2003; Dorman, 2003; Schwab Iwanicki, 1982). Teachers burnout can have consequences for their professions (Wood McCarthy, 2002). Moreover, when burnout increases in teachers profession, it makes them hate their career and it affects their students achievement (Dworkin, 1985). Farber and Miller (1981) notable that teachers who experience symptoms of burnout might: be less sympathetic with their students have low tolerance for frustration not plan often or carefully consider or plan to leave the profession all together report feelings of emotional or physical exhaustion on a frequent basis be depressed, irritable, and anxious From the professional point of view, burnout can lead to a significant fall in teaching performance, frequent absenteeism due to illness and early retirement. Teachers who suffer from burnout may behave rigidly towards their students, and have negative and low expectations of students, and they may feel exhausted emotionally and physically, and show low levels of involvement in teaching or concern for their students (Maslach, 1976; Spaniol Caputo, 1979; Farber Miller, 1981). In the United States, teacher burnout has become a topic receiving national attention (Blase, 1986; Huston 1989). A survey of American literature by Farber (1991) showed that approximately 5-20 percent of all teachers in the United States will be burned out at a given moment in their career. In Malaysia, the unease over job-related stress, experienced by school teachers, has been raised to a great extent by the National Union of the Teaching Profession or NUTP (Abdul Muin Sapidin, 2005). As it can be observed from the findings of the local research in both primary and secondary schools a considerable proportion of teachers suffer from stress. The teachers who experienced high levels of stress, in each research, included 17.5% (Mokhtar Ahmad, 1998), 21.3% (Mohd Razali Othman Abd. Mat Abg. Masagus, 1998) and 36.8% (Malakolunthu, 1994). These researchers have reported various factors as the sources of stress in their samples, including students attitude, workload, and having to teach poorly motivated students. A research by Mukundan and Khandehroo (2009) found that burnout was evident among Malaysian English teachers at high levels in all dimensions. However, there is a lack of attempt to measure the burnout level involved in ESL teaching in the country. 2.3 Studies Related to Working Experience and Burnout Teacher development is a dynamic journey. The occurrence of work stress of teachers has increased in recent years. While educators were a strong element in influencing education resolution and encouraged by varies class of people since 30 to 40 years ago, this begin to change particularly starting the mid-70s (Iwanicki, 1983; Gunduz, 2005). Until now, more than 1,000 studies on burnout done by the researchers and it can be considered the gold standard research where teachers who have spent many years in the profession also been involved (Schaufeli Enzmann, 1998). The demographics variables that may influence burnout include the teachers age, gender, marital status, education background, working hours, time spent in former workplace, experience, sensitivity of their job and their self perceptions about quality of teaching (Johnson, Gold Knepper, 1984; Qtd. in Aksoy, 2007, p. 20). Researchers have found that age and teaching experience are related to teacher stress level (Yahaya, Hashim, Kim, 2005). Moreover, studies carried out in Malaysia identified several factors contributing to stress and burnt out at work among teachers, such as years of experience in teaching (Mokhtar, 1998), the feelings of responsibility and working environment (Ismail, 1998), the school type and perceptions of inadequate school facilities (Chan, 2006) and use of information technology (Hanizah, 2003). Moreover, studies have shown that teachers burnout often experiences an aggravated phase at some point in the middle of their teaching experience that is about teaching after 15 years or so. This is when teachers may feel frustrated with teaching or working to meet the level of step-down. As a result, they often feel helplessness and fatigue. In American and Australian study found that newer teachers were more likely to experience higher burnout than more experienced ones (Crane Iwanicki, 1986; Pierce Molloy, 1990). The relationship between the level of burnout and teaching experience may be explained by the intention that feeling burnout could be reduced as a result of trained maturity. Attention to the teachers experience is also given by Konert (1997). She suggests that better coping skills with students have been developed by more experienced teachers than less experienced teachers, and they might have acquired more realistic expectations over the time about their profession. Generally, teachers who are less experienced are in need of help from their seniors or experienced teachers. The experienced teachers will try to solve the problem by themselves. However, these teachers also need to sacrifice their time. This indicates experience could also be a crucial factor that can influence burnout. Leong (1995) stated that development of effective methodology to cope with various factors that lead to stress may be handled more effectively by the teacher with more experience. Studies showed that a teacher without experience is more likely to be an interventionist than a highly experienced teacher (Martin et al., 2002). On the other hand, another study shows that an experienced teacher is more likely to be an interventionist (Martin et al., 2002). Here the interventionist refers to the teachers beliefs and attitudes toward classroom management in three broad dimensions which are instructional management, people management, and behavior management with reference to working experience. More research is required to resolve such inconsistencies in previous research findings. Less experienced teachers may suffer from burnout as a result of a feeling of powerlessness. A teacher who experiences low self-esteem and out-of-the-way from students will not be able to perform well. Shukla and Trivedi (2008) state that, Burnout is not a trivial problem but it is an important parameter of a major social dysfunction in the work place (p. 324). In addition to that, teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Teachers who are confused on their job specifications will develop feelings of depersonalization. Dissatisfaction and increases in tiredness, increases with work pressures, and role conflict (Viswesvaran et al., 1999). Again, less experienced teachers may feel high levels of burnout as they have to cope with the changes in a new environment. Less experienced teachers are more likely to experience burnout and conflict-inducing attitudes towards the students (Sava, 2001). In a study in southwest United States, 51 elementary school teachers were involved in the study using music therapy techniques to treat teacher burnout (Cheek, Bradley, Parr Lan, 2003). The results showed that burnout also influences most teachers at some point in their working experiences (Cheek et. al., 2003). A study on the age and years of teaching experience of the agriculture teacher are related to depersonalization scores and no significant relationships were found between years of teaching experience and emotional exhaustion and personal accomplishment (Croom, 2003). Obviously, as teachers grow older and more experienced, they will alleviate coping skills in tendency to treat students in an impersonal manner. In line with that, teaching competency is an additional determining stressor for less experienced teachers with limited training, as research shows significant differences between the novice and the experienced, the trained and untrained, as well as those with and without full qualifications (Chan Juriani, 2010). In other words, teaching capability is a factor which causes the teachers who lack training and experience to feel more stressful than the other teachers. In Malaysia, a study by Mukundan and Khandehroo (2009) indicated less experienced ESL teachers had a higher level of emotional exhaustion as compared to experienced teachers. Such findings imply that less experienced teachers are more responsive to their students than the experienced ones. In contrast, Hong Kong studies found that no significant difference has been found between teachers with various years of teaching experience in perceived stress level (Alan, Chan, Chen, Elaine Chong, 2010). However, connection can be seen from previous study in Turkey. It involves 523 teachers from 50 primary public schools. The researcher sought to find out to what extent teaching experience variables predict burnout among primary school teachers. The results of the study indicated that working experience can be considered as significant predictors of emotional exhaustion dimension of burnout (Yaln Ozdemir, 2007). From the literature it may be seen that burnout is a complex issue that should be addressed in reference to working experience. In the present study, another variable which is teaching level and the literature related to it will be discussed. 2.4Studies Related to Teaching Level and Burnout Studying on the issue of burnout among primary and secondary school teachers is important for the administration and teachers to work together to improve the working environment and reduce the burnout. In Malaysia, a survey conducted among 9,000 primary, secondary and technical school teachers revealed that 67% of Malaysian teachers suffer from stress (NUTP, 2005). From a few existing studies in the literature, researchers found primary and secondary school teachers in Hong Kong perceived different levels of stress. Teachers of primary schools perceived a significantly higher level of stress than those in secondary schools. Issues of class cuts and teachers career instability could be the main reasons for such results (Alan, Chan, Chen, Elaine Chong, 2010). A study on the relationship between primary school teachers burnout and some of their demographic variables in Turkish cities found that burnout levels of the teachers are low (Cikla Duatepe, 2004). By contrast, a study in Antalya, Turkey by Ali (2009) considers the relationship between teachers burnout and organizational health in primary schools. The findings show that teachers burnout level is low in emotional exhaustion and personal accomplishment and high in depersonalization. Based on a study conducted on emotion regulation ability, burnout and job satisfaction among British secondary school teachers it was found that a significant relationship exists between emotion regulation ability and a component of burnout, personal accomplishment (Brackett, Palomera, Mojsa, Reyes Salovey, 2010). However, a study on emotional intelligence and locus of control as predictors of burnout among secondary school teachers in Ondo State, Nigeria indicated that both emotional intelligence and locus of control significantly could predict burnout among secondary school teachers (Akomolafe Popoola, 2011). In Malaysia, it was found that English teachers (n=184) teaching in Malaysian primary and secondary schools in Malacca experience burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and personal accomplishment (Mukundan Khandehroo, 2009). In addition, in a research project conducted by Segumpan and Bahari (2006) among 1209 teachers from 14 secondary schools in Malacca, it was found that 57.2% of the respondents had high stress levels because of the students misbehavior. In contrast, in a study on stress among teachers in secondary schools in Kota Bharu, Kelantan, Malaysia, it was found that 74% of secondary school teachers experienced low levels of stress (Azlihanis, Nyi Nyi, Aziah, Rusli, Mohd Rahim, 2009). Moreover, a study showed that role conflict, role ambiguity, role overload, and lack of administrative support significantly predict burnout among girls secondary school teachers in Kinta, Perak (Leong, 1995). In line with that, another study in Kinta, Perak showed that burnout among teachers are significantly related to social support, working environment and role overload. The boys secondary school teachers were experience higher level of burnout and teachers from girls secondary schools experience low level of burnout (Mohd Puat, 1998). As it can be seen from the reviewed literature, there is very little research on burnout and the teaching level and hence a need for further studies. 2.5 Theoretical and Conceptual Framework of the Study Figure 1 shows the theoretical framework for this study. Basically, emotional exhaustion plus depersonalization and reduced personal accomplishment will influence burnout. In specific terms, a high score on the emotional exhaustion subscale and a high score on depersonalization subscale and a low score on personal accomplishment subscale will indicate a high level of burnout: (EE + DP) PA = BURNOUT. Based on this theoretical framework, the following conceptual framework was proposed (Figure 2): IV DV Context Figure 2: Conceptual framework As the figure shows, the independent variables (IV) are working experience of ESL teachers (10 years and 10 years) and their teaching level (primary and secondary schools). The dependent variables (DV) are emotional exhaustion, depersonalization and personal accomplishment which may identify the burnout level among primary and secondary schools ESL teachers in Putrajaya (Figure 2). CHAPTER 3 METHODOLOGY 3.1 Introduction In this chapter, the researcher will discuss the design, location, population, sample, sample size and sampling technique of the study. MBI-ES or Maslach Burnout Inventory Educators Survey (1986), as the instrument will be explained. Finally, the procedures of data collection and analysis will be discussed. 3.2 Research Design The research design used for the purpose of this study is quantitative method. Smith (1988) mentioned that quantitative method is a statistical analysis of a body of numerical data which involves counting and measuring of events. The main advantage of the quantitative method is that measurement is reliable, valid, and generalizable where clear prediction of cause and effect can be seen (Cassell Symon, 1994). This study used a survey method to gather the data. A survey was used because it was more manageable to collect the data needed within a short time frame. A questionnaire was used to collect data. According to Oxford (1996), questionnaire are the most efficient and comprehensive way to assess data (p. 28). 3.3 Location of Study Putrajaya was made a Federal Territory in 2001. Kuala Lumpur and Labuan are the other two. Putrajaya was the brainchild of the former Prime Minister Tun Dr. Mahathir Mohammad who was in power then. It is known as the federal administrative centre of Malaysia which is a planned city. The population is expected to grow in this new city. Over 30,000, population was estimated in 2007 which comprised mainly government servants including teachers. The educational system and administration in this city are expected to be very outstanding. The schools selected for this study were 21 (11 primary and 10 secondary) government-sponsored schools. The population included ESL teachers (N=160) who teach in different levels. These ESL teachers are among 1, 205 of overall teachers in Putrajaya who also responsible to teach 14, 115 students (Data from EMis Online, 31 October, 2010). 3.4 Sampling Procedure This study was conducted among primary and secondary school ESL teachers in Federal Territory of Putrajaya. As from 160 ESL teachers only 79 respondents answered the questionnaire (49.4% return rate). Based on the school administrator list, most of the ESL teachers are Malays with a few from other ethnicities. The researcher contacted the respondents through the school administration. The respondents were 79 ESL teachers (37 primary and 42 secondary school teachers) who teach in Federal Territory of Putrajaya. These teachers are from government-sponsored schools. They are 20 (25.3%) male and 59 (74.7%) female teachers. The age ranged from 26 to 55 years old. They consisted of Malay, Chinese, Indian, and Kadazan ethnic groups. These ESL teachers working experience ranged from 1 to 30 years of teaching. These teachers came from various categories of schools in Putrajaya, including Sekolah Berprestasi Tinggi (High Performance School), Sekolah Kluster (Cluster School), Sekolah Bestari (Smart School), Sekolah Cemerlang Ko-Kurikulum (Co-Curricular Excellence School), Sekolah Berasrama Penuh (Boarding School) and Sekolah Harian (Daily School). 3.4.1 Sample Size The sample size of the study as calculated by following Krejcie and Morgans (1970) formula: S = required sample size X2 = the table value of chi-square for one degree of freedom at the desired confidence level N = the population size P = the population proportion (assumed to be .50 since this would provide the maximum sample size) d = the degree of accuracy expressed as a proportion (.05) As the result of the calculation showed the suitable sample size for this study was 113 respondents. The questionnaire was distributed to 21 schools which were primary and secondary government-sponsored schools. A total of 79 respondents returned their questionnaire. 3.4.2 Sampling Technique Random sampling was chosen as the quantitative sampling method. Cluster sampling was the most appropriate for the study because the sample could be chosen based on area and subject. At the first stage, the areas of Putrajaya were chosen and at the second stage, a sample of respondents within those areas was selected. 3.5 Instrument In order to collect the data for this study, a questionnaire, Maslach Burnout Inventory Educators Survey was employed (MBI; Maslach, Jackson, Schwab, 1986). It is a 22 items self-report instrument which known as the most widely used operationalisation of burnout (Lee Ashforth, 1996, p. 124). The MBI ES has been noted to show strong psychometric properties which include factorial, convergent, and discriminant validity (Sweeney Summers, 2002; Maslach, Jackson Leiter, 1996). In addition, the MBI is the most generally accepted and widely used instrument to measure burnout (Sweeney Summers, 2002; Capel, 1986). So far, more than 1,000 studies have used the MBI to assess burnout so it can be considered the gold standard for measuring the construct (Schaufeli Enzmann, 1998). The MBI ES consists of 22 items which measure burnout on three subscales: Emotional Exhaustion (EE) Continual emotional tiredness resulting from psychotherapy and teaching a great number of students on daily basis. A sample of an EE item would be: I feel emotionally drained from my work. Depersonalization (DP) -Indifference and a pessimistic approach toward students specified by utilizing disapproving labels to describe them. A sample of a DP item is: I feel I treat some students as if they were impersonal objects. Finally, Personal Accomplishment (PA) Involvement of a teacher to make the students well-being and be an intellectual person. A sample of PA statement would be I feel Im positively influencing other peoples lives through my work. The questionnaire is rated based on a Likert style 7-point scale: 0 = Never; 1 = A few times a year or less; 2 = Once a month or less; 3 = A few times a month; 4 = Once a week; 5 = A few times a week; and 6 = Every day. The items that measure emotional exhaustion are 1, 2, 3, 4, 5, 6, 7, 8, and 9 (9 items). The items that measure depersonalization are 10, 11, 12, 13, and 14 (5 items). Finally, the items that measure personal accomplishment include 15, 16,17,18,19, 20, 21 and 22 (8 items). In addition to that, 8 from these 22 items are reverse items: 4, 7, 9, 12, 15, 16, 20 and 22. The MBI distinguishes the burnout syndrome in terms of a) high level of emotional exhaustion, b) high levels of depersonalization, c) reduced level of personal accomplishment (Yildiz-Kirilmaz, Celen Sarp, 2003; Schwarzer, Schmitz Tang, 2000). According to previous established criteria by Brenninkmeijer and VanYperen (2003), participants who were responded with a high score on the emotional exhaustion together with a high score on depersonalization or a low score on personal accomplishment can be classified as having burnout. A demographic questionnaire was appended to the questionnaire. The demographics of the ESL teachers would elicit information about the participants gender, age, marital status, ethnicity, teaching level, working experience and level of education. The three-factor structure of the instrument has been validated. Test-retest reliabilities were reported as .65 for Emotional Exhaustion, .60 for Depersonalization, and .67 for Personal Accomplishment. Moreover, the test-retest reliabilities for the three subscales were .60 for Emotional Exhaustion, .54 for depersonalization, and .57 for Personal Accomplishment (Jackson, Schwab, Schuler, 1986). Subsequent studies have found the MBI subscales to be stable over time, with correlations in the .50 to .82 range on time spans of three months to one year (Leiter Durup, 1996). Iwanicki and Schwab report Cronbachs alpha estimation for Emotional Exhaustion was .90, Depersonalization was .76 and Personal Accomplishment was .76 too, while Gold (1984) reports estimates of .90, .74 and .72 respectively. These reliabilities parallel those of the MBI. Additionally, two studies also tested the validity and reliability of MBI-ES. Factor-analytic studies by Iwanicki and Schwab (1981) with 469 Massachusetts teachers and by Gold (1984) with 462 California teachers support the three-factor structure of the MBI-ES. 3.6 Data Collection Data collection was done over a period of one week. An official letter was written to get the permission from the headmasters or school administration. The MBI-ES questionnaires were sent to the 21 selected government-sponsored schools in Putrajaya. The questionnaires were given to the selected teachers in the schools. The school administrators were informed that after one week, the questionnaires would be collected. The researcher faced problems while conducting the survey. Some schools administrators did not cooperate in distributing the questionnaires among their ESL teachers due their busy schedules. As a result, 160 questionnaires were administered and a return rate of 49.4% (79) was achieved. The respondents were assured anonymity for all the data collected. 3.7 Data Analysis Statistical Package for Social Sciences (SPSS) 17.0 for Windows was used to analyze the data. Descriptive statistics such as percentages and frequency distributions were used to describe participants demographic information. Moreover, means and standard deviations were used to see the difference between primary and secondary schools ESL teachers burnout scores. Independents samples t-test was used to test any significant differences between the samples burnout scores in reference to their working experience and teaching levels. CHAPTER 4 RESULTS AND DISCUSSION 4.1 Introduction This chapter looks into the results of the analysis of the data collected. The results in this study are presented in means and standard deviations in tables. The findings related to each question are presented in order. 4.2 Demographic Information A total of 79 respondents were involved in this study. They were 20 (25.3%) male and 59 (74.7%) female teachers. Among the respondents, 46.8% were from primary and 53.2% from secondary schools. The ESL teachers who had less than 10 years of working experience were 64.6% whereas 35.4% had more than 10 years of working experience. Among these respondents, 59 (74.7%) were married, 18 (22.8%) were single and 2 (2.5%) single parents. Majority of the respondents were Malay (73 out of 79; 92.4%). There were also 2 Chinese, 3 Indian and 1 from ethnicity of Kadazan. 4.3 Reliability Results A Cronbachs alpha of .60 or more indicates an acceptable level of reliability in the social sciences and humanities. According to DeVellis (2003), the range of coefficient alpha values generally are classified as minimally acceptable (.60-.64), acceptable (.65-.70), good (.70-.75), very good (.75-.80), and excellent (.80 and above). In the present study, the corresponding Cronbachs alpha scores were 0.71 for Emotional Exhaustion, 0.68 for Depersonalization and 0.67 for Personal Accomplishment (Table 1). Table 1: Reliability Results Dimensions Cronbachs Alpha Emotional Exhaustion .713 Depersonalization .678 Personal Accomplishment .666 As the table shows, the reliability of the scores achieved for DP and PA items was acceptable while the reliability of EE items was observed to be good. 4.4 Quantitative Analysis and Discussion In this part, the results of the data analyses related with each research question were given. The research questions of the study were sub-heading as follows: 4.4.1 Emotional Exhaustion Levels The first research question sought to find out the level of emotional exhaustion among Putrajaya ESL teachers. As the descriptive statistics results of the teachers scores showed, they suffered from moderate levels of emotional exhaustion. The mean score was 21.63 or (M = 21.63, SD = 8.15), which according to the criteria (17-26) is a moderate level (Table 2). 4.4.2 Depersonalization Levels The second research question sought to find out the level of depersonalization among Putrajaya ESL teachers. As the descriptive statistics results of the teachers scores showed, they suffered from moderate levels of depersonalization. The mean score was 11.15 or (M = 11.15, SD = 5.94), which according to the criteria (7-12) is a moderate level (Table 2). 4.4.3 Personal Accomplishment Levels The third research question sought to find out the level of personal accomplishment among Putrajaya ESL teachers. As the descriptive statistics results of the teachers scores showed, the teachers had moderate levels of personal accomplishment. The mean score was 34.19 or (M = 34.19, SD = 6.93), which according to the criteria (32-38 mean score) is a moderate level (Table 2). Table 2: Response Categories for Emotional Exhaustion, Depersonalization and Personal Accomplishment on the Maslach Burnout Inventory Educators Survey Response Category Emotional Exhaustion Depersonalization Personal Accomplishment High 27 or over 13 or over 0-31 Moderate 17-26 7-12 32-38 Low 0-16 0-6 39 or over The response categories and their corresponding values for emotional exhaustion, depersonalization and personal accomplishment on the Maslach Burnout Inventory Educators Survey (Maslach, Jackson Leiter, 1996) are presented in Table 2. The interpretation scores of burnout dimensions are based on the Table 3 mean scores where shown clearly in Table 2. Table 3: Descriptive Statistics Results for Burnout Dimensions Burnout N Mean SD Emotional Exhaustion 79 21.6329 8.14638 Depersonalization 79 11.1519 5.94438 Personal Accomplishment 79 34.1899 6.93019 Interpretation scores: {Emotional Exhaustion: 16 (low), 17-26 (moderate), 27 (high)} {Depersonalization: 6 (low), 7-12 (moderate), 13 (high)} {Personal Accomplishment: 39 (low), 32-38 (moderate), 31(high)} The present study revealed that the teachers represent moderate levels of emotional exhaustion, depersonalization and personal accomplishment. Therefore, it can be concluded that the level of burnout among Putrajaya ESL teachers is moderate. Literature reports that moderate burnout demonstrates moderate scores with all three subscales (Maslach, Jackson Leiter, 1996). These results were different from those of a study by Ali (2009) which showed that teachers burnout level was low in emotional exhaustion and personal accomplishment and high in depersonalization. Nevertheless, a study among English teachers teaching in Malaysian primary and secondary schools in Malacca experiencing burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and reduced personal accomplishment (Mukundan Khandehroo, 2009). 4.4.4 Burnout and Working Experience The fourth research question was posed to find out whether there is a significant difference between high and low experienced teachers and their burnout scores. Table 4 shows the descriptive statistics results: Table 4: Mean and Standard Deviation for Burnout Dimensions with Reference to Working Experience Burnout Working Experience N Mean SD Emotional Exhaustion 10 51 21.7647 7.50623 10 28 21.3929 9.34261 Depersonalization 10 51 10.8824 5.91489 10 28 11.6429 6.07493 Personal Accomplishment 10 51 33.9804 6.86292 10 28 34.5714 7.16177 The table shows the mean and standard deviation for burnout dimensions with reference to working experience (Table 4). It was found that teachers with the working experience less than 10 years have moderate level of emotional exhaustion (M = 21.76, SD = 7.51) and followed by teachers who have more than 10 years of working experience (M = 21.40, SD = 9.34). Regarding the level of depersonalization both groups of teachers indicated moderate level of depersonalization. Personal accomplishment of teachers with less and more than 10 years of working experience revealed to be moderate. The overall score was moderate for all the three items which represent emotional exhaustion, depersonalization and personal accomplishment for both less than 10 years and more than 10 years working experience. However, the results of independent samples t-test (Table 5) revealed that there is no significant mean difference in the Emotional Exhaustion, t(77) = .193, p=.117; Depersonalization, t(77) = -.541, p=.708; and Personal Accomplishment, t(77) = -.361, p=.980; between high (10 years) and low (10 years) experienced teachers. Table 5: Independent Samples t-test between Working Experience and Burnout ___________________________________________________________ tdf p___________________________________________________________ EE .193 77 .117 DP -.541 77 .708 PA -.361 77 .980 ___________________________________________________________ Note: EE = Emotional Exhaustion; DP = Depersonalization; PA = Personal Accomplishment p .05 Moreover, the independent samples t-test shows that there is no significant difference between high and low experienced teachers with regard to emotional exhaustion, depersonalization and personal accomplishment. So, it can be concluded that working experience does not affect all the three dimensions of burnout significantly. This result supports the finding of a study conducted in Hong Kong where no significant difference was found among teachers with different years of teaching experience in perceived stress level (Alan, Chan, Chen, Elaine Chong, 2010). 4.4.5 Burnout and Teaching Level The last question was whether there is a significant difference between burnout scores of the ESL primary and secondary school teachers. According to the results there is no significant difference between burnout scores of the ESL primary and secondary school teachers. Both groups of school teachers represent a moderate level of emotional exhaustion, depersonalization and personal accomplishment. Table 6 shows the mean and standard deviation for burnout dimensions with reference to teaching level. The teachers were divided into the two groups of primary and secondary school teachers. It was found that teachers in both types of schools represent a moderate level of emotional exhaustion (M = 20.78, SD = 7.09, M = 22.38, SD = 9.00). Regarding the level of depersonalization both groups of teachers indicated a moderate level of depersonalization. Personal accomplishment of teachers in primary and secondary schools appeared to be moderate as well. The overall score was moderate for all the three items which represent emotional exhaustion, depersonalization and personal accomplishment for both primary and secondary schools. Table 6: Mean and Standard Deviation for Burnout Dimensions with Reference to Teaching Level Burnout Teaching Level N Mean SD Emotional Exhaustion Primary 37 20.7838 7.08729 Secondary 42 22.3810 8.99580 Depersonalization Primary 37 9.5135 5.08605 Secondary 42 12.5952 6.32093 Personal Accomplishment Primary 37 36.0000 6.09645 Secondary 42 32.5952 7.29203 These findings were in contrast to a study on English teachers teaching in Malaysian primary and secondary schools in Malacca who reportedly experienced burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and reduced personal accomplishment (Mukundan Khandehroo, 2009). Additionally, in another study by Alan, Chan, Chen, Elaine and Chong (2010) it was found that teachers of primary schools showed significantly a higher level of stress than those in secondary schools in Hong Kong. Table 7: Independent Samples t-test between Teaching Level and Burnout ___________________________________________________________ tdf p___________________________________________________________ EE -.868 77 .178 DP -2.366 77 .078 PA 2.234 77 .061 ___________________________________________________________ Note: EE = Emotional Exhaustion; DP = Depersonalization; PA = Personal Accomplishment p .05 In supportive, the results of independent samples t-test (Table 7) also revealed that there is no significant mean difference in the Emotional Exhaustion, t(77) = -.868, p=.178; Depersonalization, t(77) = -2.366, p=.078; and Personal Accomplishment, t(77) = 2.234, p=.061; between primary and secondary school teachers. These finding were in contrast to a study on the relationship between primary school teachers burnout and some of their demographic variables in Turkish cities found that burnout levels of the teachers are low (Cikla Duatepe, 2004). Brouwers and Tomic (2000) concluded that both to prevent and to treat burnout among school teachers, self-efficacy in classroom management must be taken into consideration when devising interventions. CHAPTER 5 CONCLUSION 5.1 Introduction There are three major sections in this chapter. These sections include the summary of findings, followed by implications and recommendation where some insights for future research direction will be given. 5.2 Summary of Findings Teachers are one of the most important factors in the teaching and learning process. Their attitudes towards the subject (ESL) and their burnout levels have an influence on students learning and attitudes towards school. The objective of this study was to determine the level of the three dimensions of burnout among the sample. The study also compared the burnout levels of the sample in references to their working experience and teaching level. For this purpose, 79 ESL teachers cooperated by responding to a questionnaire. As the results indicated, the ESL teachers in this study were found to experience moderate levels of burnout. Furthermore, no significant difference was found between low and high experienced teachers in their burnout. As continued, no significant difference was found between the primary and secondary school teachers in Putrajaya. Teachers in all categories exhibited a moderate level of burnout. 5.3 Implications Burnout should not be ignored. Ever since the 1980s, stress and burnout have become serious issues affecting millions of workers (Farber, 1983). Due to its stressful nature, the teaching profession is a target of burnout (Cherniss, 1980; Jarvis, 2002; Maslach, 1982; Weisberg Sagie, 1999). The findings of this study show that the ESL teachers in Putrajaya represent moderate burnout. It is expected that the results make the decision makers more aware of the phenomenon of burnout so that they take measures that help teachers reduce their burnout levels as continued increases in stress levels would affect the teachers performance and in turn the quality of the entire educational system. In addition to that, the findings of this study provide valuable information for both schools (primary and secondary) and ESL teachers in Putrajaya. Teachers can take steps to avoid aggravating their burnout levels and to be more professional in managing their work. Moreover, ESL teachers and administrators can explore factors that contribute to burnout. This will prevent the English as Second Language teachers in Putrajaya from being overly stressed or burnt out at work. A few ways to prevent burnout are a combination of organizational change and education for the individual. This may prevent teachers from being burnt out. Workshops, conferences and other professional development courses should be offered by experts to ESL teachers in Putrajaya to deal with their burnout. Therefore, professional development programs should also consider teachers with both high and low teaching experiences (Mukundan, Hajimohammadi Nimehchisalem, 2011). In line with that, it has been suggested that the school administration should help the teachers overcome the syndrome of burnout by granting more opportunities for extracurricular activities (Mukundan Khandehroo, 2009). In this way, administrators will have better understanding of the present educational situation and this will improve teachers efficiency in primary and secondary schools in Putrajaya and consequently result in students better performance. 5.4 Recommendations Some areas from the finding in this study could be further researched. It is recommended that this study should be replicated in the other two federal territories of Malaysia: Federal Territory of Labuan and Federal Territory of Kuala Lumpur. The results of such a study can be compared to those of the present study in Federal Territory of Putrajaya. The researcher also suggests that religious belief may prevent the occurrence of burnout by nurturing a sense of belonging to promote relationship and support with both God and with community as highlighted in National Philosophy of Education (NPE). Education in Malaysia should be an unending attempt towards promoting the potential of individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a strong belief and devotion to God. Research on this variable can show whether this objective has been followed by the teachers and whether it has helped them avoid burnout. Finally, further research seems necessary to determine the effect of students learning in increasing or decreasing the probability of burnout among ESL teachers.

Intern Report - 4810 Words

MAKERERE UNIVERSITY BUSINESS SCHOOL A PRELIMINARY REPORT ON FIELD ATTACHMENT CARRIED OUT MBALE MUNICIPAL LOCAL GOVERNMENT COUNCIL (JULY-JUNE, 2015) BY KATEME JOSEPHINE REG: 14/U/1390 BPSM II BY Proff. MOYA MUSA (ACADEMIC SUPERVISOR) A PRELIMINARY FIELD ATTACHMENT REPORT SUBMITTED TO FACULTY OF COMPUTING AND MANAGEMENT SCIENCE IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE IN PROCUREMENT AND SUPPLY CHAIN MANAGEMENT OF MAKERERE UNIVERSITY SEPTEMBER, 2015 1 DECLARATION I Kateme Josephine declare that this is my original work and has never been submitted to any institution for any kind of award. Signed: date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ KATEME JOSEPHINE (14/U/1390) i APPROVAL I certify that†¦show more content†¦Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  7 1.2.12 Procurement Department Structure †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  8 SECTION TWO †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  9 ACTIVITIES UNDERTAKEN DURING FIELD ATTACHMENT †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  9 2.0 Introduction †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  9 2.1 Activities Undertaken †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  9 SECTION THREE †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  11 LESSONS, EXERIENCES AND SKILLS †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  11 3.0 Introduction †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  11 iv 3.1 Lessons learnt †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  11 3.2 Experiences †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  14 3.3 Skills gained †Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬ Ã¢â‚¬  15 CHAPTER FOURShow MoreRelatedInternship Report On The Intern2756 Words   |  12 PagesFinal report Internship 1. Introduction 1.1 Description of internship provider The intern has done an internship programme which took place at a company named Reclaimed Timber Trader. It is located at 4/5 Matipo Lane, Palmerston North. This company was established in 2009 as Human Aid Focus charitable trust, which is trading timber as Reclaimed Timber Trader (RTT). The owners are Robert Scott and Adrienne Scott from New Zealand, who are really concern on the change in environment as well as societyRead MoreRobi Intern Report6666 Words   |  27 Pages[pic] American International University-Bangladesh (AIUB) INTERNSHIP REPORT ON â€Å"A Research on the Classification of Sales Channel: Robi Axiata Limited† Supervised By: Kazi Ahmed Farhan Lecturer School of Business American International University-Bangladesh AIUB Submitted by: Gazi Fahd Hussain ID NO: 07.01.02.085 Major in Marketing School of Business â€Å"A Research on the Classification of Sales Channel: Robi Axiata Limited† LETTER OF TRANSMITTAL Read MoreIntern Report on Standard Chartered Bank13167 Words   |  53 Pages1.0 Introduction 1.1 Origin of the report The BBA internship program is a required course for the students who are graduating from the School of Business of Independent University, Bangladesh. It is a 12 credit hour course with duration of 14 weeks. Students who have completed all the required courses (at least 114 credit hours) are eligible for this course. In the internship program, I was attached to a host organization Standard Chartered Grindlays Bank for 14 weeks. During this periodRead MoreA Research Study On Terrorism And Responses Of Terrorism1426 Words   |  6 Pagesresearch team looks at how civilians utilize social media to share sentiments about political elections in sub-Saharan African countries in the past two years. Each intern at START is required to complete a final project or research paper, applying the knowledge we have learned from working with our supervisors this semester. There are four interns on the INSPIRE team, so we paired into groups of two for the final project. 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Exhibit 3 includes quotes from our student interns concerning experienceRead MoreEvaluation Of Academic Performance Action Plan1298 Words   |  6 PagesOpportunities Company: Discovery Communications Internship Title: Accounting and Finance Internship Duties and responsibilities: â€Å"As an Accounting Finance Intern, some of the awesome things you could work on include: †¢ Learn Ledger closing and reporting, SOX compliance, and SEC filing †¢ Exposure to internal audit testing documentation †¢ Some intern positions may provide exposure to external financial reporting and internal control reporting †¢ Development of new SOX narratives †¢ Tax accounting opportunitiesRead MorePersonal Reflection IIi : Concluding Assessment1401 Words   |  6 Pagesopen space creates a space that simultaneously provide for the fostering of creative ideas but also a silent sanctuary for focus. 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