Night World : Secret Vampire Chapter 4

Poppy was staring without appetite at a dinner tray of chicken nuggets and french fries when Dr. Franklin came in the room. The tests were over. The CAT scan had been all right, if claustrophobic, but the ERCP had been awful. Poppy could still feel the ghost of the tube in her throat every time she swallowed. â€Å"You're leaving all this great hospital food,† Dr. Franklin said with gentle humor. Poppy managed a smile for him. He went on talking about innocuous things. He didn't say anything about the test results, and Poppy had no idea when they were supposed to come in. She was suspicious of Dr. Franklin, though. Something about him, the gentle way he patted her foot under the blanket or the shadows around his eyes . . . When he casually suggested that Poppy's mother might want to â€Å"come for a little walk down the hall,† Poppy's suspicion crystallized. He's going to tell her. He's got the results, but he doesn't want me to know. Her plan was made in the same instant. She yawned and said, â€Å"Go on, Mom; I'm a little bit sleepy.† Then she lay back and shut her eyes. As soon as they were gone, she got off the bed. She watched their retreating backs as they went down the hall into another doorway. Then, in her stocking feet, she quietly followed them. She was delayed for several minutes at the nursing station. â€Å"Just stretching my legs,† she said to a nurse who looked inquiringly at her, and she pretended to be walking at random. When the nurse picked up a clipboard and went into one of the patients' rooms, Poppy hurried on down the corridor. The room at the end was the waiting room – she'd seen it earlier. It had a TV and a complete kitchen setup so relatives could hang out in comfort. The door was ajar and Poppy approached it stealthily. She could hear the low rumble of Dr. Franklin's voice, but she couldn't hear what he was saying. Very cautiously Poppy edged closer. She chanced one look around the door.She saw at once that there was no need for caution. Everyone in that room was completely occupied. Dr. Franklin was sitting on one of the couches. Beside him was an African-American woman with glasses on a chain around her neck. She was wearing the white coat of a doctor. On the other couch was Poppy's stepfather, Cliff. His normally perfect dark hair was slightly mussed, his rock-steady jaw was working. He had his arm around her mother. Dr. Franklin was talking to both of them, his hand on her mother's shoulder. And Poppy's mother was sobbing. Poppy pulled back from the doorway. Oh, my God. I've got it. She'd never seen her mother cry before. Not when Poppy's grandmother had died, not during the divorce from Poppy's father. Her mother's specialty was coping with things; she was the best coper Poppy had ever known. But now . . . I've got it. I've definitely got it. Still, maybe it wasn't so bad. Her mom was shocked, okay, that was natural. But it didn't mean that Poppy was going to die or anything. Poppy had all of modern medicine on her side. She kept telling herself this as she edged away from the waiting room. She didn't edge fast enough, though. Before she got out of earshot, she heard her mother's voice, raised in something like anguish. â€Å"My baby. Oh, my little girl.† Poppy froze. And then Cliff, loud and angry: â€Å"You're trying to tell me there's nothing?† Poppy couldn't feel her own breathing. Against her will, she moved back to the door. â€Å"Dr. Loftus is an oncologist; an expert on this sort of cancer. She can explain better than I can,† Dr. Franklin was saying. Then a new voice came – the other doctor. At first Poppy could only catch scattered phrases that didn't seem to mean anything: adenocarcinoma, splenic venous occlusion, Stage Three. Medical jargon. Then Dr. Loftus said, â€Å"To put it simply, the problem is that the tumor has spread. It's spread to the liver and the lymph nodes around the pancreas. That means it's unresectable – we can't operate.† Cliff said, â€Å"But chemotherapy . . .† â€Å"We might try a combination of radiation and chemotherapy with something called 5-fluorouracil. We've had some results with that. But I won't mislead you. At best it may improve her survival time by a few weeks. At this point, we're looking at palliative measures – ways to reduce her pain and improve the qualityof the time she has left. Do you understand?† Poppy could hear choking sobs from her mother, but she couldn't seem to move. She felt as if she were listening to some play on the radio. As if it had nothing to do with her. Dr. Franklin said, â€Å"There are some research protocols right here in southern California. They're experimenting with immunotherapy and cryogenic surgery. Again, we're talking about palliation rather than a cure – â€Å" â€Å"Damn it!† Cliff's voice was explosive. â€Å"You're talking about a little girl! How did this get to – to Stage Three – without anybody noticing? This kid was dancing all night two days ago.† â€Å"Mr. Hilgard, I'm sorry,† Dr. Loftus said so softly that Poppy could barely pick up the words. â€Å"This kind of cancer is called a silent disease, because there are very few symptoms until it's very far advanced. That's why the survival rate is so low. And I have to tell you that Poppy is only the second teenager I've seen with this kind of tumor. Dr. Franklin made an extremely acute diagnosis when he decided to send her in for testing.† â€Å"I should have known,† Poppy's mother said in a thick voice. â€Å"I should have made her come in sooner. I should have – I should have – â€Å" There was a banging sound. Poppy looked around the door, forgetting to be inconspicuous. Her mother was hitting the Formica table over and over. Cliff was trying to stop her. Poppy reeled back. Oh, God, I've got to get out of here. I can't see this. I can't look at this. She turned and walked back down the hall. Her legs moved. Just like always. Amazing that they still worked. And everything around her was just like always. The nursing station was still decorated for the Fourth of July. Her suitcase was still on the padded window seat in her room. The hardwood floor was still solid underneath her. Everything was the same – but how could it be? How could the walls be still standing? How could the TV be blaring in the next room? I'm going to die, Poppy thought. Strangely enough, she didn't feel frightened. What she felt was vastly surprised. And the surprise kept coming, over and over, with every thought being interrupted by those four words. It's my fault because (I'm going to die) I didn't go to the doctor's sooner. Cliff said â€Å"damn† for me (I'm going to die). I didn't know he liked me enough to swear. Her mind was racing wildly. Something in me, she thought. I'm going to die because of something that's inside me, like that alien in the movie. It's in me right now. Right now. She put both hands to her stomach, then pulled up her T-shirt to stare at her abdomen. The skin was smooth, unblemished. She didn't feel any pain. But it's in there and I'm going to die because of it. Die soon. I wonder how soon? I didn't hear them talk about that. I need James. Poppy reached for the phone with a feeling that her hand was detached from her body. She dialed, thinking, Please be there. But this time it didn't work. The phone rang and rang. When the answering machine came on, Poppy said, â€Å"Call me at the hospital.† Then she hung up and stared at the plastic pitcher of ice water by her bedside. He'll get in later, she thought. And then he'll call me. I just have to hang on until then. Poppy wasn't sure why she thought this, but suddenly it was her goal. To hang on until she could talk to James. She didn't need to think about anything until then; she just had to survive. Once she talked to James, she could figure out what she was supposed to be feeling, what she was supposed to do now. There was a light knock at the door. Startled, Poppy looked up to see her mother and Cliff. For a moment all she could focus on was their faces, which gave her the strange illusion that the faces were floating in midair. Her mother had red and swollen eyes. Cliff was pale, like a piece of crumpled white paper, and his jaw looked stubbly and dark in contrast. Oh, my God, are they going to tell me? They can't; they can't make me listen to it. Poppy had the wild impulse to run. She was on the verge of panic. But her mother said, â€Å"Sweetie, some of your friends are here to see you. Phil called them this afternoon to let them know you were in the hospital, and they just arrived.† James, Poppy thought, something springing free in her chest. But James wasn't part of the group that came crowding through the doorway. It was mostly girls from school. It doesn't matter. He'll call later. I don't have to think now. As a matter of fact, it was impossible to think with so many visitors in the room. And that was good. It was incredible that Poppy could sit there and talk to them when part of her was farther away than Neptune, but she did talk and that kept her brain turned off. None of them had any idea that something serious was wrong with her. Not even Phil, who was at his brotherly best, very kind and considerate. They talked about ordinary things, about parties and Rollerblading and music and books. Things from Poppy's old life, which suddenly seemed to have been a hundred years ago. Cliff talked, too, nicer than he had been since the days when he was courting Poppy's mother. But finally the visitors left, and Poppy's mother stayed. She touched Poppy every so often with hands that shook slightly. If I didn't know, I'd know, Poppy thought. She isn't acting like Mom at all. â€Å"I think I'll stay here tonight,† her mother said. Not quite managing to sound offhand. â€Å"The nurse said I can sleep on the window seat; it's really a couch for parents. I'm just trying to decide whether I should run back to the house and get some things.† â€Å"Yes, go,† Poppy said. There was nothing else she could say and still pretend that she didn't know. Besides, her mom undoubtedly needed some time by herself, away from this. Just as her mother left, a nurse in a flowered blouse and green scrub pants came in to take Poppy's temperature and blood pressure. And then Poppy was alone. It was late. She could still hear a TV, but it was far away. The door was ajar, but the hallway outside was dim. A hush seemed to have fallen over the ward. She felt very alone, and the pain was gnawing deep inside her. Beneath the smooth skin of her abdomen, the tumor was making itself known. Worst of all, James hadn't called. How could he not call? Didn't he know she needed him? She wasn't sure how long she could go on not thinking about It. Maybe the best thing would be to try to sleep. Get unconscious. Then she couldn't think. But as soon as she turned out the light and closed her eyes, phantoms swirled around her. Not images of pretty bald girls; skeletons. Coffins. And worst of all, an endless darkness. If I die, I won't be here. Will I be anywhere? Or will I just Not Be at all? It was the scariest thing she'd ever imagined, Not-Being. And she was definitely thinking now, she couldn't help it. She'd lost control. A galloping fear consumed her, made her shiver under the rough sheet and thin blankets. I'm going to die, I'm going to die, I'm going to – â€Å"Poppy.† Her eyes flew open. For a second she couldn't identify the black silhouette in the darkened room. She had a wild idea that it was Death itself coming to get her. Then she said, â€Å"James?† â€Å"I wasn't sure if you were asleep.† Poppy reached for the bedside button that turned on the light, but James said, â€Å"No, leave it off. I had to sneak past the nurses, and I don't want them to throw me out.† Poppy swallowed, her hands clenched on a fold of blanket. â€Å"I'm glad you came,† she said. â€Å"I thought you weren't going to come.† What she really wanted was to throw herself into his arms and sob and scream. But she didn't. It wasn't just that she'd never done anything like that with him before; it was something about him that stopped her. Something she couldn't put her finger on, but that made her feel almost . . . frightened. The way he was standing? The fact that she couldn't see his face? All she knew was that James suddenly seemed like a stranger. He turned around and very slowly closed the heavy door. Darkness. Now the only light came in through the window. Poppy felt curiously isolated from the rest of the hospital, from the rest of the world. And that should have been good, to be alone with James, protected from everything else. If only she weren't having this weird feeling of not recognizing him. â€Å"You know the test results,† he said quietly. It wasn't a question. â€Å"My mom doesn't know I know,† Poppy said. How could she be talking coherently when all she wanted to do was scream? â€Å"I overheard the doctors telling her. . . . James, I've got it. And . . . it's bad; it's a bad kind of cancer. They said it's already spread. They said I'm going to . . .† She couldn't get the last word out, even though it was shrieking through her mind. â€Å"You're going to die,† James said. He still seemed quiet and centered. Detached. â€Å"I read up on it,† James went on, walking over to the window and looking out. â€Å"I know how bad it is. The articles said there was a lot of pain. Serious pain.† â€Å"James,† Poppy gasped. â€Å"Sometimes they have to do surgery just to try to stop the pain. But whatever they do, it won't save you. They can fill you full of chemicals and irradiate you, and you'll still die. Probably before the end of summer.† â€Å"James – â€Å" â€Å"It will be your last summer – â€Å" â€Å"James, for God's sake!† It was almost a scream. Poppy was breathing in great shaking gulps, clinging to the blankets. â€Å"Why are you doing this to me?† He turned and in one movement seized her wrist, his fingers closing over the plastic hospital bracelet. â€Å"I want you to understand that they can't help you,† he said, ragged and intense. â€Å"Do you understand that?† â€Å"Yes, I understand,† Poppy said. She could hear the mounting hysteria in her own voice. â€Å"But is that what you came here to say? Do you want to kill me?† His fingers tightened painfully. â€Å"No! I want to save you.† Then he let out a breath and repeated it more quietly, but with no less intensity. â€Å"I want to save you, Poppy.† Poppy spent a few moments just getting air in and out of her lungs. It was hard to do it without dissolving into sobs. â€Å"Well, you can't,† she said at last. â€Å"Nobody can.† â€Å"That's where you're wrong.† Slowly he released her wrist and gripped the bed rail instead. â€Å"Poppy, there's something I've got to tell you. Something about me.† â€Å"James . . .† Poppy could breathe now, but she didn't know what to say. As far as she could tell, James had gone crazy. In a way, if everything else hadn't been so awful, she might have been flattered. James had lost his consummate cool – over her. He was upset enough about her situation to go completely nonlinear. â€Å"You really do care,† she said softly, with a laugh that was half a sob. She put a hand on his where it rested on the bed rail. He laughed shortly in turn. His hand flipped over to grasp hers roughly; then he pulled away. â€Å"You have no idea,† he said in a terse, strained voice. Looking out the window, he added, â€Å"You think you know everything about me, but you don't. There's something very important that you don't know.† By now Poppy just felt numb. She couldn't understand why James kept harping on himself, when she was the one about to die. But she tried to conjure up some sort of gentleness for him as she said, â€Å"You can tell me anything. You know that.† â€Å"But this is something you won't believe. Not to mention that it's breaking the laws.† â€Å"The law?† â€Å"The laws. I go by different laws than you. Human laws don't mean much to us, but our own are supposed to be unbreakable.† â€Å"James,† Poppy said, with blank terror. He really was losing his mind. â€Å"I don't know the right way to say it. I feel like somebody in a bad horror movie.† He shrugged, and said without turning, â€Å"I know how this sounds, but . . . Poppy, I'm a vampire.† Poppy sat still on the bed for a moment. Then she groped out wildly toward the bedside table. Her fingers closed on a stack of little crescent-shaped plastic basins and she threw the whole stack at him. â€Å"You bastard !† she screamed, and reached for something else to throw.

Mat Rempit

Illegal street racers, or in the well known names, Mat Rempit, is a serious issue that knock our country right now. Known for their kamikaze skills on the road, causing chaos in society, their unmannered attitude and the current is murdering people. Statistics shows that this group causes too many crime and problems. With their enormous amount, they felt like the road is belongs to them and nobody have any rights to punish them. This is why almost everyday we heard and see their actions and news on the media. Their popularity is equal to Mawi and Datuk Siti Nurhaliza until then, the film maker had decided to make film about them.So, as a Malaysian, what is our role in solving this issue? Do we need to blame themselves for all this or it is us who let this things happen? Let us see why this Mat Rempit issues happens and how we should solve it together. As we can see, almost all of Mat Rempit is in the youth group. We should realize that in this stage, their thinking, attitude and acti on were influenced by their peers. They used to follow their friends rather than their own parents and teachers advice. This peer influence is very strong and sometimes dangerous if they follow the wrong path for example the illegal racing. Related article: Causes of Snatch TheftThis is why the amount of Mat Rempit is increasing from time to time. Furthermore, the desire to try something new and challenging is one of the factors that lured them into the illegal racing. They felt that it is very admirable and outstanding if they can win the race or do suicide skills such as riding in the high speed or get away from the police road blocks. They love to break the laws since they think that it is just an amusement for them. So, how we want to solve this problem? How we want to settle down this issue that has been caused many problems to us?The government, politicians and police have done many things to settle this, but it seems like there are no stopping point for the Mat Rempit. We should give a compliment to Pemuda UMNO for their effort to convert this Mat Rempit to â€Å"Mat Cemerlang† by giving them an opportunity to change and UMNO membership. Although this step is like a politics campaign, we should bear in min d that maybe one day they will realize that there are people who concern about them and hoping they will change. Next, schools play an important role in order to solve this problem.I’m not saying parents since I know that some parents didn’t know their son’s attitude very much compared to the teachers and their friends. This is because in school, they used to be with their friends and we can determine their attitude very well by observing with whom they are making friends. Schools should collaborate with the police to identify which students involved in illegal racing and punish them by sending them to the counselor or in the serious case, dismiss them from school. This is very important in order to prevent this student to influence the other students to join him.Although this approach is too drastic and cruel, we should consider that the youth is tending to be influenced by their friends. Furthermore, in my opinion, the National Service Training Program or PLKN should include a module that thought the trainee to avoid and aware the illegal racing. They should be exposed to the danger of illegal race, the punishment that will wait them if involved and how to enjoy their life in the best ways. By implementing this approach, at least, the trainee can think wisely and preventing them to become one of the Mat Rempit candidates.As a conclusion, what I can say is, action speaks louder than words. It is useless if we just babbling around and blaming them for all this problems although some of them caused some serious case. We should cooperate with government, politicians and NGOs to track back how this thing happen and find a solution to solve it. The Mat Rempit should be thankful for the government and society for not treating them like the snatch thief and the homosexual group although they have cause many problems. The government and society still can accept them as long as they want to change.We can see many campaign and approach for them rig ht now. After all, this group is our country’s apprentice that will lead us in the future. If they are still like now and we are just blaming them, the one who are needed to blame is just our self. One of Mat Rempit's favourite ‘Aerodynamic Pose' a. k. a. ‘Superman' seen on the streets of Malaysia. A Mat Rempit is a Malaysian term for ‘an individual who participates in illegal street racing', usually involving underbone motorcycles (colloquially known as Kapcai) orscooters.Not all Mat Rempits are involved in street racing; some of them perform crazy stunts for fun, such as the wheelie, superman (lying flat on the seat), wikang, and scorpion (standing on the seat with one leg during a wheelie). Mat Rempits usually travel in groups and race in bustling city centres on weekend nights. In recent times, Mat Rempits have been linked to gangsterism, gang robbery[1][2], street fighting, assault[3], vandalism, theft and bullying. Most motorcycles used by the Mat Remp its do not meet standard specifications, or have been modified extensively for greater speed, or just to make the exhaust noisier.Additionally, some Mat Rempits do not have valid motorcycle licenses, do not pay road taxes, and ride stolen motorcycles[4][5]. A growing number of housing estates have also been turned into racing tracks[6]. It is estimated that there are about 200,000 Mat Rempits in Malaysia[7]. In some other countries, the term Mat Rempit is also u Etymology The word ‘Rempit' came from the combination of ramp it (ramp the throttle). The definition of ‘Rempit' in Kamus Dewan[2] is menyebat dengan rotan in malay or whipping with cane.An alternative source of the word, ‘Rempit', is derived from the noise made by a 2-stroke motorcycle. ‘Mat' is a malay slang term to call or to refer to a person who usually is of Malay descent but usually used derogatorily. sed, but more to refer to one as a motorcycle lover or rider (Mat Motor), as opposed to an ill egal motorcycle racer. Sometime the terms of Mat Rempit misused to refer any individual who rides an underbone motorcycle. Related to this is the Mat Konvoi, which claim to be the non-racing version of Mat Rempit.

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Seminar Option 2 - Essay Example include the Fitness-Instructor Certification, Personal Fitness Certification and Fitness-Trainer Certification (Schenck & American Academy of Orthopaedic Surgeons, 2009). Examinations for different certification depend on some factors that must be met. For instance, the organization requires a 4-year college degree. However, for some certifications, this is not usually necessary. NASM and Ace offer some of the easiest certifications that would administer clients without the college degree. The most needed requirement is the possession of skills and the show of mastery in the covered material. Finally, there are monetary costs to be incurred in any certification program. When an individual seeks to attain the Personal Fitness Certification, she or he is shaped to work with the end consumers of the fitness products or exercises directly. They involve in training personal clients. On the other side, Fitness-Instructor certification exams prepare on to work as an instructor, which could be to a class or a team in the matters of fitness. Fitness-Trainer Certification prepares the partaker to work as a trainer of professionals who later attend to end consumers. Circuit training is a resistance training or body conditioning that lakes use of high intensity aerobics. It entails strength building through muscular endurance. One embarks on the next circuit once the first circuit is complete. HIIT, which is the abbreviated High Intensity Interval Training. It is a cardiovascular exercise and its sessions range from 4 to 30 minutes (Schenck & American Academy of Orthopaedic Surgeons,

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Thunder Heart analysis - Essay Example Ray is able to suspect the existence of conspiracy and cover-up in the entire murder saga which puts him at loggerheads with his co-agent in the investigations. The environmental impact that the mining of uranium in the local reservation has created, is evident in the poor state of the areas poor water and dirty condition. The mining has further led to major conflict between two powerful forces leading to the death of many people in the small town which exposes a number of social evils such as crimes, corruption and moral decadence that had been taking place in the region. The cultural attributes of the Native Americans is made evident in the movie in a number of occasion owing to the fact that investigations on the murder of a former political activist on a Native American Reservation in South Dakota. F.B.I agent Ray Levoi has been selected for the task of leading the investigation mainly because of his familiarity with the culture of the Natives owing to the fact that he is from a mixed race background. The film brings out diverse American architecture which is multicultural in nature with a lot being borrowed from the Native American culture (Marubbio, 102). The landscape in the region in which the movie is set portrays diverse nature of the American terrain. Mountainous landscape is an indication of a secure environment marked by the existence of natural features that could easily act as camouflage to criminal activities. The cultural artifacts of the Native Americans such as peace pipe, moccasins, and teepee are made evident particularly among the people that The FBI agent meets and interviews over the death the politician. The use of native plants and animals are very important part of the lives of the Indians. As Ray tours the region in which he has been assigned, he notices a number of cultural practices that he had been told by his parent but had never experienced in his entire life. As much as he was against the

United States in the 1920s with that of 1930s Essay Example for Free

United States in the 1920s with that of 1930s Essay The first half of the twentieth centuries saw America emerging as a World super power, and as one of the mature democracies among the British colonies. However, the transition was not smooth and the Nation has had its ups and downs moving from agrarian to industrial society through the glut and glum of the roaring twenties and gloomy thirties. While the 1920s were a period of affluence and optimism, America emerging as a victor in the First World War, the 1930s was characterized by scarcity and hardships caused by the Great Depression and Roosevelts New Deal. By the end of 1930s the nation was again agile and spirited, playing a constructive role in the Second World War in fighting the fascist and imperialistic forces. The paper presents a comparative study of the history of America in the 1920s with that of 1930s. The analysis and comparisons on the U.S history during these periods shall be undertaken along three historical landscapes the economic history, the political history and the socio-cultural history. However it is important to note that the economic history of the nation during the years have being instrumental in shaping the political and socio-cultural history; hence greater emphasis is placed on the economic history; also the crucial overlaps of the three systems are manifested in the discussion. The US. Economic History 1920s Vs 1930s While the decades 1920s and 1930s American history compares distinctively in many spheres, the prime divergence is perceivably in the economic scenario. The 1920s is characterized as a period of prosperity and optimism, whereas the 1930s is characterized as a period of extreme poverty and great economic  hardships. Also with the Great Depression of 1929, the U.S. free market economy of the 1920s gave way to federally regulated economy in the 1930s. As America emerged a victor in the First World War, the American society retreated into isolation and focusing on internal production and consumption, the economy transforming steadily from agrarian to industrial. It is understood that before World War I, a considerable majority, over 40% of all Americans lived on a farm, the percentage dropped to about 25% by the end of the twenties. The 1920s U.S. economic scenario is characterized by mass production, mass consumption and polarization of income. [DeLong, 1997] While America considerably remained an agrarian state, the WWI (First World War) brought with it considerable job opportunities in the mechanized sector. However the lack of skilled mechanical labor led to the development of mass production systems, enabling labor productivity and economies of scale as automobile and electronic industries surged the economic landscape. Mass production, coupled with high wages has had its impact on the economic front- rise in the standard of living and the level of consumptions, and a high degree of income polarization. Studies reveal that in 1929 the richest one percent of U.S. households held approximately 45 percent of national wealth, and that the concentration of wealth had been rising steeply through the 1920s. [DeLong, 1997] During the 1920s, as welfare capitalism established itself in the United States, the nation emerged as a modern middle-class economy of automobiles, consumer appliances like washing machines, refrigerators, radios. One of every five American residents had motor vehicles by 1929. It may be surmised that mass production in the early and mid 1920s made the post-WWI United States the richest society in the world, as the Americans looked forward to realizing the Great American Dream. [DeLong, 1997] However the economic surge reached its anticlimax with the Great Depression following the stock market crash in 1929, the greatest and the longest depression the world ever witnessed. While the Depression tremendously affected the American economy, it had impact on the international economic scenario as well. The polarization of income and the poor economic policies  of the government, which permitted unruly stock market investment leading to the 1929 market crash, are considered the main causes of the Depression. [Author Unknown, 2004] Though the Depression presents far-reaching economic implications, the scope of the paper shall be limited to its effect on the American economy in the years following the Depression and how the economy survived the recession in the 1930s. As the American society and economy struggled to emerge from years long depression, the decade 1930s started off with hopelessness and scarcity. The 1930s saw the Great American Dream transform into a nightmare as the land of hope and optimism became a land of despair and depravity. Unemployment and loss of jobs commonly prevailed in the U.S in the early thirties. Research suggest that between 1929 and 1932 the income of the average American family was reduced by 40%, from $2,300 to $1,500. As compared to the 1920s focus on advancement and prosperity, survival became the keyword in the 1930s. [Bernstein, 1987] Economy and politics are often interlinked and as may be seen, the U.S. economic scenario in the 1930s was potentially changed by political interventions. The Progressives, a minority in the 1920s, challenged the free-market welfare capitalism of the Republicans, who believed that the business of America is business; in 1932 Presidential election Democrat Franklin Delano Roosevelt won over Republican Herbert Hoover. The years followed witnessed the implementation of Roosevelts New Deal to counter the recession and depressive forces. The New Deal meant a paradigm shift in the way America worked. [Author Unknown, 2004] Roosevelts economy reforms bills include the Emergency Banking Relief Act that called for reopening of solvent banks, the reorganization of other banks, and giving Government the control over gold movements; the economy bill introducing balanced budgets; the federal regulations controlling ending the Prohibition Act of 1920s, the establishment of civilian conservation corps (CCC), the Agricultural Adjustments Act (AA), the Tennessee Valley Authority, National Industrial Recovery Act (NIRA) etc. These reforms presented strong inclinations to the socialist ideals; however  in 1935, the Supreme Court declared the NIRA and its regulatory authority saving capitalism in the United States. Whether Roosevelts policies were effective in setting the economy in shape is a subject of debate, as the implementation took years and WWII hindered the process; however, they were definitely effective in tackling the perils of depression as employment opportunities were created, introduced socio-economic reforms as the Social Security Act, though, with little impact on income distribution. [Bernstein, 1987] Even as America essentially remained capitalistic in the 1930s, the reforms turned the U.S. into a modest European-style social democracy. [DeLong, 1997] Thus, summing up, it may be surmised that as the 1920s revealed a chaotic economic prosperity which ultimately met its dead end in 1929, the 1930s saw the emergence of a new economic order, a disciplining of the economy that have sustained through the war years. The US. Political History 1920s Vs 1930s From a comparative perspective, at the outset, it may be said that in the 1920s politics directed the U.S. economy, though with little interventions; in the 1930s economy directed politics. From an international perspective, the post war America in the early 1920s retreated into isolation the Senate failed to ratify the Treaty of Versailles and did not join the League of Nations, as the Republican America realized that there were much to be done within than outside. The major internal politico-legal event of the 1920s is the 18th Amendment to the Constitution, which enacted the Prohibition Act an act that marked the beginning of a Noble Experiment that endeavored to build up Americas moral character through the banning of alcohol. The Eighteenth Amendment, which came into force on January 16th 1920, put an end to all exporting, importing, manufacturing, transporting, and selling of intoxicating liquor. While the Act damaged the American economy considerably, being unenforceable, it increased crime and alcohol consumption. Ultimately the act failed to achieve its goals, and in a way added to the problems it  addressed, as 1920s America slipped into lawlessness and moral decay. [Behr, 1996] Another significant legislation in 1920s was of 19th Amendment extending women the right to vote, initiating a change in womens role in American society that persists to this day. Yet another political issue of significance was the introduction of restriction on immigration. In the political scenario, the Republicans who believed that business was the business of America received widespread criticism from the Progressives, for the critical income polarization and the social issues involved with it. But the latter being a minority force had little impact until 1932, when democrat Roosevelt rose to power with clear majority in the two houses. [Author Unknown, 2004] Since his assuming of power, as suggested earlier, the political scenario was increasingly directed by the changes in the economic scenario brought about by the New Deal. The enactments discussed in the earlier sections, as a part of the New Deal were instrumental in establishing a political order as well as an economic order, as the two major political forces the Republicans and the Democrats emerged in U.S. political landscape. [Hawley, 1992] The 1930s essentially remained a democratic era, the U.S. emerging as a modest social democracy, as politico-legal interventions saved the U.S. capitalism. The end of 1930s saw America increasingly turning towards external and international affairs, entering the war (WWII) scenario, as jobs and employment began to be created and the political decisions restored a waning economy to normalcy as America and its allies emerged successful. The US. Socio-Cultural History 1920s Vs 1930s Despite the prosperity and optimism, many consider the decade of 1920s as a decade of considerable cultural conflict. While the nation became increasingly urban and commercial, the socio-cultural landscape became more and more intolerant, characterized by isolation and marginalization of the non-whites. The end of WWI saw America retreating to provincialism. The Ku Klux Klan, a provincial racist group, aimed at alienating non-whites and other religious groups from the rest of American society, became the highly influential in socio-political landscape during the 1920s, as membership  rose to over three million members. The restriction on immigration was a ramification of the rising polarization among whites and non-whites in the American society. The Prohibition also had its negative impact on the socio-cultural landscape as it increased crime in the society, and led to the rise of gangsters, threatening the moral fabric of the society. However, it is worthwhile to note that the general prosperity of the roaring 20s have had significant impact on education and other facets of social development. Research suggests that before the WWI, only 7% of all Americans completed High School; the percentage rose to a big 41% by the end of 1920s. The impact of education is apparent in the general rise in the standard of living of the Americans during the 1920s. Also, the enforcement of the nineteenth amendment saw women emerging as a potential social force. As America slid into Depression, in the 1930s, the society witnessed a crucial leveling down between the divulging forces both social and economic as tolerance between groups improved. The economic severity played a vital role in social deconstruction as American society became more inclusive. [Watkins, 1993] The repealing of the Prohibition Act and the various social security and insurance schemes by Roosevelt facilitated reduction in poverty, and hence crime and hatred in the society. However the economic hardships of the 1930s caused a decline in the social development indices, particularly education. The 1930s American society, which had no means of entertainment increasingly turned towards movies and radios, the developments of the 1920s. The cultural landscape remained radiant, though people had little money to spent. [Elder, 1974] Thus, with regard to the socio-cultural history, it may be surmised that when the 1920s were characterized by chaos and intolerance, the 1930s saw the emergence of more tolerant society, mellowed and leveled by economic hardships. [Hawley, 1992] Conclusion The economic uproar of the 1920s eventually led to a catastrophic depression that extended through the 1930s, impacting and changing the American economic, political and socio-cultural landscapes. While 1920s marked the beginning of welfare capitalism, the 1930s saw it emerging as a more modest social democracy, while saving capitalism. The 1920s revealed a chaotic economic prosperity, which ultimately met its dead end in 1929, the 1930s saw the emergence of a new economic order, a disciplining of the American economy, that have sustained through the war years. In the political scenario the democrats emerged as a strong political force in the 1930s as Republicans failed to address the politico-economic problems during 1920s. In the socio-cultural front, when the 1920s were characterized by chaos and intolerance, the 1930s saw the emergence of more tolerant society, leveled by economic hardships. In conclusion, it may be said that the first decades of twentieth century American history were characterized by contradictions and conflicts, as America emerged a super power by the mid 1900s. References 1. Author Unknown, (2004) An Outline of American History (1990), From Revolution to Reconstruction Project Department of Humanities Computing (26, November) Available at: http://odur.let.rug.nl/~usa/H/1990/chap7.htm Accessed 2/19/05 2. Behr, E. (1996) Prohibition: Thirteen Years That Changed America. New York: Arcade Publishing. 3. Bernstein, M. A. (1987) The Great Depression: Delayed Recovery and Economic Change in America, 1929-1939. New York: Cambridge University Press, 1987. 4. DeLong, J. B (1997) Slouching Towards Utopia?: The Economic History of the Twentieth Century, University of California at Berkeley and NBER (February) Available at: http://econ161.berkeley.edu/TCEH/Slouch_roaring13.html Accessed 2/19/05 5. Elder, G H. (1974) Children of the Great Depression: Social Change in Life Experience. Chicago: University of Chicago Press 6. Hawley, E. W. (1992) The Great War and the Search for a Modern Order: A History of the American People and Their Institutions, 1917-1933. 2nd edition. New York: St. Martins Press, 1992. 7. Watkins, T.H. (1993) The Great Depression: America in the 1930s New York: Little, Brown and Co.

Study of existing Reverse Logistics framework Retail industry

Study of existing Reverse Logistics framework Retail industry Abstract: Reverse Logistics is a very complex and specialized area of any supply chain and it involves handling individual incoming parcels, opening and inspecting products, communicating with internal departments, customers and vendors and then directing products into disposition channels which will provide the highest value. Efficient Reverse Logistics system can transform an increasingly costly and complex returns management process into a competitive advantage. Integration of reverse logistics in specific retail sectors is critical for sustainability. The aim of this project work is to identify and examine the reverse logistics management in the retail industry in order to understand the existing application of reverse logistics and then propose relevant recommendations to improve efficiency in reverse logistics management. After critical analysis of the existing reverse logistics management in the selected retail sectors, potential ways to improve the efficiency of reverse logistics activ ities would be recommended in the selected retail sectors. Chapter 1: Introduction Twenty-years ago, supply chains were busy fine-tuning the logistics of products from raw material to the end customer. Products are obviously still streaming in the direction of the end customer but an increasing flow of products is coming back. This is happening for a whole range of industries, covering electronic goods, pharmaceuticals, beverages and so on. For instance distant sellers like e-tailers have to handle high return rates and many times at no cost for the customer. It is not surprising that the Reverse Logistics Executive Council has announced that US firms have been losing billions of dollars on account of being ill-prepared to deal with reverse flows (Rogers and Tibben-Lembke, 1999). While some actors in the chain have been forced to take products back, others have pro-actively done so, attracted by the value in used products. One way or the other, Reverse Logistics has become a key competence in modern supply chains. Many companies that, previously, did not devote muc h time or energy to the management and understanding of reverse logistics have begun to pay attention. Definition of reverse logistics In 1998 Stock defined reverse logistics as the role of logistics in product returns, source reduction, recycling, materials substitution, reuse of materials, waste disposal and refurbishing, repair, and remanufacturing (1998, p. 20). In a 1998 paper in the Journal of Business Logistics Carter and Ellram adopted a similar definition, calling it the process whereby companies can become more environmentally efficient through recycling, reusing, and reducing the amount of materials used (p. 85). If the focus of logistics is the movement of material from the point of origin toward the point of consumption (Council of Logistics Management 1999), then the focus of reverse logistics should be the movement of material from the point of consumption toward the point of origin. Rogers and Tibben-Lembke in their 1999 article emphasized a clear definition of reverse logistics drawn in essence from the Council of Logistics Managements definition given as follows, The process of planning, implementing, and controlling the efficient, cost effective flow of raw materials, in-process inventory, finished goods, and related information from the point of consumption to the point of origin for the purpose of recapturing or creating value or proper disposal (Rogers and Tibben-Lembke 1999, p. 2) This dissertation focuses on the reverse logistics activities in the retail industry with an analysis framework concerning the cost-benefit, visibility-information flow and efficiency. A reverse logistics flow is more reactive with much less visibility. The figure 1 depicts a typical reverse logistics information flow for the retail channel. For instance, when a consumer returns an item to a retail store, the store collects he items to be sent to a centralized sorting facility. At the time, information about the item and its condition may be entered into retailers information system and forwarded to the processing centre. Figure Reverse logistics in Retail: an epitome of information flow Delineation of reverse logistics definition Since Reverse Logistics is a relatively new research and empirical area, there are other literature terms, like reversed logistics, return logistics and retro logistics or reverse distribution, sometimes referring roughly to the same. In fact, the diversity of definitions with respect to recovery practices is a well-recognized source of misunderstandings both in research as in practice (Melissen and De Ron, 1999) In this dissertation I would like to remark that Reverse Logistics is different from waste management as the latter mainly refers to collecting and processing waste (products for which there is no new use) efficiently and effectively. The crux in this matter is the definition of waste. This is a major issue, as the term has severe legal consequences, for instance, it is often forbidden to import waste. Reverse Logistics concentrates on those streams where there is some value to be recovered and the outcome enters a (new) supply chain. Reverse Logistics also differs from green logistics as that considers environmental aspects to all logistics activities and it has been focused specifically on forward logistic, i.e. from producer to customer (Rodrigue et al., 2001). The prominent environmental issues in logistics are consumption of non-renewable natural resources, air emissions, congestion and road usage, noise pollution, and both hazardous and non-hazardous waste disposal (see Camm, 2 001). Finally, reverse logistics can be seen as part of sustainable development. The latter has been defined by Brundland (1998) in a report to the European Union as to meet the needs of the present without compromising the ability of future generations to meet their own needs. In fact one could regard reverse logistics as the implementation at the company level by making sure that society uses and re-uses both efficiently and effectively all the value which has been put into the products. The border between forward logistics (from raw materials to end user) and reverse logistics (from end user to recovery or to a new user) is not strictly defined as one can wonder about what raw materials are, or who the end user is, in modern supply chains. For instance, used/recovered glass is a substantial input for new production of glass. A holistic view on supply chains combining both forward and reverse logistics is embraced by the closed-loop supply chain concept (Guide and van Wassenhove, 2003). Recovery practices are framed within the supply chain, and the encircling aspect of the process as a whole is therefore stressed: having either 1) a physical (closed-loop): to the original user (see Fleischmann et al., 1997); or 2) a functional (closed-loop): to the original functionality. Thinking in term of closed-loop supply chains emphasizes the importance of coordinating the forward with the reverse streams. Actually, whenever both forward and reverse flows are involved, co-ordin ation has to be minded (see Debo et al., 2003). This happens, either in closed- or open-loops (the latter refers to when neither the original user nor original functionality are in the reverse logistics process). Aim and objectives of the project Reverse Logistics is a very complex and specialized area of any supply chain and it involves handling individual incoming parcels, opening and inspecting products, communicating with internal departments, customers and vendors and then directing products into disposition channels which will provide the highest value. Efficient Reverse Logistics system can transform an increasingly costly and complex returns management process into a competitive advantage. Integration of reverse logistics in specific retail sectors is critical for sustainability. The aim of this project work is to identify and examine the reverse logistics management in the retail industry in order to understand the existing application of reverse logistics and then propose relevant recommendations to improve efficiency in reverse logistics management. In order to achieve this objective the project work would involve Identifying the key retail sectors in which reverse logistics has and will have potential importance Examine the various reverse logistics activities in the selected retail sectors Analyze the effectiveness of reverse logistics management from the perspective of efficiency, profitability and environmental aspects Propose recommendations to improve the efficiency of reverse logistics management Report organization The dissertation consists of five main chapters which is organized as follows Chapter 1 introduces the research topics as well as the main objective of this study. Moreover, this chapter provides some of the background information about reverse logistics. It also provides a brief detail of the research methodology and the organization of the dissertation. Chapter 2 provides the basic knowledge of reverse logistics process together with key success factors and barriers of effective reverse logistics management are introduced. The previous papers are discussed in the literature review section. Chapter 3 discusses the information about research design and data collection method. The section elucidates the research approach and the relevant frameworks to be included in the research conduct. This section discusses about the methodology of how the reverse logistics management is analyzed to address the research questions. Chapter 4 discusses the analysis related to the reverse logistics trends and the effectiveness of reverse logistics management from the holistic perspective of cost, efficiency and environmental aspects. The key drivers and persistent barriers for reverse logistics management for the selected retail companies are discussed. Lastly, chapter 5 concludes the result of the finding and the analysis. The recommendation and the discussion about the future research are discussed. Chapter 2: Literature review Background Retailers constantly focus on strategies to gain competitive advantage and to improve financial performance. In doing so, emphasis is more frequently being placed on logistics, including tactical initiatives such as automatic replenishment programs, real-time information sharing, and advanced demand management techniques designed to improve internal efficiencies (Li 2002; Daugherty, Myers, Autry 1998; Seideman 2002).However, retailers also compete on the basis of effectiveness, striving for increased customer satisfaction. One competitive tactic used to enhance customer satisfaction includes the implementation of liberalized product returns policies. By taking a more consumer friendly approach in their return policies, retailers communicate a higher level of service to patrons, and thereby increase customer satisfaction with ultimate goals of higher sales and profitability (Coopersmith 1990; Krapfel 1988). As a result of return policy liberalization, acceptance of product returns is now commonplace; returns are reported to be as high as 10-15 percent of sales in some retail industries (Rogers Tibben-Lembke 1999), and are thought to be even higher in catalog and internet retailing, with typical return rates of up to 40 percent (Rogers, Lambert, Croxton, Garcia-Dastague 2002). However, the acceptance of returns places stress on the retailers logistics function. Whereas typical logistics activities are engineered to optimize flows from producer to consumer, reverse logistics activities move product, information, and currency in the opposite direction. While significant efforts have been expended in streamlining and optimizing retail logistics activities, the accomplishments associated with these activities do not always directly apply to the reverse logistics process. The forward movement of goods through the supply chain generally results in large receipts of goods at clearly defined in tervals (such as when inventory levels reach critical safety levels, or at pre-specified and scheduled times), with the ultimate sale executed in smaller quantities to end-users. On the other hand, reversed supply chain flows are less predictable, occurring at various times and for various reasons, and thus, the costs of returns handling can be high (Rogers et al. 2002; Stock 1998). One area of concern related to reverse logistics that has been largely ignored by academic research and practicing retailers is the financial implications of reverse logistics activities, especially as related to firm liquidity. When products reverse directions in a supply chain, it can happen quickly and without notice. While effective reverse logistics activities generally result in value reclamation and increased cash inflows, there can be periods where significant unexpected cash outflows occur. This is often due to the time lag between the moment the firm recovers the value from the returned product and the assumption of costs incurred in the reverse logistics process. Therefore, financial management of the reverse logistics process becomes salient, and needs to be a retailer focus on an ongoing basis. Reverse logistics process: A typical reverse chain process is shown in Figure 2. But a distinction should be made between different categories of returns: Commercial Returns Returns for which there is an immediate demand at another market location or segment. Possible causes: customer dissatisfaction, catalogue sales, overstocks etc. Commercial returns occur in the sales phase or shortly after. Repairable Returns Defects and suspect components (modules/parts) from field (exchange) repair activities or products under warranty. Customer is entitled to a replacement product. End-of-use Returns Returned products/components which are not of longer use to the original owner, but for which new customers can be found. Reasons: end-of-season, end-of-lease, trade-in, product replacements etc. End-of-life Returns Items of no remaining use, which are processed due to contractual or legislative obligations. These returns are often collected and processed according to legislative obligations. Recalls Products recalled by the manufacturer due to a condition or defect that could affect its safe operation. Work on a recall is completed at no cost to the product owner. Other types of returns, such as refillable units and reusable carriers, are not included in this study. Figure Reverse logistics process Returned goods often go through the following activities depending on the return type: Product Acquisition Retrieval of the product back from the market. The timing, quantity, quality and composition of returned product need to be managed in close cooperation with other supply chain parties. Collection Logistical activities (such as transportation, consolidation, transhipment and storage) to obtain the products back from the market and transport them to facilities involved in the other stages. Sorting, Testing Disposition The classification (according to quality and composition) of returns and determination stage of the route the product will take in the reverse chain. Market and strategic conditions are taken into account in the disposition decision. Recovery The process of recovering value from the returned product by re-use, repair, refurbishment, recycling or other types of recovery. Redistribution Sales Basically, no value recovery has materialised until the recovered products, component or materials are brought back into a forward supply chain. Review of Past research works: Financial aspects of RL: Raimer (1997) indicated that returns are, and always have been, a fundamental part of retailing. His estimate was that reverse logistics account for between 5 and 6% of total logistics costs in the retail and manufacturing sectors. Daugherty et al. (2001), in a survey of US catalogue companies, reported reverse logistics costs on average to be 9.49% of total logistics costs. Rogers and Tibben-Lembke (1998) identified returns for different industries, with figures being recorded of 50% (magazine publishing), 20-30% (book publishers), 18-35% (catalogue retailers) and 10-12% (electronic distributors). Returns of merchandise bought over the Internet are expected to escalate as online sales grow. Consequently, companies in many sectors are facing a change of customer interface possibilities and subsequent supply chain dynamics (Rowley 2000). Returns are high because customers purchase online items on trial until they can handle them physically. Moreover, in mail order, especially ladies f ashion, return rates of 60% are common (Wheatley 2002). Given this level of returns, it is important to recognise that reverse logistics can have a significant bottom line impact on a company, and the ability to address opportunities may depend ultimately on management perceptions of reverse logistics (Stock 1998, Mason 2002). Autry (2005) argued that managers need to realise that effective handling of reverse logistics transactions can result in economic and strategic benefits. In practice, some companies seem to ignore the significance of reverse logistics to their supply chain, some companies have gradually recognized its importance, whilst others review reverse logistics as a strategic variable. It has been suggested that innovator firms that develop an expertise in reverse logistics activities and recognize them as a set of business processes that add value can potentially generate revenue, improve customer satisfaction, achieve significant cost savings and deliver a competitive edge in their various markets (Stock 1998, Carter and E llram 1998). Given such potential benefits from developing reverse logistics processes, it is important to recognize the existence of barriers that may hinder the implementation of reverse logistics processes. Ravi and Shankar (2005), in a study of the automobile industry, identified 11 barriers to the application of reverse logistics. These include resistance to change, lack of appropriate performance measures, lack of training related to reverse logistics, lack of commitment by top management and lack of strategic planning. Dowlatshahi, S. (2008) in his cost-benefit analysis for reverse logistics management considered and analysed the relevant literature in RL and identified the present state of theory in RL regarding cost-benefit. The research methodology used is exploratory case study approach. The cost-benefit is analysed and evaluated in terms of specific sub-factors associated with it by use of two in-depth case studies. Two companies from different industries engaged in RL operations are considered. The analysis of these case studies resulted in propositions and insights regarding RL operations. Based on these insights, the cost-benefit sub-factors, propositions, and a framework for effective design and implementation of RL operations are provided. This framework determines the appropriate sub-factors and how the return process of products/parts with respect to cost-benefit works. In conclusion, the managerial implications and future research directions were provided. There are several parties involved in the management of the reverse logistics process and the way in which such interfaces are managed is crucial in both environmental and economic terms. As returns management becomes increasingly recognised as an area of supply chain importance, retailers are either developing in-house capabilities or outsourcing the operation to third-party logistics (3PL) providers (Krumwiede and Sheu 2002, Meade and Sarkis 2002, Hughes 2003). These supply chain interfaces occur in a number of different ways. For example, interfaces occur between retailers and manufacturers, between retailers and 3PLs and between end customers and retailers. There are many tensions occurring between these different players in the process. Currently, some companies prefer to build a separate infrastructure in order to facilitate the operation of the reverse logistics process. Other companies want to optimize the utility of their physical network by combining the reverse operation w ith the forward operation. In addition, centralized returns are a related possibility when companies are considering the construction of their physical network. Environmental aspects of RL: Environmentally friendly practices and the need to maintain sustainable development are important aspects in the debate surrounding reverse logistics. By not embracing sustainability, organizations face consequences in terms of increased economic and social liability (Savits 2002). Sustainable development embraces the triple bottom line philosophy of not compromising the future needs of society, the economy and the environment. In many reports on corporate social responsibility, sustainable transport is a significant feature with attempts to cut harmful emissions whilst maintaining economic operations. A driving force behind the search for improvements in sustainable distribution was the document published by the Department of Transport (1998) entitled A new deal for transport: better for everyone. Efficient integration of forward and reverse logistics has a significant part to play in this process. In this drive for sustainable distribution, it is important to recognize that account ing has a role to play. Mention has already been made of Corporate Social Responsibility Reports. There is a danger that traditional models of accounting and finance are actively supporting and encouraging unsustainable organizations and institutions (Gray 2002). Accountants need to be engaged in debates about environmental strategy, the institutional framework (government incentives) needs to support environmentally sound behaviour, and the change agents (such as environmental accounting) need to be embedded within the organization (Larrinaga-Gonzalez and Bebbington 2001). Reverse logistics management: Many tools exist to support the management of the reverse logistics process. The literature identifies mathematical models to support supply and transportation decisions (Du and Hall 1997). Also, the management of inventory can be supported through a range of mathematical models and enterprise resource planning (ERP) information systems (Boykin 2001, Teunter 2002). Hu et al. (2002) put forward a cost-minimisation model for minimising the total operating costs of a multi-time-step, multi-type hazardous waste reverse logistics system. Keeping with the theme of green supply chain management, Sheu et al. (2005) presented an integrated logistics operational model to co-ordinate the cross-functional product logistic flows and used-product reverse logistics flows in a green supply chain. Information communication technology (ICT) plays a significantly growing role in supporting reverse logistics operations and Daugherty et al. (2005) called for resources to be focused on developing informat ion technology. In recent years there have been a number of developments and improvements in dedicated reverse logistics software (De Brito et al. 2002). Developments in satellite tracking systems have also enabled vehicles to navigate better their way through congestion and to monitor and improve fuel consumption. The continuing development of ICT offers opportunities for significant economic and environmental benefits in the reverse logistics process. Drivers of reverse logistics: There are a number of drivers of reverse logistics and many of these actually occur as a result of product and service decisions taken at the design and planning stage of product and service provision. Interestingly, Sciarrotta (2003) illustrates how Philips Consumer Electronics place great emphasis on trying to prevent returns rather than dealing with them later. In the retail sector, however, strategic decisions concerning on-shelf availability together with a liberal returns policy amongst retailers are significant factors in the level of returns. Legislative factors (e.g. WEEE Directive to be implemented June 2006) are also becoming increasingly important, with new legislation focusing on the need to dispose of and recycle products in an environmentally friendly manner. In summary, the literature review has provided an overview of the issues that need to be considered when reflecting upon the management of reverse logistics processes. The significance of reverse logistics processes, in terms of both bottom line performance and environmental impact, has been highlighted in the literature. Also, the need to recognise the drivers of reverse logistics is highlighted together with the requirement to manage the interfaces between different members of the supply chain. Finally, the literature has identified numerous tools that can be used to support the reverse logistics process, and opened up the possibilities for using accounting information in this context to facilitate improved economic performance, supply chain efficiency and sustainability. Determinants of reverse logistics (Ravi et.al, 2005) Economic factors both directly and indirectly (de Brito Dekker, 2003), legislation (de Brito Dekker, 2003), corporate citizenship (de Brito Dekker, 2003; Rogers Tibben-Lembke, 1998) and environmental and green issues (Rogers Tibben-Lembke, 1998) are the four determinants of reverse logistics taken into account in this research. These are briefly described below. Economic factors Economics is seen as the driving force to reverse logistics relating to all the recovery options, where the company receives both direct as well as indirect economic benefits. It is seen that companies continually strive for achieving cost savings in their production processes. If a firm does reverse logistics well, it will make money (Stock, 1998). The recovery of the products for remanufacturing, repair, reconfiguration, and recycling can lead to profitable business opportunities (Andel, 1997). Reverse logistics is now perceived by the organizations as an investment recovery as opposed to simply minimizing the cost of waste management (Saccomano, 1997). A reverse logistics program can bring cost benefits to the companies by emphasizing on resource reduction, adding value from the recovery of products or from reducing the disposal costs. Guide and Wassenhove (2003) give an example of the US firm named ReCellular, which by refurbishing the cell phones, had gained economic advantage. Thus, the economic drivers of reverse logistics lead to direct gains in input materials, cost reduction, value added recovery and also in indirect gains by impeding legislation, market protection by companies, green image for companies and for improvement in customer/supplier relations. Legislation Another important driver for the reverse logistics is legislation. Legislation refers to any jurisdiction that makes it mandatory for the companies to recover its products or accept these back after the end of life of the product. These may include collection and reuse of products at the end of the product life cycle, shift waste management costs to producers, reduce volume of waste generated, and the use of increased recycled materials. For example, the Waste Electrical Electronics Equipment directive encourages a set of criteria for collection, treatment and recovery of waste electrical and electronic equipment and makes producers responsible for financing these activities (WEEE, 2003). There has also been a restriction on the use of hazardous substances in the production processes, which facilitates the dismantling, and recycling of waste electronics. A reverse logistics decision for the EOL computers should ensure that the end-of-life products are retired in a way that is compli ant with existing legislation. Corporate citizenship Another driver for the reverse logistics is the corporate citizenship that concerns a set of values or principles that impels a company or an organization to become responsibly engaged with reverse logistics activities. Reverse logistics activities can lead to increase of corporate image (Carter Ellram, 1998). A good example in this context would be of Paul Farrow, the founder of Walden Paddlers, Inc., whose concern of the velocity at which consumer products travel through the market to the landfill, pushed him to an innovative project of a 100-percent-recyclable kayak (Farrow, Johnson, Larson, 2000). In 1996, Hanna Andersson, a million direct retailer of infants and toddlers clothes developed a program called Hannadowns in which they distributed the childrens gently worn returned clothes to schools, homeless shelters, and other charities (Spence, 1998). Nike, the shoe manufacturer encourages consumers to bring their used shoes to the store where they had purchased them after their usage. They ship these back to Nike plant where these are shredded and made into basketball courts and running tracks. Nike also donates the material to the basketball courts and donates fund for building and maintaining these courts, thus enhancing the value of brand (Rogers Tibben-Lembke, 1998). It is seen from the last two examples that few firms are acting as good corporate citizens by contributing to the good of the community and assisting the people who are probably less fortunate than their typical customers. Environment and green issues Concern for the environment and green issues is also one of the drivers of reverse logistics. The reverse logistics lead to benefits of environment (Byrne Deeb, 1993; Carter Ellram, 1998; Wu Dunn, 1995). Hart (1997) proposes that the principle of the ecological footprint indicates the relevance of greening initiatives for countries. Reverse logistics has led to competitive advantage to companies which proactively incorporate environmental goals into their business practices and strategic plans (Newman Hanna, 1996). Managers are giving increasing importance to the environmental issues (McIntyre, Smith, Henham, Pretlove, 1998). The environmental management has gained increasing interest in the field of supply chain management. Handfield and Nichols (1999) mention greening as a critical future avenue in this area. Murphy, Poist, and Braunschweig (1995) have found that 60% in a group of 133 managers surveyed considered the issue of the environment to be a very important factor and 8 2% of them expected that the importance would increase in the years to come. A green image of producing environmentally friendly products has become an important marketing element, which has stimulated a number of companies to explore options for take-back and recovery of their products (Thierry, 1997). A reverse logistics operations for EOL computers should ensure that the environmental and green issues are taken into account. Summary of literature review: This brief overview of the literature provides a framework for addressing the research questions identified in the study. The literature covers the definition of reverse logistics, the scale of the problem, the bottom line impact and potential barriers, the drivers of reverse logistics, supply chain interfaces, methods suggested in improving the reverse logistics process management and importance of sustainability issues. Chapter 3 Methodology: Research objective: The aim of this project work is to identify and examine the reverse logistics management in the retail industry in order to understand the existing application of reverse logistics and then propose relevant recommendations to improve efficiency

I Am Proud of Who I Am Essay -- Personal Reflection Essays

Ralph Waldo Emerson once said â€Å"To be yourself in a world that is trying to make you something else is a great accomplishment†. Who am I? is question that many often struggle to answer, but for me it allows me to differentiate from my constituents and express who I really am. What makes me such a unique individual is my ability to identify with 5 strong strengths. I love the fact that I am futuristic and I have the ability to relate, I am responsible, I am a developer and last but not least I am disciplined. Each one these themes shape and generate my personality. Born on February 22nd 2000 I am the only daughter to Rob and Theresa Jones. When I’m not roaming the illustrious campus of State University, I enjoy shopping I personally feel retail therapy is the best therapy! I love spending time with my family they understand me when know one else does, traveling to tropical islands, cooking, going to church and pampering my toy poodle Chanel Briana. When we are born , most of us are given a suitcase full of standards, acceptable behavior, things to learn, values & a whole load of do’s and don’ts. As we grow and progress in life we keep adding or throwing away some contents of this suitcase. Each of us thus becomes a product of the choices we have made or that we have consciously decided not to make. Since childhood, we have our dreams and we want to make them a reality. Part of these dreams is about what we become and that results in the career we choose. My ultimate passion in life is to impact the lives of many in the healthcare field this also lead my decision in choosing public health as a career choice. By thinking ahead for the future it brings out my futuristic strength. By nature, I channel my mental and physical energies to... ...iod when it comes to paying bills, arriving on time to work or simply having open communication with someone those are all characteristics of responsibility. One distinguishing personality trait that makes me exceptional is outgoing personality. This is paired with my developer strength and my inability to connect with people. I have the capability to see the potential in others. In my circle of friends I have became the confidant and the one the call for advice, this also balances my developer trait because others seek me out for help and encouragement given on some level they know that my helpfulness is both genuine and fulfilling. I’m compassionate about the success of my family and friends and the ones that truly care for me. Having a positive attitude and spreading a big smile is an act of kindness that I try to exhibit through the daily roles I play in life. I Am Proud of Who I Am Essay -- Personal Reflection Essays Ralph Waldo Emerson once said â€Å"To be yourself in a world that is trying to make you something else is a great accomplishment†. Who am I? is question that many often struggle to answer, but for me it allows me to differentiate from my constituents and express who I really am. What makes me such a unique individual is my ability to identify with 5 strong strengths. I love the fact that I am futuristic and I have the ability to relate, I am responsible, I am a developer and last but not least I am disciplined. Each one these themes shape and generate my personality. Born on February 22nd 2000 I am the only daughter to Rob and Theresa Jones. When I’m not roaming the illustrious campus of State University, I enjoy shopping I personally feel retail therapy is the best therapy! I love spending time with my family they understand me when know one else does, traveling to tropical islands, cooking, going to church and pampering my toy poodle Chanel Briana. When we are born , most of us are given a suitcase full of standards, acceptable behavior, things to learn, values & a whole load of do’s and don’ts. As we grow and progress in life we keep adding or throwing away some contents of this suitcase. Each of us thus becomes a product of the choices we have made or that we have consciously decided not to make. Since childhood, we have our dreams and we want to make them a reality. Part of these dreams is about what we become and that results in the career we choose. My ultimate passion in life is to impact the lives of many in the healthcare field this also lead my decision in choosing public health as a career choice. By thinking ahead for the future it brings out my futuristic strength. By nature, I channel my mental and physical energies to... ...iod when it comes to paying bills, arriving on time to work or simply having open communication with someone those are all characteristics of responsibility. One distinguishing personality trait that makes me exceptional is outgoing personality. This is paired with my developer strength and my inability to connect with people. I have the capability to see the potential in others. In my circle of friends I have became the confidant and the one the call for advice, this also balances my developer trait because others seek me out for help and encouragement given on some level they know that my helpfulness is both genuine and fulfilling. I’m compassionate about the success of my family and friends and the ones that truly care for me. Having a positive attitude and spreading a big smile is an act of kindness that I try to exhibit through the daily roles I play in life.

Essay examples --

Canterbury Christ Church University College This is a report on the Canterbury Christ Church University College. The complete address of the University is given at the end of the report. The report discusses the background of the University and then the educational and the administrative activities of the University. Specific attention has been given to the BA (Hons) American Studies program. Canterbury Christ Church University College offers a wide range of undergraduate, postgraduate degree, diploma and professional courses such as social work, sociology, social policy, social science, psychology, criminology, social science, society and science. Number of students: Its student population numbers well over 12,000, including many mature and part-time students. Many of the College’s students are mature, with 50% aged thirty or over, partly reflecting the substantial amount of continuing professional development courses. Two thirds of students come from Canterbury and the res t of Kent. A small proportion of overseas students join the College and a number of staff participate in exchange programs with the USA or other countries.  The College is a Church of England Foundation with students of many faiths and of none amongst its members. Programs offered: Business and Science, Education, Health, Arts and Humanities. Diplomas, first and higher degrees and other postgraduate courses and research programs are offered. Some courses provide initial professional qualification such as those for teachers, nurses and social workers. Other work addresses the needs of existing practitioners for continuing professional development and advanced study. Teacher Training: The teacher training and nursing programs at Christ Church have long enjoyed a... ...ernational student. The IO also supports international students once they arrive in Canterbury, organizing an induction program and providing a focus for students during their stay at the College. The Student Support Officer is dedicated to international students' needs and arranges a social program including local excursions and visits to London and other European capitals. Staff: The College employs 1150 staff and generates an income of  £50 million for the economy of Kent.  Academic work is organized into four Faculties and an Associate Faculty:   Arts and Humanities Business and Sciences Education Health Salomons Associate Faculty, an associate faculty located at Tunbridge Wells. References Canterbury Campus Canterbury Christ Church University College North Holmes Road Canterbury Kent CT1 1QU United Kingdom http://www.cant.ac.uk/ (Accessed 13-05-03)

Memory, Imagination, and Consciousness in Funes the Memorious and Meurs

Memory, Imagination, and Consciousness in Funes the Memorious and Meursault  Ã‚     Ã‚  Ã‚   Consciousness separates humans from sense perceiving â€Å"garbage heaps.† Jorge Luis Borges, in â€Å"Funes the Memorious,† and Albert Camus, in â€Å"The Stranger,† explore the causes of consciousness. They are philosophers who write fiction to answer the question, â€Å"What makes us aware?† An imperfect memory and imagination define our reality. Funes can be aware of other realities because has a perfect memory. Meursault reveals that the missing element for Funes to possess consciousness is imagination. I will define consciousness, assess memory and imagination as essential, discuss metaphor as a manifestation of consciousness, and isolate the affect of the awareness of other consciousness’. Without memory, we could not compare a past object or idea with a present one. Memory allows us to enhance past objective observations with present sensory perceptions. Because we have an imperfect memory, that is, we cannot remember every detail, we embellish. We give a past idea or object an identity independent from the external world because we perceive and imagine it differently than our initial sensory reaction. We change our original reaction with our imagination. Thus, creative people experience life more vividly. In the process of consciousness, we first remember something imperfectly, and then qualify it with other embellished thoughts. The act of thought, then, is not consciousness. Thought is the comparison of one object to another. We are not conscious because we notice a difference between two things. Once, we embellish the relationship however, we create an internal reality that is an imperfect copy of our true sensory reaction. We possess consciousness... .... Together, Camus and Borges show us that through our imperfect memories and our distorting, lying imaginations, we obtain an individual identity. Works Cited Borges, Jorge Luis. Labyrinths: â€Å"Funes the Memorious†. New York: New Directions Publishing Co., 1964. Camus, Albert. The Stranger. New York: Random House, 1988. Christ, Ronald. The Narrow Act: Borges’ Art of Fiction. New York: Lumen Books, 1995. Hart, Thomas R. Jr. â€Å"Borges’ Literary Criticism.† Modern Critical Views: Jorge Luis Borges. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. 5-20. Jaynes, Julian. The Origin of Consciousness in the Breakdown of the Bicameral Mind. Boston: Houghton, 1976. Mà ¼ller, Max. The Science of Thought. London: Longmans Green, 1887. 78-9. Sarte, Jean-Paul. â€Å"An Explication of â€Å"The Stranger.† Camus. Ed. Germaine Brà ©e. Englewood Cliffs: Prentice, 1962.   

Relevance of Sports in Youth Development

TABLE OF CONTENT Acknowledgments Abstract Dedication CHAPTER ONE: INTRODUCTION 1. 1 Introduction The history of sports probably extends as far back as the existence of people as purposive sportive and active beings. Sport has been a useful way for people to increase their mastery of nature and the environment. The history of sport can teach us a great deal about social changes and about the nature of sport itself. Sport seems to involve basic human skills being developed and exercised for their own sake, in parallel with being exercised for their usefulness. It also shows how society has changed its beliefs and therefore there are changes in the rules. Of course, as we go further back in history the dwindling evidence makes the theories of the origins and purposes of sport difficult to support. Nonetheless, its importance in human history is undeniable. Sports that are at least two and a half thousand years old include hurling (similar to field hockey) in Ireland, harpastum (similar to rugby) in Rome, cuju (similar to association football) in China, and polo in Persia. The Mesoamerican ballgame originated over three thousand years ago. There are artifacts and structures that suggest that the Chinese engaged in sporting activities as early as 2000 BC. [1] Gymnastics appears to have been a popular sport in China's ancient past. Monuments to the Pharaohs indicate that a number of sports, including swimming and fishing, were well-developed and regulated several thousands of years ago in ancient Egypt. [2] Other Egyptian sports included javelin throwing, high jump, and wrestling. Ancient Persian sports such as the traditional Iranian martial art of Zourkhaneh. Among other sports that originate in Persia are polo and jousting. This thematic profile attempts to broadly introduce some of the current themes related to physical education and sport for youth. In the literature related to physical education and sport there is much debate across the world over definitions of physical education, sport and physical activity. There is also great variance in the standard age boundaries for youth world-wide. These issues will not be explored in detail here. Rather a number of links to further reading and resources are provided after each sub-theme to direct readers to additional information. Within schools, physical education is an essential component of quality education. Not only do physical education programmes promote physical activity, such programmes also correlate to improved academic performance under certain conditions. Sport can also, under the right conditions, provide healthy alternatives to deviant behaviour such as drug abuse, violence and crime. 1. 2 Objectives of the study In other to achieve the aim of this research,the researcher will be writing on three specific objectives and three element of the problem statement which are as follows; a)To determine the Relevance of Sports to Youth Development b)To Determine the importanceof physical fitness to Youth Development c)To help youths develop a Healthy habits for life d)To help the youth develop confidence and identity e)To determine social benefit to the youth a)Relevance of Sports in Youth Development The benefits to children participating in organized sports are numerous. Organized sports help teach kids about physical fitness and and the importance of taking care of their bodies throughout their lives. Sports also can help teach kids important social and interpersonal skills, as well as teach them the value of hard work and persistence. Fitness Playing organized sports helps children get the exercise they need to stay healthy, and develop habits that will stay with them throughout their lives. Sports also help kids develop and understand skills and strengths that they will need forever, such as agility, coordination, endurance, and flexibility. Healthy Habits For Life Children who play sports have an increased awareness of their bodies, and are less likely to do things that will harm them at an early age, such as smoking cigarettes, drinking, or taking drugs. Many sports programs also strive to teach nutrition to young athletes, giving them even more awareness of the things they should and should not do to their bodies. This is a particularly important issue now more than ever, as the obesity rate in children is rising each year in almost every part of the world Confidence and Identity Participating in sports can help a child become more confident in his skills. As children practice and work to become better at any activity, their confidence level will increase. This new-found confidence will carry over into other things besides sports, including their studies and personal lives. Group activities such as organized sports help kids identify with a particular group–their team, perhaps–which is essential to the personal and social development of a child. Children who do not feel they are accepted or belong anywhere often experience depression, anxiety and a general lack of confidence. Hard Work and Persistence Group sports teach kids that in order to become good at something, they must work toward their goals. This is a very valuable lesson, one that they must carry with them into their adult lives. Sports also teach children that when they do not succeed–losing a game, for example–that they must deal with losing, and move on. Obviously, this is critical, because as an adult, you must move on after any kind of defeat or loss, and work to prevent those things from happening again, whether it is on the field, in your work, or in your personal life. Social Benefits Children who participate in these types of activities learn to communicate and work better with their peers and with adults. Teamwork is a valuable skill for children. Organized sports often are made up of kids who have a variety of different social and economic backgrounds, which can help teach children about diversity, and also provide the opportunity to make new friends. 1. 3Problem Statement The spate of youth involvement in crime rate has been the motivation for this research on how sports can be used to better develop the youth for development. The method for this research was qualitative and descriptive, as i used primary and secondary methods to source and collect data on the relevance of the topic. However, in this research, i developed a theoritical framework collecting data through distribution of questionnaires and interviews of some youths with a population sample of 50 persons. 1. 4Test of Hypothesis 1. 5Defination and Explanation of Terms CHAPTER TWO LITERATURE REVIEW In this chapter, we will be reviewing all other relevant works by researches to enable us determine the Relevance of Sport in Youth Development. Works being reviewed here includes but not limited to Sport in general and youth development as a concept of its own. Firstly, the The United Nations defines youth as persons between the ages of 15 and 24, inclusive. In many cases, this definition includes people who have reached the age of majority (usually 18 years), yet still face unique issues and challenges as young adults. The UN also states that, while teenagers and early teens may be all considered ‘youth,’ the social, psychological and health challenges they face may be quite different (http://www. un. rg/esa/socdev/unyin/qanda. htm). The National Youth Council states that, while there is no ‘correct’ definition of youth, the term generally refers to people between the ages of 15 –and 29. The Council also offers a working definition of ‘youth development’ as: †¦a process which prepares young people to meet the challenges of adolescence and adulthood through a co-ordinated, p rogressive series of activities and experiences which help them to become socially, morally, emotionally, physically and cognitively competent. Positive youth development addresses the broader developmental needs of youth, in contrast to deficit-based models which focus solely on youth problems. It is evident in the literature reviewed that this holistic definition of youth development dovetails with current research on youth and sport. The definition concludes that sport-based programs should be part of a multi-agency approach to meeting the needs of young people, and they should not be considered in isolation from the broader social and material context. Definitions of ‘sport’ and ‘youth’ tend to vary, but, in most cases, youth sport is understood to be an organized and supervised activity that facilitates and encourages teamwork, discipline, and hard work among young people. While a great deal of evidence has been collected regarding the benefits of sport participation for children and youth, few conclusions have been drawn regarding the mechanisms by which sport positively facilitates, or contributes to, child and youth development. Developmentally appropriate forms and levels of sport and physical activity are key to the healthy physical, mental and social growth and development of children and youth. Youth unemployment is serious and growing problem in most African countries. In fact, in many of the countries, youth unemployment is about two times the national unemployment rate; in Nigeria it is four times the national average. An equally worrying trend is the high level of unemployment among educated youth. Two recent surveys for IFESH by NISER and Institute for Peace at the University of Ibadan revealed youth unemployment rates of over 60% among educated youth in Delta, Rivers, Kaduna, Kano and Plateau states – the focal states of the CALM project. The traditional responses to the youth unemployment problem in Africa include direct job creation, job skills training, community-based public works programs, educational reform with focus on technical education and vocational training. For instance, over 15 years ago, the Nigerian government established the National Open Apprenticeship Scheme operated by the National Directorate of Unemployment NDE). These measures have failed to alleviate the problem. The result is that youth unemployment remains a critical problem and source of insecurity in Nigeria and elsewhere in Africa. In fact, unemployed youths are known to be the main participants and â€Å"cannon fodders† in the spate of conflicts as well as the main culprits in gene ral state of insecurity and armed robberies in many communities in Nigeria. Thus, to prevent and effectively manage conflicts and insecurity in Nigeria (and elsewhere in Africa), the army of unemployed youths must be productively engaged in activities that will keep them away from conflicts and trouble. Sport is one activity that can provide productive engagement for the teeming youths in Nigeria. To be sure, sport along cannot solve the youth unemployment problem, but the promotion of sports will go a long way in helping to alleviate the problem in combination with other policies. (October 29, 2006, Press Article by Dr. Emmanuel Ojameruay http://www. niaausa. org/sports-promotion-as-an-instrument-for-productive-youth-engagement-a-case-study-of-ifesh%e2%80%99s-calm-project/) Coalter’s (2005) review essay captures important evidence regarding the role of sport in building and facilitating social and community inclusion and active citizenship. This body of literature, as interpreted and reported by Coalter (2005), links sport to Putnam’s (2000) notion of ‘social capital. ’ Communities with good social capital have strong community networks, a good sense of local identity and solidarity, and high levels of trust and support among members. With this in mind, there is evidence to 17 suggest that developing sport in the community may contribute to developing communities through sport (Coalter, 2005, p. 19), but also that non-traditional approaches should be taken if such results are to be realized. Most notably, a ‘bottom up’ approach that aligns with and supports existing community-based sporting infrastructure, and utilizes local labour and resources, has been found to have the most impact at the community level; it also has the additional advantage of avoiding local scepticism about ‘quick-fix schemes’ (Coalter, 2005). More specifically, sport has been used as a practical tool to attract young people to volunteering, engaging them at the community level. Eley & Kirk (2002, cited by Coalter, 2005) found hat such programs resulted in increased measures of altruism, community orientation, leadership and sense of self among young people. These findings align with a recent analysis of the social and cultural benefits of sport in a Canadian city. The report found that child and youth participation in sport in Calgary, not only as athletes but also as volunteers and officials, means that children and youth are experiencing and learning the values of citize nship and leadership – as they take on more responsibility for their sporting experiences and for the future administration of sport in their community (Douglas Brown Consulting, 2005). Coakley (2002) and Donnelly & Coakley (2002) have also carried out broadly based reviews of research evidence regarding the potential of sport programs to contribute to child and youth development and the social inclusion of children and youth. Coakley (2002) reviewed a wide range of research regarding youth development and concluded that, in exemplary programs, participants should feel physically safe, personally valued, socially connected, morally and economically supported, personally and politically empowered, and hopeful about the future. Donnelly & Coakley (2004) have pointed out that, where such programs are not available, youth gangs may actually meet some of these needs. With regard to the social inclusion of children and youth, Donnelly & Coakley (2002) point out the following: †¢ Inclusion is, first and foremost, an access issue, and the first thing that is necessary to promote inclusion is to overcome the structural/systemic barriers that prevent participation; †¢ The real benefits of sport involvement appear to derive from the potentials that are released in children and youth with ‘good,’ educated and sincere leadership. It seems that almost any type of well-intentioned program has tangible benefits with the ‘right’ people in charge† (p. 15). Thus, a great deal of effort should be expended on research regarding leadership training, and on the process of training both professionals and volunteers who are likely to be involved in the leadership of such programs; †¢ At this time, we know a great deal more about the barriers to participation/inclusion (although we have not been able to tap the political will to overcome such barriers) than we do about the process of social inclusion. Questions have been raised about the social inclusion potential of competitive sport programs (which are, by their very nature, organized along principles of social exclusion), and about programs organized on the principles of ‘social control. ’ In addition to overcoming barriers to 18 participation, we need a great deal more research to understand the process of social inclusion in sport. Recent research suggests that sport-based programs focused on children and youth in areas of conflict offer a means of both resolution and, in turn, reconciliation. Richards (1997, cited by Giulianotti, 1999), for example, found that sport can facilitate positive social opportunities in post-war Africa, where violence and child-soldiering have severely restricted or foreclosed the health and welfare of children and youth. Similarly, Gasser & Levinsen (2004, p. 179) documented the success of Open Fun Football Schools in reintegrating ethnic communities in the post-war Balkans, although they caution that â€Å"football is something like frontline farmland: fertile, but likely to be mined. When war leads to limited avenues for social and personal development, the importance of physical activity for children and youth may be thought to increase, and participation opportunities become paramount, in the contributions such opportunities afford to children impacted by conflict (Richards, 1997). These results suggest that, if sport-focused projects are locally grounded, carefully thought out, and professionally managed, they can make a modest contributi on to conflict resolution and peaceful coexistence in regions of violence (Sugden, 2006). Research also suggests that sport may provide an opportunity for positive peer interaction and healthy competition for and among youth (Weiss & Stuntz, 2004, cited by Hedstrom & Gould, 2004). Recent research suggests that peer relationships are a key part of young people’s experiences in sport, and that social acceptance and affiliation are important components in determining the extent to which children and youth enjoy participating in sport (Smith, 2003). As young people mature, they increasingly rely on peers or information and feedback regarding physical competence; therefore, sport as a context of physical activity, serves as a key site of child and youth development (Smith, 2003). Young offenders are increasingly referred to programs that include sport as an integral part of the rehabilitative process. The theoretical rationale for this approach positions offending youth as inadequately socialized to community norms, and sport as a remedial lesson in social norms and com munity living (Andrews & Andrews, 2003). There is also a widespread belief in the therapeutic value of sport (Coalter, 2005; Seefeldt & Ewing, 2002). Sports have also been used to enhance social development among children and youth by connecting â€Å"at risk† youth to social- and job-skills training, education programs and/or leadership opportunities. In these schemes, sports are not a â€Å"mechanism† for social development, but rather a positive means of inducing marginalized or delinquent youth towards other social programs that address underlying risk factors for crime involvement, early school leaving, homelessness and a range of other social problems in this population. Seefeldt & Ewing (2002) suggest that sport programs that target â€Å"at risk† youth can provide a â€Å"safe alternative activity to violence and intimidation† and gang membership, because sports teams may meet the individual’s need for social inclusion, physical competency and recreation. This research argues that the usefulness of sports to mediate anti-social behaviour in young people improves when used in combination with a full range of social, educational, and job-skill training programs (Seefeldt & Ewing, 2002). Secondly, we will not over look the relevance of Sports as a means of education to youth development. There is a significant amount of evidence to suggest that sport-based programs improve the learning performance of children and youth, facilitating educational attainment and encouraging them to stay in school, and that sport-based programs in schools aid in the social development of young people. This relationship is thought of in different ways. In the most basic way, sport participation at a young age helps children to learn physical skills that allow them to stay active later in life (Hedstrom & Gould, 2004). The educational benefits are often thought of more broadly, though. Children may learn, or become familiar with, the competitive process and learn to assess their competence in different skills through sport participation (Seefeldt & Ewing, 2002). In addition, the Conference Board of Canada’s (2005) report on sport in society states that sport is an important tool by and through which participants, particularly young people, gain and enhance a range of skills that are transferable to important parts of adult life. A case study of the Physically Active Youth (PAY) program in Namibia found that after-school programs targeting youth and focusing on a variety of physical activities (including aerobics, dance, outdoor education and competitive sports) increased the number of students who passed the national Grade 10 examination (CABOS Report, 2006). Since students who fail this exam, and drop out of school, tend to face a number of social barriers and engage in unhealthy behaviours (such as unemployment, drug abuse, anti-social behaviour, and an increased risk of contracting HIV/AIDS), the program is understood to make a strong contribution to the lives of Namibian youth by encouraging and facilitating their continued education (CABOS Report, 2006). Furthermore, an assessment of an education-based sport-development intervention in South Africa concluded that a variety of perceived social spinoffs, including community, financial and personal empowerment, were attached to increasing sport opportunities in a school setting, and helped to foster improved relations between children and teachers (Burnett, 2001). The Sport in Education (SpinEd) project, under the direction of Richard Bailey, gathered evidence to influence policy development aimed at redressing the decreasing trends in physical education and school sport (PESS). In addition, the project constructed a framework for evaluating the role of PESS in different countries and cultures, and collected best practices and evidence regarding the role of PESS in making positive contributions to school life (Bailey & Dismore, 2004). Their report concluded that PESS can make an important contribution to the education and development of children and youth, and that evidence supports the positive relationship between PESS and development in physical, lifestyle, affective, social and cognitive domains (Bailey & Dismore, 2004, p. 2). Bailey & Dismore conclude that the educational character of PESS needs to be accentuated and that PESS should be available to all children and youth as an educational entitlement, though they caution against any simple interpretation of causal benefits from PESS participation. The cognitive benefits of sport participation among children and youth remain a topic of research. Bailey’s (2006) review article illustrates that research debunks the notion that physical education and sport participation interfere with educational goals and academic achievement and, in many cases, research supports a link between physical education and improved academic performance (see also Sallis& Owen, 1999). While the benefits of regular exercise on cognition are small, the results are reliable for reaction time, reflexivity and performance of mathematics (Thomas et al. , 1994, cited by Coalter, 2005). However, since the quantitative data in this area are based on cognitive differences in pre- versus post-testing, it is difficult to assess or identify the mechanisms by which such improvements in cognitive performance occur. Coalter (2005) concludes that there is no definitive evidence in the literature of a causal relationship between sport participation and academic achievement. Thus, Bailey (2006) cautions that it should be considered that PESS can lead to improved cognitive development under the right conditions. There is also evidence to support the link between sport participation and educational achievement for college and university students. University students who use recreational sports facilities persist in their studies at a higher rate than non-sport participants, since recreational and intramural sport offers an important opportunity for interaction among students and the building of student satisfaction (Belch, Gebel & Maas, 2001). Evidence supports not only the educational benefits of sport participation, but also the utility of sport programs as educational catalysts to implement interventions and teach life skills. Papacharisis et al. (2005) provide evidence from the GOAL 25 program, a peer-to-peer, sport-based life-skills program targeted at youth who participated in sports clubs. The study supported the effectiveness of life-skills education (such as goal setting, problem solving and positive thinking) through its integration with sport programs. The results suggest that, in such interventions, athletes may improve their sports and life skills in a complementary fashion (Papacharisis et al. , 2005). Thirdly, the relevance of sports to youth development can be seen as tool of charracter-building in youths and development. While, Donnelly (1993, p. 428) noted: â€Å"We have long held, although with little evidence, that sport participation has the capacity to transform the character of individuals. † Of all the literature on sport and children/youth, the most difficult to quantify, yet also the most compelling in terms of social benefits, deals with the possibility that participation in sport and physical activity may positively impact the moral development of youth. Based on survey data, Canadians consider sport, after family, to have the most influence on the development of positive values in youth (CCES, 2002). In fact, in data collected in this survey, the role that sport plays in promoting and developing moral character was considered to be an essential component of the very definition of sport for children and youth, although not surprisingly, these ideas of the positive impact of sports on the development of character tend to come from those coaches, parents, volunteers and participants who are actively involved in children’s and youth sport (CCES, 2002). According to Coakley & Donnelly (2004, p. 3) this â€Å"character logic† is often used to encourage and defend children’s participation in sport; it is also used to justify the funding of sport programs, the building of facilities and the sponsorship of events. While the causal linkages and mechanistic connections between sport participation and character-building are difficult to create and sustain, theories have been put forth (supported in some cases by evidence-based research) to support the notion that partici pation in sport and physical activity builds character in children and youth. In a review essay, Ewing et al. (2002, p. 6) argued that sport offers a â€Å"dynamic domain† for moral and character development and expression among youth, particularly in terms of positive values such as hard work, fair play and an orientation to succeed, and behaviour and social relations. However, the same authors argue that sport does not, in and of itself, lead to the development of character or morals in youth, and, in fact, holds the possibility to undermine the creation of what would generally be considered positive traits of personal behaviour (Ewing et al. , 2002). Such interpretations are borne out in the literature. Hansen et al. ’s (2003) recent analysis of youth activities found that such activities provide a context for a wide range of developmental experiences; but, development of self-knowledge, emotional regulation and physical skills were particularly high within sport participation when compared to academic- and leadership-type activities. At the same time, sport activities were also the only context in this study in which youth also reported higher rates of negative experiences, particularly in relation to peer interaction and inappropriate adult behaviour (Hansen et al. 2003, p. 47). Thus, when cataloguing sport within an array of youth activities, the pattern of experiences was mixed and sport could be understood as both character building and challenging (Hansen et al. , 2003, p. 50). Hedstrom & Gould’s (2004, p. 5) review essay also concludes that research has demonstrated that character in children and youth can be enhanced in sport and physical education settings â⠂¬Å"when fair play, sportsmanship and moral development information is systematically and consistently taught. In other words, given that sport is a powerful social experience in the lives of children and youth, positive character development may occur under the right circumstances (PCPFS, 2006). Given that moral behaviour is learned through social interaction, the ways in which relations with others are constructed and facilitated impacts the ethical and moral behaviour learned through sport. In other words, there is a level of transfer between the values and ethics promoted in the sport and the moral character instilled in children and youth who participate. Ewing et al. (2002) reviewed evidence suggesting that a focus on reflection and meditation led to lower levels of anxiety for youth studying martial arts, and that athletes who focused on personal improvement, as opposed to greater ability, considered the sport to be a pedagogical tool for co-operation and citizenship as opposed to dominance and ends focused orientations (Ewing et al. , 2002, p. 37). Evidence also suggests that coaches play a key role in developing the moral and ethical parameters that impact youth involved in sport. This research indicates that the moral values and behaviour learned by children in sport come directly from instruction and their own engagement, and indirectly from observing coaches’ responses (Ewing et al. , 2002, p. 37). The analysis of youth sport participation and character development has been broken down into component parts: perspective-taking and empathy, moral reasoning and motivational orientation (PCPFS, 2006). The concept of character is often understood in relation to the ability to consider the views and positions of others. Perspective-taking is the cognitive ability to understand multiple points of view, while empathy is the affective skill of understanding the experiences of another person or group (PCPFS, 2006). In combination, perspective-taking and empathy underpin moral development and can be learned through game strategy and consideration of multiple perspectives within the sporting context – although this relationship is primarily a theoretical one, yet to be corroborated through evidence-based research (PCPFS, 2006). What has been documented through research, however, is that physical activity outside of sport may, in fact, be better suited to promoting empathy among youth, and that moral reasoning may be developed through sport if actively promoted in dialogue with a coach (PCPFS, 2006). For example, Trulson (1986, cited by Coakley & Donnelly, 2004, p. 171) found that the type of sport experience was key to reducing ‘delinquent’ behaviour in that martial arts taught with a philosophy of respect, patience, responsibility and honour were related to decreased delinquency, while those based on free sparring and self-defence were related to higher evels of delinquency. Research examining moral reasoning, or the ability to think about moral issues, among athletes has actually found that participation in sport is associated with lower levels of moral reasoning maturity; however, there is also evidence that coaches or physical educators may successfully promote the development of moral reas oning if they actively seek to do so (PCPFS, 2006). In relation to the third component of character, motivational orientation or the cognitive rationales for behaviour, research suggests that motivation may be improved through the type of positive team environment that sport participation can provide for children and youth (PCPFS, 2006). In effect, the potential does exist to effectively promote moral development through sport because the social interactions associated with sport participation may impact certain psychological traits that underlie moral decision-making (Seefeldt & Ewing, 2002). Leadership is also an issue that has been examined in research on children/youth and sport participation. Dobosz & Beaty’s (1999) analysis found that high-school athletes scored higher on a leadership ability measure than their non-athlete counterparts. They conclude, therefore, that athletics offers youth an opportunity and platform to develop and improve leadership skills and abilities. In conclusion, whereas sport has the possibility to provide an environment for the development of moral character, evidence also supports the idea that sport provides an opportunity to suspend moral obligation or support unethical behaviour in pursuit of winning. Coakley & Donnelly (2004, p. 4) point out that much of the research addressing sport and character over the past 50 years suffers from three problematic assumptions: that every kind of organized, competitive sport impacts the moral development of every athlete in the same ways; that the character-building experience of sport is unique to the extent that those who do not play are at a disadvantage in developing moral character; and that the notion of what constitutes positive moral characteristics is generally accepted. In this sense, Shields & Bredemeier (1995, cited by Ewing et al. 2002) caution that it is not the physicality of sport, or the learning and performance of sporting skills, that is either ethical or unethical or related to character development; more accurately, it is that social interactions within the sport experience potentially impact the development of moral character. Research suggests that sport programs among children and youth may contribute to social inclusion, both at the community level and in post-conflict areas, as well as in social psychological relations such as peer groups. Criminology literature has found evidence that sport-based programs may make a positive contribution to reducing youth crime as diversionary, rehabilitation and gateway programs. Youth sport participation has been linked to educational benefits if physical education is included as part of broad-based educational programs, although causal links between sport participation and educational achievement are difficult to establish. Evidence suggests that character-building, including moral behaviour, empathy, reasoning and leadership, may be promoted and facilitated through sport, although such processes are highly dependent on the context of the sporting program and the values promoted therein. From the literature reviewed, it is clear that sports participation among children and youth can encourage positive social, emotional, educational, community and moral development; however, these benefits are not automatic. Sports programs positively impact youth when: (a) they are conducted with a person-centred approach that is flexible enough to respond to the needs, motivations and rights of the child/youth, and (b) they de-emphasize rules, rivalry and winning, and emphasize choice for participants, effort and positive feedback (Sport England, 2002). This review of research also indicates that the operation and outcomes of sport programs are affected by, and, in turn, affect, a myriad of social factors/forces, and cannot be implemented or evaluated in isolation from these conditions. In terms of positive child and youth development, a multi-faceted approach is needed to target the multiple social conditions that contribute to positive outcomes (Coalter, 2005). In particular, positive attitudes, values and character traits must be actively promoted and taught in any child-/youth-focused sports program. This is most effectively accomplished with the positive, enthusiastic and skillful engagement of a coach, teacher or leader (Seefeldt & Ewing, 2002). Coakley’s list of the characteristics of exemplary sport programs for child and youth development indicates that participants should feel: physically safe; personally valued; socially connected; morally and economically supported; personally and politically empowered; and hopeful about the future. Sport programs have a positive impact on children and youth when they are person-centred, as opposed to outcome oriented, and emphasize choice and autonomy over rules and a focus on winning. In general, there is a lack of evidence from which to make strong claims about sports participation and social inclusion for and among children and youth (Bailey, 2005). Although there is an increasing awareness of the potential of sport to aid in the social and educational development of children and youth, there is also consensus that the specific contributions of sport (regarding education, socialization and social integration) need to be identified, and that a solid knowledge base can help to create a new political agenda and to ensure its implementation (Doll-Tepper, 2006, p. 1). The future success of sport and child/youth initiatives rely, to an extent, on co-operation between a variety of networks and stakeholders, such as community, sports clubs and schools, and between researchers and practitioners (Doll-Tepper, 2006, p. 71). There is also a need for more research to focus on the specific mechanisms by, and conditions under, which sport can and does make a positive contribut ion to child and youth development. Similarly, there is a need to better understand issues such as social inclusion and leadership/leadership training. Without careful attention paid to the conditions (social, psychological, material) that frame the lives of children and youth and their sporting experiences, the impact of sport-based interventions in relation to child/youth development are speculative at best. There is significant evidence to support the utility of sport in facilitating and supporting the development of children and youth. Sport participation and sport-based initiatives targeted at children and youth have been shown to decrease social exclusion and contribute to community-building and inclusion in a host of social contexts, such as areas of post-conflict and areas of poverty in LMICs. Research also suggests that sport offers an important resource for reducing delinquency and crime among youth and promoting community safety. Sport is also associated with facilitating educational commitment and attainment among children and youth, and as a vehicle for promoting character-building and moral development. 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Sugden, â€Å"Teaching and Playing Sport for Conflict Resolution and Co-existence in Israel,† International Review for the Sociology of Sport 41(2) (2006):221–240. J. R. Thomas et al. , â€Å"Exercise and Cognitive Function. † In C. Bouchard et al. (eds. , Physical Activity Fitness and Health: International Proceedings and Consensus Statement (Champagne, Illinois: Human Kinetics, 1994). M. Trulson, â€Å"Martial Arts Training: A Novel ‘Cure' for Juvenile Delinquency,† Human Relations 39(12) (1986):1131–1140. UNESCO Charter of Physical Education and Sport (Paris: UNESCO, 1978). http://www. unesco. org/education/ nfsunesco/pdf/SPORT_E. PDF. (retrieved September 7, 2007) United Nations, Youth at the United Nations. http://www. un. org/esa/socdev/unyin/qanda. htm United Nations Development Program. Forging a Global South: UN Day for South-SouthCooperation. New York: 19 December, 2004. F. Van Eekeren, â€Å"Sport and Development: Challenges in a New Arena. † In Y. Auweele, C. Malcolm & B. Meulders (eds. ), Sport and Development (Leuven, Belgium: Lannoo Campus, 2006). M. R. Weiss & C. P. Stuntz, â€Å"A Little Friendly Competition: Peer Relationships and Psychosocial Development in Youth Sports and Physical Activity Contexts. † In M. R. Weiss (ed. ), Developmental Sport and Exercise Psychology: A Lifespan Perspective (Morgantown, WV: Fitness Information Technology Inc. , 2004), 165–196. O. Willis, â€Å"Sport and Development: The Significance of Mathare Youth Sports Association† Canadian Journal of Development Studies 21(3) (2000):825–849. World Bank, Data and Statistics: Country Classification. http://web. worldbank. org/WBSITE/EXTERNAL/DATASTATISTICS/0,,contentMD:20420458~menuPK:64133156~pagePK:64133150~piPK:64133175~theSitePK:239419,00. html Chapter Three 3. 0Research Methodology This chapter deals with how data was collected systematically so as to obtain useful information on the relevance of sport in youth development. The researcher is cognisant that this can be done in various ways and have given considerations to different approaches before settling for the ones which seems more suitable in finding answer to the research question. Both quantitative and qualitative instruments which were deemed more appropriate were used to enable the researcher gather necessary information about the relevance of sports to youth development. Below are methods that were considered; 3. 1RESEARCH DESIGN A research setting is seen as a framework for gathering the relevant data for a study. Thus Bryman and Bell (2007) suggests that a research design is a systematic technique or procedure for solving a specified research problem. Therefore the research design adopted for this study was a survey. This enabled the researcher to look into the research topic under study. . 2SOURCES OF DATA In order to carry out this research effectively, data were gathered from two major sources. They include primary and secondary data. 3. 2. 1 Primary Data The primary method of gathering data is also considered as survey method. According to Bryman and Bell (2007: 56) a †survey research comprises a cross sectional design in relation to which data are collected predominantly by questionnaire or by structured interview in other to collect a body of data in connection with two or more variables†. The purpose is to gather extensive and authoritative information about a study. Thus the researcher considered this technique best suitable for the study because unlike the secondary or historical data, the survey approach draws data from the present. As suggested by Jankowicz (2005), the survey method is used to determine the views of a sample based on what they feel, value and believe. Therefore it is obvious that this study intends to seek the perceptions of teachers, students, parents, sports men and women. Furthermore this method is used when the same question is used to seek the views and opinions of a relatively large sample size. Thus the tools used in the survey were structured questionnaire and interview. 3. 2. 2Questionnaire Questionnaires can take many forms depending on what is being measured. Designing questionnaires can be problematic because they involve a creative process of writing and a design process for devising a structure which is rational in terms of its objectives and intended subject. However Riley et al (2005) posits that the questionnaire has an advantage of collecting information on facts and opinions from a large number of people. Thus to carry out this research, the researcher administered questionnaires to teachers, students, parents, sportsmen and women. The questionnaire comprised of direct questions to teachers and coaches over the relevance of sport to youth development. The questionnaire consisted of fifteen structured questions with five options each to a question in a simple dichotomy of strongly agree, moderately agree, strongly disagree, disagree and undecided. A cover letter accompanied the questionnaire. It explained the purpose of the research, the aim of the questionnaire and the procedure for completing the questionnaire. The questionnaires were sent to the sample size by hand. The completed questionnaires were returned to the researcher on scheduled date of collection. 3. 2. 3Interview The researcher also conducted an interview with 4 sports adminstrators to gather data. The aim was to obtain relevant information from the perspective of those responsible for the adoption and implementation of Youth policies and sports in general about the relevance of sports to youth development. The interview was conducted through word to mouth conversation spending approximately 15 to 20 miniutes of the interviews 3. 0Secondary Data This involves a systematic collection of data relating to past occurrences. It is very useful in tracing the development of an issue from existing archival records. Though Jankowicz (2005) stated that this method is commonly utilised in business and management research, it was not the best suitable for this study. However this method was employed in chapter two in examining past scholarly work relating to incentives pay and commitment and performance. By this the researcher gathered information from already written works both published and unpublished that had relevance to the topic under study. They include text books, journals, articles and past research work form students. All these were consulted from institutional libraries and internet in London 4. 3 POPULATION OF THE STUDY It is the target of the study for collection of data. Olakunori (2000) opined that population is the entire number of people, objects, events and things that all have one or more characteristics of interest to a study. Similarly Castillo (2009) suggests that a research population is a well defined collection of individuals or objects known to have similar characteristics. It can also be referred to as the group where inferences are made. Thus for this study, the population consisted of teachers, students, coaches, sports men and women, These were drawn from three school in FCT, Abuja, Sports ministry, Medical Sports Department of the Sports Commission of Nigeria. However due to the large size of the school population, the researcher could not test every student and teachers, population because doing so will be time consuming and expensive. Therefore the target population was 130 4. 4 DETERMINATION OF SAMPLE SIZE Castillo (2009) explains that a sample is a subset of the population. It is imperative to mention that samples are used in a study that involves a large population. The reasons for using samples include the desire of the researcher to adequately manipulate the enormous population so as to avoid errors in calculating large numbers, and the desire to reduce the cost of producing the copies of questionnaire that would cover the entire population. Furthermore the aim was to allow the researcher to conduct the study to individuals from the population so that the results of the study can be used to draw conclusion that will apply to the entire population. Thus for the purpose of achieving success in this study, the researcher in order to make an effective prediction of the population tried to find an optimal sample from which copies of questionnaire would be distributed. This was necessary since it was not possible to get the opinion of the entire population. Also an optimal sample size would make valid prediction of the population, minimise the cost and time of reaching the entire population. Barrow (1996) enumerates three ways of determining a sample size and they include; a. Conducting a small preliminary pilot survey b. Guessing . Using the results of existing surveys if available In light of the above the researcher adopted the first approach and conducted a pilot survey. The preliminary survey was carried out at Goverment Secondary Schools at Garki, and Wuse bothin Abuja, to know the reaction of the respondents to the questions and subsequently arrive at a sample size. As a result 130 copies of questionnaire were distributed to the respondents and 100 copies were properly completed and returned, while 30 were not returned. This represented 90 Percent success rate and 20 percent failure rate respectively. Based on the result of the pilot survey, the sample was calculated using Freud and Williams' (1970) model. The formula is stated thus; n= Z2 Pq e2 where n= sample size Z= Critical value corresponding to the chosen level of significance= 1. 96 (given) P= percentage of Success =80% or 0. 8 q= percentage of failure=20% or 0. 1 e=tolerance margin of error=5% or 0. 05 Also based on the result of the pilot survey, the researcher assumed a 95 percent degree of confidence and 5 percent margin of error. Thus substituting the above formulae we obtain, n= (1. 98)2 (0. 80) (0. 20) (0. 05)2 = 0. 614656 0. 0025 = 245. 8624= 246 Thus the sample size was 246; however the researcher administered 240 copies of questionnaires to the respondents. 4. 5 METHOD OF DATA ANALYSIS It should be recalled that this study dealt with ‘’The Impact of Incentives Pay on Employee commitment and performance: A case study of Union Bank Nigeria Plc’’. To ensure that the research work is underst andable, the researcher made the simplified the analysis of data collected. To this end, all data collected were through the administered questionnaires and interview was presented and analysed using tables, charts and simple percentages. . 6 LIMITATION OF THE STUDY A research of this nature cannot be successfully completed without some limitations or constraints. A major limitation to the research was the unfriendly attitude of some of the respondents of Union bank concerning the completion of the questionnaire administered to them. Some of the respondents revealed discreetly to the researcher that supplying any information to an outsider would cause problems for the organisation, not withstanding the efforts made by the researcher in explaining to them that the research was purely for academic purpose. APPENDIX 3 COVER LETTER FOR QUESTIONNAIRE Ugba Vivien Anna C/o Business School University of Hertfordshire Hatfield United Kingdom The impact of incentives Pay on Employee Commitment and Performance Dear Respondents, I am studying for a masters degree in Human Resource Management and Employment Relations and as part of the requirement for the award of the degree, am carrying out a research work on the above topic. I would appreciate if you can some time out of your tight schedule to complete this questionnaire by providing answers to the listed questions. I promise that information provided will be used for research work only and will also be treated in high confidentiality. Thanks for your anticipated cooperation Yours Sincerely Ugba Vivien Anna APPENDIX 4 QUESTIONNAIRE Procedure for completing the questionnaire Please I would like you to complete the questionnaire by providing answers to the questions below. Please tick the most appropriate answer/options to each of the questions using the options given which describe the extent to which you either agree or disagree with the question. Sex Male [ ] Female [ ] Age 20-30 [ ] 31-40 [ ] 41-50 [ ] 51 above [ ] SECTION A: EMPLOYEE COMMITMENT OPINION SURVEY Adapted from Porter and Smith (1970) Organisational commitment Questionnaire S/N Questions Strongly Agree Moderately Agree Undecided Disagree Strongly Disagree 1 I am willing to put in a great deal of effort beyond that normally expected in order to help this organization be successful 2 I talk up this organization to my friends as a great organization to work for 3 I feel very little loyalty to this organization. I would accept almost any type of job assignment in order to keep working for this organization 5 I find that my values and the organization’s values are very similar 6 I am proud to tell others that I am part of this organization 7 I could just as well be working for a different organization as long as the type of work were similar 8 This organization really inspires the very best in me in the way of job performance 9 It would take very little change in m y present circumstances to cause me to leave this organization. 0 I am extremely glad that I chose this organization to work for, over others I was considering at the time I joined 11 There’s not too much to be gained by sticking with this organization indefinitely 12 Often, I find it difficult to agree with this organization’s policies on important matters relating to its employees 13 I really care about the fate of this organization 14 For me this is the best of all possible organizations for which to work. 15 Deciding to work for this organization was a definite mistake on my part