Featured Post

Barack Obama - Knox College Commencement Address free essay sample

Venture Management Presentation Venture Management , pp. 1016). At such pivotal time, the significance of including uniqueness, mul...

Thursday, October 31, 2019

Design for disassembly and transformation Research Paper

Design for disassembly and transformation - Research Paper Example Setting aside farsightedness the thinking paradigm of man has narrowed down to his present only. The in fashion trends appeal the consumer oriented society of today where much emphasis is placed on the usage of disposable goods. Once used these things are simply thrown out. Seldom is it thought about the fate of these goods. Mostly unrecyclable in nature they end up in massive junkyards, bound to stay there for ever. The volume and number of these dumping grounds is growing at an alarming pace. On the other the careless usage of nature’s resources has begun to result in dangerous outcomes. These include the existence of green house effect and a rapid increase in global warming just for an instance. It is imperative that a means of reducing this unethical and careless formulation and usage of things be devised so as to minimize the adverse effects of using unsustainable products for the years that are to come. The trio of Reuse, Recycle and Repair has proved to be not enough to control the gravity of the problem. Another intelligent ways must be looked and pondered upon in order to fulfill the need of time. This report focuses on the detailed study of the problem, the impacts and significance of the problem, and how design level changes and consideration can play a vital role in handling the severity of the problem. ... With the passage of time man’s intellect made him learn to modify the natural resources at hand into products that would facilitate his necessities. This modification did not however restrict to the mere survival requirements of humans but went quite well beyond that. Years went by and every inch of advancements that humans went forth with opened new horizons for even more that were to follow. Excited by the ease this new stream of convenience and prosperity man went ahead with them forgetting to turn and look back at the losses that he was incurring en route. These losses were indispensible but it took man years to realize their severity. With every step forward man took and invented new things the unfavorable impact that these inventions had on the nature around him increased manifolds. Some more indestructible waste increased and some more things hazardous to the environment steeped up in their graph. As every new model of an object sprang up its older model would be thrown out of people’s lives. This trend, upon reaching higher limits, rang bells in the human mind. It was then that man thought what may have led to such a situation. The answer was just one. Lack of initial foresight in the design and construction of products had resulted in goods that suited their respective purposes very well indeed but were not transformable into any other useful product. Thus, when a product would live up to its years it would merely be thrown out. The junk thrown out by each and every individual at an unprecedented rate has resulted in a massive junk collection world over. Hazardous emissions from many of these are depleting the

Tuesday, October 29, 2019

Responsibilities and Relationships in Education and Training Essay Example for Free

Responsibilities and Relationships in Education and Training Essay The Teaching Role and Responsibilities In Education And Training The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role. Whether we are attempting to teach from personally acquired experience or knowledge, or from third party information, the process of teaching can be formalized into a structured process with the aim of maximizing the potential for learning. Numerous models exist with the aim of outlining the key stages of this process. For example, Gravells (2010) identifies them as such: Identification of Need →Planning and Design→Delivery/Facilitation→Assessment→Evaluation In order to undertake each of these stages successfully, the role of the teacher becomes multi-faceted. For example, conducting initial interviews with students helps to establish individual aims and identify particular learning styles such as those recognised by Honey Mumford (1992). This should enable to the teacher to tailor their teaching style and utilize a variety of methods, while also providing an opportunity to set clear goals which can be used as a benchmark when reviewing students’ progress. Accurate documentation of this is essential and forms part of the teachers’ responsibility. Furthermore, whilst undertaking these roles as a teacher, it is vitally important to consider the parameters in which we must operate. These are most likely to be defined by legal requirement – for example the Equality Act (2010) or the policies or the organization for which we may be working. Ultimately, it is down to the individual teacher to ensure their own professional conduct at all times. References: Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 25/11/2014. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Honey P., Mumford A. (1992) ‘The Manual of Learning Styles’ 3rd Ed. Maidenhead, Peter Honey. Summarise Key Aspects Of Legislation, Regulatory Requirements And Codes Of Practice Relating To Own Role And Responsibilities There are many aspects to consider when discussing the conduct of a teacher and the requirements therein. Some of these are legal frameworks, others are more informal but equally important in terms of setting out guidelines for good practice. All of these requirements, when adhered to, help to ensure that as teachers, we are providing a safe, secure and successful learning environment. As students, they provide reassurance that care will be taken to promote inclusivity, maintain trust and ensure wellbeing. Some Codes of Practice will be designed to suit individual environments and will vary accordingly. Therefore care should be taken to ensure we are familiar with the particular requirements of the company or institution in which we are operating. Other codes are overarching and apply in all circumstances. One of the more recent of these is the ‘Statutory Special Educational Needs and Disability System for Children And Young People’ (SEND) which came into force on 1 September 2014 and explains the duties of schools and colleges to provide adjustments and aids for disabled children and young people up to 25. Legal acts which are underpinned by law are further reaching but equally apply. These include things such as the long standing 1974 Health and Safety  and Work Act, which ensures the â€Å"health, safety and welfare of persons at work† as well as â€Å"protecting others against risks to health or safety in connection with the activities of persons at work†. However, in the constantly shifting legal landscape, we should be mindful of new legislation coming into force. Finally, there are, of course, directives issued by professional bodies such the Institute for Learning which has a Code of Professional Practice (2008) covering 7 key areas: Integrity Respect Care Practice Disclosure Responsibility References: Department for Education (2014). ‘SEND code of practice: 0 to 25 years’. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Accessed 29/11/2014 Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Explain Why It Is Important To Identify And Meet Individual Learner Needs As we have established previously, the first step in the (Gravells, 2010). Teaching and Learning Cycle is ‘Identifying need’. Without properly ascertaining this, the further steps in the cycle become more difficult to achieve and the chance for success is significantly diminished. Furthermore, informing learners of objectives creates a level of expectation for learning (Gagne, 1965). In order to avoid this outcome and the negative implications of failing to succeed, we must have a clear approach. Prior to the start of any learning activity, there will, by necessity be a  process which ostensibly is an administrative exercise. However, these interactions provide an excellent opportunity to engage with students in a way which could provide useful information. For example, noting that a student may have difficulty with grammar or spelling when completing a written questionnaire may indicate a greater need for support with literacy. Or, a student struggling to get to grips with viewing digital information such as a Powerpoint or PDF file could highlight a lack of I.T skill. It is important that we use all of these tools at our disposal, as acknowledging a perceived ‘flaw’ in ourselves is not always an easy thing to do. Students may be unwilling because of stigma or embarrassment or simply through an inability to recognize that a problem exists, which is an issue in roughly 30% of adults (Skills for Life Survey, 2011). However, individual needs may not be only be based on academic ability or skillset, there are a multitude of different needs which may exist and it is important to consider a holistic approach. Some students may have no difficulty with course content but may be distracted by other personal problems which affect their ability to learn. These could include financial difficulty, bereavement or an underlying health issue. Ultimately, the importance of identifying and meeting learners’ needs is about providing the best possibility for successful learning through providing support where it is most needed. References: Gagnà ©, R. M. (1965). ‘The conditions of learning and theory of instruction’ (1st ed.) Holt, Rinehart Winston: New York. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Skills for Life Survey (2011). Department for Business, Innovation Skills. Available at: https://www.gov.uk/government/publications/2011-skills-for-life-survey Accessed 1/12/14. Explain Ways To Maintain a Safe And Supportive Learning Environment As part of providing students with the best opportunity for success, it is crucial that the learning environment is both safe and supportive. These aspects are intertwined in that their aim is to create an environment where consideration for all matters other than the subject itself can be put aside to concentrate on learning. When operating in any environment, safety is the first issue. A risk assessment should be carried out prior to beginning any teaching session to establish whether hazards exist, and if so what extent they pose a risk (Trades Union Congress, 2008). These factors should also be assessed dynamically and any new or developing threat should be treated as a priority. When working in an environment such as a client office or business premises, safety considerations should include awareness of the existing plan of evacuation in case of fire. Any issues which are identified (such as blocked exits etc) should be bought up with the client in a professional manner. Support for learners may be provided in several ways. On a personal level, it is ensuring inclusivity for all students, treating each individual with respect and tolerance, as well as providing individually tailored help to match the needs identified in the first stage of the Teaching and Learning Cycle (Gravells, 2008). However, support is also provided through recognizing the need to give adequate breaks and availability of resources required to undertake the learning process properly. It is vital that consideration is given to these factors in the planning stage so that support may be implemented pro-actively rather than reactively. References: Trades Union Congress (2008) ‘Risk Assessment’. Precision Printing: London. Available online at: http://www.tuc.org.uk/sites/default/files/extras/riskassessment.pdf Accessed 1/12/14 Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Explain Why It Is Important To Promote Appropriate Behaviour and Respect For Others The importance of appropriate behavior is paramount as it will set the correct tone for a learning environment. Fundamentally, it is about the rights of learners to have access to, attend, and participate in their chosen learning experience regardless of their circumstances. (Equality Act, 2010) The best way to promote this is to set the example as the teacher (School of Educators, 2011). This can be achieved in a variety of ways. Ensuring that the planning of any session has been properly executed will help to demonstrate basic values such as organization, efficiency and punctuality and when delivering a session, using appropriate tone and language will exhibit the kinds of behaviour which we want to see reflected in students. It is also important that we are focused on the task at hand and are not distracted by outside influences. Something as simple as switching off a mobile phone could make all the difference. In that regard, requesting students to put their phones into ‘silent’ mode is something which could help to avoid them becoming distracted but also establishes a basic ground rule while not necessarily conveying the same message as ‘please all turn your phones off’. Where undesirable behaviour occurs, it is important to consider whether addressing it may in fact be more of a disruption than the behaviour itself, however, where it needs to be addressed, this should be done so quickly and professionally. However, it is important to note that students, like teachers should incorporate humour into learning. Using humour in the classroom shows that you are human and consequently encourages students to like and respect you. Being able to laugh at yourself when you make a mistake offers a good counterbalance to the moment when you must be strict and so helps lighten the classroom atmosphere (Cowley, 2007) Treating students as individuals but with equal respect will help to promote the same response from them. Therefore, care should be taken to listen to, appreciate and encourage individual contributions, this is especially true in the case of adult learners who bring their own experiences to the learning setting. References: Cowley, S. (2007) ‘Guerilla Guide to Teaching: The Definitive Resource for New Teachers’ (2nd Ed.) Continuum: London. Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 04/12/2014. School of Educators (2011). ‘The Characteristics of a Good Teacher’. Available online at: http://schoolofeducators.com/2011/05/the-characteristics-of-a-good-teacher/ Accessed 4/12/14. Explain How the Teaching Role Involves Working with Other Professionals As a teacher, there will always be a requirement to liaise and work with other professionals, and this is likely to occur in a number of ways. When employed in a teaching role, we act as a representative of the organization which employs us, and we have a responsibility to represent that organization in a professional manner. Equally, when dealing with internal colleagues, whether a manager or a colleague at the same level of seniority, we are dutybound to treat others with respect, politeness and courtesy. Values which all form part of the Institute for Learning ‘Code of Practice’ (2008). Remembering that we have a responsibility to act according to these guidelines can be especially important when faced with other professionals who may be challenging or difficult in their approach. For example, in a  client situation, a Manager who is under pressure is annoyed because some of his staff are being abstracted from their usual duties to undertake training. In this situation, it is feasible that a degree of hostility may be directed toward the trainer. In acknowledging the managers concerns and highlighting the benefit of the training both to the staff and the manager, we may be able to defuse the situation rather than escalate it. Of course, students themselves can be professionals and care must be taken to acknowledge the professional standing of adult learners so that we do not condescend or patronize. However, we also have a responsibility to care for our students and where it is highlighted that a student may have a need or issue which requires third party support, we may need to act as an advocate or intervene to flag potential issues. Legislation such as The Safeguarding Vulnerable Groups Act (2006) make it potentially necessary to liaise with other professional agencies and, depending on the nature of the matter, it may be appropriate to use care or discretion. In all cases, it is appropriate that we remain professional and impartial. References: Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Safeguarding Vulnerable Groups Act (2006). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2006/47/section/6 Accessed 4/12/14 Explain the Boundaries Between the Teaching Role and Other Professional Roles In dealing with other professional roles, there must come a point at which the boundaries of our own role are recognized to avoid us ‘overstepping the line’. This can apply on either a professional or personal level and works in two ways: our behaviour toward others and their behaviour towards us. The key basis upon which these boundaries must be drawn are ethics. Ethics can be described as ‘The codes of conduct or moral principles recognized in a particular profession, sphere of activity, relationship, or other context or aspect of human life’ (Oxford English Dictionary, 2014) In particular, the teaching profession is deeply implicated in ethical concerns and considerations. (Carr, D. 2000.) Therefore, it is an issue which should be constantly at the forefront of our thinking as teachers and an awareness of ethics helps to define the boundaries between us and other professional roles. Some boundaries are not so much an issue of ethics, however, but more of practicality and there must be limits placed on what we can reasonably be expected to achieve. This could, for example, include something such as a client wishing us to condense a lesson into a shorter time to reduce the impact on their business. Whilst the motivation for this may be understandable, it could also be perceived to undermine the value of the lesson itself, or at the very least will have an effect on the quality of the teaching. Recognising this kind of boundary enables us to ensure the integrity of our aims as teachers. Oxford English Dictionary (2014) Available online at: http://www.oed.com/ Accessed 4/12/14. Carr, D. (2000). ‘Professionalism and ethics in teaching’.London: Routledge Describe Points of Referral To Meet The Individual Needs Of Learners The teacher/student relationship is a unique one and often provides opportunities to unearth or identify needs which have previously been unnoticed. These needs may be specific to helping someone become a more effective learner, (such as possible dyslexia) or could be a wider issue in terms of being affecting the individual students’ life beyond the classroom. These wider-reaching needs could be in any area of a persons’ life and broadly speaking, fall into one of 5 categories as identified by Maslow (1943): Our role in providing support to help a student meet the identified need will depend on the particular need itself. For example, a student who is  apparently lacking in one of the ‘upper needs’ such as self-esteem may benefit from more support, praise and encouragement. Some needs, however, will require external or third party input and this is where we may seek to access a point of referral. It may become clear to us in the process of teaching that a student is suffering a crisis affecting their overall wellbeing: Domestic abuse, homelessness, drug or alcohol misuse etc. In this instance, we can play an important role in referring someone to a service or organization who can provide assistance. So as to be sure that we are not misguided, the student themselves should be engaged initially and when help is offered, it can be simply through providing information, or if consent is given, we may choose to act as an advocate. Maslow, A.H (1943). ‘A Theory of Human Motivation’. Psychological Review (50)p.370-396.

Sunday, October 27, 2019

Analysis of the European Transportation Industry

Analysis of the European Transportation Industry Abstract The European transportation industry has been evolving for the last century but the pace of change accelerated in the recent years with the deregulation and intensification of competition between different modes of transport. The new agenda of the European Commission for the future of the industry after 2010 comprises of policies that try to establish sustainable transport that will meet the challenges of the current market environment the growing concern on gas emission, lack of funding as a result of the financial crisis, increasing oil prices and aging population in continental Europe. This paper analyses the current situation in the transport industry in Europe and the expected change in the competition between different modes with particular focus on the rail and road passenger transportation as a result of the policies for creating a fully integrated European transport network. Using the scenario analysis three possible outcomes have been identified as a result of the anticipated developments in regulations as well as feasibility of implementing those measures. Most reasonable of the three scenarios is the one where implementation will be taking place with mixed rigor in different member states, in addition the expected shift in passenger transport from road to rail will commence but at relatively slow pace. The result of the successful implementation of the new regulatory developments will be increased competitiveness between rail operators as new entrants will come to the market, increased efficiencies in the ex-monopolistic companies, and better service for the end-consumer both quality and price. The above scenarios provide a long-term perspective on the development of the intermodal competition in the passenger transport in Europe, since the time horizon for assessing the effect of a particular regulatory takes at least 10 years. The starting point is the current situation on the market which unfortunately has to go a significant change before the head-to-head competition between rail and road starts. The implications from the current study can be used as the basis for future research and scenario development with more sophistication. Regulations will definitely be in the core of transport industry development and the future trends as discussed in Chapter 3 will influence those policies with different degree. It is worth trying to understand and better prepare for the future both from business and social perspective. Thus the current study tries to bring the reader one step closer to that point. 1. Introduction Transport network is considered the backbone of the economy. It is a complex system that is influenced by multiple variables like population consumption, settlement patterns, organization of the production processes and the capacity of the infrastructure. As a major sector of the European economy transport has a top priority in the strategic agenda for building the single European Union market. The history of the sector is characterized with the key features of network industries natural monopolies, vertically integrated players, heavy investments in infrastructure, public subsidies, regulated prices. The globalization of economic activities and the gradual liberalization of the transport market, had led to changes in the business dynamics and structure of the sector. The environmental impact of transport became a priority in the development of policies and regulations for the industry. One push in the direction of more environmentally sustainable solutions is seen in promoting rail transport as a substitute for road transportation. The existing literature gives strong case in support for this scenario. This paper tries to explore the future scenarios in Europe and analyze the expected effect from the introduction of the new transport policy on the intermodal competition of passenger transport between rail and road. Chapter 2 presents the basic characteristics, development trends and economics in the network industries. Giving a starting point for understanding what has shaped the transport industry so far. In Chapter 3 are discussed the trends and challenges in the development and implementation of regulations in the transport industry in Europe. The focus here is on to rail and road passenger transport and the existing intermodal competition between the two modes. The following Chapter 4 includes analysis of the current competitive landscape of passenger transport in Europe. The market subject to analysis is defined as â€Å"transportation of passengers in the geographical boundaries of Europe† and it does explicitly exclude the transportation of freight which is characterized with different product/service specifications. The players who compete in this market are assumed to be only the providers of land transport rail and road operators. In addition the road mode comprises of bus and coach, while the rail mode includes railways, metro and tram. The purpose of the analysis is to give possible answers to the questions: Is rail the future transportation mode for passengers in Europe? Are regulatory policies the main tool for introducing intermodal competition? As a tool for conducting the analysis is used the traditional Porters five forces framework with a main focus on the barriers of entry representing the main competition force looking from the current market perspective into future scenarios. Using the results of the competitive advantage/disadvantage of each mode further scenario building is conducted applying a framework on industry scenarios and competitive strategy under uncertainty (Michal Porter). The results of the scenario analysis are taken in light of potential recommendations to both regulatory bodies and the providers of land passenger transport in Europe. Finally the conclusions derived are summarized in Chapter 5, including the possible implications, future research areas and limitations of the current study. 2. Characteristics of network industries One of the simplest ways to describe a network industry is by picturing good or services delivered through a set network both physical and virtual to an end customer. The network is established through the connection of numerous nodes which subsequently define the character of commerce in the industry. What is common in these types of industries is that the infrastructure which is comprised of many different elements links upstream supply units with the customers who are downstream. The basic components of a typical network industry comprise of: 2.1. Common structure in the network industries Although the industry structure varies across countries and different industries, the following cases are considered the most common ones: Vertical integration and monopoly in this case a single company operates the network infrastructure and both upstream and downstream components. Vertical integration with competition in the downstream or the upstream components -this case is similar to 1 but the company faces competition in the downstream and/or upstream components. Vertical separation with upstream and/or downstream competition, but the company that operates the network infrastructure does not operate in either the upstream or downstream components. Joint ownership in this case the infrastructure is owned jointly by companies competing in the upstream and/or downstream components. Infrastructure (facility-based) competition means competition among vertically integrated firms. 2.1.1. Historical background of the network industries in Western Europe In order to gain better understanding of the current developments in the network industries a short historic flashback is presented. The period of the 19th century Even in early 19th century when the free trade was dominant philosophy the government involvement was visible especially in the network industries. The triggering factor was the rights of way for railway tracks, gas and water, telegraph lines. After expropriation of the rights governments ease their way in establishing control over prices and profits by monitoring the engineering and financial stance of the respective companies. Overall the intervention of the government was limited more to arms length regulations and subsidies. The end of the 19th century is characterized with developed networks in telecommunication, rail, electricity supply which calls for more market opportunities and new entrants in the sectors. But the collapse of capitalism in 1930s brought distrust in governments ability to control private monopolies only through arms length regulations and subsidies. Thus alternative model was sought especially in network industries like telecommunication, railways and electricity. The time of the public ownership has come with the classic example of nationalization of the railways in France, Sweden, Spain and the UK in the period from 1937 to 1947. The period of the 20th century The main goals of the new state-owned enterprises were to provide service in the public interest along with break-even financially. The big challenge came from defining what is â€Å"public interest†. Eventually the solution was found, particularly for the network industries, in the so called â€Å"universal service† which comprises of standardized prices and service quality in the whole country. As a result of this approach the price of a product was fixed regardless of its point of distribution or delivery location for example electricity tariffs per kilowatt hour in different parts of the country were the same irrespective of the varying costs of supply. The second objective for the state enterprise was to break-even financially. The goal turned to be more difficult to achieve than initially planned having no clear guidance or support from the respective government authority. The â€Å"universal service† approach was not able to provide enough profits from areas of growth so as to compensate for the unprofitable ones. The period after 1960s is characterized with growing pressure on managers to meet the financial targets of â€Å"break-even† and beyond. The hope that the â€Å"universal services† will be able to cope with the unprofitable sectors by sustaining the profitable ones proved unsuccessful. Further, competition was growing and state owned enterprises were not flexible enough to respond adequately. Governments were worried with increased budget deficits coming from the rising public sector borrowing requirements. All of these contributed to the wave of privatization in Europe which had different timing across countries. In summary, the era of state owned enterprises was coming to its end. Its primary goal was to secure social and political unification and by the time of the second half of the 20th century much of this has been achieved. The technological developments changed much of the industries. New means of communication sprang apart from the traditional railways road, airlines, telecommunications. Although the strategic significance of a particular recourse was still the same, there was no need to keep it monopolized, for example one national air carrier. Financial returns from national resources like oil and gas were put into different legal forms thus allowing for concessions and tax schemes to be more profitable in the long-term. The Western European network industries had gone through tremendous changes for the last two centuries. The heritage left is the current surge for establishing more competitive regimes by allowing customer to benefit from improved quality and higher security standards. 2.2. The liberalized landscape in the network industries Coming from the state-owned natural monopolistic regime, the companies in the network industries had a structure where a non-competitive component of the industry was vertically integrated with a potential competitive component or activity. The separation of the two components by main sectors is summaries in a report by the Organization for Economic Cooperation and Development as illustrated in the Table 1. Scope for competition varies depending on geography and nature of demand, amongst other things. Services in lower-density, lower volume residential areas are less likely to be competitive than services to high-density, higher volume commercial areas. Source: OECD report â€Å"Restructuring Public Utilities for competition†, 2001, p.9 The natural monopolistic structure has evolved both as a result of the deregulation and the innovation that came with technology development. Once non-competitive components started being replaced by new components competition was spread in a broader sense. An example of such change in the competitive landscape of an industry is the break-through in mobile technology. The new mobile vs fixed communication has brought competing models in the same market segment. The European Union experience in liberalization of network industries continues with the enforcement of Community law; different directives and specific regulations designed to harmonize the newly liberalized markets in member states. The expectations for the future are to have one unified market which promotes rivalry among companies that deliver better choice for customers both in quality and price. 2.3. Overview of the economics of network industries The basic features used to describe the specifics of the economics in the network industries are investments, production, pricing and regulations. 2.3.1. Investments Compared to other types of industries in this case the initial investment is higher as the infrastructure costs are significant but necessary requirement for the successful delivery of the product to the customer. In addition the structure of the existing network influences its modification or extension thus allowing for extra costs compared to green field investments in other industries. For example in the railway transportation building the network meaning tracks is both expensive as an initial investment and subsequent maintenance costs. First, the main condition for laying the tracks is to have property right on the land which might be expensive to obtain, or to regulate. Second, the track technical execution is costly and third the future maintenance requires long-term commitments and highest quality of service provides which again is at a significant cost. 2.3.2. Production Economies of scale are realized when a product becomes standardized and an addition unit produce reduces the average cost of production. The complexity of network industries allows in certain businesses for such economies to be achieved but the variable cost component is less obvious than in other industries. The more popular concept in the network industries is the so called â€Å"surface/volume effect† in which case the available infrastructure provides for lower unit cost when output is increasing with the plant production. For example, when there is a large scale industrial or transportation equipment the costs for manufacturing are related to the surface of the equipment while the output from it is function of the volume to be transported (cases of oil, gas etc.). As a result the surface increases with the square of the equipment scale while on the other hand the volume increases with its cube. The ratio of surface/volume representing the average cost is a decreasing func tion of the scale. In practice, this leads to very large equipment being built. Economies of scope exist when a company is able to produce several goods at a total cost smaller than the sum of the costs of these activities when they are isolated one from the other. A business in a network industry might own a piece of equipment and the workforce that can produce large quantities of goods/services with similar specifications. For example, the building of information database which subsequently can be used for various activities without additional costs. Vertical integration exists in the case when a single company performs a number of successive distinct operations in the production process of a particular good or the provision of a service. In the context of network industries, especially those involved in the so called â€Å"public service†, the vertically integrated structure of a company can be justified if it manages to provide cost reduction in the service/product. Some sources of these cost benefits can come from technical complementarities, like better co-ordination between successive stages in the production process, also another social benefit might come from the removal of successive private profit-margins that are realized by intermediaries. On the other hand, the vertical integration in an upstream direction can be used by a company as a control mechanism on its customers, suppliers and competitors. The risk in this scenario comes from the fact that by controlling the delivery of certain strategic inputs, the com pany can gain dominant position on the end market. Example from the network industry is when a company owns both the control of the access to transport infrastructure and at the same time is a user of the infrastructure. 2.3.3. Competition The network industries are characterized with strong externalities which result from the interdependence of the agents. The interdependence is described with the effect that the level of satisfaction of one member has on other members in the network. These externalities are both positive and negative. The case of positive externalities is when particular action of a member increases the utility of the others or the so called â€Å"club externalities†. The spill-over effect is another positive externality, when the existence of a network in a certain area â€Å"spills† its benefits outside of its boundaries. In the case of negative externalities called â€Å"congestion externalities† the entrance of a new user in the network affects negatively the existing users. In practice the size and composition of a network are the result of a trade-off between club benefits and congestion costs. The composition and size of the network might change and the set access price would make some members to leave and other to join. This means that the number of those who wish to be in the network depend on the number of those who are already in the network. In this case equilibrium is reached when demand is compatible with itself, namely when the number of the members is exactly the same as the number of the candidates. But because of the earlier described club effect, at the given price would exist several equilibriums. The competition discussed here is ex post, meaning actual competition between two or more companies in the market. As already described, the competition in network industries is characterized with multiple equilibrium configurations for a given set of competing companies which implies that the quality of the service provided by the companies is endogenously determined by the participation of the clients. Here, the expected quality not the actual one is what matters. Another key feature of the competition in a network industry is that it can evolve into some kind of co-operation by decisions of compatibility. Compatibility can be achieved through standardization and the reason for companies to resist it is that it leads to more homogenous products. As a consequence of the standardization, the competition is enhances and loss of profit margins for the incumbent players. For example, in the electricity industry, there is a long tradition of co-operation at both national and international levels for the frequent power exchanges through interconnections. The usual dynamics of competition between companies are modified in a network environment as a result of the endogenous quality of the network and the necessity to reach a critical size in order to survive. So competition at the initial stage is considerably fierce. Companies have to make significant investment to capture the critical customer mass then sustain the image of better than the competitor quality of service / goods which subsequently will enhance the quality of the network. Later, switching costs create a lock-in effect and competition between those companies that managed to get through the initial phase is softer. Because of these companies have an incentive to heavily invest in infrastructure at the entry aiming to create a momentum and realize higher profits on next stage. Competition becomes weaker with the maturity of the industry, companies with existing installed base have less incentives to invest in quality and the only factor that triggers competition may come f rom break-through in the technology. If, no such happens then new entrants will be hard to overcome the competitive advantage of the incumbents. Still in some network industries certain elements like infrastructure remain natural monopolies as a result of the strong economics of scale and scope and relatively high degree of lumpy capital investments. 2.3.4.Regulation of network industries The liberalization process in the network industries brought the co-existence of monopolistic and competition elements in most industries. The change in the market structure requires new developments in the regulatory regimes in those industries but the transition phase as illustrated in Figure 1 is pursued with various conflicting priorities in the sole task to establish competition on the market. Currently, the European Union agenda is to have a set of regulations that will facilitate and speed-up this process. The ultimate goal is to increase efficiency in the performance of the industries and promote higher quality with the introduction of new products thus providing for lower consumer prices. Still the liberalizing policies face certain constraints coming from: the monopoly control legacy in the network industries, the common state aid subsidies, the institutional diversity in various countries, private vs public services objective; the existence of bottlenecks in the network infrastructure and the need for establishing interconnections between rival networks. Figure 1: The evolution of regulation over the three phases of market structure. Source: Lars Bergman, Chris Doyle, Jordi Gual, Lars Hultranz, Damien Neven, Lars-Hendrik Roller â€Å"Characteristics of network industries in Europes Network Industries: Conflicting priorities† published in 1998 by Center for Economic Policy Research.† The next chapter focuses on the current and future regulations in the European transport sector. It emphasizes some of the implications from the development and implementation of the regulations on two specific modes of passenger transport rail and road and the effects on the intermodal competition between them. 3. The regulatory framework in the European transport system â€Å"Transport is the backbone of the European economy, accounting for about 7 % of GDP and more than 5 % of total employment in the EU. As a network industry, transport requires elements such as infrastructures, vehicles, equipment, ICT applications and operational procedures to interact smoothly in order to move people and goods efficiently.† 1 Figure 2: Transport growth compared to GDP growthEU-27 Source: European Commission: â€Å"EU Energy and Transport figures† statistic book 2009 As one of the main sectors in the economy of a unified European market, transport is subject to continuous efforts from regulatory bodies to bring efficiencies and better product/service to customers. The framework for strategic development of the sector is set in the White Paper issued by the European Commission for a period of ten years and mid-term review is conducted which gives up-dates on the progress and recommendations for future developments. In 2010 the current strategy is to be reviewed and next decade program will be set forth in a new White Paper incorporating the new policies in light of the future trends in transport sector development. _________________________________________________________________________________________ 1 Antonio Tajani, Vice-President of the European Commission, Commissioner for Transport. Report â€Å"A sustainable future for transport†. 3.1. Trends influencing the European transport policy The EU White Paper 2001 and the mid-term review in 2006 drew key conclusions and set the directions for continual work on the EU sustainable transport policy. The key conclusions to be put forward in the new paper include optimization of each transport mode to bring competitiveness and propensity, transition of all modes to more environmental solutions both resource consumption and external costs. In addition each mode should be used efficiently on its own and in combination with all other modes so as to achieve sustainable utilization of resources. Looking at the future prospects of the industry and its development the following trends will have a significant influence on shaping the regulatory regime of the transport sector in EU. 3.1.1. Environmental challenges Transport is one of the sectors that have a tremendous impact on the environment. It is the only sector that has constantly increased its GHG emissions in the recent decade as illustrated in Figure 1. The growing concern on the global climate change has led to the adoption of climate and energy package by EU with a target to cut GHG emissions by 20% compared to levels in 1990. The environment aspect will be the main external factor influencing all modes of transportation and the respective players in the market. 3.1.2. Urbanization There has been a clear trend in the growth of urban population which is predicted by 2050 to be 84% of total European population2. This trend increases the challenges on the transportation sector as more density is brought in the urban networks accordingly with more environmental issues and congestion problems. The costs of both environmental and structural problems increase with the growth of cities density as longer delays in traffic jams incur larger fuel costs respectively emissions of CO2 are higher. One of the greatest challenges in this context is the building of additional infrastructure within the cities while bringing collective modes of transportation in resolving the congestion problems. 3.1.3. Migration and mobility According to the data provided by Eurostat 3 in the next decade EU is expected to add another 56 million people to its population as a result of a migration trend. This could be a positive trend for aging Europe as usually migrants are relatively young and settle in the developed urban regions that mainly contribute for the economic development. Another factor affecting the structural change in the population density is the internal mobility of workers between member states. This would be more visible with the removal of certain administrative and legal barriers in the labour market. 3.1.4. Ageing of population As mentioned in the previous paragraph one of the challenges in the coming future of Europe is the aging population. Compared to the world trend over the next 50 years, the annual average growth rate in the EU-27 population will be constantly declining as shown in Figure 4: Source: Eurostat (demo_plan), United Nations, Population Division of the Department of Economic and Social Affairs 2. United Nations, Department of Economic and Social Affairs/Population Division (2008), ‘World urbanisation prospects — The 2007 revision. 3. Eurostat (population and social conditions), Statistics in Focus No 72/2008; and European Commission, ‘Demography report 2008: Meeting social needs in an ageing society. SEC(2008) 2911. This particular phenomena has a very deep impact on the transport sector on few dimensions. First the availability of resources (human capital) will diminish. According to the EC â€Å"2009 ageing report† in 2060 there will be only two active workers for every pensioner. In the long-term this requires more contributions for pension funds thus limiting public finances for the supply and maintenance of the transport infrastructure. Overall, the end result might be more costly transportation products/services for the society as a whole. Second, the elder members of the society although much more flexible than a decade ago do travel less than younger population. This has a direct effect on the demand side for transport services both regional and long-distance. Another characteristic of an elder customer is that he/she puts high priority on factors like safety and comfort which in its turn requires different focus on the future specifications of the products/services provided in the transpiration industry mainly safety and reliability which pushes further the quality standards in the sector. 3.1.5. The financial crisis and global trends It is hard to ignore the current and future impact of the recently started economic crisis. The economic growth as forecasted few years ago had dramatically slowed down and this has led to major restructuring in all sectors of the economy. Still the continual globalization trend serves positively the transport sector, with the increasing need for integration and deepening of the single European market. The growing world population expected to reach 9 billion in 20505 is seen as the main challenge for all sectors of the economy, including transport. The scares resources that should provide for the growth in consumers, requires better model for creating sustainable transport sy

Friday, October 25, 2019

Letter from Birmingham Jail by Martin Luther King, Jr. Essay -- Essays

Letter from Birmingham Jail by Martin Luther King, Jr. â€Å"Hence, segregation is not only politically, economically, and sociologically unsound, it is morally wrong and sinful.†Ã¢â‚¬ ¦ Martin Luther King, Jr., one of the greatest speakers in all of history wrote these words in his letter from Birmingham Jail (King 48). His great use of rhetoric affected largely the freeing of an entire race. During his work in the Civil Rights Movement, he visited a small town called Birmingham in Alabama, and wrote one of his most rhetorically compelling letters there. In this letter, he used historical evidence, scriptural references, descriptive vocabulary, and great organization of points to respond to grievances raised against his movement: that he should wait, that he was breaking laws, that his peace brought on violence, and that his activities were extreme. Time will heal all wounds†¦right? This is what was thought by desegregationists. Martin Luther King, Jr. was told that he should just wait, and in time, African Americans would receive their rights. King wrote this in response: â€Å"Human progress never rolls in on wheels of inevitability; it comes through the tireless efforts of men willing to be co-workers with God, and without this hard work, time itself becomes an ally of the forces of social stagnation.†(King 51) King knew that if he didn’t fight, this wound wouldn’t be healed. He used historical evidence in order to prove his point. He said, â€Å"Just as Socrates felt that it was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half-truths to the unfettered realm of creative analysis and objective appraisal, so must we see the need for nonviolent gadflies to create the kind of te... ...see tears welling up in her eyes when she is told that Funtown is closed to colored children, and see ominous clouds of inferiority beginning to form in her little mental sky;† He uses historical and biblical evidence to support his arguments. He organizes his arguments perfectly in order to persuade in the most effective way possible. King knew rhetoric. At the end of his letter, he finished up by showing his true reason for fighting his fight. He said, â€Å"If I have said anything in this letter that overstates the truth and indicates an unreasonable impatience, I beg you to forgive me. If I have said anything that understates the truth and indicates my having a patience that allows me to settle for anything less that brotherhood, I beg God to forgive me.† Works Cited King, Martin Luther Jr. Letter from Birmingham Jail. Massachusetts: Heinle &Heinle, 2003.

Thursday, October 24, 2019

Reducing Gang Violence

In order to reduce gang violence I would implement community crime prevention programs or strategies targeting changes in community infrastructure, culture, and the physical environment. Furthermore, gang violence will be reduced by executing a diversity of  approaches including  neighborhood watch, community policing, urban or physical design, and comprehensive or multi-disciplinary efforts. These strategies may seek to engage residents, community and faith-based organizations, and local government agencies in addressing the factors that contribute to the community’s crime, delinquency, and disorder.As a means of reaching out to offenders of gang violence I would administer social interventions that would involve a variety of services provided to gang members, such as remedial education, recreational activities (e. g. , softball games involving both gangs), counseling in homes and on the streets, crisis counseling, and referral to drug treatment and mental health services . Employing more community youth workers that would be responsible for reaching out, contacting, and providing a range of limited but intensive services to youth gang members.A form of public education by providing economic and social opportunities through the access of jobs and to job training, as well as educational resources and educating the community by informing them that gang problems result from the interaction of sociological, demographic, economic, and cultural factors along with social instability and lack of economic opportunity. Having more people understand where this stems from can lead to concentrating on assessing the needs of youths and providing them with individualized support services and suppression/control by involving their families, local organizations, and their communities.This program will be based as an extension of the Juvenile Court facilities in Salinas, CA. It will be administered through our city’s Sherriff’s office and the office of t he Attorney General. It will be paid for by trying to get a cooperative agreement award from the State of California and from donations and fund raisers. The program should include local police officers, probation officers, community youth workers, church groups, boys and girls clubs, and several local residents who work as a team to understand gang structures and provide social intervention and social opportunities whenever possible.The program should reach out to youths unable to connect with legitimate social institutions. Youths at different points in their lives need different things. Older gang members may be ready to secure a legitimate job and need training and education to do so. Younger youths at risk of becoming gang members may need alternative schools or family counseling. The program should provide individualized services for each youth based on his or her needs. This not only consists of surveillance, arrest, probation, and imprisonment to stop violent behavior, but a lso involves greater communication between agency service providers and control providers.All providers jointly decide what happens to a youth when trouble arises or when it is about to. All workers need to work closely with one another and collaborate. Former gang members working as community youth workers need to be given as much respect as police officers in the program. Each group can provide important information for the program that the other may not be able to obtain. Works Cited Crime Solutions (2010). Program Profile Comprehensive Gang Model. Retrieved from http://www. crimesolutions. ov/ProgramDetails. aspx? ID=278 (OJJDP) Office of Juvenile Justice and Delinquency Prevention. 2010. Best Practices to Address Community Gang Problems: OJJDP’s Comprehensive Gang Model. Second Edition. Washington, D. C. : U. S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. 15 Mar. 2013. Web. Spergel, Irving A. , and Susan F. Gr ossman. 1997. â€Å"The Little Village Project: A Community Approach to the Gang Problem. † Social Work 42:456–70. Reducing Gang Violence In order to reduce gang violence I would implement community crime prevention programs or strategies targeting changes in community infrastructure, culture, and the physical environment. Furthermore, gang violence will be reduced by executing a diversity of  approaches including  neighborhood watch, community policing, urban or physical design, and comprehensive or multi-disciplinary efforts. These strategies may seek to engage residents, community and faith-based organizations, and local government agencies in addressing the factors that contribute to the community’s crime, delinquency, and disorder.As a means of reaching out to offenders of gang violence I would administer social interventions that would involve a variety of services provided to gang members, such as remedial education, recreational activities (e. g. , softball games involving both gangs), counseling in homes and on the streets, crisis counseling, and referral to drug treatment and mental health services . Employing more community youth workers that would be responsible for reaching out, contacting, and providing a range of limited but intensive services to youth gang members.A form of public education by providing economic and social opportunities through the access of jobs and to job training, as well as educational resources and educating the community by informing them that gang problems result from the interaction of sociological, demographic, economic, and cultural factors along with social instability and lack of economic opportunity. Having more people understand where this stems from can lead to concentrating on assessing the needs of youths and providing them with individualized support services and suppression/control by involving their families, local organizations, and their communities.This program will be based as an extension of the Juvenile Court facilities in Salinas, CA. It will be administered through our city’s Sherriff’s office and the office of t he Attorney General. It will be paid for by trying to get a cooperative agreement award from the State of California and from donations and fund raisers. The program should include local police officers, probation officers, community youth workers, church groups, boys and girls clubs, and several local residents who work as a team to understand gang structures and provide social intervention and social opportunities whenever possible.The program should reach out to youths unable to connect with legitimate social institutions. Youths at different points in their lives need different things. Older gang members may be ready to secure a legitimate job and need training and education to do so. Younger youths at risk of becoming gang members may need alternative schools or family counseling. The program should provide individualized services for each youth based on his or her needs. This not only consists of surveillance, arrest, probation, and imprisonment to stop violent behavior, but a lso involves greater communication between agency service providers and control providers.All providers jointly decide what happens to a youth when trouble arises or when it is about to. All workers need to work closely with one another and collaborate. Former gang members working as community youth workers need to be given as much respect as police officers in the program. Each group can provide important information for the program that the other may not be able to obtain. Works Cited Crime Solutions (2010). Program Profile Comprehensive Gang Model. Retrieved from http://www. crimesolutions. ov/ProgramDetails. aspx? ID=278 (OJJDP) Office of Juvenile Justice and Delinquency Prevention. 2010. Best Practices to Address Community Gang Problems: OJJDP’s Comprehensive Gang Model. Second Edition. Washington, D. C. : U. S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. 15 Mar. 2013. Web. Spergel, Irving A. , and Susan F. Gr ossman. 1997. â€Å"The Little Village Project: A Community Approach to the Gang Problem. † Social Work 42:456–70.

Tuesday, October 22, 2019

Industrial-Organizational Psychology in Film Essay

Industrial-Organizational (I/O) psychology is the study of human behavior at work and it is concerned with the development of and application of scientific principles to the workplace (Spector, 2008). In this field of I/O psychology there are many topics that outlined how individuals will perform at work and how successful they will be. Some of these topics are as fallows Goal setting, Selection, Employee Motivation, Job satisfaction, Emotions at work, Burnout, and Occupational Stress. In the film, 12 Angry Men (Rose et al., 1957) shows various topics of I/O psychology that are concerned with the 12 jurors in their workplace and their decision-making. In this paper I will explain how the film, 12 Angry Men (Rose et al., 1957) explains several topics of I/O psychology on how they are applied in the workplace. I will begin by given a short synopsis of the film and then explain five different I/O psychology topics that were portrayed in the film. The I/O psychology topics that I will discuss are as fallows, goal setting, job satisfaction, emotions at work, occupational stress, and finally group think Movie Sypnosis The film, 12 Angry Men (Rose et al., 1957) is a classic movie about 12 white men deciding the sentence of a 18 year old kid who has allegedly committed murder in the first degree by stabbing and killing his father to death. The movie begins showing the different jurors walking into the courtroom at different times. The presiding judge over the courtroom delivers the decision to the jurors that they must decide if the kid is guilty or not. If the kid were to be found guilty beyond a reasonable doubt he will be sent to the electric chair. Fallowing in the film the jurors are sent to deliberate the fate of the kid. They enter the room in what was said to be the hottest day of the summer, but everyone is in laughter and ready to make their decision. At the first deliberation everyone votes guilty except for one man his reason as to why he didn’t cast his vote as guilty was because he couldn’t decide that fast over the life of a kid. The man is Henry Fonda the main protagonist of the movie, juror number 8 the only juror who wanted to give the kid a chance because a reasonable doubt. The movie continues with argument from other jurors wanting to convict the kid to the electric chair because they thought he was guilty. But as the discussion heats up Juror 8 keeps convincing everyone to a reasonable doubt that the kid is not guilty. As other jurors began to turn their decisions the emotions in this workplace escalate and so does the stress. The group must come together and reach a verdict but with dissatisfied jurors and little motivation how could they? In the end of the movie the final verdict is reach and those who were fast-acting decision making jurors cast their vote as not guilty. I/O Topics Goal Setting Goal setting is a theory of motivation and it says that â€Å"people’s behavior are motivated by their internal intentions, objectives or goals† (Spector, 2008 p.207). According to the theory it explains that goals are what a person consciously wants to attain and the things that they are going to do to get it. These goals can be specific or general, for example being able to run a marathon is a specific goal but being able to run is a general goal for someone. Also some goals are not meant for everyone ones goal should be able to be attained, some goals that effective for a orientation might not be necessary from the other. Locke and Henne (1986) said that there were four ways in which goals affect behavior. First the goals need to direct attention and action to behaviors the person believes will achieve the goal. Second, the goals mobilize effort in that the person will try harder. Third, goals increase persistence and this will result in more time spent on behaviors necessary for goal achievement. And finally goals can motivate the search for effective strategies to attain them. For every goal that is desire by an individual in order to be effective goals also need to fallow four more principles. One of the four principles is that goals must be specific and not vague because one can easily get tangled the objective. Second, goals need to be committed and have a sense of ownership to an individual because they are more likely to attain the goal. Third, feedback needs to be given by employer or organization on how an employee is doing. Finally goals need to be difficult because it will result in better performance and the person will work harder to achieve it (Spector, 2008). In 12 Angry Men, we see the goal setting of the different jurors. In the second scene of the movie when all the jurors entered the deliberation room the juror 1, the Foreman was the leader of voting he organized everyone around the table and the goal was to vote on the sentence of guilty and not guilty. Juror 1, main goal was to get the other jurors votes he committed his goal by asking a showing of hands to those who thought the kid was guilty or not guilty. All the jurors goal was to reach a verdict based their vote of guilty or not, everyone was entitled to their own opinion since the goal was committed to them and the feedback that they receive from their decision was given by the other jurors. Once the first vote was cast to show that all 11 other jurors found the kid to be guilty except for juror 8. Here we see the entitlement of the goal of juror 8 his goal was to reach a decision and he decided of not guilty. The feedback was received from the other jurors when all of them started to get loud and grumpy because his decision differ from theirs. The film demonstrated the topic of goal setting to be use correctly because in the film at the first voting everyone agreed but one person. But as the film progress the juror’s vote and their final goal began to shift when several factors were put on the table that the kid might not be guilty after all. I/O psychologists explained that the goals needed to be specific and committed, well in the film the juror’s goals was their own opinion to guilty or not and why was. The decision was not easy and many jurors where dissatisfied and their well being was not optimal because it was very hot that afternoon. Using the principles of goal setting could of helped the jurors reached a conclusion rather quickly than they did; if they had all agreed when Juror 8 was explaining as to why the kid might not be guilty because a reasonable doubt. Job Satisfaction Job satisfaction is how people feel about their jobs, and there are two ways of looking job satisfaction global and facet approach. According to Spector (2008), the global approach treats job satisfaction as a single, overall feeling toward the job. But the facet approach say that satisfaction focus on different aspects of the job such as pay, supervision, coworkers, communication, benefits, and promotion. Many people express their level of their satisfaction by showing up everyday to work and being on time, also based on the facet approach it can be explain to their pay, some people got to work because they like the people they work with, or are wanting a promotion, and other factors. Staw and Cohen-Charash (2005) identified other factors that lead to job satisfaction; the factors are personality, gender, and age. These factors contribute to a person overall satisfaction because their personality can link for them to be negativity affectivity, and their locus of control. You would want some one that is not negative and have an internal focus of control to experience the best job satisfaction. Also someone who is young is more likely to experience negative job satisfaction than someone who is old and has moved up in the career ladder within the company. A study has proved that gender has shown to not influence job satisfaction (Witt & Nye, 1992). Job satisfaction in the movie is that of Juror 8 because he could not convict the kid because he was not yet satisfied with the decision of the other jurors. Its reason was that there was a reasonable doubt to not convict the kid to murder, meaning he wasn’t going to decide that rather quickly. Also other example of job satisfaction was how negative Juror 3 was and Juror 10 when the other jurors began to change their vote. They tried to convince themselves and the others without looking at the possibility of a reasonable doubt. These Jurors were very dissatisfied with the other juror’s decision of turning their vote. The movie demonstrated job satisfaction to be done correctly it seemed, as the cast were to be conform of people who would experience higher levels of job satisfaction than others. It was done correctly because some of the jurors like number 3,7, and 10 showed higher levels of dissatisfaction because of their negativity to evaluate the facts and evidence of a reasonable doubt given by the other jurors. The principles of job satisfaction like their focus of control being able to have internal and controlling their decisions rather than relying in powerful facts that the kid was guilty because of the eye witnesses could have lead them to a easier decision. And they will all have experience better well being without getting so angry and dissatisfied. But we can see at the end that the I/O principles were apply and those who were dissatisfied became satisfied whenever they changed their vote of guilty to not guilty because they looked away from their negativity. Also it gave all the jurors a sense of satisfaction for finding a kid that presumably that was guilty to not guilty and saving his life. Emotions at work Emotions are explained by Spector (2008) to be an important component of life, and providing not only resources to acquire the necessities of life but a sense of purpose and social contacts as well. Also accomplishment is a type of feeling that will provide people with positive feelings such as pride, joy. But a heated argument in the workplace can result in feelings of anger and annoyance toward the supervisors or the organization in general. People who experience positive and reinforcing emotions at work will perform well in their job duties. Brief and Weiss (2002) said that stressful and aversive emotions at work can produce negative emotions states and moods. In the film 12 Angry Men, juror 10 and juror 3 showed the most emotions mostly negative while juror 8 showed positive emotions while looking for a reasonable doubt that the kid might not be guilty of stabbing his father. Juror 10 said â€Å" the kid lives in the slum, is had a bad record in the past for knife fighting, his no good kid that’s why his guilty† (Rose, R. 1957). This juror was very much showing his emotions and most of them seem to be negative that’s why he experience the most dissatisfaction and he had to kept wiping his nose every time he spoke very angrily regarding the matter. Juror 3 wanted to punch Juror 8 because they had difference of opinions and Juror 6 wanted to fight juror 3 because he didn’t shut up. The movie seems to cover up all the emotions that these state appointed juror showed while they were delivering the verdict. It’s a very hard decision to make and when people differ in opinion some of the jurors got really excited and the temper escalated. The topic of emotions at work was demonstrated corrected because in I/O psychology they are concerned in how people behave at work either positively or negatively (Spector, 2008). It was very well expressed the amount of anger juror 3, and juror 10 had towards the other jurors that gradually change their votes too not guilty. The characters needed to apply positive emotions and deep surface acting to experience less negative emotions towards the matter that they were discussing. If they had better moods and emotions they will had experience more positive reinforcement in their jobs as jurors. Because positive emotions in the workplace result in better performance in the case of the juror will be the decision-making and more satisfaction for their jobs. But the movie is not called 12 Angry Men for nothing, so that’s why many of the jurors expressed negative emotions. Occupational Stress Occupational stress is a state of being that has experienced by almost everyone. Occupational stress starts with a job stressor, which is a condition at work that requires and adaptive response (Spector, 2008). It is then fallowed by a job strain, which is a reaction to the job stressor. Some of these job stressors identified by Spector (2008), are role ambiguity, role conflict, workload, Social stressor and control. In role ambiguity and employee is uncertain about what their job functions and responsibilities are. In role conflict the employee people experience negative demands at work and outside work (extrarole and intrarole). In intrarole are too many demands a job is asking of their employee, extrarole occurs when demands from work and nonwork domains become overwhelming. Workload is the amount of work an employee is ask to complete in a certain time, as to a social stressor is stressful incidents concerning other people often can lead to incivility. Finally control the extent in which employees can make decisions about work. With regards to the film an example that depicts occupational stress is the overwhelming decision of whether the kid was guilty or not. A stressful situation is when at the beginning of the voting juror 8 decides that the kid is not guilty he puts himself in a stressful situation because his peers do no agree with him and he has to prove to them why he doesn’t think that the kid is guilty. He experiences a lot of role conflict within his job because now all the other 11 jurors are making a lot of demands as to why his decisions is what it is. This is called in the movie intrarole situation because since all the jurors are against his decision to decide that there is a reasonable doubt for the kid not being guilty. The movie shows that occupational stress is a major part of being a juror because since everyone is bound to have their own opinion they can all differ from one another. This stress leads to job stressor that can cause some of the jurors to get burnout in the process, just like juror 7 change his vote to not guilty because he wanted to leave without any reason. The I/O topic of occupational stress in the job as a juror is utilize correctly in the movie because it apply to several principles of this topic like role conflict cause intrarole to juror 8 since he was with almost all the weight on his shoulders and the most stress to explain to the other jurors his decision and he also had a social stressor given by the other jurors difference of opinions. Juror 8 was almost assaulted in the movie because he didn’t agree with the rest ultimately he had control of his own decisions and why it lead to the whole jury changing their vote to not guilty. It lead to an overall better decision and more satisfaction even though there was a lot of stress and tension among the jurors. Group-Think Groupthink is a phenomenon that can occur when groups make decisions that individual members know are poor decisions. According to Janis (1972) groupthink is more likely to occur in cohesive groups with strong leaders. Because social pressures to maintain a certain level of conformity and harmony takes over good decision-making. But that’s not the end we cant always think that every time there is group the phenomenon of groupthink is likely to occurs there are some things we can do to avoid it explained by Janis (1972). The first thing leaders should be impartial moderators rather than attempting to gain control. Second, group members should evaluate decision alternatives and seek for information that can support or refute their decision. But this is not all to help with this problem sometimes is suggested that large groups to be divided into smaller groups where people can decide better among some critical issues within a organization which eventually can lead to the correct decision. A good example of groupthink in the movie is when juror 8 decides to cast his votes as not guilty while the other eleven members thought the accuser was guilty. In this case we see that groupthink being evolve as one of the jurors exclaims as to why he would decide that the kid was innocent and he insisted that juror 8 had ignore all the evidence. Juror 8 said, â€Å" I am not saying he didn’t do it, but there is a possibility that he didn’t, I have a reasonable doubt† (Rose, R. 1957). Juror 8 decisions to go against the other jurors vote is thought by him to be right while the other eleven jurors knew their decision was the right one. He thought that the decision for all eleven members to cast their vote as guilty was wrong and he wanted an explanation as to why they thought the kid was guilty. The movie demonstrated the topic being use incorrectly because the group did not wanted to agree with the other juror that thought the group decision was wrong. The leader being juror 1 didn’t sit impartial to the decision while he let some others like juror 2 and 10 control the decisions of the whole group of jurors. Also the other jury members did not evaluated their decision to cast their vote as guilty to either supported or refuted it they just kind of went what the leaders were voting. The topic would had been shown more effectively in the movie if the group of jurors had divided in to two groups and both evaluated different sides of evidence and then presented each other and make a vote from there. Rather I was open where a few that stood strong in their decisions where fallow by those who didn’t. Also another big issue is that there was no diversity among the groups it was an all white jury with no women or anything that was different. Maybe if the director would have added a women or a person of color into the group to have another point of view from a different background the decision might have been better received at first. Conclusion In the world that we live today there are many jobs and different principles of I/O psychology that can be apply to a specific job. It is not easy dealing with the demanding qualifications some jobs require and with the certain things an employee needs to put up with. As depicted in the film 12 Angry Men, being a juror in a specific trial can take a toll on the jurors, but in this film we saw that the jury had a clear and identifiable goal that was to reach a verdict concerning the life of 18-year-old kid. The juror satisfaction of this state appointed job might not always be the best at the beginning because of their different attitudes, but I can be very rewarding to save a persons life in the end. Emotions are a key thing jurors face when facing a hard decisions but always being positive and staying clear of the objective can help with the decision. But at the same time with emotions can bring a lot of stress for this occupation a juror must be able to face it and control and look into the bigger perspective. In the end we use groupthink to make decision being diverse will help an reach decisions rather quickly but sometimes it will not work out that way for those power hungry individuals. There will be no more rewarding job then going home knowing that you did the right thing and helped society. References Rose, R. (writer), Lumet, S. (director), Fonda, H. (writer). (1957). 12 Angry men. [Motion Picture]. United States: Orion-Nova Productions Spector, P. E. (2008). Industrial and Organizational Behavior, 5th Edition. New York: John Wiley and Sons, Inc.