Growth of Venture Capital in India

Growth of Venture Capital in India VENTURE CAPITAL:- Venture capital (also known as VC or Venture) is a type of private equity capital typically provided for early-stage, high-potential, growth companies in the interest of generating a return through an eventual realization event such as an IPO or trade sale of the company. Venture capital investments are generally made as cash in exchange for shares in the invested company. It is typical for venture capital investors to identify and back companies in high technology industries such as biotechnology and ICT (information and communication technology). Venture capital firms typically comprise small teams with technology backgrounds scientists, researchers or those with business training or deep industry experience. VCs also take a role in managing entrepreneurial companies at an early stage, thus adding skills as well as capital . Inherent in realizing abnormally high rates of returns is the risk of losing all of ones investment in a given startup company. As a consequence, most venture capital investments are done in a pool format where several investors combine their investments into one large fund that invests in many different startup companies. By investing in the pool format the investors are spreading out their risk to many different investments versus taking the chance of putting all of their monies in one start up firm. A venture capitalist (also known as a VC) is a person or investment firm that makes venture investments, and these venture capitalists are expected to bring managerial and technical expertise as well as capital to their investments. A venture capital fund refers to a pooled investment vehicle (often an LP or LLC) that primarily invests the financial capital of third-party investors in enterprises that are too risky for the standard capital markets or bank loans. Venture capital is also associated with job creation, the knowledge economy and used as a proxy measure of innovation within an economic sector or geography. Venture capital is most attractive for new companies with limited operating history that are too small to raise capital in the public markets and have not reached the point where they are able to secure a bank loan or complete a debt offering. In exchange for the high risk that venture capitalists assume by investing in smaller and less mature companies, venture capitalists usually get significant control over company decisions, in addition to a significant portion of the companys ownership (and consequently value). STRUCTURE OF VENTURE CAPITAL FIRMS:- Venture capital firms are typically structured as partnerships, the general partners of which serve as the managers of the firm and will serve as investment advisors to the venture capital funds raised. This constituency comprises both high net worth individuals and institutions with large amounts of available capital, such as state and private pension funds, university financial endowments, foundations, insurance companies, and pooled investment vehicles, called fund of funds or mutual funds. TYPES OF VENTURE CAPITAL FIRMS:- Depending on business type, the venture capital firm approach differ. When approaching a VC firm, consider their portfolio: Business Cycle: Do they invest in budding or established businesses? Industry: What is their industry focus? Investment: Is their typical investment sufficient for your needs? Location: Are they regional, national or international? Return: What is their expected return on investment? Involvement: What is their involvement level? Targeting specific types of firms will yield the best results when seeking VC financing. The National Venture Capital Association segments dozens of VC firms into ways that might assist you in your search. Many VC firms have diverse portfolios with a range of clients. If this is the case, finding gaps in their portfolio is one strategy that might succeed. ROLES WITHIN VENTURE CAPITAL FIRMS:- Although the titles are not entirely uniform from firm to firm, other positions at venture capital firms include: Venture partners Venture partners are expected to source potential investment opportunities and typically are compensated only for those deals with which they are involved. Entrepreneur-in-residence (EIR) EIRs are experts in a particular domain and perform due diligence on potential deals. EIRs are engaged by venture capital firms temporarily (six to 18 months) and are expected to develop and pitch startup ideas to their host firm. Principal This is a mid-level investment professional position, and often considered a partner-track position. Principals will have been promoted from a senior associate position or who have commensurate experience in another field such as investment banking or management consulting. Associate This is typically the most junior apprentice position within a venture capital firm. After a few successful years, an associate may move up to the senior associate position and potentially principal and beyond. Associates will often have worked for 1-2 years in another field such as investment banking or management consulting. ORIGINS OF MODERN PRIVATE EQUITY:- Before World War II, venture capital investments (originally known as development capital) were primarily the domain of wealthy individuals and families. Today true private equity investments began to emerge marked by the founding of the first two venture capital firms in 1946: American Research and Development Corporation. (ARDC) and J.H. Whitney Company. ARDC was founded by Georges Doriot, the father of venture capitalism to encourage private sector investments in businesses run by soldiers who were returning from World War II. ARDCs significance was primarily that it was the first institutional private equity investment firm that raised capital from sources other than wealthy families although it had several notable investment successes as well. ARDC is credited with the first major venture capital success story when its 1957 investment of $70,000 in Digital Equipment Corporation (DEC) would be valued at over $355 million after the companys initial public offering in 1968. Venture capital firms suffered a temporary downturn in 1974, when the stock market crashed and investors were naturally wary of this new kind of investment fund. THE VENTURE CAPITAL FUNDS IN INDIA:- The concept and origin of Venture Capital, trace its growth, and highlight the venture capital regulations. It has briefly explained about the Chandra Sekhar Committee recommendations, various types of Venture Capital Funds and the venture capital process in India. A simple case on first Venture Capital Fund in India, Technology Development Information Company Of India Ltd., has also developed with concluding remarks. Introduction:- The venture capital investment helps for the growth of innovative entrepreneurships in India. Venture capital has developed as a result of the need to provide non-conventional, risky finance to new ventures based on innovative entrepreneurship. Venture capital is an investment in the form of equity, quasi-equity and sometimes debt straight or conditional, made in new or untried concepts, promoted by a technically or professionally qualified entrepreneur. Venture capital means risk capital. It refers to capital investment, both equity and debt, which carries substantial risk and uncertainties. The risk envisaged may be very high may be so high as to result in total loss or very less so as to result in high gains. THE CONCEPT OF VENTURE CAPITAL :- Venture capital means many things to many people. It is in fact nearly impossible to come across one single definition of the concept. Venture capital is defined as providing seed, start-up and first stage financing and also funding the expansion of companies that have already demonstrated their business potential but do not yet have access to the public securities market or to credit oriented institutional funding sources. The European Venture Capital Association describes it as risk finance for entrepreneurial growth oriented companies. It is investment for the medium or long term return seeking to maximize medium or long term for both parties. It is a partnership with the entrepreneur in which the investor can add value to the company because of his knowledge, experience and contact base. THE ORIGIN OF VENTURE CAPITAL :- In the 1920s 1930s, the wealthy families of and individuals investors provided the start up money for companies that would later become famous. Eastern Airlines and Xerox are the more famous ventures financed. Among the early VC funds set up, was the one by the Rockfeller Family, which started a special fund called VENROCK in 1950, to finance new technology companies. General Doriot, a professor at Harvard Business School, in 1946 set up the American Research and Development Corporation (ARD), the first firm, as opposed to a private individuals, at MIT to finance the commercial promotion of advanced technology, developed in the US Universities. ARDs approach was a classic VC in the sense that it used only equity, invested for long term, and was prepared to live with losers. ARDs investment in Digital Equipment Corporation , 1957 was a watershed in the history of VC financing. While in its early years venture capital may have been associated with high technology, over the years the concept has undergone a change and it implies pooled investment in unlisted companies. MAIN ALTERNATIVES TO VENTURE CAPITAL:- Because of the strict requirements venture capitalists have for potential investments, many entrepreneurs seek initial funding from angel investors, who may be more willing to invest in highly speculative opportunities, or may have a prior relationship with the entrepreneur. Furthermore, many venture capital firms will only seriously evaluate an investment in a start-up otherwise unknown to them if the company can prove at least some of its claims about the technology and/or market potential for its product or services. To achieve this, or even just to avoid the dilutive effects of receiving funding before such claims are proven, many start-ups seek to self-finance until they reach a point where they can credibly approach outside capital providers such as venture capitalists or angel investors. This practice is called bootstrapping. In industries where assets can be securitized effectively because they reliably generate future revenue streams or have a good potential for resale in case of foreclosure, businesses may more cheaply be able to raise debt to finance their growth. Good examples would include asset-intensive extractive industries such as mining, or manufacturing industries. Offshore funding is provided via specialist venture capital trusts which seek to utilise securitization in structuring hybrid multi market transactions via an SPV (special purpose vehicle): a corporate entity that is designed solely for the purpose of the financing. In addition to traditional venture capital and angel networks, groups have emerged which allow groups of small investors or entrepreneurs themselves to compete in a privatized business plan competition where the group itself serves as the investor through a democratic process. Venture capital (VC) arms of companies such as Intel, Cisco, Reliance ADAG, Google and Yahoo are increasing their investments in early stage technology and consumer service start-ups in India. Early Days In the absence of an organised Venture Capital industry until almost 1995, individual investors and development financial institutions played the role of venture capitalists in India. Entrepreneurs have largely depended upon private placements, public offerings and lending by the financial institutions. In 1973, a committee on Development of Small and Medium Enterprises highlighted the need to foster venture capital as a source of funding new entrepreneurs and technology. Thereafter some public sector funds were set up but the activity of venture capital did not gather momentum as the thrust was on high-technology projects funded on a purely financial rather than a holistic basis. REGULATORY GUIDELINES FRAMEWORK:- Later, a study was undertaken by the World Bank, to examine the possibility of developing Venture Capital in the private sector, based on which the Government of India took a policy initiative and announced guidelines for Venture Capital Funds (VCFs) in India in 1988. However, these guidelines restricted setting up of VCFs by the banks or the financial institutions only. Thereafter, the Government of India issued guidelines in September 1995, for overseas investment in Venture Capital in India. For tax-exemption purposes, guidelines were also issued by the Central Board of Direct Taxes (CBDT) and the investments and flow of foreign currency into and out of India have been governed by the Reserve Bank of Indias (RBI) requirements. Further, as a part of its mandate to regulate and to develop the Indian capital markets, the Securities and Exchange Board of India (SEBI) framed the SEBI (Venture Capital Funds) Regulations, 1996. These guidelines were further amended in April 2000 with the objective of fuelling the growth of Venture Capital activities in India. OBJECTIVES AND VISION FOR VENTURE CAPITAL IN INDIA:- Venture capitalists finance innovation and ideas which have potential for high growth but with inherent uncertainties. This makes it a high-risk, high return investment. Apart from finance, venture capitalists provide networking, management and marketing support as well. In the broadest sense, therefore, venture capital connotes financial as well as human capital. In the global venture capital industry, investors and investee firms work together closely in an enabling environment that allows entrepreneurs to focus on value creating ideas and allows venture capitalists to drive the industry through ownership of the levers of control, in return for the provision of capital, skills, information and complementary resources. This very blend of risk financing and hand holding of entrepreneurs by venture capitalists creates an environment particularly suitable for knowledge and technology based enterprises. Scientific, technology and knowledge based ideas properly supported by venture capital can be propelled into a powerful engine of economic growth and wealth creation in a sustainable manner. In various developed and developing economies venture capital has played a significant developmental role. India has the second largest English speaking scientific and technical manpower in the world. The Indian software sector crossed the Rs 100 billion mark turnover during 1998. The sector grew 58% on a year to year basis and exports accounted for Rs 65.3 billion while the domestic market accounted for Rs 35.1 billion. Exports grew by 67% in rupee terms and 55% in US dollar terms. The strength of software professionals grew by 14% in 1997 and has crossed 1,60,000. The global software sector is expected to grow at 12% to 15% per annum for the next 5 to 7 years. Recently, there has also been greater visibility of Indian companies in the US. Given such vast potential not only in IT and software but also in the field of service industries, biotechnology, telecommunications, media and entertainment, medical and health services and other technology based manufacturing and product development, venture capital industry can play a catalytic role to put India on the world map as a success story. WHERE ARE VCS INVESTING IN INDIA? IT and IT-enabled services Software Products (Mainly Enterprise-focused) Wireless/Telecom/Semiconductor Banking PSU Disinvestments Media/Entertainment Bio Technology/Bio Informatics Pharmaceuticals Electronic Manufacturing Retail ISSUES AND CHALLENGES:- Indian Venture Capital yet to be established as a sustainable asset class among institutional investors. Moreover a limited amount of true risk-capital impacts entrepreneurial activity. Exit challenges exist mainly due to shallow capital markets and dull MA environment for small companies. Most importantly, India is yet to create a brand-name for IP-led companies, like Israel has successfully done. THE GROWTH OF VENTURE CAPITAL: A CROSS-CULTURAL COMPARISON The venture capital (VC) industry plays an important role in nurturing entrepreneurship and innovation, and its role varies from country to country. The six countries whose VC industries are analyzed here are the United States and Canada, whose VC industries are mature; Sweden and Denmark, which have established small but successful VC industries; and Israel and Turkey, whose experiences demonstrate the state of the young VC industry in transition economies. The analysis is based on the four main determinants of the VC industry: sources of financing, institutional infrastructure, exit mechanisms, and entrepreneurship and innovation generators. In addition, the special role of VC financing in the biomaterials industry is explained. Understanding the factors that contribute to the emergence of a successful venture capital industry is important for academics, VC associations, policy-making institutions, government agencies, and investors themselves. VENTURE CAPITAL IN INDIA:- In India, the Venture Capital plays a vital role in the development and growth of innovative entrepreneurships. Venture Capital activity in the past was possibly done by the developmental financial institutions like IDBI, ICICI and State Financial Corporations. These institutions promoted entities in the private sector with debt as an instrument of funding. For a long time, funds raised from public were used as a source of Venture Capital. This source however depended a lot on the market vagaries. And with the minimum paid up capital requirements being raised for listing at the stock exchanges, it became difficult for smaller firms with viable projects to raise funds from public. In India, the need for Venture Capital was recognised in the 7th five year plan and long term fiscal policy of GOI. In 1973 a committee on Development of small and medium enterprises highlighted the need to faster VC as a source of funding new entrepreneurs and technology. VC financing really started in India in 1988 with the formation of Technology Development and Information Company of India Ltd. (TDICI) promoted by ICICI and UTI. The first private VC fund was sponsored by Credit Capital Finance Corporation (CFC) and promoted by Bank of India, Asian Development Bank and the Commonwealth Development Corporation viz. Credit Capital Venture Fund. At the same time Gujarat Venture Finance Ltd. and APIDC Venture Capital Ltd. were started by state level financial institutions. VENTURE CAPITAL INVESTMENTS IN INDIA:- The venture capital investment in India till the year 2001 was continuously increased and thereby drastically reduced. It is estimated that there was a tremendous growth by almost 327 percent in 1998-99, 132 percent in 1999-00, and 40 percent in 2000-01 thereafter venture capital investors slow down their investment. Surprisingly, there was a negative growth of 4 percent in 2001-02 it was continued and a 54 percent drastic reduction was recorded in the year 2002-2003. TYPES OF VENTURE CAPITAL FUNDS:- Generally, there are three types of organised or institutional venture capital funds: venture capital funds set up by angel investors, that is, high net worth individual investors; venture capital subsidiaries of corporations and private venture capital firms/ funds. Venture capital subsidiaries are established by major corporations, commercial bank holding companies and other financial institutions. Venture funds in India can be classified on the basis of the type of promoters. VCFs promoted by the Central govt. controlled development financial institutions such as TDICI, by ICICI, Risk capital and Technology Finance Corporation Limited (RCTFC) by the Industrial Finance Corporation of India (IFCI) and Risk Capital Fund by IDBI. VCFs promoted by the state government-controlled development finance institutions such as Andhra Pradesh Venture Capital Limited (APVCL) by Andhra Pradesh State Finance Corporation (APSFC) and Gujarat Venture Finance Company Limited (GVCFL) by Gujarat Industrial Investment Corporation (GIIC). VCFs promoted by Public Sector banks such as Canfina by Canara Bank and SBI-Cap by State Bank of India. VCFs promoted by the foreign banks or private sector companies and financial institutions such as Indus Venture Fund, Credit Capital Venture Fund and Grindlays India Development Fund. VENTURE CAPITAL FUNDING:- Venture capitalists are typically very selective in deciding what to invest in; as a rule of thumb, a fund may invest in one in four hundred opportunities presented to it. Funds are most interested in ventures with exceptionally high growth potential, as only such opportunities are likely capable of providing the financial returns and successful exit event within the required timeframe (typically 3-7 years) that venture capitalists expect. Venture capitalists also are expected to nurture the companies in which they invest, in order to increase the likelihood of reaching an IPO stage when valuations are favorable. Venture capitalists typically assist at four stages in the companys development: Idea generation; Start-up; Ramp up; and Exit There are typically six stages of financing offered in Venture Capital, that correspond to these stages of a companys development. Seed Money: Low level financing needed to prove a new idea (Often provided by angel investors) Start-up: Early stage firms that need funding for expenses associated with marketing and product development First-Round: Early sales and manufacturing funds Second-Round: Working capital for early stage companies that are selling product, but not yet turning a profit Third-Round: Also called Mezzanine financing, this is expansion money for a newly profitable company Fourth-Round: Also called bridge financing, 4th round is intended to finance the going public process WHAT DO VCS LOOK FOR? Venture capitalists are higher risk investors and, in accepting these risks, they desire a higher return on their investment. The venture capitalist manages the risk/reward ratio by only investing in businesses which fit their investment criteria and after having completed extensive due diligence. Venture capitalists have differing operating approaches. These differences may relate to location of the business, the size of the investment, the stage of the company, industry specialization, structure of the investment and involvement of the venture capitalists in the companies activities. The entrepreneur should not be discouraged if one venture capitalist does not wish to proceed with an investment in the company. The rejection may not be a reflection of the quality of the business, but rather a matter of the business not fitting with the venture capitalists particular investment criteria. Often entrepreneurs may want to ask the venture capitalist for other firms that might be interested in the investment opportunity. VENTURE CAPITAL IS NOT SUITABLE FOR ALL BUSINESSES, AS A VENTURE CAPITALIST TYPICALLY SEEKS : Superior Businesses:- Venture capitalists look for companies with superior products or services targeted at large, fast growing or untapped markets with a defensible strategic position such as intellectual property or patents. Quality and Depth of Management:- Venture capitalists must be confident that the firm has the quality and depth in the management team to achieve its aspirations. Venture capitalists seldom seek managerial control, rather they want to add value to the investment where they have particular skills including fund raising, mergers and acquisitions, international marketing, product development, and networks. Appropriate Investment Structure:- As well as the requirement of being an attractive business opportunity, the venture capitalist will also seek to structure a deal to produce the anticipated financial returns to investors. This includes making an investment at a reasonable price per share (valuation). Exit Opportunity:- Lastly, venture capitalists look for the clear exit opportunity for their investment such as public listing or a third party acquisition of the investee company. Once a short list of appropriate venture capitalists has been selected, the entrepreneur can proceed to identify which investors match their funding requirements. At this point, the entrepreneur should contact the venture capital firm and identify an investment manager as an initial contact point. The venture capital firm will ask prospective investee companies for information concerning the product or service, the market analysis, how the company operates, the investment required and how it is to be used, financial projections, and importantly questions about the management team. In reality, all of the above questions should be answered in the Business Plan. Assuming the venture capitalist expresses interest in the investment opportunity, a good business plan is a pre-requisite. METHODS OF VENTURE FINANCING:- Venture capital is typically available in three forms in India, they are: Equity : All VCFs in India provide equity but generally their contribution does not exceed 49 percent of the total equity capital. Thus, the effective control and majority ownership of the firm remains with the entrepreneur. They buy shares of an enterprise with an intention to ultimately sell them off to make capital gains. Conditional Loan: It is repayable in the form of a royalty after the venture is able to generate sales. No interest is paid on such loans. In India, VCFs charge royalty ranging between 2 to 15 percent; actual rate depends on other factors of the venture such as gestation period, cost-flow patterns, riskiness and other factors of the enterprise. Income Note : It is a hybrid security which combines the features of both conventional loan and conditional loan. The entrepreneur has to pay both interest and royalty on sales, but at substantially low rates. Other Financing Methods: A few venture capitalists, particularly in the private sector, have started introducing innovative financial securities like participating debentures, introduced by TCFC is an example. VENTURE CAPITALISTS INVESTING IN INDIA:- For a very long time, Silicon Valley venture capitalists only invested locally. However, throughout the years, they expanded their investments worldwide. Most recently, Matrix Partners, a leading American venture capitalist firm, had announced a $150 million India fund, where they will provide internet, mobile, media, entertainment, leisure, and travel services to customers in Mumbai. Sequoia Capital, a Silicon Valley-based VC firm, wanted to take advantage of investing in start-up companies and had acquired West bridge Capital, an Indian firm, for $350 million. It is no wonder that venture capitalist investments in India have risen dramatically within the past few years. From 2005 to 2007, VC investments in India grew from $320 million to about $777 million, respectively. Some important Venture Capital Funds in India:- APIDC Venture Capital Limited , 1102, Babukhan Estate, Hyderabad 500 001 Canbank Venture Capital Fund Limited, IInd Floor, Kareem Towers, Bangalore Gujarat Venture Capital Fund 1997, Ashram Road, Ahmedabad 380 009 Industrial Venture Capital Limited, Thyagaraya Road, Chennai 600 017 Auto Ancillary Fund Opp. Signals Enclave, New Delhi 110 010 Gujarat Venture Capital Fund 1995 Ashram Road Ahmedabad 380 009 Karnataka Information Technology Venture Capital Fund Cunningham Rd Bangalore India Auto Ancillary Fund Nariman Point, Mumbai 400 021 Information Technology Fund, Nariman Point, Mumbai 400 021 Tamilnadu Infotech Fund Nariman Point, Mumbai 400 021 Orissa Venture Capital Fund Nariman Point Mumbai 400 021 Uttar Pradesh Venture Capital Fund Nariman Point, Mumbai 400 021 SICOM Venture Capital Fund Nariman Point Mumbai 400 021 Punjab Infotech Venture Fund 18 Himalaya Marg, Chandigarh 160 017 National venture fund for software and information technology industry Nariman. DHFL VENTURE CAPITAL INDIA PVT LTD:- DHFL Venture Capital India Pvt. Ltd. (DVCI) provides advisory, managerial and consultancy services to Venture Capital Funds, Venture Capital Managements and Venture Capital Undertakings, related to Indian Real Estate. DVCI is promoted by Dewan Housing Finance Corporation Limited (DHFL), Indias premier second largest housing finance company in the private sector. The Company is presently providing investment management services to DHFL Venture Capital Fund. DHFL Venture Capital Fund was launched in Feb 2006, one of the first private equity Real estate funds in India. The fund is registered with Securities and Exchange Board of India. CANBANK:- Canaan Partners (Canaan) is a global venture capital firm focusing on investments in early stage companies in the technology and healthcare sectors. The firms technology group focuses on digital media, communications, enterprise software, semiconductors, and cleantech. The healthcare group focuses on biopharmaceuticals, devices, and diagnostics. Founded in 1987, the firm has offices in Menlo Park, California; Westport, Connecticut; Gurgaon, India; and Herzliya, Israel. Since inception, Canaan has raised eight funds to date and as of 2009 manages $3 billion in capital. Canbank Venture Capital Fund Ltd (CVCFL) is a wholly owned Subsidiary of Canara Bank. Canbank Venture Capital Fund is Indias First and Only Public Sector Bank sponsored Venture Capital Fund, set up in 1989. The Fund is registered with SEBI. Four Venture Capital Funds with an aggregate corpus of around INR 1200 Million launched till date. The portfolio investments are spread across diverse industrial segments. A Case on Technology Development Information Company Of India Ltd. TDICI was incorporated in January 1988 with the support of the ICICI and the UTI. The countrys first venture fund managed by the TDICI called VECAUS ( Venture Capital Units Scheme) was started with an initial corpus of Rs.20 crore and was completely committed to 37 small and medium enterprises. The first project of the TDICI was loan and equity to a computer software company called Kale Consultants. Present Status: At present the TDICI is administering two UTI -mobilised funds under VECAUS-I and II, totaling Rs.120 crore. the Rs.20 crore invested under the first fund, VECAUS-I, has already yielded returns totaling Rs. 16 crore to its investors. Some of the projects financed by the TDICI are discussed below. MASTEK , a Mumbai based software firm, in which the TDICI invested Rs.42 lakh in equity in 1989, went public just three ye

Alaska Airlines Flight Human Factors

Alaska Airlines Flight Human Factors The term human factors can be defined as anything to do with humans. In aviation maintenance human conditions like stress, illness, complacency are important because if these factors are not taken care of can lead to fatal accidents. Human factors in aviation industry have become more significant as over the time it has been realized that in most airborne accidents, human error is the main reason rather than mechanical failure. Human Factors are too broad a definition for our understanding of its application in aircraft maintenance. It focuses on a wide range of challenges faced by any human in his/her day to day personal or professional life and when combined how they can lead to human errors and ultimately to a fatal accident. This report is the case study of one such incident, Alaska Airlines Flight 261, a McDonnell Douglas MD 83, which crashed into Pacific Ocean near Anacapa Island, California killing all 88 people on board. The National Transportation Safety Board (NTSB) determines that the probable cause of this accident was a loss of airplane pitch control resulting from the in-flight failure of the horizontal stabilizer trim system jackscrew assemblys acme nut threads. The thread failure was caused by excessive wear resulting from Alaska Airlines insufficient lubrication of the jackscrew assembly (NTSB (2003). Loss of Control and Impact with Pacific Ocean Alaska Airlines Flight 261. WASHINDTON, DC: NTSB. 180.) After going through the accident and studying all the possible causes of this fatal accident it has been observed that it was the chain of events that led to one error after the other. The Cheese Error Model is used for analysis to explain the causes. C:UsersYashikaDesktopswisscheese2.gif Fig 1 (http://www.aviation.unsw.edu.au/about/articles/swisscheese.html) SYNOPSIS According to NTSB report 2003, on January 31, 2000, about 1621 Pacific standard time, Alaska Airlines flight 261, a McDonnell Douglas MD-83, N963AS, crashed into the Pacific Ocean about 2.7 miles north of Anacapa Island, California. The 2 pilots, 3 cabin crewmembers, and 83 passengers on board were killed, and the airplane was destroyed by impact forces. Flight 261 was operating as a scheduled international passenger flight under the provisions of 14 Code of Federal Regulations Part 121 from Lic Gustavo Diaz Ordaz International Airport, Puerto Vallarta, Mexico, to Seattle-Tacoma International Airport, Seattle, Washington, with an intermediate stop planned at San Francisco International Airport, San Francisco, California. Visual meteorological conditions prevailed for the flight, which operated on an instrument flight rules flight plan. (NTSB. (2003). HISTORY OF FLIGHT. In: NTSB Loss of Control and Impact with Pacific Ocean, Alaska Airlines Flight 261. WASHINDTON, DC: NTSB. 1.) PROBABLE CAUSE The National Transportation Safety Board carried out an intense investigation to find out what brought the flight 261 down and founded many reasons responsible for this accident. The NTSB report considered the main reason as the loss of airplane pitch control due to the in-flight failure of the horizontal stabilizer trim system jackscrew assemblys acme nut threads. The thread failed because of excessive wear resulting from Alaska Airlines insufficient lubrication of the jackscrew assembly. NTSB reports also mentions about the design flaw of McDonnell Douglas MD-80 as it didnt have fail safe mechanism to prevent the disastrous effects of failure of acme nut threads. AEROPLANE INFORMATION The McDonnell Douglas MD-83 is low wing, twin engine commercial aircraft. The horizontal stabilizer is mounted on top of the 18-foot-high vertical stabilizer in a T-tail configuration and controls the pitch movement of an aircraft. The horizontal stabilizer is about 40 feet long and its movement is provided by the jackscrew assembly, which consists of an acme screw and nut, a torque tube inside the acme screw, two gearboxes, motors an alternate and a primary trim motor, and associated components. C:UsersYashikaDesktopAlaska 261 1.gif Fig 2 http://www.tailstrike.com/310100.htm The movement of horizontal stabilizer is controlled either by autopilot automatically when engaged or manually by the pilots by de-pressing either set of dual trim switches (located on each control wheel), moving the dual longitudinal trim handles on the center control pedestal, or moving the dual alternate trim control switches on the center pedestal. Through these controls one of the two electric motors that rotate the acme screw by applying torque to the titanium torque tube that is held fixed inside the acme screw gets activated. When autopilot senses that the horizontal stabilizer has reached the desired pitch trim condition or when pilot commands are terminated, or when the horizontal stabilizer reaches its maximum travel limits the motor is de-energized. The MD-80 horizontal stabilizers design limits are 12.2 ° leading edge down, which results in airplane-nose-up trim, and 2.1 ° leading edge up, which results in airplane-nose-down trim. In Alaska flight 261, horizontal sta bilizers went beyond its design limit plunging the aircraft nose and rolling the plane to 360 °. ANALYSIS AND EVALUATION The captain and first officer of Alaska Flight 261 were highly qualified and experienced pilots of Alaska Airlines. There were no medical problems or any other drug abuse that could have affected the performance of either pilot. The Alaska Airlines Flight 261 was dispatched in accordance with Federal Aviation Administration (FAA) regulations and approved procedures by Alaska Airlines. Prior to take off and during the initial phase of the flight, the longitudinal trim control system was functioning normally and did not record any problems but as they reached 23,400 feet pilots realized the horizontal stabilizer on tail plane was not moving and they immediately carried out a standard checklist to try and free the stabilizer. They tried to troubleshoot the problem by repeatedly trying the two switches that operate the stabilizer. The primary motor is activated by both the switch on the control stick known as pickle switch and a longitudinal sliding handle on the pedestal but both the sy stems were inoperative so they decided to disengage the autopilot and fly the plane themselves. The jammed stabilizer was pushing the nose of aircraft towards the ground therefore it was taking lot of physical strength for the pilots to keep the plane at level altitude. Meanwhile they contacted ground maintenance to seek advice or if there is any hidden switch or system they are not aware of but dint get any considerable help. As they were approaching to the destination the problems got worst. For one more time pilots tried to free the jammed stabilizer by turning on both alternate and primary motors at same time. The plane plunged downwards for over a minute. Pilots tried to level the plane and they did with lot of efforts. They slowed the plane and informed Air Traffic Controller at Los Angeles and made a decision for emergency landing at Los Angeles. They tried to contact the ground maintenance again but they did not appreciate the significance of the situation and pilots had no appreciable advice from them. They slowed down the plane and headed towards Los Angeles when suddenly the jackscrew holding the horizontal stabilizer broke moving the stabilizer way beyond its aerodynamic limits. The aircraft plunged rapid losing altitude. It rolled 360 degrees and ultimately crashed into Pacific Ocean killing 5 crew members and 83 passengers onboard. After going through all the incident and report of NTSB, it is clear that it was not just the mechanical failure of jackscrew assembly but it was a sequence of events that ultimately led to failure of acme nut threads which was paid off by the lives of 88 innocent people on board. Number of factors contributed to the crash of flight 261. The summative economical and organizational pressure led Alaska Airlines to increase the lubrication interval of jackscrew assembly and FAA oversight to those extensions and use of unapproved tools and measures. Along with these the maintenance staff falsified the records of work done when actually the work wasnt done. This evaluation involves the use of Swiss Cheese Model to explain the chain of events like design flaw, inadequate maintenance, extended lubrication and end play check intervals and deficient maintenance procedures of Alaska Airlines that led the tragic end of Alaska airlines flight 261. The design of McDonnell Douglas MD-80 had major design flaw to it. The horizontal stabilizer jackscrew assembly did not have the fail safe mechanism to prevent the disastrous effects of failure of acme nut thread. The Federal Aviation Administration (FAA) certification procedures for DC-9 did not sufficiently considered the consequences of excessive wear in context to horizontal stabilizer jackscrew assembly. Designers of the system presumed that at least one set of the jackscrew assemblys acme screw and nut threads would always be sound and engaged to act as a load path. Therefore, the consequences of stripped acme nut threads and the corresponding effect on the airplane (including the possibility of the acme screw disengaging from the acme nut) were not considered in the design of the horizontal stabilizer trim system. After the accident the investigators recovered the wreckage from 700 feet underneath the sea. The horizontal stabilizer jackscrew assembly were found intact and attached to the horizontal stabilizers front spar. The acme screw was found cracked but attached to the support assembly. Metallic filaments were found wrapped around the central part of the acme screw. Fig 3 http://www.aero-news.net/index.cfm?do=main.textpostid=a406ede6-772f-4c84-a95f-410a0744a8ca The probable cause of this was the inadequate maintenance procedures of Alaska Airlines. In aviation industry there is enormous pressure to maintain, rectify and deliver the plane on scheduled time to prevent the delay in departure of flight. The economic turn down in early 1990s had hit the company badly and they started to fly their fleets more intensively thereby sharply increasing the planes average daily use and thus altering the maintenance intervals. The initial C-check interval of Alaska Airline was 2,500 flight hours. The recommended C-check interval according to MRB (Maintenance Review Board) report was either 3,500 flight hours or 15 months, whichever came first. In 1988, Alaska airlines extended its C-check intervals to every 13 months (which was about 3,200 flight hours, based on the average airplane utilization rate at Alaska Airlines at the time). In 1996, again the C-check interval was extended to 15 months (which was about 4,775 flight hours, based on the average air plane utilization rate at Alaska Airlines at the time). The task of lubrication of jackscrew assembly was to be accomplished in every B-check intervals which was increased to 500 hours in 1987 from 350 hours in 1985. However in 1988, Alaska Airlines removed B-checks and the entire tasks of B checks were conjoint with A-checks and C-checks. Lubrication of jackscrew assembly was due at every eighth A-check or every 12,000 hours of flight but in July 1966 the task of jackscrew assembly lubrication was removed from A-check and was placed on a time-controlled task card with time interval of 8 months. At that time there was no accompanying flight-hour limit and thus based on airplane utilization rates at that time, 8 months was about 2,550 flight hours. Also the investigators found widespread deficiencies within the Alaska Airlines maintenance procedures. Two years before, during the crashed airliners last overhaul one of the lead mechanic at airlines Oakland maintenance facility had ordered the jackscrew for this particular aircraft. He then went off shift and his recommendation was over ruled by the next shift personnel and the plane was put back to service. It would be 2 years for the next due overhaul but the time ran out and flight 261 faced the fatal consequences. Fig 3 http://www.ntsb.gov/doclib/reports/2002/AAR0201.pdf Along with extended intervals Alaska Airlines changed the lubrication grease from Mobilgrease 28 to Aeroshell 33 even after McDonnell Douglas didnt approve it completely. Alaska Airlines notified FAA about this change but FAA dint reply to this change until the flight 261 accident after which it disapproved the use of grease Aeroshell 33. Not only this, the maintenance personnel at Alaska Airlines were not trained properly for the lubrication task. It was evident when in interview with the mechanic responsible to carry out the lubrication task stated that the lubrication task took about 1 hour, whilst Boeing documents and testimony said that, when properly done, the task should take more than 4 person hours. INCOMPLETE: small access panel (include in design flaw), important senior managers positions vacant for 2 years, missing records. à ¢Ã¢â€š ¬Ã‚ ¦..Page no 171 of NTSB report. FAA oversight CONCLUSION Following can be concluded from the above analysis: The flight crew on Alaska flight 261 was fully qualified and had received sufficient training as per the federal regulations. Both the pilots did not have any preexisting medical conditions that could jeopardize with flights safety. The flight 261 was dispatched in accordance with the FAAs regulations and Alaska airlines procedures. The weight and balance of the plane was within the limit. Weather was not the factor for the accident and there was no evidence of fire or bird impact or any other foreign object damage. Both the engines were functioning normal during the flight. Air traffic control personnel was properly certified and qualified for the respective jobs. The horizontal stabilizer was functioning normally during the initial phase of flight but jammed at 23,400 feet. Neither the pilots nor the ground maintenance staff could understand the reason for this jam. The worn threads inside the horizontal stabilizer acme nut were incrementally sheared off by the acme screw and were completely sheared off during the accident flight. As the airplane passed through 23,400 feet, the acme screw and nut jammed, preventing further movement of the horizontal stabilizer until the initial dive. As there was no checklist present to land as soon as possible and the circumstances confronting the flight crew, their decision not to return to Lic Gustavo Diaz Ordaz International Airport, Puerto Vallarta, Mexico, immediately after recognizing the horizontal stabilizer trim system malfunction was understandable. The flight crews use of the autopilot while the horizontal stabilizer was jammed was not appropriate. The flight crews decision to divert the flight to Los Angeles International Airport, Los Angeles, California, rather than continue to San Francisco International Airport, San Francisco, California, as originally planned was apposite. Alaska Airlines dispatch personnel appear to have attempted to influence the flight crew to continue to San Francisco International Airport, San Francisco, California instead of diverting to Los Angeles International Airport, Los Angeles, California. There was no effective lubrication on the acme screw and nut interface at the time of the Alaska Airlines flight 261 accident.

Polygamy in Canada Should Not be Banned Essay -- International Law, re

Polygamy is an ongoing controversy both in Canada and around the world. Polygamy is referred to as a form of marriage or social practice in which a male individual has more than one spouse or wife (Campbell, 2005). The act of polygamy is illegal and against the law in many countries, though this marriage structure still rarely occurs in some societies or families. Worldwide, the cultures and societies that have accommodated the act of polygamy are well aware that emotional, societal, economic, and physical factors are inflicted upon the well-being of women along with their families. This act has been outlawed in Canada since 1892, and there are many debates in progress of determining whether or not Canada ought to legalize the practice of foreign polygamous marriages (Campbell, 2005). The ban on polygamy should be overturned in Canada, for the reason that different religious and cultural practices that involved polygamy do in fact exist within this diverse nation, as well, it is ben eficial to women and their children in terms of financial support and domestic assistance between the wives. However, this practice is contrary to the values and notions of equality between males and females in the Canadian and western society. Canada, as a multicultural nation, should legalize the act of polygamy as it is practiced within many religions and cultures that exist in the country. Canada is a diverse country and consists of various individuals who have different beliefs and values and carry out certain roles subsequent to their cultures and religions. Many religions, such as Islam, which is practised by many individuals in Canada today, allow the tradition of polygamy under certain circumstances. Individuals who pursue this religion and ... ...l and Social Implications for Women and Children.† Vancouver Sun. The Alberta Civil Liberties Research Centre, November 2005. Web. 21 March 2011. http://www.vancouversun.com/pdf/polygamy_021209.pdf Cohen, Marjorie. â€Å"Patriarcal Relations of Production in Nineteenth-century Ontario.† Family Patterns: Gender Relations. Toronto: Oxford University Press, 2009. Print. Coltrane, Scott. â€Å"Household Labour and the Routine Production of Gender.† Family Patterns: Gender Relations. Toronto: Oxford University Press, 2009. Print. Department of Justice. â€Å"Equality Rights.† Canadian Charter of Rights and Freedoms. 27 March 2011. Web. 28 March 2011. http://lois-laws.justice.gc.ca/eng/charter/page-1.html#anchorbo-ga:l_I-gb:s_1 Department of Justice. â€Å"Polygamy.† Criminal Code of Canada. 27 March 2011. Web. 28 March 2011. http://laws-lois.justice.gc.ca/eng/acts/C-46/page-202.html

The Future of Television and Technology :: Film Television Technology

With the development of digital technologies the future of television lies with Satellite or Cable Broadcasting. The era of Terrestrial Broadcasting is now over. In my life, I have only witnessed first hand, the effects of media and its development since about 1995, as this is the earliest I can remember. However, my huge interest in the subject has lead me to broaden my knowledge over the way media had developed in the 1980's and even earlier. I believe that what I have witnesses is in fact the most important time period in the media development timeline so far.

Brain Based Learner Centered Model Education Essay

Traditional direction focuses on rote memorisation and callback with a bringing system which is teacher-directed. Traditional appraisal has focussed on multiple-choice and true or false trials which are designed to mensurate whether the pupils can reply the information contained in the text edition or delivered by the instructor. This traditional theoretical account is being challenged for non maximising the larning possible for all pupils, particularly where higher degrees of thought accomplishments are involved, such as in trouble-shooting Brooks ( Brooks, 1993 ) . Many researches ( Brooks, 1993 ; Caine, 1997 ) have been conducted on maximising studentis acquisition from which new instructional systems design theoretical account have emerged. But no unequivocal replies have originated from them. As Warrington ( 2007 ) summarises, the traditional or ifactory modeli of preparation was developed as a consequence of the industrial revolution, stressing which addressed obeisance, methodicalness, regard for authorization and a standardised course of study. This paradigm of instructional design created a ione-size-fits-alli theoretical account of instruction. In the twenty-first Century, leaders and pedagogues likewise are naming for alterations to run into the demanding demands of a technologically changing, competitory, and more planetary society ( UNESCO, 2000 ) . One country receiving heightened attending is the research in brain-based acquisition and its application to curriculum design and development. The neuroscience, biological science, and pedagogic research are edifying us on how the encephalon plants, and its deduction for the schoolroom ( Abbott, 1997 ) . Research workers in brain-based acquisition ( Caine, Caine, McClintic, and Klimek ( 2005 ) , Erlauer ( 2003 ) , Jensen ( 2005 ) , Slavkin ( 2004 ) , Wagmeister and Shifrin ( 2000 ) , Wolfe ( 2001 ) ) believe that traditional direction may impede the encephalon from larning. In visible radiation of this new information, decision makers, course of study developers, instructors, and other practicians in instruction, have become interested in brain-based acquisition because their work requires an understanding on how the encephalon receives, procedures, and produces information ( Bucko, 1997 ) . It is believed that brain-based acquisition has already had a dramatic impact for the instruction and larning procedure ( Sylwester, 1994 ) . 2.2 How Brain-Based Learning Impacts Education. Specifically based on decisions from research in neuroscience, professors from major universities have incorporated this information into books about larning. In conformity with the suggestions of Marian Diamond, U. C. , Berkeley ; Howard Gardner, Harvard University ; Renate and Geoffrey Caine ; Thomas Armstrong ; Candace Pert, Eric Jensen, schoolroom patterns can be modified by using new theories of instruction and larning based on recent findings. Advocates of brain-based larning insist that there is a difference between â€Å" brain-compatible † instruction, and â€Å" brain-incompatible † patterns and methods which can really forestall acquisition. Hart in Human Brain and Human Learning ( 1983 ) claims that learning without an consciousness of how the encephalon learns is like planing a baseball mitt with no sense of what a manus looks likeiits form, how it moves. Hart says that if schoolrooms are to be topographic points of acquisition, so â€Å" the organ of acquisition, † the encephalon, must be understood and accommodated. Although all acquisition can be, in the broadest sense, considered brain-based, Caine and Caine ( 1991: 31-32 ) specify brain-based acquisition as larning which acknowledges the brainis regulations for meaningful acquisition, and organizes learning with these regulations in head. Caine and Caine describe the nucleus rules directing brain-based instruction: * The encephalon is a parallel processor. It can execute several activities at one time. * The encephalon perceives wholes and parts at the same time. * Information is stored in multiple countries of the encephalon, and can be retrieved through multiple memory and nervous pathways.i * Learning engages the whole organic structure. All acquisition is mind-body: motion, nutrients, attending rhythms, and chemicals modulate learning.i * The human pursuit for significance is unconditioned. * The hunt for significance comes through patterning. * Emotions are critical to modeling and drive our attending, significance and memory. * Meaning is more of import than merely information. * Learning involves focused attending and peripheral perceptual experience. * We have two types of memory: spacial and rote. * We understand best when facts are embedded in natural spacial memory. * The encephalon is societal. It develops better in concert with other encephalons. * Complex acquisition is enhanced by challenge and inhibited by emphasis. * Every encephalon in uniquely organized. * Learning is developmental.i The deduction of these rules for preparation analysts and trainers has a direct impact on determinations associating to curricula, instructional methodological analysis, instructional stuff, and appraisal. 2.3 How Brain-Based Learning Helps Shape Knowledge Acquisition. The brainis acquisition capacity is eternal. Caine and Cain ( 1991, 1997 ) study that each healthy encephalon is equipped with a set of unbelievable characteristics: * An tremendous capacity for memory * The ability to self-correct and learn from experience * An unlimited capacity to make Theory on encephalon research has led to a comprehensive, instructional attack to maximise pupil acquisition, and to run into studentis single acquisition demands. The research on encephalon hemisphericity acknowledges the fact that there are differences in larning manners and that our definition of intelligence may be excessively limited. Keefe ( 1987: 16 ) defines larning manners as, icharacteristic cognitive, affectional, and physiological that serve as comparatively stable indexs of how scholars perceive, interact with, and respond to the acquisition environmenti . We could reason that this addresses the ihowi of larning. How do we treat and see cognition? How do we form and retain information? Do we near larning consecutive or randomly? The affectional constituents of larning include personality traits related to countries of duty, motive, continuity, and peer interaction ( Dunn and Dunn, 1978 ) . In other words, do we prefer to work entirely or in groups? Are we concerted or competitory? Traditional direction has ever emphasized abstract receiving and brooding processing, where learner-centered direction allows for all receiving and processing manners. In larning centered direction, course of study emphasizes the accomplishments of intuition, feeling, feeling, imaginativeness and syntheses, every bit good as the traditional manners of analysis, ground, and consecutive job work outing. Direction should be designed to link with all larning manners by utilizing jumping combinations of experience, contemplation, conceptualisation, and experimentation ( UCF Faculty Centre for Teaching and Learning ) . The assorted theories on larning available from Jung, Myers-Briggs, Mok, Keirsey and Bates, Hanson, Silver and Strong manners portion the belief that people learn otherwise. Learning depends on the capacities, intelligence, gender, sex, civilization, personality traits, and motive amongst others of persons. One widely used theoretical account used is Bernice McCarthyis 4MAT System. McCarthy ( 1997: 46 ) provinces that, iThe 4MAT system knows the typical manner that each scholar brings to the schoolroom, while assisting each pupil grow by get the hanging the full rhythm of larning stylesi . 4MAT ( McCarthy, 1981 ) is a constructivist theoretical account of teaching method which believes that effectual direction must travel through four indispensable stages of acquisition: scholar motive, conceptual command, application of thoughts, and originative synthesis. The 4MAT system is a theoretical account for instructional design, based on the research of larning manners and encephalon hemisphericity. The 4MAT System is based on left and right encephalon hemisphere, and emphasizes staff development. Dr. McCarthy tells us, that if all instructors taught in each of the four acquisition manners 25 % of the clip, all pupils in any category on any topic would be reached ( The Dunn & A ; Dunn larning manner theoretical account, 2001 ) . Alternatively of concentrating on the pupil ‘s learning manner, she focused on staff development developing all instructors to include all four acquisition manners in showing each larning undertaking. The work of John Dewy, Anthony Gregorc, Karl Jung, David Kolb, David Merrill, and Helizabeth Wetzig influenced McCarthy ( 1980 ) . David Kolbis experiential acquisition theory is the footing of the 4MAT system. Kolb`s research highlighted how experiential acquisition relates to cognitive development. This theory espouses the belief that acquisition is a uninterrupted procedure by which persons refine and incorporate a distinguishable set of independent systems that give significance to lifeis experiences ( McCarthy, 1997 ) . Kolbis theoretical account identifies a procedure through which four manners of human experience are engaged at different degrees to make a complete degree of understanding. The interaction between and among the manners of concrete experience ( CE ) , brooding observation ( RO ) , abstract conceptualisation ( AC ) , and active experimentation ( AE ) is required for acquisition ( McCarthy, 1980 ) . Honey and Mumford ( Sadler-Smith, 1996: 29-37 ) translated Kolbis work into a categorization system of larning manners based on the interaction between the manners: militants, reflectors, theoreticians, and pragmatists. * Militants like practical work such as labs, field work, observation exercisings and utilizing ocular beginning stuff for information. * Reflectors like to larn by watching others, by taking clip to see observations of their ain experience. * Theorists like talks, reading documents on subjects, sing analogies. * Pragmatists like simulations, instance surveies, prep. Therefore the four types might near larning in different ways. For illustration, pupils must larn to weld a pipe utilizing an electric-arc welding machine. Militants might merely get down utilizing it and experience their manner into it. Reflectors might hold a spell at utilizing it and so take clip to believe about what they have merely done. Theorists might get down by reading the manual. Pragmatists might get down the undertaking, but do frequent mentions to the pupil manual. The four types of acquisition in Kolbis theory can be seen as cyclical phases through which a scholar can come on ticker, think, feel, and do, every bit good as categorizing specific sorts of larning experience. The 4MAT system ( McCarthy, 1987 ) expanded on Kolbis theory by uniting research on encephalon hemisphericity. Harmonizing to Bernice McCarthy, developer of the 4MAT system, there are four major larning manners, each of which ask different inquiries and expose different strengths during the learning procedure. Harmonizing to McCarthy, i4MAT benefits instructors by giving them a model to plan larning activitiesi ( McCarthy, 1990 ) . This is besides the instance for instructional interior decorators who design plans of instructions, every bit good as schoolroom and workshop exercisings. Figure 1 shows the 4MAT system. Figure 2.1i The 4MAT System In the 4Mat System ( McCarthy, 1990 ) , pedagogues consecutive design lessons concentrating on four issues: * Personal Connections: How can I assist pupils do connexions between the content and their immediate lives? * Concept Development: How can pupils incorporate this information and see how it fits within the overall class? * Practical Applications: What can pupils make in the acquisition environment utilizing the information to see it at work? * Creative Integration: How can pupils use this information in original and more complex ways? The research on larning manners support that persons learn in different ways, differences in larning manner are related to forces motive and public presentation, acquisition is a uninterrupted procedure of distinguishing and incorporating experiences, and scholars expand and refine differing manners by sing them ( McCarthy, 1997 ) . The reappraisal of literature nowadayss noticeable deductions for instructional design and methodological analysis. The traditional mentality of the ifactory modeli of instruction and preparation, which dominated educational patterns for a century, has been redefined ( Darling-Hammond, 2003, p. nine ) . Teaching which emphasizes on rote memorisation and the acquisition of unrelated, stray facts does non ease the transportation of larning or use the encephalon expeditiously. Leslie Hart ( 1983 p.xiv ) provinces, iAs the effects of long development, the encephalon has manners of operation that are natural, effortless, effectual in using the enormous power of the astonishing instrument. Coerced to run in other ways, it functions as a regulation reluctantly, easy, and with abundant errori . The encephalon continually seeks significance and thrives in an environment rich with complex and meaningful challenges. For instructional stuff to be effectual, the information should be presented in a manner for the encephalon to pull out pattern, instead than enforce it ( Caine and Caine, 1991 ) . Instructional interior decorators must redefine the manner they write developing stuff by developing meaningful, connecting, and associating cognition. They need to develop a rich choice of methods and attacks which continually augment the learning experience. Several attacks compatible with brain-based acquisition are presently used to learn. Thematic units of direction, concerted acquisition, incorporating the course of study through interdisciplinary instruction, and whole linguistic communication direction are a few of these learning methods. Course of study interior decorators need to compose instructional stuff that engages studentis involvement through relevant life experiences in an ambiance of wonder and self-discovery. The course of study must be built around the alone endowments, strength, failing, and larning manners of the pupil in the schoolroom. Activities which are meaningful to pupils must be organized ( McCarthy, 1997 ) . The end of brain-based acquisition is to supply maximal benefit to all pupils without utilizing a ione-size-fits-alli expression. The more we approach meaningful, ambitious, and relevant acquisition in the schoolroom, the more antiphonal acquisition will be to our learner population which must be prepared to run into the challenges of the twenty-first Century. 2.4 3. What are the issues related to the execution of a learner-centered theoretical account? Rather than being seen as exclusions to the regulation that schools can non alter, the development of a little figure of advanced patterns and schools may alternatively reflect the regulation that schools can merely alter through the monumental attempt, unusual resourcefulness, and strong leading of cardinal persons or groups ( Hatch, 2000: 581 ) . Several factors that can curtail course of study invention have been identified in the literature. These relate to both the agent of alteration ( instructional interior decorators ) and the context in which the invention is taking topographic point. They include issues of clip, outlooks, inaccessibility of needed instructional stuffs, deficiency of lucidity about the reform, instructional designersi deficiency of accomplishments and cognition, and the initial mismatch between the iresidual ideologiesi and the rules underlying the course of study invention. Other obstructions relate to organisational agreements such as function overload, stiff programming of clip, describing systems, and failure of disposal to acknowledge and understand its function in alteration ( Nolder, 1990 ; Gross et Al. as quoted in Snyder et al. , 1992 ) . Research into curriculum airing and execution, and factors finding their success, found a focal point with the work of Fullan and Pomfret ( 1977 ) , who studied 16 instance surveies of attempted invention in American schools and found that all of them had resulted in some grade of failure. For about two decennaries, research workers examined the phenomenon of educational alteration, discussed its features and determiners, listed the accomplishments of the ‘change agent ‘ and suggested ways in which the procedure might be improved ( Fullan, 1993 ) . All of this research has a common subject, and that is that course of study alteration is a complex and hard procedure and requires careful planning, equal clip, support, support and chances for teacher engagement. Much of the literature recognizes the trouble of finding a individual theoretical account to accommodate all. Smooth and successful course of study alteration is tremendously hard and clip consuming and can non be accomplished without possible implementers going personally involved and accepting the alteration on their ain footings and harmonizing to their ain concepts of world. United Kingdom research workers ( Kelly, 1982 ; MacDonald & A ; Rudduck, 1971 ; MacDonald & A ; Walker 1976 ; Rudduck, 1991 ; Stenhouse, 1975 ) long have stressed the importance of a strong engagement function in course of study alteration and the demand for engagement of cardinal forces in the development and determination devising procedure. However, ownership is delicate, really hard to specify or step, and has many degrees. The human face of collaborative squads working creatively on specifying and make fulling their ain demands can be freakish and tense with struggle and emotion. On the other manus, collaborative development frequently needs to be steered and coached, and sometimes top-down determinations need to be made on theoretical issues which are outside developing analysts ‘ cognition and experience. Besides, developing analysts might necessitate to be coached to collaborate in alteration. 2.5 What is Action-learning? Action-learning ( AL ) is defined as a method that enables little groups to work on a regular basis and jointly on complicated jobs, take action, and learns as persons and as a squad while making so ( McGill and Beaty, 2002: 12 ) . The most common applications of Action-learning are in professional and managerial acquisition and development ( Revans, 1998 ) . Revan states that AL is widely used to pull off a work-based undertaking or plan in which set members are involved and for which they have a degree of duty and are hence able to realistically act upon their actions. It is besides used to happen and implement solutions to an issue that concerns how fit members operate in their work context, and one that they wish to better and that could profit from the support and challenge of the other members. Action-learning normally involves: * Participants tackle existent jobs ( no irighti reply ) in existent clip * Participants meet in little stable larning groups ( called iSetsi ) * Each Set holds intermittent meetings over a fixed plan rhythm * Problems are relevant to a participantis ain workplace worlds * A supportive collaborative acquisition procedure is followed in a Set * Process is based on contemplation, oppugning, speculation and defense * Participants take action between Set meetings to decide their job By these agencies, Action-learning seeks to throw a net around slippery experiences, and capture them as acquisition. The single makes sense of an experience by gestating it and generalising the replicable points ; and he plans for future actions based on the acquisition gathered. The set provides the forge in which an individualis actions are shaped through their ain personal contemplation and the oppugning penetration of fellow set members. Harmonizing to Revans, a cardinal point is that actions and results still remain the duty of the single participant. Action-learning provides a pattern field for larning to happen, whilst acknowledging that existent duty prevarications outside any schoolroom environment: it lies with the participants who must have the concern results. Further, in utilizing the organisation itself as a acquisition research lab, it does non necessitate any particular set of conditions to be in topographic point before it can be effectual. Action-learning plants good in a bureaucratism, in a level organisation, in houses culturally hostile to instruction and development, in houses promoting self-actualization ( Smith & A ; Peters, 1997 ) . It does so because its whole ethos is larning about the environing context, and larning to be effectual within it, therefore leveraging the prevalent civilization to its ain advantage. As a consequence, the development demands of the organizationis directors, executives and high-potentials are satisfied through activities which focus on the important current and future demands of the organisation. This leads to the justifiable charge of Action-learning as a narrow ( but deep ) larning docket, instead than a wide but superficial one. This development is addressed as a concern service proviso ; geared to supply exactly what is required, when it is required, where it is required, in the signifier in which it is required. 2.6 What is the Action-Learning Framework? The Center for Applied Research ( 2005 ) describes the action-learning model has holding four stages. Learning occurs in each one. 1. Frame i Define the particular job the group is seeking to turn to, research the premises made in specifying the job. Tie formal acquisition to job definition. 2. Charge i Set explicit ends ( deadlines and public presentation outlooks ) for the undertaking squad to carry through, and depict the procedure and staffing required. 3. Act i Execute undertaking work, following an agreed upon workplan. Connect to executive patrons and other cardinal stakeholders for counsel and blessing. 4. Reflect & A ; Review i Step back from action and reflect on experience, associating squad work to personal development. Consolidate lessons learned and integrate them into the undertaking as it unfolds. At the terminal of the undertaking, distribute lessons learned to the larger organisation in a meaningful manner. The procedure is iterative. The lessons learned by the undertaking squad should increase apprehension of the issues and lead to a re-framing of the job. Figure 2.2i the uninterrupted Action-learning procedure Having established what Action-learning is, who should be involved, and how it could help passage, it is of import to set up what the barriers to a successful Action-learning procedure could be. Clearly Action-learning could be a powerful tool but there will be things that will acquire in the manner of it being successfully implemented into any administration ( Marquardt, 1996: 406 ) . Some of these barriers are existent and some are simply perceived. Some are internal and some are external. 2.7 Barriers to Organizational Change Changing the manner we do ibusinessi creates pandemonium. But within pandemonium is an array of chances. Bush ( 2006 p.45 ) suggests that alteration can be inhibited by bing constructions within an administration ; this can be explained farther by O'Neill ( 2006 ) who implies that lasting squads who may hold settled work and societal forms are likely to be extremely immune to alter. This concurs with the instructions of Barbour ( 2005 p.45 ) who found that imembers are genuinely mutualist on each other and are close sociallyi . O'Neill went farther to propose that collaborative direction theoretical accounts such as Action-learning may merely see the indispensable early success where persons can elect to work on the footing of bing friendly relationship groups or where they feel that they personally will derive more by join forcesing than by moving in isolation ( 2006 p.85 ) . Goals and Aims Undefined ends and aims can be a barrier to Action-learning. Fabian and Simpson ( 2002 ) suggest that staffs are likely to hold uncertainnesss and insecurities at times of alteration. Therefore, clear ends and aims must be an built-in portion of the Action-learning procedure. Organizational Culture Organizational civilization is ithe form of shared basic premises – invented, discovered, or developed by a given group as it learns to get by with its jobs of external version and internal integrating – that has worked good plenty to be considered valid and therefore to be taught to new members as the right manner to comprehend, believe, and experience in relation to those problemsi ( Schein 1985 ) . Leadership Commitment Leadership committedness is identified in the literature as an of import and major factor to successfully implement Action-learning. In successful execution in any organisation, leading and civilization play a major function. Some of the features of leaders have been identified as their being airy and transformational ; they promote and O.K. of squad work, larning, engagement, and coaction. The leading manner of directors can drive an organisation to success by assisting them attain their ends and aims ( Rad, 2006 ) . Low tolerance of alteration Resistance is an inevitable response to any major alteration. Persons of course rush to support the position quo if they feel their security or positions are threatened. Folger & A ; Skarlicki ( 1999 ) claim that â€Å" organisational alteration can bring forth incredulity and opposition in employees, doing it sometimes hard or impossible to implement organisational betterments † . Undoubtedly, opposition to alter is a cardinal subject in alteration direction and should be earnestly considered to assist the organisation to accomplish transmutation. In drumhead, apprentice trainees need an instructional theoretical account that will dispute the acquisition potency and better fix them to fall in the work force. The traditional theoretical account does non fix trainees adequately, particularly where higher degrees of thought accomplishments are involved. Traditional instruction and acquisition theoretical accounts, which convey a formal, abstract procedure, are frequently far removed from the specificities of existent universe pattern. The current theoretical account was established in the early 1970 and was non revised since so. The traditional theoretical account is no longer allow to supply trainees with the accomplishments, cognition and attitude required to run into a fast changing and quickly turning company. From this state of affairs emerged a demand to revise the current instruction theoretical account with one that can concentrate in developing future employees that are capable of thought and work outing jobs. Curriculum alteration is a complex and hard procedure and requires careful planning, equal clip, support, support and chances for interior decorators and trainers engagement. To accomplish this ambitious end, action-learning appears to be the itooli of pick. Action-learning provides a tested and true method to help persons and administrations to accommodate to a quickly changing universe and to manage hard state of affairss altering a course of study more efficaciously. This attack is considered to be one of the most of import constructs to hold emerged in direction and organisational development. 3. Methodology This action-research is based on the undermentioned research inquiries: 1. What are the issues with JSC & A ; TUis current instructional development theoretical account with respects to Saudi Aramcois apprentices plan for new employees? 2. How might a learner-centered instructional development theoretical account aid decide the issues from our current instructional theoretical account? 3. What are the issues related to the execution of a learner-centered theoretical account? 4. How might Action Learning support a sustainable alteration in Company X course of study design unitis instructional design theoretical account? This survey adopted action-research as a methodological analysis to making alteration in Company X preparation and development. In this survey, action-research and action-learning are synonymous. The chief difference lies in that action-research is the coverage of the findings where action-learning is the procedure used for the action-learning undertaking. This attack is supported by Hase in iDeveloping Learner Capability through Action-Research: From Pedagogy to Heutagogy in the Workplacei ( 2006 ) . Using action-learning created a paradigm displacement in Company X occupation accomplishments unit. Employees who became members of the AL squad were no longer isolated in their pattern. In other words, the AL squad became a community of pattern where members connected through shared jobs, explored new possibilities to work out them, learned from each other and acted to present consequences to the organisation. 3.1 What is research? First it must be established precisely what educational research is. Research is the orderly probe of a capable affair for the intent of adding to knowledge. Research can meanire- searchi implying that the capable affair is already known but, for one ground or another, needs to be studied once more. Alternatively, the look can be used without a dash and in this instance it typically means look intoing a new job or phenomenon ( Borg and Gall, 1989 ) . Within the kingdom of educational planning, many things are ever altering: the construction of the instruction system, course of study and text edition s, manners of instruction, methods of instructor preparation, the sum and type of commissariats to schools such as scientific discipline research labs, text editions, furniture, schoolroom supplies, and so on. These alterations may take to an betterment, or a deterioration, in the quality of an educational system. In comparing, Pearson ( 1995:15 ) Tells us that researchiis the systematic procedure of roll uping and analysing information to increase our apprehension of the phenomenon under survey. It is the map of the research worker to lend to the apprehension of the phenomenon and to pass on that understanding to others. There are many types of research methods available to a research worker. Research methods are used to find, discover, interpret, and invent facts. The word research and its derivative agencies, â€Å" to look into exhaustively † .iResearch methodsiare used to come up with â€Å" new cognition † . Through probe and find procedures, research methods help to progress many different scientific Fieldss. In drumhead, research is a powerful activity and is conducted for specific ground: to reply a peculiar inquiry or to work out a specific issue ( Depoy and Guitlin, 1998 ) . 3.2 Qualitative or Quantitative Data? This research used quantitative and qualitative informations aggregation and analysis. Kerlinger argues that â€Å" There ‘s no such thing as qualitative informations. Everything is either 1 or 0 † ( Miles and Huberman, 1994: 40 ) . D. T. Campbell asserts that â€Å" all research finally has a qualitative foundation † ( Miles and Huberman, 1994: 40 ) . Many other research workers agree that these two research methods need each other more frequently than non. However, because typically qualitative informations involves words and quantitative informations involves Numberss, there are some research workers who feel that one is better ( or more scientific ) than the other. Another major difference between the two is that qualitative research is inductive and quantitative research is deductive. In qualitative research, a hypothesis is non needed to get down research. However, all quantitative research requires a hypothesis before research can get down. Specifying the function of the research worker is another cardinal difference between the two. In quantitative research, the research worker is ideally an nonsubjective perceiver that neither participates in nor influences what is being studied. In qualitative research, nevertheless, the research worker learns about a state of affairs by take parting or being immersed in it. These basic implicit in premises of both methodological analysiss guide and sequence the types of informations aggregation methods employed. Although there are clear differences between qualitative and quantitative attacks, some research workers maintain that the pick between utilizing qualitative or quantitative attacks really has less to make with methodological analysiss than it does with positioning oneself within a peculiar subject or research tradition. The pick of which attack to utilize may reflect the involvements of those carry oning or profiting from the research and the intents for which the findings will be applied. Decisions about which sort of research method to utilize may besides be based on the research worker ‘s ain experience and penchant, the population being researched, the proposed audience for findings, clip, money, and other resources available ( Hathaway, 1995 ) . Some research workers believe that qualitative and quantitative methodological analysiss can non be combined because the premises underlying each tradition are so immensely different. Other research workers think they can be used in combination merely by jumping between methods: qualitative research is appropriate to reply certain sorts of inquiries in certain conditions and quantitative is right for others. Others think that both qualitative and quantitative methods can be used at the same time to reply a research inquiry. To a certain extent, research workers on all sides of the argument are right: each attack has its defects. Quantitative research frequently prompts responses or people into classs they might non belong in, in order to do significance. Qualitative research, on the other manus, focuses excessively closely on single consequences and fails to do connexions to larger state of affairss or possible causes of the consequences. Rather than dismissing either attack for its downsides, we should happen the most effectual ways to integrate elements of both to guarantee that their surveies are as accurate and thorough as possible. It is of import for research workers to recognize that qualitative and quantitative methods can be used in concurrence with each other. For the intent of this research, qualitative informations were collected in analogue to quantitative informations and consisted of the followers: * Trainers and trainees questionnaires * Classroom observation, * In-depth interviews with trainers, and * Document Analysis ( particularly rating studies and gap analysis studies ) 3.3 Action-research Action-research is known by many other names, including participatory research, collaborative enquiry, Action-learning, and contextual action-research, but all are fluctuations on a subject. Put merely, action-research is ilearning by doingi – a group of people identify a job, do something to decide it, see how successful their attempts were, and if non satisfied, seek once more. While this is the kernel of the attack, there are other cardinal properties of action-research that differentiate it from common problem-solving activities that we all engage in every twenty-four hours. Gilmore, Krantz and Ramirez ( 1986: 161 ) specify action-research as: â€Å" Action-research†¦ aims to lend both to the practical concerns of people in an immediate debatable state of affairs and to foster the ends of societal scientific discipline at the same time. Therefore, there is a double committedness in action-research to analyze a system and at the same time to join forces with members of the system in altering it in what is together regarded as a desirable way. Carry throughing this twin end requires the active coaction of research worker and client, and therefore it stresses the importance of co-learning as a primary facet of the research procedure. † Several properties separate action-research from other types of research. Primary is its focal point on turning the people involved into research workers, excessively – people learn best, and more volitionally use what they have learned, when they do it themselves. It besides has a societal dimension – the research takes topographic point in real-world state of affairss and purposes to work out existent jobs. Finally, the initiating research worker, unlike in other subjects, makes no effort to stay degage, but openly acknowledges their prejudice to the other participants. Figure 3.1i Action-research System Model This survey intends to utilize the Action-learning methodological analysis. By its nature, Action-learning is a manner of speed uping peopleis acquisition and edifice capableness for managing disputing state of affairss to convey about alteration. If a alteration is desired, and the agencies by which the alteration should take topographic point is unknown, so Action-learning is a good manner to continue. This attack has been used in many organisations from different industry sectors every bit good as in educational environments where it is highly effectual. In response to our dynamic universe of work, current organisation frequently demands uninterrupted employee acquisition and development. In many state of affairss, a cardinal premise is that organisational endurance is dependent on acquisition, maintaining gait with, or progressing beyond the rate of alteration exhibited in the external environment ( Boshyk, 2002 ) . In the instance of Company X course of study unit, alteration in the manner course of study is designed is needed to back up trainers in presenting cognition, accomplishments and attitude utilizing a learner-centered attack. The traditional instruction theoretical account no longer suits the demands of immature Saudis. The company needs a work force whose cognition and accomplishments are built around critical thought instead than memorisation. Action-learning is a problem-solving tool. It is built around a job ( in this instance, a undertaking ) . Giving the chance to those that perform the occupation of planing course of study to place solutions and to implement them can significantly increase success and create sustainable alteration. Research demonstrates that larning without application is uneffective. An action without larning fails to develop your organisation ( Dixon, 2004: 18-23 ) . It marries analysis and action, contemplation and making, organisational development and bottom-line public presentation. By unifying these attempts, you drive to consequences in new ways and build capableness. In iAction Learning i Improving Organizational Performance through Team Learningi , the Center for Applied Research ( 2005 ) listed cardinal rules of successful Action-learning: * Executive Sponsorship is Crucial i In order to hold an effectual acquisition procedure, an executive patron must guarantee that proper resources are given to the undertaking and supervise the procedure and consequences. In this instance, the research was converted to a section enterprise, resources and budget was allocated, and the enterprise was tracked by upper-management. * Connect Action-learning to Real Business Issues i The push of the projectithe job to be solvedimust be relevant to the scheme or current demands of the organisation. Otherwise, the consequences of the undertaking might non be seen as important by the larger organisation, and the undertaking feels like an iexercise.i Since the end of this research was aligned with a existent business-need, recognized by both the business-lines and the preparation section, the result of it was of adequate significance for the company to apportion resources, clip and money to it. * Learning is Continuous i Learning happens throughout the procedure, non merely at the terminal. * The Future is Already Here i The Action-learning squad need non get down from abrasion. The solution to any job likely already exists someplace in the organisation. Action-learning uncovers and amplifies those solutions. * The Potential Solution Should Have Impact i A challenge posed by Action-learning is the perceptual experience that it produces excess work. If the procedure is linked to a long-standing or critical job, nevertheless, the procedure will be thought of as productive instead than merely excess work. * Get the Learning Noticed i Exporting outcomes from the undertaking into the wider organisation is critical. A procedure is needed to capture and administer larning throughout the organisation. To back up this research, a figure of action-learning meetings have been conducted within Company X course of study unit, sister units from the same division every bit good as the Training & A ; Development section. A absorbing result of this is that, although these meetings were meant to back up this specific action-learning research, a figure of turning enterprises to undertake similar issues are now being researched and implemented at all degrees. This procedure is improbable to be without its jobs. Chiefly, most people are unfamiliar with the basic processs and capablenesss of Action-learning. Second, Saudi Aramco directors are non used to nor inclined to swear and depute their control. Finally, directors may non be willing to supply the clip that Action-learning groups require to work out this job. An of import measure in Action-learning is to clearly specify the root jobs to work out. Action-learning advocators oppugning and contemplation to motivate a deeper degree of analysis, to prove premises, and to research possibilities. Within a group, work-based jobs are discussed and reframed in a acquisition context. Therefore, the research worker has gathered some cardinal determination from Company X recognizing organic structure the Accrediting Council for Continuing Education and Training ( ACCET ) which conducted a comprehensive rating of the course of study design, bringing, and direction of Company Xis apprenticeship plan for new employees ( APNE ) . The aim of the rating, as specified by Company X decision makers, was to find to what degree the APNE plan is run intoing its ends and to urge alterations or betterments that might be warranted. The information from this audit were gathered in October and November 2008 by the attesting organic structure during sites visits. In 20 11, another rating, which was aimed at a specific stage within the APNE plan, was conducted by the Centre of Applied Linguistic ( CAL ) , a non-profit administration. Both administrations, ACCET and CAL came up with really similar findings. Since these visits, the state of affairs has non improved. The undermentioned findings were highlighted in the ACCET study and were used to specify the issues with our plan of direction and to organize the footing for traveling the course of study from teacher-centered to learner-centered. Table 3.1i Certifying Bodyis Findings ACCET Standard h the mission and ends. The establishment maintains all needed certification. The action-learning squad for this undertaking was 14 members of staff chosen at random from the course of study unit. One participant was selected from the five group leaders, one from the two available senior interior decorators, seven from the 24 available interior decorators from the course of study author group, one from the learning staff, one from the in writing group, and one from the papers design staff. Table 3.2 explains the sample for the qualitative research and will be used to guarantee the namelessness of respondents in this study. Table 3.2iSample Group Code of Interviewee The acquisition penchants study was administered to five groups of 12 pupils from each occupation of the APNE plan, chosen randomly: Metallic elements Mechanicss, Welding, Operators, Process Control Technicians, and Maintenance Technicians. The instruction penchants study was administered to one of the two instructors responsible of learning the predating trades. A semi-structured interview was used with each supervisor responsible of each of the five occupation ladders to compare with the positions collected via studies and observations from the schoolroom. This enabled the research worker to reflect similarities or differences between what was compiled from the studies, observations and interviews of the trainees and the trainers. In this research, affecting a smaller sum of topics reduces investing in clip and money. It is believed that samplingican really be more accurate than analyzing an full population, which in this instance is over 2600 trainees, and 650 trainers in five different locations throughout the state, because it affords the research worker a batch more control over the topics. Finally, holding a smaller information set will let the research worker to avoid human mistake when inputting and analysing the information set. On the other manus, there is room for possible prejudice in the choice of suited topics for the research. This may be because the research worker selects topics that are more likely to give the coveted consequences, or that the topics tend to choose themselves. 3.5 The Data Collection Tools Many ways to garner informations are required to set about the research and as Denscombe ( 2007:3 ) explained, there is no 1 right way to take. Different schemes should be used depending on the issue to be undertaken. Triangulation requires the aggregation of informations from a assortment of beginnings, in a assortment of ways, with a assortment of positions. In this survey, interviews, audit studies, questionnaires, and observations were used to roll up informations in a assortment of ways. 3.5.1 The Interview The interview as a information aggregation tool was considered as it provides an chance to roll up better or more informations at less cost ( Ribbins, 2007 ) . The research worker has decided to utilize semi-structured interviews as the method for roll uping my qualitative informations as it fosters a deeper apprehension of the positions of the interviewees. The semi-structured interview can be described as flexible, leting new inquiries to be brought up as a consequence of what the interviewee says. In a semi-structured interview, the interviewer has by and large a model of subjects to be explored ( Lindlof and Taylor, 2002: 195 ) . The interviewing technique is employed in this research because it serves the explorative nature of the survey. It seeks in-depth information about accomplishment formation results. The latter issue and the information to be obtained are really sensitive to interviewees in this survey. Therefore, questioning is the most appropriate attack. This can be achieved through a little sample of representatives from selected sectors instead than concentrating on a big scale population. Interviewing besides enables the interviewer to supplement information obtained from responses, with those gained from observation of gestural reactionsi ( Kumar, 1999:115 ) . Furthermore, this qualitative research falls within the context of detecting possible barriers and challenges for organisational alteration by implementing a new instructional attack. Therefore, it is indispensable to forestall any possibility of misinterpretation of research inquiries that will be asked as the interviewer can either repetition or explicate such inquiries in the topographic point which can merely be accomplished through face-to-face interviewing. The usage of standardised instructions warranted that each supervisor had a similar engagement. Associating the closed inquiries from the trainees and trainers questionnaire meant that the responses of supervisors could be straight compared to the questionnaires without the demand for a deep analysis from the research worker. 3.5.2 The Questionnaire A questionnaire was administered to the trainees and the trainers by the research worker based upon Gary J. Contiis ( 1983 ) work. The Principles of Adult Learning Scale ( PALS ) was developed and validated for mensurating congruency between big instruction practicians ‘ existent discernible schoolroom behaviour and their uttered belief in the collaborative teaching-learning manner. The PALS is self-administered, has 44 points, and can be completed in approximately 10 to 15 proceedingss ( Conti, 1990 ) . There are several grounds behind taking this instrument ; it is easy to administrate, it is easy to construe, it is self-scoring, and non scored by an external agent, it is comparatively speedy to administrate and finish, it has easy reportable graduated tables, and it has dependability and cogency supported by the research. PALS leads to a individual mark and which can be divided as follows: * Teacher centered-extreme: 0-105 * Teacher centered – really strong: 106-125 * Teacher centered – increased: 126-145 * Learner centered-increased: 146-165 * Learner centered – really strong: 166-185 * Learner centered – extreme: 186-205 About everyone has had some experience finishing questionnaires and they by and large do non do people discerning. They are less intrusive than telephone or face-to-face studies. When respondents receive a questionnaire, they are free to finish it on their ain timetable. Unlike other research methods, the respondent is non interrupted by the research instrument. Written studies are non capable to this prejudice because there is no interviewer. On the other manus, the deficiency of an interviewer limits the research worker ‘s ability to examine responses ( Walonick, 1993 ) . Contrasting with in the flesh interviewing, there are no verbal or ocular hints to act upon a respondent to reply in a peculiar manner. Many research workers have reported that interviewer voice inflexions and idiosyncrasies can bias responses ( Barath and Cannell, 1976 ) . Written studies are non capable to this prejudice because there is no interviewer. As suggested by Bell ( 2007 ) the research worker needs to avoid ambiguity, taking and dual inquiries to guarantee the responses are valid and utile in the research. Some might reason that the deficiency of an interviewer limits the research worker ‘s ability to examine responses. Structured questionnaires frequently lose the â€Å" spirit of the response † , because respondents frequently want to measure up their replies ( Walonick, 1993 ) . By leting frequent infinite for remarks, the research worker can partly get the better of this disadvantage. 3.5.3 Observations Observation is a manner of garnering informations by watching behaviour, events, or observing physical features in their natural scene. Marshall and Rossman ( 1995 ) define observation as â€Å" the systematic description of events, behaviours, and artefacts in the societal scene chosen for survey † ( p.79 ) . Observation methods are utile to research workers in a assortment of ways. They provide research workers with ways to look into for gestural look of feelings, determine who interacts with whom, hold on how participants communicate with each other, and look into for how much clip is spent on assorted activities ( Schmuck, 1997 ) . Observations, as used in this research, enabled the research worker to formalize the consequence of both studies. Participant observation in their acquisition environment allowed the research worker acquire the feel for how the stuff is being taught and evaluated. It besides gave the research worker a better cognition of the learning civilization of the trainees against the teaching civilization of the trainers. The research worker conducted a focussed observation utilizing the same PALS questionnaire administered to the trainers and trainees. An excess field was added for observation notes. A focussed observation emphasizes observation supported by interviews and questionnaires, in which the participants ‘ penetrations guide the research worker ‘s determinations about what to detect. As Wolcott ( 2001 ) notes, one should take note of what he is detecting, what is being put into the field notes and in how much item, and what one is nil about the research worker ‘s personal experience in carry oning the research. 3.6 Reliability and Validity The research worker realises the importance of dependability and cogency of the measurement instruments. Schumacher and Macmillan ( 1993:404-406 ) province, iQualitative research workers typically use as many schemes as possible to see the cogency of the design.i The traditional standards for cogency find their roots in a rationalist tradition, and to an extent, positivism has been defined by a systematic theory of cogency. Within the rationalist nomenclature, cogency resided amongst, and was the consequence and apogee of other empirical constructs: cosmopolitan Torahs, grounds, objectiveness, truth, actuality, tax write-off, ground, fact and mathematical informations to call merely a few ( Winter, 2000 ) . Joppe ( 2000 ) gives the undermentioned history of cogency in quantitative research: iValidity determines whether the research truly measures that which it was intended to mensurate or how true the research consequences are.i Researchers normally control cogency by inquiring a series of inquiries and will frequently look for the replies in the research of others. Reliability as defined by Joppe is: iiThe extent to which consequences are consistent over clip and an accurate representation of the entire population under survey is referred to as dependability and if the consequences of a survey can be reproduced under a similar methodological analysis, so the research instrument is considered to be reliablei ( Joppe: 2000: 1 ) . Rooted in this commendation is the thought of repeatability of consequences or observations. Although the research worker may be able to turn out the research instrument repeatability and internal consistence, and, hence dependability, the instrument itself may non be valid. To achieve methodological and answering triangulation in this research, the research worker used several schemes such as observation, interview, papers analysis, and questionnaire. Bush ( 2006 ) stated that look intoing requires triangulation, which means at the data-collection phase seeking farther grounds including speaking to others, analyzing paperss and detecting action. 3.7 Ethical Considerations Because action-research is carried out in real-world fortunes and involves near and unfastened communicating among the people involved, the research worker must pay close attending to ethical considerations in the behavior of his work. Confidentiality must be a given. Richard Winter ( 1996 ) lists a figure of rules which were respected throughout the survey: * iMake certain that the relevant individuals, commissions and governments have been consulted, and that the rules steering the work are accepted in progress by all. * All participants must be allowed to act upon the work, and the wants of those who do non wish to take part must be respected. * The development of the work must stay seeable and unfastened to suggestions from others. * Permission must be obtained before doing observations or analyzing paperss produced for other intents. * Descriptions of othersi work and points of position must be negotiated with those concerned before being published. * The research worker must accept duty for keeping confidentiality. * To this might be added several more points: * Decisions made about the way of the research and the likely results are corporate * Research workers are expressed about the nature of the research procedure from the beginning, including all personal prejudices and involvements * There is equal entree to information generated by the procedure for all participants * The outside research worker and the initial design squad must make a procedure that maximizes the chances for engagement of all participants. The research worker must besides guarantee that the research participants give their consent voluntarily. Additionally, this consent can be withdrawn at any clip ( TCPS2, 2011 ) . This is confirmed by Busher and James who province that ia cardinal rule for building ethical research is that of voluntarism by the participant when prosecuting with research ( Busher and James, 2007: 110 ) . Besides confidentiality will be achieved by keeping namelessness. Hart ( 2003 ) describes namelessness as mentioning to hiding the individuality of the participants in all paperss ensuing from the research. In carry oning interviews, ethical issues are one of the chief concerns. Ethical guidelines published the University of Leicester Code of Practice ( 2012, Online ) were used to steer the research procedure. Following these rules, the action-learning squad was assembled for this research. An enterprise was proposed to the section caput. From this proposal, the action-learning squad met and developed a formal undertaking proposal. The undertaking proposal was submitted to the Accelerated Transformation Program squad and was subsequently approved. The squad met once more and a undertaking program was elaborated in audience with everyone in the action-learning squad. A formal presentation about Action-learning was conducted and the action-learning squad elaborated land regulations to be followed for each action-learning set. The undermentioned action-learning rules and land regulations were charted and adopted: * Merely in a group where it is safe to unwrap ignorance, admit failing and ask for aid is it possible for the job proprietor to larn at sufficient deepness for him to develop as an person * Keep to external and internal clip boundaries to guarantee each individual has a just portion of the clip available. * Statements merely in response to inquiries ; anyone can inquire inquiries. * Merely one at a clip. Merely one individual at a clip is the issue holder, for that clip, the set members are at that place to listen and to enable. If the job proprietor is non acquiring the kind of aid that is needed, he should state so. * Team members have authorization to step in whenever he identifies larning chances. * Team members need to be able to seek out new ways of relating, cognizing that they will acquire constructive feedback and non be blamed for acquiring it incorrect. * Team members need to acquire over any impression of fight or ibetter thani impressions. * Bing a member is voluntary. Any members can elect to go forth the action-learning squad at any minute without accounts. Additionally, supervisors were informed that they could retreat from the interview at any clip and approved verbally at the terminal of the interview to their informations being used. By returning the questionnaire trainees and trainers gave understanding to utilize their informations. Finally, since the research participants have the right to stay anon. , all information solicited was treated with confidentiality and used for the intents of the thesis merely. The paperss provided by the participants were returned or shredded upon petition. Hart ( 2003 ) describes namelessness as mentioning to hiding the individuality of the participants in all paperss ensuing from the research. All participants were guaranteed that the information solicited was treated with maximal confidentiality. 4. Analysis The intent of this survey was twofold. One: to place the acquisition manners of company X trainees enrolled in the industrial proficient colleges and the instruction manners of the teachers. Two: to find if the usage of action-learning can alter the bringing of course of study from a teacher-centered theoretical account to a encephalon based learner-centered theoretical account. This chapter will explicate the analysis conducted to place the current learning-teaching manners, discourse how the information collected helped the action-learning squad place the job, and show how the usage of action-learning can be an efficient tool in altering Company X preparation design and bringing. 4.1 Finding 1 Based on the PALS trainers and trainees questionnaire, the research worker was able to specify the particular job the action-learning squad is seeking to turn to. The Principles of Adult Learning Scale ( PALS ) Conty ( 1983 ) was developed and validated for mensurating congruency between big instruction practicians ‘ existent discernible schoolroom behavior and their uttered belief in the collaborative teaching-learning manner. PALS, trainers and trainees versions, is self-administered, has 44 points, and can be completed in approximately 10 to 15 proceedingss ( Conti, 1990 ) . One-half of the points are worded positively, the others negatively and are arranged indiscriminately. The PALS questionnaires factor tonss are calculated by summing the value of the responses for each item/question in the factor. Then, the research worker compares each traineris factor mark values to their several agencies. Both groups were given a consent signifier. The PALS trainersi questionnaires were distributed to five trainers during spring of 2012. Engagement to the study was non compulsory. Surveies were collected and placed into an envelope which was sealed before the trainers. Data analysis was conducted before the schoolroom observations took topographic point. The PALS is interpreted as follows: If the mark is equal to or greater than each several mean, so this suggests that such factors are declarative of the traineris learning manner. Those tonss that are less than the average indicate possible countries for bettering a more learner-centered attack to learning. An person ‘s entire mark on the instrument is calculated by summing the value of each of the seven factors. Tonss between 0-145 indicate that the manner is iteacher-centered.i Tonss between 146-220 indicate that the manner is ilearner-centered.i The overall PALS mark can be broken down into seven factors as shown in Table 4.1. While the overall mark indicates the trainer ‘s general manner, the factor scores place specific elements that make up this manner. A high mark on each factor represents support of the construct implied in the factor, while a low mark indicates support of the opposite construct Table 4.1i Factor Score Valuess Factoring procedure Of the five trainers ‘ that responded to this study, all five of their tonss were below the average mark of 146 which indicated that they all prefer a instructor centered attack to instruction. 4.1.1 Trainees Questionnaire The 2nd aim of this study was to find the pupils larning penchants against the trainers learning penchants. The trainees from the same group of trainers participated in this survey. The pupils were given the questionnaire during one of the category Sessionss in the spring term of 2012. A treatment of larning manners and expressed instructions on how to finish the study preceded the distribution. Student engagement was voluntary, so merely completed studies were placed in an envelope. After all the studies had been collected, the envelope was sealed and taken by the research worker for analysis of the informations. The consequences were so analysed and compared with the Index of Learning Styles ( ILS ) formulated by Richard M. Felder and Linda K. Silverman as per the tabular array below. The Index of Learning Styles was created in 1991 by Richard M. Felder, a chemical technology professor at North Carolina State University, and Barbara A. Soloman, so the coordinator of reding for the N.C. State First-Year College. The four acquisition manner dimensions of the instrument were adapted from a theoretical account developed in 1987 by Dr. Felder and Dr. Linda K. Silverman, an educational psychologist so at the University of Denver. The first version of the instrument was administe

Counseling African Americans Essay

Sue and Sue’s Chapter 14 Counseling African Americans spends a great deal of effort exploring cultural particulars and corresponding clinical implications while working with African Americans; factors such as family dynamics, educational orientation, spirituality, and the pressures and stress of racism and marginalization. This offered me perspective through a lens much broader than my own somewhat narrow, predominantly white, and fairly privileged way of relating to the world. Before understanding culturally appropriate interventions, one must have an understanding of the cultural context or the cultural word of an individual. For me, this first means that differences must be noted, either literally in relationship with the African American client or simply as a clinical observation I make on my own. Of course the difference in the two will depend on the client, context, and general relevancy in the moment. In my own experience, noting racial difference aloud with a client has been most helpful in that it gives permission for the potentially â€Å"taboo† topic of race and differences to be considered, brought into the space at a later time, and even into the forefront of consciousness. Apart from the explicit therapeutic relationship, noting difference is a personal reminder that I am no expert on anyone’s experience but my own, I may make mistakes (and probably will), I should steer clear of assumptions, it’s ok to be curious, and to do my homework. Once a general understanding of differences is established, then one can begin to consider appropriate therapeutic interventions. Let’s take the issue of racism and discrimination; the byproduct of these atrocities oftentimes manifests as defense and survival mechanisms in Black Americans. Which can lead to a general mistrust or as it’s stated (by Sue and Sue) a â€Å"healthy cultural paranoia†, as a way of coping. This mistrust can be of individuals, entire races of people, the government, social service providers†¦ With this in mind, it’s important to determine what the client’s feelings and understandings about therapy are. To touch base and explain what kind of therapy I engage in, how it can be helpful to them, and what can be expected of our time together. Hopefully this will help to assuage uneasy feelings of fear of the unknown or mistrust, as well as set up a foundation for a healthy therapeutic alliance. Although Sue and Sue’s Afrocentric perspective can be helpful it can also simultaneously be viewed as reductive. It’s important not to discount individual differences by universalizing traits of African Americans. Self cannot be defined as a unitary concept evolving from a single defining variable, such as race or gender (Williams, 1999). For instance, not all women are nurturing, caring, and relational. Similarly, not all African Americans possess an African ethos of communalism or spirituality. Race, class, sexual orientation, and gender are all complex interactive components that make up the self. To approach a client through the lens of only one of these variables, means potentially silencing a central component of their identity. Additionally, it is also necessary to consider an internal state without regard to the social demands of each variable. Collectively, these considerations can aide to a more holistic view when working with African American clients. Part Two After spending a year in practicum at the SF county jail, I feel as though I’ve had a fairly decent introduction to working with African American females. When I began practicum I had had very little training in diversity or cross-cultural counseling. Turns out that a year in the jail was one large training in diversity and cross-cultural counseling! Now I’m able to pin my personal experience against the readings and gauge my success as a culturally competent therapist. When assessing my strengths, I find that I possess a keen and tremendously empathic understanding of how the stress of racism, sexism, and oppression can manifest in African American women. Oftentimes the byproduct of this stress is what brings the individual to jail. As a clinician, I can confidently say that I am able to enter the therapeutic relationship with a greater capacity for empathy because of this understanding and build a strong alliance as an ally as well as a therapist. I’m not afraid to make mistakes and have no attachment to being â€Å"right†; these qualities will only support me as a clinician. In addition, my upfront demeanor and willingness to self-disclose have had a remarkable impact on the therapeutic relationship. My empathy is strongly with women and their plight of identifying and addressing all the â€Å"isms† that stand between them and equality, wholeness, and health. Frequently, those â€Å"isms† are at the hands of men and I certainly have a bias towards this, and towards men in general. It’s no accident that I spent an entire year of practicum working solely with women; although it wasn’t a conscious choice, I believe on some level I chose not to work with men. I have incredible biases towards men as perpetrators and oppressors and men and their privilege, African American men as well as Caucasian. These biases keep me terrified at the thought of working with male clients. I imagine heaps and heaps of countertransference between male clients and myself; countertransference that is full of pain and rage. I’m not sure that I have much to offer men inside the therapeutic space. I don’t believe this to be my â€Å"final answer†, I just know that I have some work to do around my relationship with men before I make the leap of working with them in such sacred space. Essentially, it all comes down to two core qualities- and they are humility and flexibility; humility in all that I think I know and the flexibility to shift or discard that knowledge. My experience of working with, knowing, and reading about African American culture, difference, and oppression may or may not serve me as a therapist at any given moment. What works for and makes sense in the context of Client A, may not be so for Client B, and vise versa. Although it is crucial to have fundamental knowledge of the legacy of oppression against African American people and to consider factors such as interdependence, collectivism, and emotional vitality as presumed long- standing black personality traits, I must also be able to draw connections between those factors and the individual experience- much like the womanist techniques mentioned in Carmen Braun Williams’ article African American Women, Afrocentrism and Feminism: Implications for Therapy. As a therapist, I am responsible for guiding and supporting the client in making the shift from object to subject; transferring ownership of self from one whose self is externally determined to one who is self- determining (Freire, 1990). And practice practice practice, with an open heart, ears, and mind. References Braun Williams, C. (1999). African American women, afrocentrism and feminism: Implications for therapy. Women & Therapy, Vol. 22(4) 1999. Freire, P. (1990). Pedagogy of the oppressed. New York: Continuum. Sue, D. & Sue, D. (2008). Counseling the culturally diverse: Theory and practice, Chapter 14.