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Did the school administration plan for visible performance improvement and create short term wins?

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Survey Questions:

  1. Did the school administration explained the importance of implemented change to you?

Yes                  No

Comments:

  1. Did the school administration assigned capable teams to lead the change efforts?

Yes                  No

  1. Did the school administration create a vision and direct the change efforts toward it?

Yes                  No

Comments:

  1. Did the school administration convince you through active communication and strategies to work toward the change vision?

Yes                  No

Comments:

  1. Do you think the school administration have empowered you to act toward the change vision by removing the obstacles to change and encouraging risk taking and non-traditional ideas and actions?

Yes                  No

Comments:

  1. Did the school administration plan for visible performance improvement and create short term wins?

Yes                  No                   I don’t know

  1. Did the school administration consolidate improvements and produced still more change?

Yes                  No                   to some instant

  1. Did the school administration institutionalize new change approaches by clarifying the correlated relation between change and success?

Yes                  No

Survey Answers:

 

No Yes they conduct meeting before implementing the change and clarify that this change will reduce students previous issues Yes they asked us if we think this way is better or before but after the implementation! Yes they did but we think it is in the benefit of the school administration not the teachers No

They pretended to do but not really

They listen to who don’t like it but later they make them suffer personally I agree with them because I don’t want problems

 Yes to certain extent Yes but we can’t make objections because they will be against us no one want to upset the administration Yes they do but it is difficult to convince them with our opinions I feel they do not want to listen 1-Did the school administration explained the importance of implemented change to you?

 
Yes No No No No No No No 2.Did the school administration assigned capable teams to lead the change efforts?

 
No No No I don’t know No Yes they created however they did not direct the change efforts No I don’t know 3.Did the school administration create a vision and direct the change efforts toward it?

 
No No their decisions are almost impossible to be done No No they force us to agree on the implemented change by punishment or obstacles for those who refuse it, like asking us to come 15 mins earlier to school when we said the change from class to class makes students lose class time! No Yes No No 4-Did the school administration convinced you through active communication and strategies to work toward the change vision?

 
No No it happens with the administrative staff exclusively No No they surprise us with new rules. Only some staff knows about No No many obstacles they have not thought about and did not listen to the real concerns of teachers who at operational level No No 5.Do you think the school administration empower you to act toward the change vision by removing the obstacles to change and encouraging risk taking and non-traditional ideas and actions?

 
I don’t know I don’t know No No No Yes No I don’t know 6.Did the school administration plan for visible performance improvement and create short term wins?

 
To some instance To some instance yes Yes they do but only for the staff they like and inform with everything No Yes No yes 7.Did the school administration consolidating improvements and producing still more change?

 
No No No No No No No No 8.Did the school administration institutionalizing new change approaches by clarifying the correlated relation between change and success?

 

 

What information could be used to improve your understanding?

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Western Ireland Field Course GGX202: 2014

Specialist Geographical Investigation: Day 2 

Sediment dynamics of the Caher River

This project will consider the geomorphological form of the Caher River valley, in the north-west Burren.  You will use a combination of field mapping skills and two methods for estimating the mobility of the boulder deposits on the river bed to determine the extent to which the boulders can be mobilised by present day flows.  The project consists of a variety of field measurements and a suite of subsequent analytical calculations to consider the apparent relationship between the boulders on the river bed and the ability of present-day flows to mobilize them, and thus to the formation of the river valley.  This is a stand-alone project but with the intention that it provides some useful supplementary skills to those taught in the River Environments module.  You are essentially comparing the power of present-day discharges to shape the landform to the ‘palaeohydrological’ power of the valley.   Read all these instructions before beginning, so that you have context for what you are doing.

 

FIELD MEASUREMENTS

  1. Geomorphological mapping

Stemming from the tradition of field observation in geology, one of the geomorphologist’s most important skills is to learn to ‘read’ the landscape…in this case, the river valley.  This is the basis from which geomorphologists learn to interpret process from morphology.   You should complete a detailed and annotated geomorphological sketch map of the valley section of the Caher and its channel morphology using the base map provided and the guidance sheets for mapping.  Consult the catchment map to understand your ‘catchment context’.  An example is provided in Figure 1 for reference.

You need:

  • Catchment base map for context (handout)
  • A planform base map (handout)
  • Guide to geomorphological mapping symbols (Appendix A) and slope failure types (Appendix B)
  • Clipboard

Fig 1. Example of a geomorphological map from Griffiths et al. 2004

 

  1. Morphological survey and coarse sediment characterisation

River channel morphology is an important diagnostic tool for understanding river processes. As the basis for the later calculations, you will need a variety of survey measurements from the river valley.  These will include an estimate of the average and largest size and shape of the boulders.  From the present river channel, you will need the cross-section area, Manning’s roughness coefficient (Appendix C for ‘Barnes’ method) and wetted perimeter for the bankfull channel, and a very accurate estimation of the slope of the river channel and of the valley.  You will also need to apply your geomorphological skills to critically evaluate evidence for the vertical level and width of what appears to be the largest (valley filling) flood event (use trash lines/slack water deposits and determine what rocks were definitely deposited by the river versus those resulting from rockfalls from the valley side – think about angularity and setting).

Using staff and automatic level, survey several bankfull cross-sections at representative points along the reach, and construct a long profile of the channel thalweg as the basis for estimating channel slope.  Lay a taught tape across the channel as the basis for your morphology measurements.  Estimating the cross-section area for the largest event will require more ingenuity on your part!

To accurately characterise the sediment carrying capacity of the reach, you will need an estimate of the a, b and c-axes of a representative sample of the largest boulders on the bed of the river.  These values will be used as a basis for estimating the mass of the boulders, but we’ll weigh a small sample (of cobbles!) too as a check on the rock density.

To provide support for your later interpretation of river dynamics you should, in addition, supplement your earlier mapping task by facies mapping and characterising the roundness of the bed material (see field guide for roundness classes and Appendix D for a reminder of particle size classes).  Facies mapping involves visually distinguishing and mapping different patches (hence sometimes called ‘patch mapping’) of surface sediment across the bed of the channel according to the proportion of sand, gravel, cobble and boulder clasts in each patch.  Facies maps can to infer the influences of different fluvial processes and may also relate to the influence of human activity.  Check your ability to distinguish these facies in the field by taking Wolman counts in each patch to see if they are truly separate from the patches surrounding them. The samples can be plotted according to the proportion of gravel, cobble and boulder using a ternary diagram (Appendix E for guide).

You need:

  • Need tripod, automatic level, telescopic staff
  • 50m tapes and bank pins
  • (Optional) A clinometer (as a check on the long profile survey)
  • Wolman gravelometers (or hand-held ruler)
  • Particle roundness charts
  • Photos guide for the visual estimate of the Manning’s roughness estimate (Appx. C)
  • A Calculator
  • Field balance and buckets to check on mass estimates

Fig 2. Example of a facies map from Buffinton and Montgomey 1999

 

DATA CALCULATIONS

  1. Estimate the discharge required to transport the largest boulders against the competence of the current discharges to transport sediment.

You will now use your data to estimate the relationship between the apparent mobility of the boulders and the flow available to transport them.  There is no standard way of doing this…several classic papers (Costa 1983; Williams 1983) are often used as the basis for more recent approaches  (e.g., Stokes et al., 2012), you will use two different options:

  1. First (building on GGP206), use attributes of the hydraulic geometry of the channel and estimates of shear stress to calculate the largest sediments that can be moved by the bankfull flow and the valley filling Do two sets of calculations, one at bankfull flow conditions according to your estimate of bankfull elevation and one at the time of ‘maximum’ flood according to your evidence for the existence of flood events larger than bankfull.  How appropriate is this method?
  2. Now, we’ll reverse this logic by using palaeohydraulic reconstruction (Table 1) based on the size of the largest boulders to establish the size of peak floods and flow conditions (discharge, velocity etc) required to carry them.

The steps requires for both methods are outlined below.  Undertaking these analyses requires attention to detail and the utmost care with your data and analyses.  Be careful.

 

  1. Hydraulic geometry method
  1. Estimate the flow discharge at time of ‘bankfull flow’ and the ‘valley filling’ flow. You will first need to estimate the flow resistance using the Manning’s ‘n’ that you estimated in the field:

 

 

 

where s = slope, and R = Hydraulic radius = cross-sectional area / wetted perimeter (= w + 2d).  Note that wide channels, the hydraulic radius R is very close to the average depth, d (sketch this to yourself – you’ll see that it is true).

Then, bankfull discharge (Q) = w d v, where w = bankfull width, d = average bankfull depth, and v = bankfull flow velocity.  Substitute in your ‘valley cross-section’ dimensions for the larger flow.

 

  1. Sediment Entrainment Analysis: estimate the river’s ability to entrain the boulders at your estimated bankfull and ‘large’ discharge.

 

Estimate the mean boundary shear stress operating at bankfull flow and at a ‘valley filling’ flow.

 

Mean boundary shear stress (N m-2 or kg m-1 s-2) =

 

Where ρ = water density (1,000 kg m-3); g = gravitational constant of acceleration (9.807 m s-2); R = hydraulic radius; s = water surface slope (or bed slope over long enough reaches).

 

At the point of sediment entrainment, the mean boundary shear stress equals the critical shear stress: τ0 = τcr.  Critical shear stress for individual grains involves a number of highly variable and detailed measures related to the packing of sediment including particle shape, fluid flows, and arrangement of particles, etc.  In experiments (e.g. Shields and later work) these rather tricky measures have been reduced to a dimensionless constant, θ, usually referred to as the dimensionless critical shear stress, and which approaches 0.045 in ‘rough’ channel beds.  From this value, we obtain a more practical measure of an ‘average’ critical shear stress as:

Where ρw = water density (1,000 kg m-3); ρs = sediment density (2,650 kg m-3 – why?); g = gravitational constant of acceleration (9.807 m s-2); and D is the clast size in metres (watch out for this when doing your calculations).  In this case, the representative clast size will be the average your larger particles (rather than D50 that we used in the GGP206).

 

At the point of entrainment (i.e., where τ0 = τcr), we can rearrange this last equation to estimate the average grain size (D, in metres) that can be entrained in a given flow (i.e., at the point where τ0 = τcr) is therefore:

 

(ɣw is the ‘specific weight of water’ [or sediment, ɣs ] and is the product of ρ and g.)

 

Now complete your calculations estimate the river’s ability to entrain surface and bed material sediment at your bankfull and ‘valley-filling’ discharges.

 

  1. Palaeohydraulic method

An alternative approach for understanding the fluvial geomorphology of a landscape is to use methods of palaeohydraulic reconstruction, based on the size of the largest boulders, to establish the size of peak floods and flow conditions (discharge, velocity etc.) required to carry them.

The method is somewhat similar to the hydraulic geometry method…the real difference is perhaps that the hydraulic geometry method was really developed to understand what it takes to move the ‘average’ sediment from gravel-cobble bed river and is based from theory and on physical first principles (but remember that the dimensionless critical shear stress of 0.045 is derived empirically from experimental evidence).  The palaeohydraulic approaches have generally been developed to characterise the apparent extremes of sediment movement when reconstructing past environments.  They use a suite of empirical evidence (Costa 1983; Williams 1983) from the field superimposed on physical principles to interpret this ‘extreme fluvial geomorphology’.   Stokes et al (2012) recently compared several different approaches in reconstructing an arid environment in SE Spain.  We will use the method of Clarke (1996, a modification of Costa 1983).  Follow the steps outlined in Table 1.

 

 

REFLECTION ON GEOMORPHOLOGY APPROACHES AND METHODS

  1. Boulder mobility in the Caher River

Integrating your maps, measurements and subsequent analysis, what conclusions can you draw about the apparent relationship between the boulders on the river bed and the ability of present-day flows to mobilize them?  What does this tell you about the relationship of this river valley to its landscape?

Overall, what do you think about the validity of the methods for estimating this mobility? 

What information could be used to improve your understanding?

 

Table 1.  Flow table of calculations needed to determine boulder movement discharges (from Stokes et al., 2012)

 

 

REFERENCES

Buffington, J.M. and Montgomery, D.R. 1999. A procedure for classifying textural facies in gravel-bed rivers, Water Resources Research, 35: 1903-1914.

Fookes, P.G., Lee, E.M. and Griffiths, J.S. 2007. Engineering geomorphology: Theory and Practice. Whittles Publishing. 281pp

Gordon, N.D., McMahon, T.A. and Finlayson, B.L. 1992. Stream Hydrology: an introduction for ecologists, Chichester, J.Wiley & Sons, 526pp.

Goudie, A.S. et al., 1990. Geomorphological Techniques, second edition, London, Unwin Hyman

Stokes, M., Griffiths, J.S., Mather, A. 2012.  Palaeoflood estimates of Pleistocene coarse grained river terrace landforms (Río Almanzora, SE Spain), Geomorphology, doi:10.1016/j.geomorph.2012.01.007

 

For the concepts and background:

Knighton, A.D. 1998. Fluvial forms and Processes: a new perspective, Arnold, London.

Everything you ever needed to know about sediment sampling (and quite a bit more besides):

Bunte, K. and Abt, S.R. 2001. Sampling surface and subsurface particle-size distributions in wadable gravel- and cobble-bed streams for analyses in sediment transport, hydraulics, and streambed monitoring. Gen. Tech. Rep. RMRS-GTR-74. Fort Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station. 428 p. Online at http://www.fs.fed.us/rm/pubs/rmrs_gtr074.html

 

 

 

Appendix A

Geomorphological Mapping Symbols

 

Appendix B

Illustration of slope failure types

Table 2. Types of slope (British Geological Survey Website). http://www.bgs.ac.uk/landslides/how_does_BGS_classify_landslides.html

 

Appendix C

Indicative values of Manning’s ‘n’ estimated from photographs from:http://wwwrcamnl.wr.usgs.gov/sws/fieldmethods/Indirects/nvalues/

 

n = 0.028

Clark Fork at St. Regis, Montana

Bed consists of well-rounded boulders; d50 = 135 mm, d84 = 205 mm. Banks are composed of gravel and boulders, and have tree and brush cover.

 n = 0.032

Salt River below Stewart Mountain Dam, AZ

Bed and banks consist of smooth cobbles 4 to 10 inches in diameter, average diameter about 6 inches. A few boulders are as much as 18 inches in diameter.
   
n = 0.036

West Fork Bitterroot River near Conner, MT

Bed is gravel and boulders;. d50 = 172 mm, d84 = 265 mm.The left bank is lined with overhanging bushes. The right bank is lined with trees.

 n = 0.041

Middle Fork Flathead River near Essex, MT

Bed consists of boulders; d50 = 142 mm, d84 = 285 mm.Banks are composed of gravel and boulders, and have trees and brush along the tops.

 

 

n = 0.043

Grande Ronde River at La Gande, Oregon

Bed consists of boulders; d50 = 93 mm, d84 = 157 mm. Right bank is fairly steep and has dense overhanging bushes.

 n = 0.051

S.Fork Clearwater River near Grangeville, ID

Bed consists of rocks and boulders; d50 = 250 mm, d84 = 440 mm. Banks are mostly boulders and have trees and brush along top.
   
n = 0.065

Merced River, near Yosemite, California

Fairly straight channel is composed of boulders with trees along top of banks; d50 = 253 mm, d84 = 550 mm. Banks are composed of boulders and have trees and brush.

 n = 0.075

Rock Creek near Darby, Montana

Bed consists of  boulders; d50 = 220 mm, d84 = 415 mm. Banks are composed of boulders and have trees and brush.

 

 

 

 

Appendix D

Particle size classification and plotting

Figure C1 – Wentworth size distribution (Kondolf et al 2003)

 

Figure C2 – Particle size distribution curve from Kondolf et al 2003

 

 

 

Appendix E

Ternary Diagram – blank attached separately

 

Figure D1 – Ternary diagram for sand, silt and clay (Gordon et al 1992)

Figure D1 – Ternary diagram for boulder, cobble and gravel, (Stillwater Sciences 2004 following Buffington and Montgomery 1999)

Demonstrate an understanding of human behaviour in organisations and how management can influence behaviour

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Management of the Internal Environment   Assignment Number and Weighting One of Two

50%
109SAM   Assignment Title
         
    Module Leader
     
Submission through Turnitin ONLY    

Assessment Information

The overall aim of the module is to introduce concepts of management in a business context. This module will explore the basic theories related to contemporary management, roles, settings, structures and interactions. This module will examine the practice of organisational behaviour, including motivation and organisational culture. Focus will include interactions of management, leaders, teams and communities.

The module will provide students with knowledge and understanding of why individuals within a business context interact or react as they do in given scenarios or situations. Students should develop analytical skills and critical thinking in order to understand the dynamics and complexities of relationships in organisations.

This assignment is designed to assess the following learning outcome and accounts for 50% of the overall module mark.

  1. Demonstrate an understanding of human behaviour in organisations and how management can influence behaviour.
  2. Evaluate contemporary management concepts within the organisational context.
  3. Critique, challenge and apply organisational concepts from an applied management perspective.

This assignment is an individual assignment. This assignment requires you to submit a 2,000 word original essay.

The essay will answer the following question:

‘Bureaucracy can be good for business and can support efficiency in organisations’. Discuss this statement and justify, using appropriate theory and examples, whether or not you agree with this statement

You should include in your work three relevant academic quotations, and your essay should be based on five key academic sources, each of which should be cited no more than three times. All such content should be correctly referenced – see “Plagiarism” overleaf.

Word Count

There will be a penalty of a deduction of 10% of the mark (after internal moderation) for work exceeding the word limit by 10% or more.

The word limit includes quotations, but excludes the final reference list and appendices.

Criteria for Assessment

This table details the weightings of the six criteria by which your work will be assessed.

Criteria Proportion of  overall module mark
1.      Content (and Learning Outcomes) 25%
2.      Knowledge and understanding/application of theory 50%
3.      Evidence of reading, use of resources and research 15%
4.      Accurate citations and referencing 5%
5.      Presentation, grammar and spelling 5%
        Total 100%

 

Please refer to the general Marking Scheme below for information on how work is assessed and graded.

How to submit your assessment

Your coursework will be given a zero mark if you do not submit a copy through Turnitin. Please take care to ensure that you have fully submitted your work.

All work submitted after the submission deadline without a valid and approved reason (see below) will be given a mark of zero.

The University wants you to do your best. However we know that sometimes events happen which mean that you can’t submit your coursework by the deadline – these events should be beyond your control and not easy to predict.  If this happens, you can apply for an extension to your deadline for up to two weeks, or if you need longer, you can apply for a deferral, which takes you to the next assessment period (for example, to the resit period following the main Assessment Boards). You must apply before the deadline.

You will find information about the process and what is or is not considered to be an event beyond your control at https://share.coventry.ac.uk/students/Registry/Pages/Deferrals-and-Extension.aspx

Students MUST keep a copy and/or an electronic file of their assignment.

Checks will be made on your work using anti-plagiarism software and approved plagiarism checking websites.

GUIDELINES AND BACKGROUND TO THIS ASSIGNMENT

Plagiarism

As part of your study you will be involved in carrying out research and using this when writing up your coursework. It is important that you correctly acknowledge someone else’s writing, thoughts or ideas and that you do not attempt to pass this off as your own work.  Doing so is known as plagiarism.  It is not acceptable to copy from another source without acknowledging that it is someone else’s writing or thinking. This includes using paraphrasing as well as direct quotations. You are expected to correctly cite and reference the works of others. The Centre for Academic Writing provides documents to help you get this right. If you are unsure, please visit www.coventry.ac.uk/caw.  You can also check your understanding of academic conduct by completing the Good Academic Practice quiz available on Moodle.

Moodle includes a plagiarism detection system and assessors are experienced enough to recognise plagiarism when it occurs. Copying another student’s work, using previous work of your own or copying large sections from a book or the internet are examples of plagiarism and carry serious consequences. Please familiarise yourself with the CU Harvard Reference Style (on Moodle) and use it correctly to avoid a case of plagiarism or cheating being brought.  Again, if you are unsure, please contact the Centre for Academic Writing, your Academic Personal Tutor or a member of the course team.

Return of Marked Work

You can expect to have marked work returned to you after 15 working days. If for any reason there is a delay you will be kept informed. Marks and feedback will be provided online. As always, marks will have been internally moderated only, and will therefore be provisional; your mark will be formally agreed later in the year once the external examiner has completed his / her review.

Marking and Assessment Scheme = See Attached

109SAM Essay – Marking and Assessment Scheme

  Marks Below 40% Marks in the range 40– 49% Marks in the range 50– 9% Marks in the range 60– 69% Marks 70% and above
Outcomes 25%

 

( content and learning outcomes)

 This work does not meet the learning outcomes of the module. The work demonstrates little or no understanding of the task requirements, and little insight into the content of the module

 

 An adequate ability to meet the learning outcomes but perhaps only marginally, and without confidence. A great deal of further work is required, and some aspects of the tasks appear to be misunderstood A commitment to meeting the objectives and learning outcomes set within the module. Learning Objectives are met, but not always confidently.  The work may display some misunderstandings and flaws in the thought process Evidence of a competent level of work.  Learning objectives are met, but there is the suggestion that some further work could be beneficial.  There is clear evidence of a desire to master the tasks defined within the module. Articulate, generally persuasive and at the higher end exceptional levels of work. Learning objectives are fully met and perhaps exceeded. There is clear evidence of an ability to master the tasks defined within the module.
Knowledge (50%)

 

Application of theory to examples

 The analysis   presented lacks character, definition and potential for development. The concepts are outlined in an unconvincing fashion.

 

 Ideas have been produced but tend to be lacking in strong character. Whilst an analytical outline is apparent, it may be only partially convincing

 

 Some ideas show good definition, others may lack clarity of intent. The outline is generally convincing, though there may be misgivings about one or more aspects Clearly defined ideas are evident. A convincing analysis is produced, though there may be some feeling that the material’s potential is not fully realized. Very convincing analysis – the material is used to its full potential.
Resources (15%)

 

Evidence of wider reading,  use of resources and research

 The use of resources including course presentations or workbooks is mostly unsatisfactory or lacking in imagination.  The derivative elements clearly outweigh the more individual ones Generally satisfactory use of resources, including course presentations and  workbooks. But there are  also a number of examples of mis – or poorly directed use of resources.

The derivative elements clearly outweigh the more individual ones

 

 Relevant resources well used, but there may be a few miscalculations.

Some indication of an academic voice may be present, but a good deal of this is clearly derivative

 Very competent use of relevant resources

Distinctive ideas are present. Your work will make generalised reference to some appropriate additional sources.

 Imaginative and assured use of relevant resources.

Strong and characterful ideas are evident. Clear signs of a distinctive academic voice are present. Your work will draw on several appropriately chosen sources

 

 

Language  (5%)

 

Quality of language, presentation of material, other grammar and spelling considerations

 

 There is little evidence of an organised approach to your work

 

The structure of the material presented does not support a clear understanding of the content. Your work will demonstrate a low level of understanding in the use of written English to persuade and articulate. Your work will contain numerous grammatical and spelling inaccuracies. Your work will be unclear, perhaps rambling and unconvincing

 Your work will show evidence of preparation and thought. The structure of your work will be adequate, though at times may lack organisation and thought.

Adequate use of written English to persuade and articulate. Your work will contain numerous grammatical and spelling inaccuracies.

 

Your work will be unclear, perhaps lacking in detail and confidence

 

 The structure of your work will be generally of a good standard but will demonstrate little more than a basic level of understanding as to how structure can support understanding. A commitment to using written English to persuade and articulate. Your work will contain some grammatical and spelling inaccuracies.

 

Your work will be reasonably clear, detailed, convincing and succinct

 

 You will show evidence of an organised approach to the structure of the content of your work and in the flow and display of materials and supporting information. Convincing use of written English to persuade and articulate. Your work will contain few grammatical and spelling inaccuracies.

 

Your work will be clear, detailed, convincing and succinct

 The work displays a consistently clear and coherent structure, designed to fully support any viewer of the information in their complete understanding of the contents. Consistently clear, demonstrating a confident use of written English to persuade and articulate. Your work will contain minimal grammatical and spelling inaccuracies.

Your work will be very clear, detailed, convincing and succinct
Referencing (5%)

 

Accurate citations and referencing

 The use of references, citations and quotations is mostly unsatisfactory. There is little evidence of an organised approach to your referencing and use of sources. An adequate ability to meet the needs of referencing but perhaps only marginally, and without confidence.

A great deal of further work is required, and some aspects of the use of sources and materials appear to be misunderstood

 Relevant resources are referenced and cited correctly, but there may be a few errors. Very competent use of relevant resources, referenced correctly, including in-text citations and quotations. Assured use of relevant sources, including correct referencing, citations and quotations throughout.

 

What should the company be considering for knowledge capture, creation, share, application and dissemination?

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ERC : E-Counselling (fictitious organization) have asked a business analyst (report writer) to produce a knowledge management strategy as they are struggling with BI understanding and implementation.

ERC Limited have experience in their own market and are successful at what they do but realise that they need to be more prepared for the current information and knowledge era.  There is a distinct lack of knowledge share throughout the company and lack of an information management system to encourage efficient information share. The primary objective of your report will be to inform that strategy.

In addition, ERC Limited would like to pilot a BI system, but have no idea what this is and the type of products they should be looking for and require advice on how best to approach this.  They appreciate that part of the BI system should incorporate an evaluation of their current available data.

Ideally, they would like something custom made and have asked if you could design a functional prototype to demonstrate how this would work for the company.  This will be demonstrated to the company Managing Director (Lecturer) during the practical class in Week 11/12 (depending on time slots).

In summary, the report should reflect 6 phases of a BI project development and will address:

  1. the issues raised specifically in the company brief (as below) to form a BI strategy;
  2. how the company might best approach the challenge of adopting/creating a BI, critical review of current systems and recommendation for adoption; and
  3. presenting and analyzing the recent available data.

A fully functional prototype along with maximum 5 presentation slides will be demonstrated within 8 minutes during class in Week 11/12.

Developing the Report

The first challenge in the report is to consolidate the information and the ideas posed in the questions presented in the company brief. You should consider how best to structure a response which presents the various options, challenges and opportunities in a structured and yet concise format which will assist ERC Limited in the formulation of their strategy.

The report must address all of the areas given in the brief (as below) to include the content management/data analysis challenges.

Company Brief:

The company brief is as follows:

It is clear that Knowledge Management (KM) is an emerging management philosophy and practice to enable innovative, dynamic business operations. The company requires a report to address the following areas and plan a BI strategy to help them start their KM journey:

  • What is BI and why is it important for SMEs?

e.g: At its most basic level, HR for small businesses encompasses compliance with applicable labor laws, hiring and creating a channel for dealing with employee issues. If your business is growing, it can be good to include strategic planning as well. Benefits also fall under the HR umbrella.

https://www.business2community.com/business-intelligence/bi-for-small-business-getting-your-data-to-work-for-you-02115020

  • What characteristics of BI should the company be considering and why?
  • What should the company be considering for knowledge capture, creation, share, application and dissemination?
  • What type of tools can be used for KM?
  • What is the proposed BI plan?

BI/Content Management Challenge

A fundamental challenge for ERC Limited is ensuring they have up-to-date, timely information which is provided to relevant staff ‘at the right time, in the right format’ to improve decision-making and streamline current operations.  The lack of a current BI/CMS (content management system) is proving challenging, and staff is showing lack of confidence in the current information infrastructure that is mainly paper based.  ERC Limited has conducted initial research into information system solutions (placement student researched this area and provided a verbal report but they have no documentation to support this recommendation) and ‘think’ they need a BI/CMS.

Knowing that you have studied data analytics (as part of this module) the company has presented some available data that they would like to understand better (this will be provided in Week 1). Choose three data analysis techniques, outline why you have selected them and present the results of your findings (as part of the report and during the demonstrations).

Choose three data analytics techniques and apply to the data.  Include a description of the techniques, outlining why you chose them, and present the results as part of your report.

e.g.: Data Analysis is a process of collecting, transforming, cleaning, and modeling data with the goal of discovering the required information. The results so obtained are communicated, suggesting conclusions, and supporting decision-making. Data visualization is at times used to portray the data for the ease of discovering the useful patterns in the data. The terms Data Modeling and Data Analysis mean the same.

Then she wants a breakdown of the Sketch, wireframes, storyboard and final dashboard implementation (I can do that)

Picture of final dashboard (It is not a website) it is implemented          in Power BI, it can be changed, updated and it provides visual information for the Managers, HR at a glance. It shows them how the employees are behaving and helps to control their workforce.

In terms of the six BI project development phases that should be included in your coursework report, the below guidance may be helpful for your report preparation:

  • Scope & plan

More in-depth details in:

Weeks 4 – Defining scope, plan, and budget

  • Analysis & definition

More in-depth details in:

Week 8 – DI design & development

Week 9 – BI design & development

  • Architecture & design

More in-depth details in:

Week 7 – Architecture framework

Power BI Data modelling for building ER diagram

Week 8 – DI process

Week 9 – BI design & development

  • Build, test & refine

More in-depth details in:

Week 8 – DI design, development and process

Week 9 – BI application, design & development

  • Implementation

More in-depth details in:

Week 8 – DI design, development and process

Week 9 – BI application, design & development

  • Deploy & roll-out

Product communication

Product training

Product support

Product marketing

Also refer to Week 10 – People, process and politics

 

In the meantime, please follow up the marking scheme in coursework specification.

Regards,

Xuemei

 

What is the optimal portfolio in the diversified portfolio investment?

/in /by

Diversification in investment portfolio in UAE stock market in five different sceneries

The dissertation has been submitted to

SKYLINE COLLEGE SHARJAH

In partial fulfillment of the

Degree of Bachelor of Business administration

Major in Finance

December 2019

Contents

Chapter 1- 3

Introduction- 3

1.1 Background- 3

1.2 Definition of Investment 3

1.2 Investment portfolio- 4

1.3 Component of investment 4

1.3 Investment classification- 6

1.4 Concept of Investment 6

1.5 Steps for Building your investment portfolios 6

1.6 What is Risk- 7

1.7 Types of risk- 8

1.8 Return- 9

1.9 Back ground of study *- 10

1.10 Research problem- 10

1.11 Research objectives*- 11

1.12 Research questions*- 11

Significance of the study*- 11

1.14 Summary 12

Chapter 2- 12

  1. Literature review– 12

Introduction- 12

Underlying theories 13

Traditional Approach- 13

2.4 Modern Approach- 14

Overview of economy in UAE*- 15

2.6 Overview of Dubai financial market*- 16

2.7 Previous study*- 17

Summary 18

Chapter 3- 18

Research Methods 18

Introduction*- 18

Measurement of Variables*- 19

Research Framework- 19

Data Collection*- 20

Summary 20

Chapter 4- 20

Analysis 20

Introduction*- 20

Site of investment strategy. 21

Analysis and Evaluation of investment assets. 21

Structure of diversified investment portfolio. 21

Portfolio revision. 22

Analysis and Results 23

Summary*- 28

Chapter 5- 28

Analysis 28

Introduction*- 28

Conclusion*- 29

Recommendation for future research*- 29

Summary*- 30

Preferences: 30

Chapter 1

Introduction

1.1 Background

Investment is one of the most important part of business world. To be an investor, you need to take a long step with right details of your growing business and be attention for every single step toward your successful journey to investment. It is not easy to build a money or wealth Whether you take a decision to take a risk in a good or bad time avoid risk.

In this study I will discuss about opportunity of diversifying investment portfolio in the stock market in United Arab Emirates which is one of the important parts of investment. I will review every detail of investment diversity the stock market. I will cover risk and return in the investment portfolio and how it benefit the investors to allocate their assets in the stock market.

1.2 Definition of Investment

The meaning of investment word defined as investing of money or capital to gain a profit as a return, interest, income or growth in value. Investment is a part of Assets in a balance sheet which showed the assets and liabilities of any company must prepare for.

1.2 Investment portfolio

Investment portfolio is one of the major things in the managing investors assets. It is a managing two or more of assets of the investors as a collection and those assets are a form of bonds, stocks, cash, cash equivalents commodities and currencies. The purpose of investing the assets is to gain a profit by investing these resources as well as maintains the capital in save of losses.

1.3 Component of investment

Assets are the Component of investment. It is necessary for the financial advisor to make sure of maxing the assets to maintained the assets in balance and support raising capital and controlling risk. Stocks are one of the well-known elements of investment portfolio used among the investors. Holding a stock of any company mean you are a shareholder of that particular company or a part of the company depends on numbers of stocks you hold. As the company share a part of its profit, the company distribute sum of its profits as a dividend. What is more, the share of the company sold when the company performance is doing well at higher price.

 

Bonds are the second options for investors. It rises the capital of the company, government or agency by issuing bonds to the public in this case the government or organizations borrow the money from the people and invested to their company. Since bonds comes with a maturity date, it means the principal amount needs to return w lower interest comparing to stock which has higher return.

 

 

1.3 Investment classification

 

Investment classified into two section. To begin with, physical investment are a real tangible assets , like ,house ,building, gold sliver, precious stones and land. Secondly , financial investment are securities assets which investors cannot be touch and divided into two section marketable investment such as shares debentures and government securities ; and non-marketable investment, like bank deposit pension fund private company shares post office and national saving certificates.

 

1.4 Concept of Investment

 

The concept of investment is you can choose your way to diversify your investment and discriminate your asset based on your taste. There are three types of investment portfolios.

 

Firstly, growth portfolio which is targets to increase the growth of the organization by taking a higher risk to get a higher return. Secondly income portfolio, which concentrate on the safety of fixed income than focusing on the capital gain such as, buying a stock based on the stocks dividends instead of focusing in the history of the price appreciation. Thirdly, Value portfolio is the stockholder will look for buying a lower price asset during rescission time of the economy. The investors are looking for a value deals with a potential profit with a firm in the fair market.

 

1.5 Steps for Building your investment portfolios

 

In additions, investor needs to take care of four steps in building a strong investment portfolio. First of all, he needs to find the aim of the building your investment portfolio and the reasons behind of chosen to invest in the particular company. Secondly, the investor need to decrease the investment turnover like reducing the cost of transaction in buying and selling stocks in a very short time.

 

Furthermore, it is better to investor to spend less price in assets that he would like to invest to get the greater possible profits. That’s because of, spending too much price in assets will increase the break-even point. Lastly, the investors have to diversify his investment and don’t rely on the specific investment because it is the key of maintaining of your investment grow and success. When the one asset of your investment decrease, the other one will have higher price and which survives and support to decline the overall risk to investors.

 

Risk and return are the main body of any investment and there is a relationship between the risk and return. The higher risk is the investor take the higher return he gets in the investment. However, diversification is recognized by a plan of managing the risk of investment portfolio which decline the risk for the investors and avoid loses. Risk together with return expressed as a percentage.

 

 

1.6 What is Risk

 

Risk is one of the main traits of an investment where the investors loss value amount of money in an investment that he chooses to invest in. Risk response to some Elements for example, the long period of investment maturity; the higher risk shareholder will take. Besides, Fix deposit, debt instrument and government bonds or securities form corporate and semi government are lower in risk due to secured fix interest payable.

 

However, the risk in equity, like preferences shares is high because of unsafely nature, unpredictability of return and based on ownership characters. Returns in case of ownership capital is more than of debt capital. For example, if you own a common or preferred stocks you will have a her return comparing to bonds issued from cooperate or government. The are many types of risks in the financial would that separate risk depending on internal and external factors.

 

1.7 Types of risk

 

Systemic risk is a change in the returns on securities that follows according to macroeconomics factors such as, political, social or economic factors which consequences on the entire businesses or market. Besides, systematic risk can be a disadvantage of many reasons that effects the world and cannot be controlled like natural disaster, international economic factors and changes in nation’s economy. It is divided into three categories:

 

  • Interest rate Risk

This risk causes by changes in the interests’ rate from time to time and effects interest -bearing securities like bonds and debentures.

 

  • Inflation Risk

Inflation risk is a risk effect the purchasing power of the people based on the increasing or decreasing cost of products or serveries demand in addition to supply.  It called purchasing power risk.

 

  • Market Risk

This risk impacts the rise of fall in prices of the shares over the time with other shares in the market.

 

Unsystematic risk is a variation in returns of the company due to micro-economic factors are characterized as unsystematic. This risk is occurred and effects inside the company or industry and the factors can be eliminated by taking a necessary action to controls the factors like undesirable products, labor strikes etc. There are two types of unsystematic risk.

 

  • Financial Risk

Financial risk is connect to capital arrangement of the company. It indicates changeability of the equity due to the debt capital which generate fixed payment in the form of interest. Changes in debt capital of the in the capital called earning per share.

 

  • Business Risk

This risk is known as a “leverage risk “once the company do any amendment in the capital structures the expression of the risk called the debt- equity ratio.

 

1.8 Return

 

Return is one of the most significant face of investment which is indicates rate of return from the investment. It is impacting the arrangement of the business earning and shareholders are constantly selecting high rate of return for his investment.

 

 

 1.9 Back ground of study

 

In this study I am planning to invest in financial market in United Arab Emirates. the aims of the study are to recognize the different types of stocks that’s I have chosen to invest. I will discuss about each company stock and the history of the stocks in Dubai financial market. I have chosen to invest in five stocks in this market and my aims is to study the impact of investment in different stocks. Any investment has a risk and return and I will calculate the risk and return of each stock and average risk or standard deviations of each stocks .he next steps will find risk as well as return of the portfolio.

 

In this part there will be average risk and the average return of the portfolio which will move me to the next step. In the next steps I will explain the weight matrix and multiplication of all stocks as well as I will add risk matrix and multiplication of risk. Correlation matrix multiplication is a step of calculating the relationship between the stocks and the final matrix multiplication will give me a summation of the matrix multiplication where I will find the variance and standard price square route. Finally, I will calculate the sharp ratio of each seniors differently based on choose.

 

1.10 Research problem

 

This studying will focus on investment in the financial market in UAE. My aims form the investment in the financial market is to diversify in potential stocks and find the optimal investment portfolio.

 

1.11 Research objectives

 

The purposes of the research are to show how diversification of portfolio investment in UAE stock market in five different sensorics is a good opportunity to investors to allocates his money in the best options. Evaluated the five portfolio and find the best investment portfolio.

 

1.12 Research question

  1. Is the diversifying in investment portfolio benefit the investors?
  2. Are Estimating investment portfolio in different sceneries helpful for investors?
  3. What is the optimal portfolio in the diversified portfolio investment?

1.13 Significance of the study

This study an important for investors financial manager and individuals  to know the best way to deals with his investment in the financial market to take a right financial decisions and to avoid loses of the principle amount. Investors are always looking for high return and to get a higher return you must have it equally with higher risk. It is essential to find the optimal portfolio in the management portfolio keep  trust between you and your customers who are looking for a ideal investment of money.

Summary

Investing is one of the most important section of enterprise world. Taking  proper details in managing the assets portfolio of will guide the investor to develop enterprise and be attention for  every single step towards your profitable journey to investment. It is not easy to construct a cash or wealth Whether you take a choice to take a risk in a true or awful time avoid risk.

The discuss will be concerning about possibility of differentiating investment portfolio in the stock market in United Arab Emirates which is one of the essential components of investment. I will evaluation every element of funding diversity the inventory market. I will cowl threat and return in the funding portfolio and how it gain the traders to allocate their belongings in the stock market.

Chapter 2

2.1 Literature review

Introduction

Portfolio management is one of the investment plans which lead to financial planner to minimize risk and maximize returns. It is very important to allocate money of investors in the right time and market. Theories is a guidance of investors and diversification in investment portfolio will allow the investors to maximize  his wealth.

2.2 Underlying theories

There are many theories of investment portfolio that investors can fund the accurate way for dealing with their money or assets. The theory is used to reach the objective of the investment in the business to produce a management of portfolio with high influence to investors. There are three theories listed in the traditional approach and one in modern theory.

 2.3 Traditional Approach

Dow Jones Theory

Charles Dow, the editor of Wall Street Journal, USA, create the theory through the series of policy. Dow express the hypothesis where the stocks market is influence by three separate repeated trends that control its direction which is not change disorganized. These movement are primary movement, secondary movement and minor movement

Random Walk theory

According to Dow Theory, forecasts can be built about the future behavior of stock exchange prices by a careful study and evaluation of the price movements. Conflicting to this belief, as per the random walk theory, the performance of stock exchange prices is almost variable and there is no relation between the current and future stock costs. Any changes happened in the economy or industry will affect the price of a stock in a form of increase of decrease depends on that situation. These changes in the price will reflect in the stock market

Formula theory

The idea of formula plan is identified to accomplish reduce cost and get higher return. Investors has the advantages from variation in the market prices. When the prices of the stock market go up, its required to stakeholders to sell their stocks, In the other hand, When the prices of the stock market went down stakeholders must buy the stocks from the market.

2.4 Modern Approach

Modern portfolio theory use as an investment tools to take a right decision om the right time and it  has two types of theories passive and active portfolio theories. Passive portfolio theory depends on the diversification in your investment as the popular investment quotes “don’t put all your eggs in one basket” . This theory advice the investors to buy the stocks form the same industry. Additionally, the theory mixing the goals on investors and his action behaviors with financial situation market. It is very important to investors to use the market or data historical data of the stock price to predict the future investment performance.

Active portfolio theory divided the investors into three section; patient aggressive and active or conservative. Patient who tends to invest in stable companies that pay to stakeholders dividends yearly , after maturity time or period of time. Those people can be describe as a risky fears as individuals avoiding loses of money and their goals is to have a future secured dividend . Aggressive is the second types of active portfolio. These people are risky takers and they buy stocks to get a higher return as stocks due to volatility of stocks and  has a high risk and turnover   in term of securities assets.

2.5 Overview of economy in UAE

Strong economy of any country can rise the county to the top or down based on the strategies of country and its future vision . In 1950s, UAE was in a part of the world where a simple trading was done by a people who lived in that days doing their own nomadic farming , fishing, palm cultivations , pearling and seafaring. Once UAE announce discovery of the oil the whole economy of UAE was changed and influenced by main areas ,For instance real states, Wholesale and retail trading, manufacturing, construction and business services. According to the economic report 2018 announced by the UAEs ministry of Economy anticipated GDP for 2017 increased by 0.8% at amount of AED 1422.2 billion comparing it in 2016 at amount of 1411.1

The UAE make the economy of the country to rank in to the best level over the 45 years. According to the World Bank report which measures the performance of 190 countries in “ease doing business”, the UAE was ranked first in the Arab world and 11th globally. It was ranked 1st globally in getting electricity, 2nd in paying tax, 5th in dealing with construction permits, 7th in registering properties, and 9th in enforcing contracts.

UAE build their strong economy due to the good vision of the rulers of the UAE. Nowadays, United Arab Emirates enjoys location a tactical location between Asia Europe and Africa. Many chinses businesses want to Dubai as  Middle of trading in Africa. Indian traders consume Emirates airport’s to cross the world.

Maintaining a strong financial assets leads the other countries to build a relationship looking for a growth of their economy exchange trading in many way.  According to a report in Khaleej times, International Monetary Fund forecasts that the gross official reserves of the UAE would grow from USD 76.8 billion in 2015 to USD 118.4 billion in 2020. The current account surplus would grow from USD 17.6 billion in 2015 to USD 33.4 billion by 2020.

UAE government focuses in the diversification on the economy level and do not depends on oil to increase the economy. The government of the UAE is concentrating in economic, touristic and commercial capital for more than 2 million people.

The vision of the UAE in 2021 is to maintain and create a sustainable and diversified economy by adopting economic models and capitalizing on global economic corporations to assurance long-term wealth for current and future generations of Emiratis.

2.6 Overview of Dubai financial market

Dubai Financial Market is one of the most important stock market. It has been established and owned by Dubai government  in 26 of march 2000 and its located in Dubai, United Arab Emirates. In November 2006, by issuing IPO to public the market converted to joint-stock company .This steps led to 20% of shares to public and 80 % were contributed by Borse Dubai.

DFM is one of the three major market in the UAE regulated by the Securities and commodities authority (SCA) which is designed to protect investors, brokers and listed companies by setting rules and standards to exchange stocks . DFM , Abu Dhabi securities Exchange (ADX) and NADSAQ Dubai was arranged to trade stocks international.

In 2014, there was around 76 companies listed on DFM. There was a significant increase in the volume as well as price of the shares traded in many companies in DFM during 2004 and 2005. Due to the global crises in 2008 DFM faced declined in the Net profit from the period of 2007 till 2011. The recorded of the dropped was recorded year after year. The management of the DFM planned to pull the market from the dilemma and decided to save the market. DFM was made  success  story to return the market and ern profit and in 2013 the growth rated raised to 166.3 %.

2.7 Previous study

Mr Markowitz managed a modern portfolio theory which is known as a selective model. Markowitz selective model dislike the risk and all investors are investing in for a long time equally. The investors are seeking for standard deviation or risk as a measure of investment decisions.

In line with Edwin and Martins, in 1997, the theory of modern portfolio is assisting an investor to guess, organize and control the varieties amount of the expected risk and return which is also called Portfolio Management theory.

Basic to the portfolio theory are its measurement of the relation between risk and return, therefore the assumption that investors should be rewarded for forward risk. Portfolio theory departs from ancient security analysis in shifting stress from analyzing the characteristics of individual investments to deciding the applied mathematics relationships among the individual securities that comprise the portfolio.

 Summary

Portfolio the executives is one of the venture plans which lead to budgetary organizer to limit hazard and augment returns. It is imperative to dispense cash of speculators in the correct time and market. Hypotheses is a direction of speculators and enhancement in venture portfolio will enable the financial specialists to amplify his riches.

Chapter 3

 

Research Methods

Introduction

In investing portfolio management , you need to take care of the risk and return of the stocks. The first step of arranging the diversified portfolio is to choose the stocks form the stock markets by going to historical data to predicts the future income and hazard of your portfolio. Risk and return for all stocks in the market are changing and moved up or down based on the company performance and sometimes depends on general situation in the market.

 Measurement of Variables

The first steps in investment is to find the weight of each stocks that you choose to allocate your money in.  by taking the last price of stocks you decide to invest on and multiplied by number of shares you selected to purchase that is give you’re the price each share you bought it from the market. Price of specific share divided by total price of all share will give you a weight of share in the portfolio . this weight will be used to know the expected rate of return and risk.

Measuring risk and return of the historical data is the main point to find out the expected rate of return and return. Investors can forecast the risk and return after taking historical date of any company from financial stock market that he is looking to invest on. after finding the data, investors need to calculate average return based on the closing price for certain time.  Average return is equal to total return divided by total number of days. Similarly to risk, average return will be calculated in the same way by taking total return and divided into numbers of days. After finding average risk and average return investors, you need to find return and risk of the portfolio for all assets.

Research Framework

Investment is a part of every investors. Investment is a part of every company in the world. It take time to make a decision in your life that may impact you in the future. Taking a decisions investment , will also effect the performance of the organizations in the future. The effect can extend in people life in a way to make them to change their life to positive or negative.

Data Collection

The secondary data was gathered from Dubai financial market. It is a historical record of stocks for the last three month in 2019. The quantitative data need to be measure with a Risk and return to find the variance and standard deviation.

Summary

Chance of differentiating venture portfolio will protect securities exchange in United Arab Emirates which is one of the significant pieces of speculation. Enterprise decent variety the financial exchange will reduce hazard and return in the venture portfolio and its advantage the speculators to distribute their benefits in the securities exchange.

Chapter 4

Analysis

Introduction

Investment management process is finding a methods to manage investors funds. Fund manager need to take control risk and income money by taking a good decisions. There are five process to manage investment and analysis investment portfolio.

Site of investment strategy.

The first step of investing is to find your target of investment. Investors need to have a plan of clear policy that shows possible risk and return and investing period of time for investors in investment policy.  The policy require to mention a potential kinds of assets in investment portfolio

Analysis and Evaluation of investment assets.

After putting the plan of the investment in financial market you need to evaluate the price of each stock in term of risk and return based on the historical data to find optimal portfolio. There are two method to analysis investment portfolio  technical and fundament analysis.

Technical analysis is trying to predict future price of particular financial assets operated on the market by looking at the old trends of the previous prices according to guess that these movements or repetitions may repeat themselves in the future. On the other hand, fundamental analysis is estimate of real value of financial assets. This analysis is  relating a real value of financial assets to market value and understand whether this value is higher or lower than the market price. This steps helps the investors to decide the right assets to allocates his money in  investment portfolio.

Structure of diversified investment portfolio.

Investors must set a prior time to invest in the market and his selections to differentiated in financial assets that he choose to invest. There are two types of  procedures in diversification of investment portfolio. Random techniques when unplanned assets offered in investment portfolio. Besides, objective diversification  when financial assets are nominated in investment  portfolio with a clear objectives , evaluate and analysis financial assets with suitable techniques.

 

  Portfolio revision.

It is better for investors to review their financial assets repeatedly and reform a new portfolio by selling the weak assets priced and buy others assets with attractive price as fluctuation of assets price over a period of time and changing in rules and security regulations.

Measurement and evaluation of portfolio performance.

For assessment of portfolio execution, suitable proportions of return and hazard and benchmarks are required. A benchmark is the exhibition of foreordained arrangement of benefits, acquired for correlation purposes. The benchmark might be a prevalent record of proper resources, stock file and bond list. The benchmarks are generally utilized by institutional financial specialists assessing the exhibition of their portfolios. It is critical to bring up that speculation the executives procedure is a proceeding with process impacted by changes in venture condition and changes in financial specialist’s attitudes too. Market globalization offers financial specialists new conceivable outcomes, and yet speculation the executives turns out to be increasingly more jumbled with developing vulnerability.

Analysis and Results

In this study, investment plan was to put 300 share in five scenarios to see the best situation where the risk is lower than return as the best situation to invested for.

According to potential investment portfolio in five sceneries, I have collected a historical data for verity of stocks from Dubai financial market for three month from 19/JAN/2019 to 17/SEP/2019. Financial assets of the stocks was 2 stocks form banking industries which are Dubai Islamic bank and Emirates NBD bank. The third important stocks was from telecom companies and the forth stocks was from real estate’s industries EmaarMalls stocks and the last industries is service industries related to Aramex company.

 

SCENARIO 1
SCENARIO 1
Company Ticker Last price (end of 2019), AED Number of shares Position $ Share in portfolio
EMIRATESNBD ENBD 13.40 50 670 0.38890179
DU TELECOM DU 5.62 70 393.4 0.22834920
ARAMEX ARAMEX 4.08 80 326.4 0.18945902
EMAARMALLS EM 1.93 60 115.8 0.06721616
DUBAI ISLAMIC BANK DIB 5.43 40 217.2 0.12607383
Total     300 1722.8  

 

SCENARIO 1
Weight 0.38890179 0.2283492 0.18945902 0.06721616 0.12607383
Risk (STD) 0.81484686 0.21391881 0.08402186 0.07273013 0.08919954
Return 10.795082 4.43590164 3.21262295 0.97262295 4.19032787
Return On Portfolio 6.413488336
Risk On Portfolio 1.27838462

 

Every number of share was distributed differently. In the first scenario, the number of share was allocated as random without focusing in the price of shares. I noticed that return of the investment portfolio in the first situation has a 6.41% meanwhile, the risk of the portfolio was 1.27% .

SCENARIO 2
SCENARIO 2
Company Ticker Last price (end of 2019), AED Number of shares Position $ Share in portfolio
EMIRATESNBD ENBD 13.40 60 804 0.43992121
DU TELECOM DU 5.62 60 337.2 0.18450427
ARAMEX ARAMEX 4.08 60 244.8 0.13394616
EMAARMALLS EM 1.93 60 115.8 0.06336179
DUBAI ISLAMIC BANK DIB 5.43 60 325.8 0.17826658
Total     300 1827.6  

 

SCENARIO 2
Weight 0.43992121 0.18450427 0.13394616 0.06336179 0.17826658
Risk (STD) 0.81484686 0.21391881 0.08402186 0.07273013 0.08919954
Return 10.795082 4.43590164 3.21262295 0.97262295 4.19032787
Return On Portfolio 6.806369
Risk On Portfolio 0.639544993

 

In the second scenario in decided to changes distribution of share number to be equally. This scenario is matching with the concept Markowitz selective model in the modern approach that the investors investing equally long time. h divided the share equally to value the difference if the numbers of share. The results was the return in this portfolio is 6.80% and risk was at 0.63%. As a result, portfolio in scenario 2 give us a best return with lowest risk between five scenario and this is the optimal portfolio.

SCENARIO 3

 

SCENARIO 3
Company Ticker Last price (end of 2019), AED Number of shares Position $ Share in portfolio
EMIRATESNBD ENBD 13.40 70 938.00 0.63115171
DU TELECOM DU 5.62 40 224.80 0.15126109
ARAMEX ARAMEX 4.08 60 244.80 0.16471848
EMAARMALLS EM 1.93 90 173.70 0.11687745
DUBAI ISLAMIC BANK DIB 5.43 40 217.20 0.14614728
Total     300 1486.172  

 

SCENARIO 3
Weight 0.63115171 0.15126109 0.16471848 0.11687745 0.14614728
Risk (STD) 0.81484686 0.21391881 0.08402186 0.07273013 0.08919954
Return 10.795082 4.43590164 3.21262295 0.97262295 4.19032787
Return On Portfolio 2.538645
Risk On Portfolio 1.544527456

 

In the third scenario, I give the best numbers of share to the higher value share price which is Emirates END at price 13.40. the return on portfolio was the lowest in the all the portfolio at rate 2.53% and risk was at 1.54% . Lower return may not attract most of the investors and the diversification of investment portfolio is not to look at the higher price in the market because this kind of mistakes may have bad impact and negative result in investment.

SCENARIO 4

 

SCENARIO 4
Company Ticker Last price (end of 2019), AED Number of shares Position $ Share in portfolio
EMIRATESNBD ENBD 13.40 23 308.2 0.195997
DU TELECOM DU 5.62 89 500.18 0.318086
ARAMEX ARAMEX 4.08 45 183.6 0.116759
EMAARMALLS EM 1.93 56 108.08 0.068733
DUBAI ISLAMIC BANK DIB 5.43 87 472.41 0.300425
Total     300 1572.47  

 

SCENARIO 4
Weight 0.19599738 0.31808556 0.11675898 0.06873263 0.30042545
Risk (Std) 0.81484686 0.21391881 0.08402186 0.07273013 0.08919954
Return 10.795082 4.43590164 3.21262295 0.97262295 4.19032787
Return On Portfolio 5.22763868
Risk On Portfolio 1.114160867

 

In the fourth scenario, I tried to give my best numbers of shares to a popular company with a good reputations. The return on this portfolio was 5.22% and risk rate was at 1.11% which is acceptable to invest in this

sensorics.

SCENARIO 5
SCENARIO 5
Company Ticker Last price (end of 2019), AED Number of shares Position $ Share in portfolio
EMIRATESNBD ENBD 13.40 70 938 0.49837947
DU TELECOM DU 5.62 55 309.1 0.16423144
ARAMEX ARAMEX 4.08 65 265.2 0.14090643
EMAARMALLS EM 1.93 65 125.45 0.06665427
DUBAI ISLAMIC BANK DIB 5.43 45 244.35 0.12982838
Total     300 1882.1  

 

SCENARIO 5
Weight 0.49837947 0.16423144 0.14090643 0.06665427 0.12982838
Risk (Std) 0.80814019 0.21215813 0.08333031 0.07213152 0.08846537
Return 10.795082 4.43590164 3.21262295 0.97262295 4.19032787
Return On Portfolio 7.170093965
Risk On Portfolio 2.348159674

 

I observed risk in scenario 5 was highest return on portfolio at 7.17% ,but risk in the same portfolio is also highest in 2.34%.  In the scenario 5 the higher return trends to high risk.

 

Return On portfolio Risk On portfolio
Scenario 1 6.413488336 1.27838462
Scenario 2 6.806369 0.639544993
Scenario 3 2.538645 1.544527456
Scenario 4 5.22763868 1.114160867
Scenario 5 7.170093965 2.348159674

 

According to all situations the higher return in the portfolio number 5 ,but portfolio number 3 was recorded the lowest return in the portfolio. Investors look at the market from prospective of long term investment.

Summary

Investment management process is finding a methods to manage investors funds. Fund manager need to take control risk and income money by taking a good decisions. There are five process to manage investment and analysis investment portfolio.

Chapter 5

Analysis

iintroduction

Speculation is one of the most significant piece of business world. To be a speculator, you have to make a long stride with right subtleties of your developing business and be consideration for each and every progression toward your effective voyage to venture. It is difficult to assemble a cash or riches Whether you take a choice to go out on a limb in a fortunate or unfortunate time stay away from chance.

Portfolio the administrators is one of the endeavor plans which lead to budgetary coordinator to confine risk and enlarge returns. It is basic to apportion money theorists in the right time and market. Theories is a heading of examiners and upgrade in adventure portfolio will empower the money related authorities to enhance his wealth.

Conclusion

At the end, investment play an important role in moving the business. Investment helps individuals and entities to take a good decisions in terms of allocating assets in the right way to maximize profit and avoid loses or take a lowest risk. It is difficult to assemble a cash or riches Whether you take a choice to go for broke in a positive or negative time stay away from hazard.

Recommendation for future research

Diversification of investment portfolio is major thing and leads to get the maximum return and avoid the risk. My recommendation to investors in investment is to advice the financial  planner to guide you and evaluation the market based on the market situations. Besides, companies need to put their future plan to  create a basket of investment and not rely on regular income of the investment only.

Summary

Building investment portfolio required a piece of patient to get a future result. It is not easy to create your own wealth but maintaining growth income is more important. investment is one of the effective role in the business world

Preferences:

JNU, Jaipur, First Edition 2014 , Investment Analysis and Portfolio Management http://jnujprdistance.com/assets/lms/LMS%20JNU/MBA/MBA%20-%20Banking%20and%20Finance/Sem%20IV/Investment%20Analysis%20and%20Portfolio%20Management/Investment%20Analysis%20and%20Portfolio%20Management.pdf

Erika Spuchľakova *, Katarina Frajtova Michalikova , Maria Misankova , Risk of the Collective Investment and Investment Portfolio , Procedia Economics and Finance 26 (2015) 167 – 173 010 26 Zilina, SlovakiacUniversity of Zilina, Faculty of Operation and Economics of Transport and Communications, Department of Economics, Univerzitna 8215/1, 010 26 Zilina, Slovakia https://www.sciencedirect.com/science/article/pii/S2212567115009107

Iyiola Omisore , Munirat Yusuf * and Nwufo Christopher .I. 13 February, 2012 , the modern portfolio theory as an investment decision tool, Senator, Federal Republic of Nigeria.
2Department of Business Administration, University of Abuja, Abuja, Nigeria. 3Department of Accounting, University of Abuja, Abuja, Nigeria. https://academicjournals.org/article/article1379417503_Omisore%2520et%2520al.pdf

CFI Education Inc. 2015 to 2019

https://corporatefinanceinstitute.com/resources/knowledge/trading-investing/investment-portfolio/

CFI Education Inc. 2015 to 2019

https://corporatefinanceinstitute.com/resources/knowledge/trading-investing/risk-and-return/

Fundrise

https://fundrise.com/education/blog-posts/investment-portfolio-diversification-why-you-need-it-and-how-to-achieve-it

Investopedia

https://www.investopedia.com/ask/answers/040715/what-are-some-common-examples-unsystematic-risk.asp#ixzz4t9kCRKfL

Key differences , May 24, 2017 by Surbhi S

https://keydifferences.com/difference-between-systematic-and-unsystematic-risk.html#ixzz4t9eRGPpM

Business management ideas

https://www.businessmanagementideas.com/portfolio-management/theories-portfolio-management/list-of-top-4-portfolio-theories-theories-portfolio-management/15149

UAE government official site

https://www.government.ae/en/about-the-uae/economy

Wikipedia,

 

https://en.wikipedia.org/wiki/Dubai_Financial_Market

 

 

How satisfied/ dissatisfied are you with your current sleep pattern?

/in /by

MILITARY MEDICINE, 182, 7/8:e1794, 2017
Factors Affecting Organizational Commitment in Navy Corpsmen
Stephanie Booth-Kewley, PhD; Renée G. Dell’Acqua, BA; Cynthia J. Thomsen, PhD
ABSTRACT Background: Organizational commitment is a psychological state that has a strong impact on the likelihood
that employees will remain with an organization. Among military personnel, organizational commitment is predictive
of a number of important outcomes, including reenlistment intentions, job performance, morale, and perceived readiness.
Because of the unique challenges and experiences associated with military service, it may be that organizational commitment
is even more critical in the military than in civilian populations. Despite the essential role that they play in protecting
the health of other service members, little is known about the factors that influence Navy Corpsmen’s organizational commitment.
This study investigated demographic and psychosocial factors that may be associated with organizational commitment
among Corpsmen. Methods: Surveys of organizational commitment and possible demographic and psychosocial
correlates of organizational commitment were completed by 1,597 male, active duty Navy Corpsmen attending Field Medical
Training Battalion–West, Camp Pendleton, California. Bivariate correlations and hierarchical multiple regression analyses
were used to determine significant predictors of organizational commitment. Findings: Of the 12 demographic and
psychosocial factors examined, 6 factors emerged as significant predictors of organizational commitment in the final model:
preservice motivation to be a Corpsman, positive perceptions of Corpsman training, confidence regarding promotions, occupational
self-efficacy, social support for a Corpsman career, and lower depression. Discussion/Impact/Recommendations:
Importantly, a number of the factors that emerged as significant correlates of organizational commitment in this study are
potentially modifiable. These factors include confidence regarding promotions, positive perceptions of Corpsman training,
and occupational self-efficacy. It is recommended that military leaders and policy-makers take concrete steps to address
these factors, thereby strengthening organizational commitment among Corpsmen. Further research is needed to identify
ways in which organizational commitment could be strengthened among Corpsmen.
INTRODUCTION
Given the advantages of retaining experienced employees,
and the high costs of recruiting and training new ones,
employers generally are highly motivated to maximize
employee retention. One factor that has been shown to
have a strong impact on the likelihood that individuals
will remain with an organization is their level of organizational
commitment. Organizational commitment is a psychological
state characterizing an employee’s relationship with
the organization. It has been linked with retention and other
important outcomes like job satisfaction, job performance,
absenteeism, and organizational citizenship.1,2 Although
several distinct types of organizational commitment exist
(e.g., affective, normative, continuance), evidence suggests that
affective commitment—defined as the employee’s emotional
attachment to, identification with, and involvement in the
organization—is the type of organizational commitment most
strongly associated with retention and related outcomes.2
As in the civilian sector, organizational commitment is predictive
of key outcomes among military personnel, including
reenlistment intentions, job performance, morale, and perceived
readiness.3–5 In fact, it may be that organizational commitment
is more critical in the military than in civilian populations. First,
the training provided by the military is much more extensive,
costly, and time consuming than that typically provided by
civilian employers. Second, it may be more difficult to replace
seasoned military personnel who have experience in the unique,
highly demanding, and unpredictable situations that characterize
military service than it is to replace their civilian counterparts. It
could also be argued that effects of organizational commitment
on performance and morale have more impact in the military,
where they may make the difference between life and death,
than they have in most civilian occupations.
Organizational commitment may be especially important for
military medical providers, including Navy Corpsmen. Corpsmen
play a vital role, serving as enlisted medical specialists
for both the Navy and Marine Corps. In operational settings,
Corpsmen are often the sole or primary medical provider for
the service members with whom they serve. In these settings,
Corpsmen often face tremendous challenges since they are
tasked with providing care under stressful, chaotic, harsh, and
nonsterile conditions.
Despite the crucial role that Corpsmen play in the Navy,
we found no published research examining organizational
Department of Health and Behavioral Sciences, Naval Health Research
Center, 140 Sylvester Road, San Diego, CA 92106-3521.
We are employees of the U.S. Government. This work was prepared as
part of our official duties. Title 17, U.S.C. §105 provides the “Copyright
protection under this title is not available for any work of the U.S.
Government.” Title 17, USC, §101 defines a U.S. Government work as
work prepared by a military service member or employee of the U.S.
Government as part of that person’s official duties.
Report No. 16-61 supported by the U.S. Navy Medicine Bureau of
Medicine and Surgery, under work unit no. 61113. The views expressed in
this article are those of the authors and do not necessarily reflect the official
policy or position of the Department of the Navy, Department of the Army,
Department of the Air Force, Department of Veterans Affairs, Department
of Defense, or the U.S. Government. Approved for public release; distribution
unlimited. Human subjects participated in this study after giving
their free and informed consent. This research has been conducted in compliance
with all applicable federal regulations governing the protection of
human subjects in research (Protocol NHRC.2013.0014).
doi: 10.7205/MILMED-D-16-00316
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commitment and its correlates among Corpsmen. The primary
objective of this study was to identify psychosocial
factors associated with organizational commitment in Corpsmen.
To this end, we surveyed Corpsmen to determine their
levels of organizational commitment and to assess a variety
of factors that might be associated with organizational
commitment. These included preservice motivation to be a
Corpsman, perceptions of the organization, occupational
self-efficacy, task-specific self-efficacy, perceived occupational
stress, social support for a Corpsman career, mental
health symptoms, and demographics.
Predictors of Corpsmen’s Organizational
Commitment
One factor that could potentially have an impact on organizational
commitment is preservice motivation to become a
Corpsman. For some, becoming a Corpsman has been a lifelong
dream; for others, the decision to pursue this occupation
was likely made during enlistment. Logically, individuals
with a stronger preservice motivation to become a Corpsman
would be expected to demonstrate higher levels of organizational
commitment. This expectation is consistent with findings
of research on “occupational callings,” which shows that
positive outcomes (e.g., job satisfaction) accrue for people
who regard their work as a calling.6
Positive perceptions of the organization should also predict
organizational commitment. We examined organizational perceptions
in two domains: (1) training or opportunities for professional
growth, and (2) promotion opportunities. Research in
both military7 and civilian samples8 has linked positive perceptions
of training and opportunities for professional growth with
greater organizational commitment. Similarly, positive attitudes
toward promotion in the Navy have been linked with greater
organizational commitment.9 In a meta-analysis of 22 studies,1
perceived promotion opportunities showed a moderate-tostrong
association with organizational commitment (r = 0.39).
Therefore, we hypothesized that Corpsmen with more positive
perceptions of the occupational training and promotion
opportunities provided to them by the Navy would have
stronger organizational commitment than those with less
positive perceptions.
Another factor examined in relation to organizational commitment
was self-efficacy. Self-efficacy is a personal judgment
of “how well one can execute courses of action required to
deal with prospective situations.”10 Both general and specific
types of self-efficacy have been associated with a wide range
of positive behaviors and outcomes.11,12 In this study, we
focused on occupational and task-specific self-efficacy as they
relate to the duties and responsibilities required of Corpsmen.
On the basis of research and theory,10,12–14 higher levels of
both occupational and task-specific self-efficacy were expected
to be associated with greater organizational commitment.
Perceived occupational stress is another factor that might
be expected to have an impact on organizational commitment.
It makes sense that individuals who experience a high level
of occupational stress would express a lower level of organizational
commitment. An inverse association between these
two factors has been found in a variety of samples, including
nurses,15,16 physicians at military hospitals,7 and public
sector employees.17 We expected that occupational stress
also would be negatively related to organizational commitment
among Corpsmen.
Another psychosocial factor that could play an important
role in organizational commitment is career social support.
Previous research has demonstrated that social support for
an individual’s career pursuits is associated with positive
work outcomes among civilians18,19 and military members.19,20
Given the demanding nature of military life, feeling that one’s
family and friends are supportive of one’s career may be
even more important for service members.
Individuals’ psychological health also may affect their
organizational commitment. We examined two factors related
to mental health: (1) depression, and (2) sleep problems.
Research in both civilian17 and military21 samples has
revealed an inverse association between depression and
organizational commitment. Interestingly, both state and
trait negative affect (which are strongly associated with
depression) have been associated with lower organizational
commitment.22,23 A meta-analysis by Thoresen et al23
found that depression was significantly associated with organizational
commitment, job satisfaction, and turnover intentions.
Sleep problems also have been associated with mental
health problems, including those reflecting negative affect
(e.g., anxiety and depression).24,25 In addition, sleep problems
have been linked with lower job satisfaction26 and a host
of other negative outcomes related to health, and interpersonal
and psychological functioning.26–28 We hypothesized that both
depression and sleep problems would be negatively related
to Corpsmen’s organizational commitment.
Objective
Despite the importance of understanding factors that affect
organizational commitment among Corpsmen, this is the
first study to examine predictors or correlates of organizational
commitment in Corpsmen. The objective of this
study was to identify demographic and psychosocial factors
associated with organizational commitment in a large
sample of Navy Corpsmen.
METHODS
Subjects
The sample consisted of 1,597 active duty Navy Hospital
Corpsmen at the Field Medical Training Battalion–West
(FMTB–West) School, Camp Pendleton, California, between
February 2013 and September 2014. Participants had previously
completed training necessary to become Corpsmen,
and were undergoing additional training to become certified
as Field Medical Service Technicians, also known as Fleet
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Marine Force (FMF) Corpsmen. FMF Corpsmen are unique
in that they are allowed to serve with Marines in the field,
in combat settings, and on other operational deployments.
However, they can also be assigned to various Navy and
Marine Corps duty stations.
Because FMTB–West only trains male Corpsmen, all
study participants were male, and because Corpsman is an
enlisted occupation, there were no officers in the study.
Paygrades (ranks) ranged from enlisted grades of E-1 to E-7;
approximately two-thirds of participants were in paygrade
E-3 (46.7%) or E-2 (20.2%). Most study participants were
young (mean = 22.5 years, standard deviation = 3.8 years,
range = 18–45 years) and had been in the Navy for a relatively
short time (mean = 1.5 years, standard deviation = 2.1 years,
range = 6 months to 17 years). Most participants had a high
school diploma only (44%) or some college/technical training
but not a 4-year degree (45%). Corpsmen participants
were predominantly white (49%), with smaller proportions
of Asian (11%), black (10%), Hispanic (6%), and other race
groups. Nearly a quarter of participants (24%) self-reported
their race/ethnicity as “mixed or multiple races.”
Procedures
The data presented in this article were collected as part of a
larger study.29,30 The goal of the larger study was to assess
the effectiveness of “highly realistic training,” an immersive
medical simulation training in which Corpsmen participated
while attending FMTB–West School. The purpose of the
training was to better prepare Corpsmen to provide medical
care in combat zones and other operational settings.
As part of this larger project, Corpsmen participants were
asked to complete pretest and post-test surveys. All data for
this study came from the pretest surveys, which were administered
about 6 weeks before the simulation training began.
Surveys were completed in large classroom settings at the
FMTB–West School. A total of eight FMTB–West classes
participated in the study, with class sizes ranging from 170
to 225. Participation in the study was voluntary, and signed
consent was provided by all participants. All Corpsmen
students received the training as part of the FMTB–West
course, regardless of whether they participated in the survey.
Study procedures were approved by the Naval Health
Research Center Institutional Review Board.
Measures
The survey assessed organizational commitment and a number
of psychosocial factors hypothesized to be associated with
organizational commitment: preservice motivation to become
a Corpsman, positive perceptions of Corpsman training, confidence
regarding promotions, occupational self-efficacy, taskspecific
self-efficacy, perceived occupational stress, social
support for a Corpsman career, depression, and sleep problems.
Information about demographic characteristics was also
gathered. Although it is likely that other factors are associated
with organizational commitment in this population, we
chose to limit our investigation to these nine psychosocial
factors, for which there were theoretical reasons to expect an
association with organizational commitment.
Organizational Commitment
Organizational commitment was measured using a 4-item
affective organizational commitment scale developed by
Gade et al.4 A sample item is “I feel like ‘part of the family’
in the military.” Items were rated on a 5-point scale, ranging
from 1 (strongly disagree) to 5 (strongly agree). A scale
score was created by summing across all items (α = 0.88).
Preservice Motivation to Become a Corpsman
A 5-item scale assessing preservice motivation to become
a Corpsman was developed specifically for this study. This
scale measures the degree to which participants had a longstanding
desire to become Corpsmen. Sample items include
“I knew I wanted to be a Corpsman long before I entered
the Navy” and “I have wanted to work as a medical provider
for as long as I can remember.” Respondents rated each item
on a 5-point scale, ranging from 1 (strongly disagree) to
5 (strongly agree). A scale score was created by summing
across all items (α = 0.79).
Positive Perceptions of Corpsman Training
Perceptions of the occupational training provided to
Corpsmen by the Navy were assessed with a single item
developed specifically for this study: “To what degree is
the Navy providing you with the necessary training to
have a successful career as a Corpsman?” Respondents
rated the item on a 5-point scale, ranging from 1 (not at
all) to 5 (extremely).
Confidence Regarding Promotions
Confidence regarding future promotions was measured using
a single item developed specifically for this study: “If you
stay in the Navy, how confident are you that you will be
promoted as high as your ability and effort warrant?”
Respondents rated each item on a 5-point scale, ranging
from 1 (not at all) to 5 (extremely).
Occupational Self-Efficacy
Occupational self-efficacy is confidence in one’s ability to
execute the skills and duties required by one’s occupation.
A 9-item scale assessing Corpsmen’s occupational selfefficacy
was developed for this study. This scale measures
the participant’s overall confidence that he can perform
competently as an FMF Corpsman. Sample items include
“I am confident that I will be able to provide quality medical
care under pressure” and “I am confident that I will be able
to conduct casualty triage.” Items were rated on a 5-point
scale, ranging from 1 (not at all) to 5 (extremely). A scale
score was formed by summing across all items (α = 0.94).
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Task-Specific Self-Efficacy
Task-specific self-efficacy is confidence in one’s ability to
execute specific tasks related one’s occupation. A 9-item
scale assessing Corpsmen’s task-specific self-efficacy was
developed for this study. Items asked participants to rate
how confident they felt to perform specific medical skills
that are considered core competencies for FMF Corpsmen.
Sample items include “Rate how sure you are that you could
manage hemorrhage control” and “Rate how sure you are
that you could perform airway management.” Items were
rated on a 5-point scale, ranging from 1 (I don’t think I can
do it) to 5 (I’m very sure I can do it). A scale score was created
by summing across all items (α = 0.90).
Perceived Occupational Stress
Perceived occupational stress was measured using a single
item: “During the past 12 months, how much stress did
you experience at work or while carrying out your military
duties?” Respondents rated the item on a 5-point scale,
ranging from 1 (had no stress at work in the past
12 months) to 5 (a lot). This item is from the 2008 Department
of Defense Survey of Health Related Behaviors
among Military Personnel.31
Social Support for Corpsman Career
Social support for the participant’s career as a Corpsman
was assessed using a single item: “Do your immediate
family and close friends support your Navy career plans?”
Respondents rated the item on a 5-point scale, ranging from
1 (not at all) to 5 (extremely).
Depression
Depression was assessed using the 10-item Center for Epidemiologic
Studies Depression (CES-D-10) Scale,32 a short
version of the 20-item CES-D Scale.33 Respondents rated
how often they had experienced each symptom during the
past week, ranging from 0 (rarely or none of the time) to 3
(most or all of the time). A depression score was created by
summing across all scale items (α = 0.83).
Sleep Problems
A 3-item scale assessing sleep problems was adapted from
the Insomnia Severity Index,34 a validated measure of
insomnia and sleep quality. A sample item is “How satisfied/
dissatisfied are you with your current sleep pattern?” Respondents
rated two of the three items on a 5-point scale, ranging
from 1 (none) to 5 (very severe); the other item was rated on
a 4-point scale, ranging from 1 (very dissatisfied) to 4 (very
satisfied). A scale score was created by standardizing and
summing across the items (α = 0.72).
Demographics
The survey asked for information about participants’ tenure
in the Navy, education, age, race/ethnicity, and paygrade.
Data Analysis
Statistical analyses were performed using SPSS Statistics
for Windows, version 23 (IBM, Armonk, NY). Pearson
correlations were computed to determine the strength and
direction of associations between each pair of study variables.
Hierarchical multiple regression analysis was used to
determine the strongest predictors of Corpsmen’s organizational
commitment, while controlling for the effects of
other important predictors.
RESULTS
Pearson correlations between the key variables in the study
are shown in Table I. Although most of the study variables
were not highly intercorrelated, large correlations35 were
found between task-specific and occupational self-efficacy
(r = 0.46), sleep problems and depression (r = 0.47), age
and education (r = 0.48, p < 0.01), and age and tenure
(r = 0.54, p < 0.01). Consistent with predictions, all nine
of the psychosocial variables were significantly correlated
with organizational commitment (see Table I). At the zeroorder
level, the variables that were most strongly associated
with organizational commitment were those assessing positive
perceptions of the organization: confidence regarding
promotions (r = 0.39) and positive perceptions of Corpsman
training (r = 0.32). None of the three demographic variables
were significantly related to organizational commitment, so
they were not analyzed further.
In the first step of the hierarchical multiple regression
model, preservice motivation to be a Corpsman was entered;
this variable was entered ahead of the other psychosocial
factors because it reflects a preservice variable which, from
a life course perspective, occurred before the other variables
assessed. The other psychosocial variables were entered in
the second (and final) step of the model.
The results showed that preservice motivation to be a
Corpsman (entered on Step 1) was a significant predictor of
organizational commitment, accounting for 8% of the variance
(Table II). As a group, the other psychosocial variables, entered
on Step 2, accounted for an additional 23% of the variance
in organizational commitment. The final model accounted for
nearly one-third of the variance in organizational commitment
(R2 = 0.32). In the final model, the strongest predictors of organizational
commitment were preservice motivation to become
a Corpsman, confidence regarding promotions, and social support
for a Corpsman career. Corpsmen who reported a high
level of confidence regarding promotions, those with a high
level of preservice motivation to become Corpsmen, and those
with strong social support for their careers also demonstrated
greater organizational commitment. Other significant predictors
of organizational commitment in the final model included
higher occupational self-efficacy, more positive perceptions of
Corpsman training, and lower levels of depression symptoms.
A number of the psychosocial predictors that were significant
predictors of organizational commitment at the bivariate
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level remained significant in the hierarchical regression. The
exceptions were task-specific self-efficacy, sleep problems, and
perceived occupational stress. With other variables controlled,
these three variables were no longer significant predictors of
organizational commitment.
DISCUSSION
The objective of this study was to identify psychosocial factors
associated with organizational commitment among Navy Corpsmen.
All nine psychosocial factors examined were significantly
associated with organizational commitment at the zero-order
level. Six of these psychosocial factors remained significant
in the final multivariate model: preservice motivation to be a
Corpsman, positive perceptions of Corpsman training, confidence
regarding promotions, occupational self-efficacy, social
support for a Corpsman career, and lower depression. The other
three factors (task-specific self-efficacy, perceived occupational
stress, and sleep problems) did not remain significant. None of
the demographic factors (tenure, education, and age) were associated
with organizational commitment.
As hypothesized, participants with a strong preservice
motivation to become Corpsmen demonstrated higher levels
of organizational commitment than those who did not. It
makes sense that individuals who had a long-standing desire
to become Corpsmen, or for whom the Corpsman occupation
may even have been a calling,6 would form stronger
feelings of commitment toward the Navy than those who felt
less strongly about being a Corpsman.
We examined two factors representing positive attitudes
toward the organization. Both positive perceptions toward
TABLE II. Final Model: Results of Hierarchical Stepwise Multiple Regression Predicting Organizational Commitment
Variable B SE B β t ΔR2
Step 1 0.08***
Preservice Motivation to Be a Corpsman 0.13 0.02 0.19 7.96***
Step 2 0.23***
Positive Perceptions of Corpsman Training 0.64 0.11 0.14 5.81***
Confidence Regarding Promotions 0.68 0.09 0.19 7.77***
Occupational Self-Efficacy 0.06 0.01 0.12 4.43***
Task-Specific Self-Efficacy 0.01 0.01 0.02 0.66
Perceived Occupational Stress −0.08 0.11 −0.02 −0.79
Social Support for Corpsman Career 0.80 0.10 0.18 7.75***
Depression −0.12 0.02 −0.16 5.92***
Sleep Problems 0.02 0.04 0.01 0.49
*p < 0.05; **p < 0.01; ***p < 0.001.
TABLE I. Pearson Correlations Between Study Variables
1 2 3 4 5 6 7 8 9 10 11 12 13
1. Organizational
Commitment
—
2. Preservice Motivation
to Be a Corpsman
0.28** —
3. Positive Perceptions of
Corpsman Training
0.32** 0.11** —
4. Confidence Regarding
Promotions
0.39** 0.14** 0.29** —
5. Occupational
Self-Efficacy
0.28** 0.13** 0.18** 0.24** —
6. Task-specific
Self-Efficacy
0.14** 0.09** 0.09** 0.10** 0.46** —
7. Perceived Occupational
Stress
−0.11** −0.02 −0.12** −0.05 −0.06* −0.01 —
8. Social Support for
Corpsman Occupation
0.30** 0.10** 0.20** 0.23** 0.13** 0.04 −0.06* —
9. Depression −0.30** −0.10** −0.19** −0.23** −0.22** −0.06* 0.30** −0.16** —
10. Sleep Problems −0.17** −0.06* −0.15** −0.15** −0.10** 0.01 0.23** −0.13** 0.47** —
11. Tenure −0.03 −0.14** −0.03 −0.06* 0.02 0.10** 0.07** −0.08** 0.07** 0.15** —
12. Education −0.02 0 −0.02 0.05 0.07** 0.08** 0.04 −0.02 0.01 −0.01 0.13** —
13. Age −0.01 −0.09** 0.00 0.00 0.04 0.07** 0.03 −0.07** −0.01 0.06* 0.54** 0.48** —
*p < 0.05; **p < 0.01.
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occupational training and confidence regarding promotions
were significantly associated with organizational commitment.
Since career training and promotions can be viewed
as organizational rewards, these results align with conceptual
work on organizational commitment stemming from
social exchange theory, which holds that employees are
willing to attach themselves to organizations in exchange
for key rewards.28,36–38 These findings also align with research
showing that positive perceptions of training8 and attitudes
toward promotions,1,9 are associated with organizational
commitment.
In the final model, occupational self-efficacy was a
significant predictor of organizational commitment. In contrast,
task-specific self-effi
cacy was not associated with
organizational commitment in the final model. The fact that
organizational commitment was more strongly associated
with occupational self-efficacy than with task-specific selfefficacy
indicates that Corpsmen’s confi
dence regarding
their higher level occupational duties (such as performing
casualty triage) plays a key role in their commitment to the
Navy, whereas their confidence regarding specific job tasks
(such as airway management) does not. Although there is
a lack of research showing a link between occupational
self-efficacy and organizational commitment, this finding is
consistent with a meta-analysis demonstrating an association
between perceived personal competence and organizational
commitment.1 Our finding contributes to the literature by
showing the potential impact of occupational self-efficacy
on organizational commitment. However, additional research
will be needed to replicate this finding and to determine
how organizational commitment is influenced by specific
types of job-related self-efficacy.
Another key finding of this study was the positive association
between social support for a Corpsman career and organizational
commitment. This result is not surprising because
one would expect that Corpsmen with strong support from
their friends and family regarding their careers would feel
a stronger attachment to the military than those with less
support. In addition, this result is consistent with previous
research showing that social and family support for an individual’s
career is related to greater organizational commitment39
and job retention.19,20
Our finding of an inverse association between depression
and organizational commitment is consistent with previous
research.22,23 This result also aligns with research and theory
demonstrating links between both state and trait negative affect
and key organizational outcomes, such as job satisfaction,
burnout, intent to quit, and organizational commitment.17,23
Contrary to our hypothesis, perceived occupational stress
was not associated with organizational commitment, once
the effects of other predictors were controlled. This lack of
an association may have been the result of our use of a single
item to assess occupational stress. Using a more comprehensive
measure of occupational stress might have produced
a more robust relationship with organizational commitment.
Similarly, no association was found between sleep problems
and organizational commitment, once the effects of
other predictors were controlled. Although research has
linked sleep problems with lower job satisfaction and other
negative psychosocial outcomes,26,28 sleep problems do not
appear to be robustly associated with lower organizational
commitment in Corpsmen.
This is the first study to examine a broad range of psychosocial
factors in relation to organizational commitment in a
sample of Corpsmen. Our findings have a number of implications
for the military. Some of the psychosocial factors associated
with organizational commitment in this study appear to
be potentially modifiable, including confidence regarding promotions,
perceptions of Corpsman training, and occupational
self-efficacy. The association discovered between confidence
regarding promotions and organizational commitment suggests
that the Navy may want to consider taking concrete
steps to help Corpsmen with career advancement, since doing
so might strengthen their commitment to the Navy. The
association between positive perceptions of Corpsman training
and organizational commitment suggests that improving
training also could strengthen Corpsmen’s attachment to the
Navy. Lastly, the positive association between occupational
self-efficacy and organizational commitment suggests that
training and interventions designed to increase Corpsmen’s
occupational self-efficacy could be an additional way to
bolster their organizational commitment. Relatedly, results
from the larger study of which this effort was a part showed
significant increases in Corpsmen’s occupational self-efficacy
as a result of their participation in highly realistic medical
training,30 adding weight to the idea that occupational selfefficacy
is modifiable.
A number of limitations were identified in this study.
First, the study was cross-sectional, making directionality of
associations difficult to determine. Second, all data for the
study were based on self-report and its associated limitations
(e.g., social desirability bias). Third, the survey from which
we drew our data asked for identifying information. Although
confidentiality was assured, some degree of underreporting or
misreporting may have occurred. Fourth, the data for this
study were drawn from FMF Corpsmen only; the results may
or may not generalize to other types of Corpsmen. Lastly,
our sample did not include women, so our results may not
necessarily generalize to female Corpsmen.
In conclusion, this study identified a number of psychosocial
factors that were significantly associated with organizational
commitment in Corpsmen. Importantly, several of
these factors (confidence regarding promotions, perceptions
of Corpsman training, and occupational self-efficacy) are
potentially modifiable. We recommend that military leaders
and policy-makers take concrete steps to address these
factors, thereby strengthening organizational commitment
among Corpsmen. We also recommend that future research
be aimed at clarifying the nature and impact of these factors
on organizational commitment in Corpsmen. Research
MILITARY MEDICINE, Vol. 182, July/August 2017 e1799
Factors Affecting Organizational Commitment in Navy Corpsmen
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is also needed to identify additional ways in which organizational
commitment could be strengthened in this population.
ACKNOWLEDGMENTS
The authors gratefully acknowledge Isabel Altarejos, Robyn Highfill-
McRoy, and the leadership and staff of the Field Medical Training
Battalion–West, Camp Pendleton, for assistance with the study. This
research was supported by the U.S. Navy Medicine Bureau of Medicine
and Surgery (BUMED), Washington, DC, under Work Unit No. 61113.
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JA: The role of recruit division commanders in graduation from U.S.
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Thomsen CJ: Evaluation of Highly Realistic Training for Navy
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32. Andresen EM, Malmgren JA, Carter WB, Patrick DL: Screening for
depression in well older adults: evaluation of a short form of the
CES-D. Am J Prev Med 1994; 10(2): 77–84.
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Index as an outcome measure for insomnia research. Sleep Med
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Hillsdale, NJ, Lawrence Erlbaum, 1988.
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Wiley, 1964.
37. Mottaz CJ: Determinants of organizational commitment. Hum Relat
1988; 41(6): 467–82.
38. Mowday RT, Steers RM, Porter LW: The measurement of organizational
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39. Wayne JH, Casper WJ, Matthews RA, Allen TD: Family-supportive
organization perceptions and organizational commitment: the mediating
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e1800 MILITARY MEDICINE, Vol. 182, July/August 2017
Factors Affecting Organizational Commitment in Navy Corpsmen
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Reproduced with permission of copyright owner.
Further reproduction prohibited without
permission.

How can the pedagogy (learning methods), and organisation of the school be supported through the design of the environment?

/in /by
Introduction

Brief: Educational organisations need for innovation to survive and grow.

Spaces of innovation as physical, digital and social contexts for students to create, collaborate/share knowledge – a different approach to investigating creativity within organisations, not through only psychological and social aspects of motivation and management but through the spaces in which they are found;

Summary: The relationship between space, creativity and innovation in an academic context/The role of innovative architecture in dismantling social barriers in pedagogical systems
Initiate body with background understanding of 1. Need for innovation in academic spaces 2. Properties of Creative Space;

1.      Ken Robinson, rethink the fundamental principles in which we educate children – educating the shapers of tomorrow through a system predicted on the idea of academic ability in order to meet the needs of industrialism – too look for intelligence within education systems instead of looking for a particular commodity – instead of a focus on mostly a mathematical and verbal reasoning – how can we focus on developing the diversity of our student body intelligence. Celebrating that each individual has their own learning style and creating enough spatial freedom for the development of such.
Example 1 – Smaller Scale

Vittra Telefonplan: A school without walls, ‘meeting places with a positive and open atmosphere’; ‘How can the pedagogy (learning methods), and organisation of the school be supported through the design of the environment?’; Spatial elements based on schools educational principles, mountain top for broadcast communication, the cave for individual learning, the campfire for dialogue, the watering hole where people meet occasionally.

Example 2 – Broader Scale

iHub Nairobi: Part open community workspace, part vector for investors and part incubator, the iHub concept has already catalysed a number of other sectors established, designed to build an ecosystem around the Kenyan tech entrepreneur: iHub Research, iHub Consulting, iHub Supercomputing…  iHub Nairobi is the community, designed the room layout and the organisations log, it is the community who also runs the network, holds events and drives the direction of the space.

Example 3 – Awareness

 Staatliches Bauhaus
Conclusion, clear on opinion regarding the subject

Educational spaces should be radically adapted to the worlds evolution pace, academics should be more flexible in order to extract from each individual his best performance – space should be the foundation for this social change,
Drawing

Proposal for a local academic space for a specific age group

Network proposal of an iHub concept within local context

 

It is an undeniable fact that societies are found under constant transformation, this fast-changing social-cultural framework is reflected in the pedagogical systems and their architectural typologies. There is a relevance in analysing traditional schools in order to understand the changes of its designs and the motifs behind them.

There has always been an attributed role to the school in its respective community, this has been framed by environmental, social, economical and geographical factors, but what has seem to be the link between them? What are the universal approaches from past architectural institutions  and what is their relevance in contemporary design?

In order to understand the relationship between the needs of a society and the responsiveness of architecture, we can refer back to the industrial revolution and how the traditional school typology shifted in order to follow the ideas of standardisation promoted at the time. The Bauhaus in Germany serves as an example and as a reference for other architectural typologies of this period though the design of open, light and airy factory like spaces. This conduct served as the foundation for terms and ideologies such as ‘universal space’ and spatial continuity, with the purpose of increasing the degree of coexistence amongst its users. In fact the pupils needs and the increase of numbers due to stricter child labour laws, were fundamental for the modernisation of the neoclassical facades and utilitarian classrooms. This was made through the consciousness of the role of design elements such as daylighting and natural ventilation as means for higher performance.

 

In contemporary architecture the exploration of these design aspects has been made throughly. However an anticipated need for a revaluation of the built environment in an academic context, has allowed architects to focus on design elements that stimulate and challenge students intelligence as a tool for  future adaptation: ‘We are educating the shapers of tomorrow through a system predicated on the idea of academic ability in order to meet the needs of industrialism’, Sir Ken Robinson argues that opposing to traditional teaching, which focuses on verbal and mathematical reasoning – more diverse approaches are needed to develop the diversity of our intelligence, Robinson argues that the only way that children can be in fact equipped with the ability of embracing the complexity and dynamism of the future is through the composition of schools that confront the idea of an ideal learning space.

Peter Barret, a professor at the School of the Built Environment, University of Salford has undertaken a study with findings that claim that the ideal modern school should follow three main principles: naturalness, individualisation and stimulation – which includes aspects such as light, colour, flexibility and connectivity.

Vittra Telefonplan, its an open floor school in Stockholm which challenges the traditional pedagogical system through a learning method supported by its physical space. Children’s needs are individualised and stimuli for learning is distributed across campus in a playful manner as an approachable and creative foundation for the pupils needs and achievement levels.

This concept was conceivable after the educational reform in 1992 in Sweden, which gave friskolors (independent schools) the freedom to manage their own buildings, teaching methods and style, its architectural principles very much like Bauhaus follow an open plan contrary to traditional classrooms.

Do people from an ethnic minority experience specific forms of discrimination?

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ou need to choose a topic for your assignments within the general subject area of equality and diversity in the workplace. Equality in this context means ensuring that everybody has the same access to the same opportunities without any discrimination. For example, people are not rejected for a job, denied promotion, given less important work, awarded lower performance appraisal marks or treated in any other way that is unfair because of their race, age, gender, sexual orientation, disability etc. Diversity in this context means placing valuing on and respecting people’s different backgrounds, knowledge, skills and experiences and using these differences to create a productive and effective workforce. Background material can be found in the document Research Project Theme 2019 below.

Pearson suggest that the range of topics students could cover includes the following areas; we have added some comments in ( )s to expand on each idea:

• Behaviours that support equality and diversity in the workplace (e.g. if an organisation runs diversity workshops or programmes relating to equality at work, what do staff think about them and their usefulness?)

• Managing cultural diversity in the workplace (e.g. how do employees from different backgrounds find working together? What are the benefits and problems?)

• Gender equality in leadership and management (often referred to as a ‘glass ceiling’, are there apparently invisible barriers to women – or other groups, such as ethnic minorities, progressing to senior positions?)

• Workplace discrimination (e.g. do people from an ethnic minority experience specific forms of discrimination?)

• The work-life balance and enrichment experiences (e.g. do women experience more problems balancing their work/career with family and social life because they are expected to do more around the home, looking after children, etc?)

What do you think the writer/producer/director hopes to say or accomplish? In what specific ways does it succeed or fall short?

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For your take home final exam you must select a pre-approved film to study closely. Please give me the film title and a brief synopsis including the year it was produced, original language and director/producer. Submit your choice of film to me via Canvas message or email for approval. Once approved, you may begin the assignment. You should submit your final exam as a WORD document in Canvas.

This exam will measure the following course objectives:

Identify and apply concepts related to issues of aesthetics, creativity, humanism, meaning and/or invention
Incorporate or identify innovation, risk-taking, and creativity into analysis using narrative storytelling
Pose and address questions related to the confluence of creative and humanistic expression with social and cultural contexts of the human condition
Assess, reflect on, and critically analyze the role of creative humanistic expression in illuminating the human condition and search for meaning
Requirements:

Length: Minimum of 3 but no more than 5 pages, MLA format for short papers
Refer directly to specific moments in the film in your answer to illustrate your thinking
Question and challenge social, cultural, and aesthetic issues in the film
Reflect on the role of creative expression in communicating what it means to be human
Please remember that this assignment will be submitted to Turnitin.com – it is important that you submit your own, honest work
Prompt:

In the beginning of your essay, identify what you perceive as the creative goals of the film and its desired impact upon you as a viewer. What were your expectations coming in after viewing the trailer? What do you think the writer/producer/director hopes to say or accomplish? In what specific ways does it succeed or fall short?

In the body of your essay, discuss in what ways this film takes risks and challenges us, both as individuals and as contemporary humans? With what ethical and/or social issues does the film engage? How has your understanding of these issues been affected by the film? Also in the body of your essay, identify what three challenging and thoughtful questions you would ask the film director if you could. Why do you think these questions matter?

In your conclusion, reflect upon the meaning of this film to you. How does it help you understand yourself and/or other people better or differently?

Adapted from Angela Gulick, Parkland College Writing Lab, July 2016

Citing and Citation: To “cite” a source is to tell where you found the information you are borrowing, such as details from a television program, motion picture, DVD, CD, song, or online video. A citation is the collection of details about where you found your information. The details of a media source citation include 1) a signal phrase, 2) an action verb, and 3) a parenthetical citation.

Citing a Movie

Signal Phrase: A signal phrase is a formal way you alert your reader to the source of your borrowed information. The signal phrase is also an opportunity to give credibility to your source, by providing details such as the source’s title, additional performers or artistic contributors, or any other details that would show your source’s expertise. Here are two common details to include in a signal phrase for a media source:
 The name of the source itself – the movie. Italicize the title. Example: Her not “Her”

• How children can contribute to a simulated natural environment design?

/in /by

The Benefits of the natural play for children

Executive summary (done after the project is finished)…………………………………….. 3

Section 1: Introduction…………………………………………………………………………………… 4

Example to get you started:………………………………………………………………………….. 4

Setting/context…………………………………………………………………………………………….. 5

Section 2: Literature Review…………………………………………………………………………… 6

Introduction………………………………………………………………………………………………… 6

How do I structure my paragraphs……………………………………………………………….. 6

What do I have headings for in my literature review?…………………………………….. 7

Section 3: Design of my research project…………………………………………………………. 8

My approach to Action Research/ Action Learning and some theory informing it 8

Who is involved in Your research?………………………………………………………………… 9

What are your ethical considerations…………………………………………………………….. 9

Rigour………………………………………………………………………………………………………… 9

What is going to happen……………………………………………………………………………… 10

Document your plan…………………………………………………………………………………… 10

Executive summary (done after the project is finished)

In this section you will write a short, succinct summary of the report and a list of any recommendations you have.

Section 1:  Introduction

To conclude my Bachelor of Early Childhood Degree this action research was purposed as part of my final practicum. The initial focus for the literature review would be the challenges for educator planning and design a simulated outdoor environment in childcare. However, the laws to operate a childcare centre in a building are very recent and the services still need waivers approval to start the project in some states (Cook, 2017). Considering this information, the lack of researches and documentation about the topic the idea of the project was changed for the Benefits of Natural Play for Children, and the research method will be involving children in the implementation process of natural resources in a simulated natural environment.

Since I have the first contact with a simulated outdoor childcare environment, I asked myself about the importance of natural play for children. Therefore, I decided to research about the benefits of natural play in early years and how we can involve children and design an exceptional simulate outdoor area. Currently, in New South Wales to open an indoor childcare centre the owner only need to respect some specific regulations related to sun lights and square metres per child and ensure children will have the same opportunities for learning as they would in a centre with a big yard ( ACA, n.d).

The posed questions are:

  • In which ways natural play can benefit children?
  • Is it possible promote a natural interaction in a simulated outdoor space?
  • How children can contribute to a simulated natural environment design?

A research into this area is extremely relevant because children are …

Setting/context

This research was undertaken in a childcare centre placed at a mall. The mall is located in a multicultural area close by the beach and parks. The centre has capacity for 54 children a day, however there are 54 children along the week attending at the centre. There are four different rooms, being one Nursery ( 0-2), one Toddler room (2-3) one Pre-school (3-4) and another Pre-school (4-5). The families who attend this centre are mostly locals, although they have different backgrounds which gave the centre one award for inclusion practices and diversity. The centre operates since 2007 and they have some long-term staff working in the premises. The centre have Exceeding rates in most of the areas excepted in Area 2: Children’s health and safety and Area 3: Physical Environment where they are meeting the standards.  According to their Quality Improvement Plan they are planning implement more natural resources in the simulated outdoor area. They are still designing an action plan to put some new practices in place. The objective of this action research is also contribute for their improvement in Area 3 presenting some ideas of how they can include children’s voices in the environment improvement.

Section 2:  Literature Review : The Benefits of Natural play for Children

Introduction

Nature play is an important topic in Early Childhood setting. Nowadays with the technological progress children have being separate from nature. According to many researches and theorists, the interaction with nature are extremely important for children development. This literature review will discuss the benefits of natural play in children’s area of development.

Policies, Laws and regulation for Outdoor Environment

Policies and procedures, laws, regulations and frameworks are extremely important in childcare settings. To  run an educational business, it essential to follow some specific laws and standards determined by state laws and regulations and The Early Years Learning Framework for Australia (EYFL) ( ACEQCA, n.d).  The service also will design policies guided by those documents. The centre policy statement for physical environment determine the environment must be appropriate for their purpose, promoting children’s competence and exploration agency. The centre promotes sustainable practices, including use of environmentally friendly products and encouraging children to respect the environment, promoting learning experiences that brings understanding of responsibilities for a sustainable practice.  Children must have flexible, inclusive and interactive outdoor environment having the opportunity to engage and interact with natural elements.

The NSW Legislation (2018) enforces some rules for outdoor spaces in childcare centres, such as space, shade and appropriate supervision . In Division 2 regulation 113 in the legislation is addressed children must have an outdoor that allows them to explore and experience natural environment giving some examples like sand, trees and vegetation ( NSW Legislation, 2018). The Guide to the National Quality Framework (NQF) (2018) supported by the NSW legislation (2018) emphasises the outdoor spaces features bringing some more examples of what the centre must to provide such as gardens, water play areas, dirt paths and worn farms.  It does not mean every centre must have all those elements, however the premises must to have appropriate resources to promote children’s access for interaction with nature ( ACEQCA, 2018). The EYFL (2009), mentioned teaching about natural world and the importance of respect the environment as an essential educational practice, as designing learning environments that includes elements of the nature to foster children’s appreciation for their environment ( EYFL, p.14-16, 2009). The NQF and the EYFL are documents designed based on the states laws and regulations to guide and support educators in the educational journey.

Theories of Play

In this section you will review literature including research, policy and theory relevant to your research question. The aim is to present research and commentary from other’s that is relevant to your project.

How do I structure my paragraphs

Each paragraph will have a topic sentence. Try to make your discussion analytical, and also critical. It also helps to provide a synthesis at the end of each paragraph. Your synthesising sentence connects the idea you have just discussed back to the guiding topic, this builds cohesion across the text.

Not all your paragraphs are going to be structured the same, but they will all have a topic sentence. You might then introduce a key idea from the literature. If it comes from one paper discuss if it is research, policy; analysis, theoretical perspective. Have a few little phrases that help you explain what it is. For example: in research about transition to school; in a discussion about the influences of family on transition; in the curriculum framework transition is identified as a key issue, it states “Remember for direct quotes you use page numbers” (author, date, p.#). If you use a direct quote in the next paragraph always explain why that quote is important. Then link that back to your topic.

You may then go on to more literature. Try to avoid lots of direct quotes, because it is more analytical to paraphrase and discuss than it is to identify and describe. When you paraphrase you do not need page references so it is easier to reference (author, date). But remember to connect the idea back to your overall discussion.

What do I have headings for in my literature review?

Reviewing literature takes time. It is a good idea to read the relevant literature and keep track of the themes. You may find that one paper has more than one theme, which means you get to talk about it under different headings. You use headings to draw the reader’s attention to the themes. Remember the other reason you are reading the literature is to explain the field you are researching. This means that the headings also draw our attention to the ways you understand the literature.

 

Section 3:  Design of my research project (this section needs to be well thought through before you go on prac, but will still be changed a little after depending on what happens)

Here you will discuss how you are going to go about doing your research project. If you haven’t done it yet, read Step 3 (MacNaughton & Hughes, 2008). You might also find Ferrance, (2000). Useful, so here is the link in the ACU library:

https://acu-edu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=61ACU_ALMA5199549700002352&context=L&vid=61ACU&search_scope=61ACU_All&tab=61acu_all&lang=en_US

 

MacNaughton and Hughes (2008) talk about the ‘action research family’ essentially you need to know which family you are going to hang out with. You tell that in this section. You also need to read about ethical responsibilities in Step 5 (MacNaughton & Hughes, 2008), mapping the practicalities (Step 7 MacNaughton & Hughes, 2008) and how to add rigour you’re (Step 8 MacNaughton & Hughes, 2008). So write a brief introduction and get stuck into it!

Method and Theory Involved

As educators we always heard about the benefits of nature in children’s life and in adulthood. Rousseau and Pestalozzi, were the first theorist to introduce the idea that natural environment play a positive role in children’s education. Friedrich Froebel, founded the Kindergarten, and his theory enforce the idea the interaction with nature not only contributes to children’s awareness about the nature but also to develop in children the importance of the natural world and how it is connected with their health and life style ( Kadimba, n.d). Piaget, in his Stage of development theory addresses the different stages of learning that children naturally present in determined age. The toddler’s group would be in the Preoperational stage where children learning observing the environment and the causes and consequences. To develop the action research the use of manipulative play using natural elements are crucial to engage children in learning and to promote curiosity allowing children to explore the elements freely and gather their own ideas and observations through play ( Pound, 2012).

The idea of this action research is to observe if educators involve a specific toddler group in making decision about the simulated outdoor environment design and how children will respond and get benefits in their development through natural elements interaction. I decided to bring different learning experiences, mostly experiences is new for this group of children, such as gardening, natural loose parts painting, natural stones memory game and nude playdough with natural loose parts are some example of purposed learning activities. The objective of this project is to implement one step to help the centre improve their simulated outdoor environment adding more natural elements and engaging children in natural play. Using the purposed strategies children will have more contact to natural elements and they will make choices about which elements will be incorporate in the environment according to their play preferences.

 

This is an action research/ action learning project, so this is where you are going to describe how you are going to that. The MacNaughton and Hughes (2008) book is really helpful here, so if you haven’t read section 3 do it now. After you read that section you should be able to write this part. You should also draw on some other literature about action research and you will find references for those in section 3.

Here you will also discuss theory that is relevant. Identify your perspective: are you coming from sociocultural perspectives, post structural perspectives, ecological systems perspective? You need to explain why this way of thinking is useful to your research. Hughes and MacNaughton (2008) talk about potstructural perspective and postmodern perspectives. How do you think about things?

Who is involved in your research?

The research is about the benefits of natural play for children and the implementation of natural environment in a simulated outdoor setting. Mostly of the times children will be involved doing activities or participating in making decisions process. Educators and director are also involved guiding children, giving ideas about the learning activities purposed by the researcher and giving feedback about the process. It expected educators maintain the natural elements built during this project and implement more changes after that.

Ethical considerations

This research was undertaking in a childcare centre environment. For this reason, some ethical responsibilities were vital to proceed with this research project.

According to the Australian Code for Responsible Conduct of Research (2007) the researcher should respect the right of those included in the research, follow practices of safety and security, ensure the findings are responsible disseminated, confidentiality and follow policies and procedures related to privacy, confidentiality and authorship.  To ensure this ethical responsibility parents’ authorisation to take pictures of children are used. If the pictures are used to demonstrate the collection of artefacts, children’s face will be covered. The communication with staff to collect information about the specific topic is going to be used excluding names or positions. All the activities purposed during the research are conducting considering safety policies and relevant procedures ( Australian Government, 2007).

This research has approval from the university because it is part of your study. However, you still need to consider the research ethics of what you are doing. Will you need to get permissions? Are there people who need to be informed? Are you sensitive to issues of culture and privacy? How are you approaching the centre about your idea. (Step 5 MacNaughton & Hughes, 2008)

Rigour

Here you will talk about how you will make your research rigorous. You are doing a qualitative research project, so using numbers is not going to help you with authenticity. You need to consider strategies that are fit for purpose. You need to read the section in the text about this (Step 8 MacNaughton & Hughes, 2008). The approach to rigour is also informed by your theory, this is all talked about in the reading. You should be able to talk about some of these things:

  • Using several methods to gather data
  • Keeping a reflective journal about your research where you make your thinking about values clear
  • The action research cycle you chose is followed clearly. So describe the cycle and explain how you will use your journal to keep track of the cycle as well as a schedule.

What is going to happen

Describe the data you are going to gather before you start and what this will look like. There is lots of different things you could do, but you must do a contextual analysis so put that down. Step 10 and Step 11 will help with this (MacNaughton & Hughes, 2008). Some things you might include are:

  • Interviews with Director and teacher
  • Interviews with others (children, famiies, staff?)
  • Collection of artefacts
  • Review of relevant policy
    • Analysis of the NQS
    • Analysis of the EYLF
    • Other??

Document your plan

Now it is time to put your plan on paper. This is an important step because it brings your thinking together. This plan is also important to show that you have a rigorous process to follow. The plan needs to be in a table. You should have dates for when things will happen, specific days may not be needed depending on what you are doing. It may be that a weekly description is fine. It will depend on what you need to get done.

Try to visualise the action part of your action research/ action learning project. For example, if you are doing something about documentation, are you going to make some documentation ? What will this look like? Have you got any examples, ideas, jottings to share with people to help explain your idea? If you are focusing on partnerships, what is the element of partnerships you will focus on? Who is the partnership with? How will the partnership be described? Is there some process you will follow to build this partnership? Describe the process. It may be that you are following an action that has been done in previous research. Explain that you are using something else as a model.

You should also be thinking about your outcome. When everything is finished what do you have, or leave behind? Is it a process, a template, some principles, an artefact? How will it be used and who will use it? Who will see it? Will it be able to be done again, what learnings and changes come from it? Remember whatever you do needs to be connected to one of the NQS. These ideas might change as you go but at least try to think what will happen and have a go at writing it down in the table. You should print out your timeline. Expect that it will change, write on it, add to it, make new versions of it. Keep all the versions and annotations. These all make your project more rigorous. Now it is time to make your table. You’ll get feedback on this from your LIC.

Date Action Comments
  Gathering baseline data this will include  
  ·           Learning Activities  
  ·           Responses  
  ·           Gathering artefacts  
  Forming your reference group (in this research it is the people you talk to about what you are doing) You do not have to have meetings. These are people who you discuss your research with

·           Who are they

·           how will meet with them and when?

  
  What are you going to do  
  What next  
  Plan that you may have to add things in on the way  
  Identify a date for completion of the action  
  Gather some more data to see how successful this was  

 

In the last years there is an increase of indoors childcare centres. In Melbourne, some teachers and people who advocate for children’s education do not agree with the decision of the government to give permission for this type of business. Although the cities are growing and children need a place where they will have their needs attended when parents are at work educators believe children must have contact with natural environment to develop physically, socially and emotionally ( Cook, 2017). The topic is controversial and the objective is to demonstrate some practices adopted by educators in this indoors spaces that make possible children still interact with natural elements.

References

Henrietta Cook (2017). How fake nature in child care centres could be damaging. The age. Retrieved from https://www.theage.com.au/national/victoria/how-fake-nature-in-child-care-centres-could-be-damaging-20170113-gtr5il.html

Australian childcare alliance NSW (ACA) (n.d). Potential risks and lack of transparency over waivers for simulated outdoor spaces. Retrieved from https://nsw.childcarealliance.org.au/news/579-potential-risk-and-lack-of-transparency-over-waivers-for-simulated-outdoor-spaces

Kdimba, L. (n.d). Why is outdoor play important for children? Theorists weigh in on benefits. Bright hub education. Retrieved from https://www.brighthubeducation.com/teaching-preschool/107367-theories-on-the-importance-of-outdoor-play/

Pound, L. (2012). How children learn: from Montessori to Vygotsky. MA education. London. Retrieved from https://books.google.com.au/books?hl=en&lr=&id=x5-_BAAAQBAJ&oi=fnd&pg=PT3&dq=pestalozzi+theory+of+play&ots=YHRRVugUpU&sig=7KpiiwsHAx35bCtXzqhUVJ3h6Kw#v=onepage&q&f=false

Australian government (2007). Australian code for the responsible conduct of research. National health and medical research council. Commonwealth: ACT

NSW Legislation (2018). Education and care services national regulations. Parliamentary counsel’s office. Commonwealth: ACT.

The national quality framework (ACEQCA) (2018).

Australia children’s education & care quality authority (ACEQCA) (n.d). Opening a new service: what you need to know about opening a new service. Retrieved from https://www.acecqa.gov.au/resources/opening-a-new-service

EYFL (2009).