US Cities Hit Most Often by Tropical Storms

This list of the top 29 cities hit by hurricanes and tropical storms (1871-2004) is compiled from data presented by Hurricane City.  Check the web site for methodology. Data from 2005 not included. Cape Hatteras, NC (eastern - barrier islands)Hit every 2.53 years. Last hit by Alex in 2004.Delray Beach, FL (southeastern)Hit every 2.36 years; located between Palm Beach and Miami. Last hit by Frances and Jeanne in 2004.Grand Isle, LA (southern - barrier islands)Hit every 2.68 years; the most affected area in Louisiana, it is about 50 miles south of New Orleans (as the crow flies). Affected by Tropical Storm Matthew in 2004.Ft Pierce, FL (eastern)Hit every 2.68 years. Last hit by Frances and Jeanne in 2004.Hollywood, FL (southeastern)Hit every 2.68 years.Deerfield Beach, FL (southeastern)Hit every 2.68 years. Touched by Frances in 2004.Boca Raton, FL (southeastern)Hit every 2.68 years. Touched by both Frances and Jeanne in 2004.Florida City, FL (southern)Hit every 2.73 years. Most direct hurricane hits (21).Spring Hill, FL (Gulf)Hit every 2.73 years.Stuart, FL (eastern)Hit every 2.79 years. Last hit by Frances and Jeanne in 2004.Miami, FL (southeastern)Hit every 2.79 years.Key West , FL (southern - barrier islands)Hit every 2.85 years. Number two on direct hurricane hits (20).Palm Beach, FL (southeastern)Hit every 2.85 years. Last hit by Frances and Jeanne in 2004.Lake Worth, FL (southeasternHit every 2.85 years. Last hit by Frances and Jeanne in 2004.Ft. Lauderdale, FL (southeastern)Hit every 2.85 years. Last hit by Frances and Jeanne in 2004.Elizabeth City, NC (northeastern)Hit every 2.85 years. Last hit by Charley in 2004.Jupiter, FL (southeastern)Hit every 2.91 years. Last hit by Frances and Jeanne in 2004.Morgan City, LA (southwestern)Hit every 2.85 years. Last affected by Tropical Storm Matthew in 2004.Ft. Walton, FL (panhandle)Hit every 3.05 years. Last hit by Ivan in 2004.Pensacola, FL (panhandle)Hit every 3.05 years. Last hit by Ivan in 2004.Key Largo, FL (southern - barrier islands)Hit every 3.05 years.Jacksonville, FL (northeastern)Hit every 3.05 years.Port Charlotte, FL (southwestern)Hit every 3.12 years. Last hit by Charley in 2004.Fort Myers, FL ({link urlhttp://maps.google.com/maps?qFortMyers,FLspn0.574893,0.952377thhlen]southwestern)Hit every 3.12 years. Last hit by Charley in 2004.Destin, FL (panhandle)Hit every 3.12 years. Last hit by Ivan in 2004.Cedar Key, FL (north Gulf)Hit every 3.12 years. Last hit by Frances and Jeanne in 2004.Norfolk, VA (southeastern)Hit every 3.12 years. Last hit by Charley (as a tropical storm) in 2004.Naples, FL (southwestern)Hit every 3.19 years. Last brushed by Charley in 2004.Morehead City, NC (eastern)Hit every 3.27 years. Last hit by Alex Charley in 2004.

Confucianism, The Philosophical Ideas Of Kong Qiu

Confucianism, the philosophical ideas of Kong Qiu (551-479 BCE), or Confucius, has made a great impact on China’s history. His ideas came to pragmatic use since the rise of the Han Dynasty. Since then, political reforms and changes of China’s state has caused them to adopt and abandon it continuously. Confucius’s ideas still exists in other Asian countries too, like South Korea, where Confucianism passively saturates the daily lives and practices of South Koreans. But the country at hand is China. China’s current government is controlled by the CCP, or Communist Party of China. Nonetheless, Since Marxist China, China has gradually turned to democratic and capitalistic principles. But would Confucianism, a more socially ethic for of government and principles be better as opposed to a liberal, Western form of government? Theoretically, with the population of China, almost of â…• of the world’s population, a Confucian type government would be a vi able one, but maybe not a desirable one, although popular. Still, the ideals would influence China’s people by a larger scale, bringing a revival of Confucianism that will be greater than ever. Traditional Confucianism focuses on social ethics, encouraged and exemplified by the government. Benevolence towards each other and strong will for the well being of others was greatly motivated by the teachings of Confucius. The emphasis on the education by the â€Å"ru† was an important aspect in creating the ideal cadres and rulers ofShow MoreRelatedConfucianism Research Paper1491 Words   |  6 PagesConfucianism Research Project Confucianism has easily been influential in the development of the Chinese state through history. In fact, the core ideals of Confucianism have evolved. Despite the harsh repression of Confucianism by Marxist revolutionaries during the second half of the twentieth century, Confucian values continues to be influential in Chinese society and recently, Confucian political philosophy has resurfaced again. In addition, the political ideas and social ethics of ConfucianismRead MoreConfucianism And The Chinese Society1257 Words   |  6 PagesWhen Western people think of Confucianism, they often think of it in a past sense- as something only relevant to ancient China that cannot be applied to modern day society. However, what these people fail to realize is that Confucianism’s roots have been so integrated into China’s society that the values have become a part of every day life. Without having to explicitly state that they are following specifics aspects of Confucianism, mo st Chinese people submit to them, often times unknowingly. HoweverRead MoreConfucianism Is An Ethical And Philosophical System1226 Words   |  5 PagesConfucianism is an ethical and philosophical system, originated from the teachings of the Chinese philosopher Confucius (551–479 BCE). Often viewed as a religion, Confucianism can be understood as a way of thinking or living. Confucius thought the world was made of orderly hierarchies in both of family and government, and that people at the top of the hierarchy should rule with kindness to win the respect of their people. Where Legalism emphasizes law. The law rewards who obeys and punish who breakRead MoreReligious Traditions and History Essays1587 Words   |  7 Pagestenets. Some of the world’s great religions were started for one simple reason and evolved into the complex organisms that is prevalent today. There seems to be a distinct break between salvation religions and the more philosophical disciplines such as Confucianism. Religion and science will be examined. It seems that there was a big change in the West around the 16th century. The East didn’t embrace this philosophy. The Beginnings of Religion Polytheism, the beliefRead MoreThe As A System Of Government That Impacts The Values And Interpersonal Relationships Of Its Citizens Essay1701 Words   |  7 PagesThis can be founded on either religious or philosophical doctrine. A few famous examples are Christianity in the Western world, and Confucianism in the East. The latter transcends religion, for Confucius teachings influence daily interaction between people on every level of society. More significantly, it demands a hierarchy within families that centers on expressing respect for the male head of house. In order to better understand the role Confucianism plays in eastern society, it is crucialRead MoreEssay on Confucius3024 Words   |  13 PagesConfucius Confucius is the founder of Confucianism. The name Confucius is the Latin name for Kong Qiu-zi. Confucius was born in the village of Zou in the country of Lu in 551 BC. He was a poor descendant of a disposed noble family. As a child, he held fake temple rituals; as a young adult, quickly earned a reputation for fairness, politeness, and love of learning, and he was reputed to be quite tall. When he was 35 years old, Duke Zhao of Lu led his country to war, this was routed and fledRead MoreComparative Study of Pakistan Chinese Cultures13385 Words   |  54 Pagesdenominations. Chinese religion is a of four main traditions: Chinese folk religion, Confucianism, Taoism and Buddhism. The religious outlook of most Chinese people consists of some combination of beliefs and exclusion of the others. Chinese religion is not an organized, unified system of beliefs and practices.It has general term used to describe the complex interaction of different religious and philosophical traditions that have been especially influential in China. Although other religious traditions

Florence Nightengale Essay Example For Students

Florence Nightengale Essay Florence Nightingale is remembered throughout the world for her heroic, almost superhuman labors in the field of nursing. Florence Nightingale was born in Italy in 1820 and was named Florence after her birthplace. A brilliant child, Florence attained outstanding academic achievement in her years attending school. Florence grew up to be a lively and attractive young woman, admired in her families elite social circle and was expected to make a good marriage, but Florence had other concerns. In 1837, Florence was called by God to do his work. However, Florence did not hear voices or see visions. God called her by making her think for herself. She did not think that she out to do what her family and all of society expected of herto either get married or look after her married relatives. She wanted to have a career, and this was very unusual of a woman in this time. Florence knew she wanted to help others on her own, but had no idea what she could do. Florence refused to marry several suitors, and at the age of twenty-five told her parents that she wanted to become a nurse. Her parents were appalled at this decision because the idea of nursing was associate with working class women and it was not considered a suitable profession for well-educated women. While the family conflicts over Florences future remained unsolved it was decided that Florence would tour Europe. In her travels, Florence undertook months of nursing training, unbeknownst to her family. Florence returned home, still with the dream to become a working nurse, and again voiced this idea to her parents. Her parrients finally agreed and Florence was allowed to become a nurse. Florence, now thirty-one went to work at Kaserworth Hospital in Germany, and was later promoted and moved to a hospital in London. In 1854 Britain, France and Turkey declared war on Russia, marking the begging of the Crimean War. The allies had the upper hand in the war but there were vast criticisms of the medical felicities for the wounded soldiers. In response, Florence asked and was granted permission to take a group of thirty-eight women nurses to look after the British soldiers fighting in the war. Nightingale found the conditions of the hospitals appalling. The men were kept in rooms without blankets or decent food. Unwashed, they were still wearing their army uniforms, still with dirt and gore. In these conditions, Florence was not surprised that war wounds accounted for one out of every six deaths in the war. Diseases such at typhus, chorea, and dysentery ran rampant among the wounded soldiers. Military officers and doctors objected to Nightingales view of reforming military hospitals. They interpreted her comments as an attack and she was made to feel unwelcome. Nightingale received very little help from the military until she used a contact from the London Times to report the details of the way that the British Army treated its wounded soldiers. Nightingale was given the task of organizing the barracks and by improving the quality of sanitation she was able to dramatically reduce the death rate of her patients. Florence gained respect, and was well known amongst the soldiers. The lady in Chief, as Nightingale was called, wrote home on behalf of the solders. She acted as a banker, sending the mens wages home to their families, and introduced reading rooms to the hospital. Nightengale was also known as the land with the lamp because she roamed the halls of the hospital, late at night, when the doctors were fast asleep, caring for the sick and wounded. .u924333ff3b579679d3d9cbee625afb35 , .u924333ff3b579679d3d9cbee625afb35 .postImageUrl , .u924333ff3b579679d3d9cbee625afb35 .centered-text-area { min-height: 80px; position: relative; } .u924333ff3b579679d3d9cbee625afb35 , .u924333ff3b579679d3d9cbee625afb35:hover , .u924333ff3b579679d3d9cbee625afb35:visited , .u924333ff3b579679d3d9cbee625afb35:active { border:0!important; } .u924333ff3b579679d3d9cbee625afb35 .clearfix:after { content: ""; display: table; clear: both; } .u924333ff3b579679d3d9cbee625afb35 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u924333ff3b579679d3d9cbee625afb35:active , .u924333ff3b579679d3d9cbee625afb35:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u924333ff3b579679d3d9cbee625afb35 .centered-text-area { width: 100%; position: relative ; } .u924333ff3b579679d3d9cbee625afb35 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u924333ff3b579679d3d9cbee625afb35 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u924333ff3b579679d3d9cbee625afb35 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u924333ff3b579679d3d9cbee625afb35:hover .ctaButton { background-color: #34495E!important; } .u924333ff3b579679d3d9cbee625afb35 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u924333ff3b579679d3d9cbee625afb35 .u924333ff3b579679d3d9cbee625afb35-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u924333ff3b579679d3d9cbee625afb35:after { content: ""; display: block; clear: both; } READ: Stopping by Woods on a Snowy Evening EssayThe introduction of female nurses to the military hospitals was an outstanding success, and to show the nations gratitude for Miss Nightingales hard work a charity was organized to support her work. The money collected was to enable Florence Nightingale to continue her reform of nursing in the civil hospitals of Britain. In 1856, Nightingale returned to England as a national heroine. She had been deeply shocked by the lack of hygiene and elementary care that the men received in the British Army. Nightingale therefore decided to begin a campaign to improve the quality of nursing in military hospitals. Her work resulted in the format ion of the Army Medical CollegeTo spread her opinions on reform, Nightingale published two books, Notes on Hospital, and Notes on Nursing. Notes on Nursing became a widely popular book, which laid down the principals of nursing: careful observation and sensitivity to patients needs, it was translated into eleven different languages and is still in print today.With the support of wealthy friends and The London Times Florence was able to raise one million dollars, a terrific amount of money in those days, to improve the quality of nursing. In 1860, she used this money to found the Nightingale School and Home for Nurses at Saint Thomas Hospital. She also became involved in the training of nurses for work in the workhouses. In later life Florence Nightingale suffered from poor health and in 1895 she went blind, and soon afterwards and then became bedridden due to illness contracted when she was a nurse in the war. Bedridden, Florence still campaigned tirelessly to improve heath standards, publishing over 200 books, reports and pamphlets. In recognition of her hard work Queen Victoria awarded Florence the Royal Red Cross in 1883. In her old age she received many honors, including the Order of Merit, becoming the first woman to receive it. Florence Nightingale died at home at the age of 90 in August 13, 1910. Florence Nightingale was more than a nurse. She was an outstanding, courageous woman. Her reforms have influenced the nature of modern heath care and her writing continue to be a resource for doctors, nurses, and many others worldwide. Her long life of continuous effort, marked by achievements of truly amazing character which have lived, grown and spread to the ends of the earth. Her reforms were fundamental and searching. They struck at the root of things, dealing with hospitals, the heath of the British Soldiers, the heath of the working people, and the rights of women.Florence was outstanding, extraordinary, and loving. She did not ignore, the invalid, the deaf, the mute, the blind, she saw people and loved and nurtured them. She was a miracle brought to life. When I am no longer even a memory, just a name, I hope my voice may perpetuate the great work of my life.Honestly, Florence Nightingale was just a name to me before I wrote this speech. But as I sat in Mrs. Mross class, wond ering whom I should write my speech on, I turned around and there she was a heroic woman, Florence Nightingale. Bibliography:Encarta 99

Life and Crimes of Harry Lavender Essay Essay Example

Life and Crimes of Harry Lavender Essay Essay The Life and Crimes of Harry Lavender is offense novel about modern-day Australian life. written with all the ambiguity and moral edification of most â€Å"who dun-nits â€Å" . It looks like offense. and sounds similar offense. and sells like offense. but — it’s Literature! Its Opening is a corruption of the genre – a reversal of outlook as we are duped into believing this is your typical male private oculus ( P. I. ) . The function reversal – a female in a traditional male dominated field ; adult females can make everything work forces can make – challenges the stereotypes of traditional offense fiction. Purpose: ( subjects. concerns. issues chief ideas†¦. ) We will write a custom essay sample on Life and Crimes of Harry Lavender Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Life and Crimes of Harry Lavender Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Life and Crimes of Harry Lavender Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 1. To make a sense of topographic point — Sydney. Marele Day had spent four old ages going the universe and when she came back to Sydney recognised its particular appeal and ambiance. She became determined to compose a book about it and its particular entreaty. a ) Find mentions to Sydney. favorable and unfavorable. * what facets are emphasized? * In entirety how does Day show Sydney? * what are the links with the yesteryear? * what is meant by the â€Å"facade of Sydney’ ? 2. Corruptness and intuition V probity and trust. 3. Consequence of engineering — have we become dehumanised? Will engineering return over from worlds? * What is the relationship between humanity and engineering? 4. Isolation — Most of the characters are isolated in one manner or another. * Find as many illustrations of isolation as possible. * What overall remark is made about isolation? * Is there a connexion between it and engineering? II. TECHNIQUE 1. Day uses a batch of the technique of modern twenty-four hours movies – particularly the â€Å"black and white† scenes on Harry Lavender. How is he portrayed? He is really degage and distant. We the audience get to see and hear what Claudia is non secluded to. Be these infusions from the book Mark Bannister was composing? 2. Remark on Claudia Valentine’s Phrasingà ¾ Claudia speaks in the mode of a hard-bitten worldly wise Private Investigator ( P. I. ) . slipperiness. glib. swaggering. at times fresh ( cheeky ) and sometimes lingua in cheek. â€Å"Live fast. dice immature. and go forth a good looking corpse† ( 22 ) â€Å"I was altering autos more frequently than I changed my underwear† ( 101 ) â€Å"But it’s one â€Å"It’ll be dead terminal if you don’t. Now move† ( 162 ) Word Play Double entendre ( intending ) â€Å"It must hold been a works. † â€Å"A lavender works. † ( 126 ) â€Å"Terminal illness† ( 6. 17. 20. â€Å"Alter. ( 141†¦ â€Å"curse. pointer ( 143†¦ bosom ( 55. â€Å"waiting for the developers to give them a new rental of life. or possibly merely a new rental. † ( 69 ) Humour â€Å"wit† â€Å"I delay for barefaced work forces to go through by and ash on their caputs ( 23 ) one of the former and two of the latter. and the former is former† her answer to Steve sing her matrimonial position. ( 27 ) â€Å"You put it off. Otto. you don’t cognize where it’s been. † â€Å"That’s the problem. † he moaned. it hasn’t been anyplace recently. ( 53 ) societal commentary â€Å"Divorced? † â€Å"Isn’t everyone? † ( 27 ) â€Å"I had made a error acquiring into a auto with a observant policeman† â€Å"You immature common people are ever in a haste. † she said pull offing a smiling. ( 45 ) â€Å"pollution and panpipes ( 54 ) . adult females ( 54 ) . fast nutrient ( 68 ) à ¾

Research methods Essays - Covariance And Correlation, Free Essays

Research methods Essays - Covariance And Correlation, Free Essays Research methods Scientific inquiry feres to a standardized way: Mking observations Gathering data Forming theories Testing predict Interpret results Correlation and causation Always confused in health and behavior science Correlation does not imply causation -smoking is correlated with alcohol use causation implies correlation -smoking causes lung cancer correlation the relationship between tjankgs rgar happen or change togetherthe state or relation of being correlated specifically a relation exis******* causation the act or process of cause something to happen or exist the relationship between an event or situation and a possible reason or cause 4 ways to explore correlation replicable can it be repeated besides from u falsifiable if my hypothesis can be proven wrong precise clear and concise parsimonious stingy, have the simpliest explanantion possible between now and monday do quiz online homework gun control I took a pic on my phone The qiz questions are midterms questions Choose an area of interest and an area of inquiry State the prevalence and importance -why do we care? About ur unanswered question Economic Mental health/deaths/impact on society of family Future based issue How has it been dealth with in the past -what is the common answer to the problem why has it not been effective or remains unswered? Main focus- possible solution/ alternative method What is the possibility of approaching it this way

Drugs and Adolescents essays

Drugs and Adolescents essays It is drug-free week at school again. Many activities are scheduled for the students as well as guest speakers that will reiterate the importance of remaining drug free. Guest speakers talk about their experiences with drugs and how they overcame their problems. This is a habitual event for students, and they do not pay much attention to these speakers and the advice that they give them. Little do they know that they will be faced with the same temptations that these people were faced with. Why do young people ignore the advice that others give them and find out the hard way? The author believes that young people ignore others advice because they are full of pride, they want to fit in, and because they did not experience the pain themselves. Pride is a large problem for young people. They feel that they are too good to listen to anybody else and that they dont have to listen to anybody else. Also, young and old people alike feel that they can handle the problem themselves. Young people like to be independent and figure out their own problems. Children need to realize that older people are more knowledgeable and have more experience in life than they do. The problems that old people face will occur in most childrens lives. Young people on the whole need to swallow their pride and except and use the advice given by their elders who have experienced situations similar to the temptations that young people are faced with today. Probably the largest reason why young people disregard the advice given to them is peer pressure. When a young persons friends want them to do something, not many people can persuade them to do otherwise. Peer pressure is a very dangerous thing can lead to trouble. One sees instances everyday were children are pressured into doing things that they do not approve of. This can range from anything from cheating on a test to smoking marijuana. The need for social attention ...

I don't know yet Term Paper Example | Topics and Well Written Essays - 2000 words

I don't know yet - Term Paper Example Jazz music is a renowned form of music and it attained huge acceptance and reception at the time of its initiation till date. Jazz has the legacy to turn and immune people through its massive and colossal impact. The inception of this form of music took place at Southern States of America. Throughout then, Jazz music has influenced the masses and it has emerged in all parts of the world. African Americans basically introduced this form of music in the 20th century. This form is also known as the duet of European and African music forms. After its commencement into the music industry, different musicians of the world added various numerations to it so that it would be more delightful and enjoyable. The purpose of this paper is to signify the radical changes that have been made to Jazz music through its inception till date. How this field emerged and what momentous impact this has brought to the society. It also discusses the essential diversification in various counties, development phase in Africa and the modern jazz conception these days. The paper does not discuss only the historic perspective but it gives a horizon to grasp the real essence of jazz music. The origins of jazz music inception can be tracked down into the year 1808 when a large majority of slaves came to United States. These slaves brought their cultural norms, traditions and values into America and mystical music form was one of it. They observed the scenario prevailing in United States regarding music and for cultural collision; they developed a unique and prestigious form of music. This form of music was widely accepted among the masses due to its elegant tone and melody. People were easily able to grasp the true spirit of this music. This was a big success by the African immigrants (Thompson, p.29). The duet of African, European and American music was the real innovative thing brought from this music. African slaves visited festivals of America to

Comprehensive Exam Research Paper Example | Topics and Well Written Essays - 2500 words

Comprehensive Exam - Research Paper Example Nature and Types of Theory In order to understand the nature and types of theory, five articles in the field of ‘virtual project management’ have been analyzed. Article 1: â€Å"Patterns for Effective Management of Virtual Projects: Theory and Evidence† This research was undertaken with the intention of understanding the forms for efficient management of virtual projects. The research uses a blend of theories and disciplines in order to recognize different perspectives on the research subject. It explores the theoretical foundation of project typologies. For instance, in this research, the researcher used ‘Media Richness Theory’, ‘Channel Expansion Theory’ and ‘Adaptive Structuration Theory’ in order to recognize the theoretical concept of virtuality. The research is based on ‘Pattern Theory’ in order to understand natural perspectives on effective methods in the field of virtual project management. Theory is use ful way in this research to develop a sense with respect to different factors which impact on the virtual project management. In order to explain the theory, the researcher has also used figures. The figures help to describe different patterns on the aspect of virtual project management. ... It discovers the combined impact of leadership, personality and organizational aspects on time, scope and quality of virtual projects. The research is based on the theoretical aspect of transformational leadership, personality and other substitute factors in order to measure their effects on virtual projects. A model has been used in order to demonstrate the impact of leadership on performance of virtual projects. In this research, the major concept is to measure the impact of leadership, personality, and other aspects on virtual team performance (Strang, 2010). Article 3: â€Å"Knowledge Integration in Virtual Teams: The Potential Role of KMS† This article explores difficulties of knowledge integration in virtual team context. The research is based on communication theory in order to recognize ‘Knowledge Management System’ (KMS) in different stages of virtual project management. The research concepts are operationalized by concentrating on virtual team circumstan ces where organizations try to utilize the knowledge oriented assets. In order to conduct the research, the researchers used secondary databases for describing how virtual teams can generate challenges towards application of knowledge oriented assets throughout virtual project phases (Alavi & Tiwana, 2002). Article 4: â€Å"Getting it Together: Temporal Coordination and Conflict Management in Global Virtual Teams† The research aims at investigating the impact of chronological management on virtual teams through asynchronous interaction. The research demonstrates an explicit theoretical framework on the aspect of chronological management challenges, interaction and management of conflict within a virtual team. In order to gather information theories on non-virtual teams have

Teacher - school Essay Example for Free

Teacher school Essay I dedicate this dissertation to my beloved parents Mr. and Mrs. Muwonge Mukasa (R. I. P) for their parental love, zeal and the guidance given to me in my early years of academic life, to the Rt. Rev. Bishop Joseph Anthony Zziwa for his paternal love, spiritual, moral, and fiscal support, to Sr. Elizabeth Achieng without whose dear motherly care, love, concern, material and financial support I never would have achieved this degree. To my dear maternal uncle Professor Ignatius Kakande for his parental love, care, concern and financial support, to my dearest brothers and sisters, for their support and encouraging words all through my studies, and to all the members of the Little Sisters of St. Francis of Assisi in Central Region, who despite their meager financial resources, knew the value of education and sacrificed so much for me. iii ACKNOWLEDGEMENTS I would like to acknowledge the contribution of the following people who have assisted me in a special way in carrying out this research work. First and foremost, I would like to extend my sincere and hearty gratitude to my two very supportive supervisors, namely, Dr. Oonyu Joseph and Dr. Anthony Mugagga Muwagga, for their critical reviews, expert advice, and regular availability to me throughout the course of my research work. I would also wish to thank the Regional Superior of Central region, Rev. Sr. Jane Frances Nakafeero, and the council members, for giving me an opportunity to pursue further studies and for financing my studies. My sincere thanks are also extended to the Rt. Rev. Bishop Joseph Anthony Zziwa for his fatherly love and encouraging pieces of advice, and to Rev. Fr. Oscar M. Ssuuna for his brotherly advice and critical review of my research work. I also extend a sincere thank you to Rev. Fr. Dr. Charles L. Mubiru, Rev. Fr. Henry Kasasa, Rev. Fr. Nicholas Kiruma, Bro. Anselm Nsemereirwe, Mr. Peter M. Ssenkusu, Dr. Enon, Musuubire Anthony, Mr. Walimbwa Michael, and Rev. Fr. Hilary R. Munyaneza, for their untiring efforts to ensure the completion of my dissertation by assisting me get the required information. I cannot forget my exemplary lecturer Dr. F. E. K Bakkabulindi for his great assistance and excellent academic pieces of advice. I owe a special debt of gratitude to Rev. Fr. Simon Peter Kyambadde, Rev. Fr. Paul Kafeero, Rev. Fr. Achilles S. Mayanja, Rev. Sr. Elizabeth Achieng, Rev. Sr. Immaculate Nabukalu, Rev. Sr. Agatha M. Muggwanya, Bro. J. Bosco Ssenkabirwa, Prof. Ignatius Kakande, Prof. Mathias Ggingo, Dr. Maria Barifaijo, Dr. Beatrice Sekabembe, Dr. Kaseneene E. Kaahwa J. Taddeo, Ssenkooto John, Mr. Kuloba Paul, iv Aunt Berna, the sisters in Iganga and Namilyango communities, and Mr. and Mrs. Ntaanda Fred whose all round support and encouraging words gave so much to the completion of this work. May God bless and reward them all. I also acknowledge all the support given to me by all the lecturers in the East African Institute of Higher Education (School of Education, Makerere University) and by my classmates of Master of Arts Degree in Education Management and Administration 2007/2008 – 2008/2009. I cannot forget the Brothers at Lamennais House, Makerere, my research assistants together with all the teachers, head teachers, deputy head teachers, members of BOGs, heads of disciplinary committees, and local government and educational officials who assisted me in gathering data from the field. Last but not least, I am very grateful to Mrs. Kamya Rose at the photocopier and Stella for their sisterly advice and assistance and all the Librarians in School of Education for their readiness to serve me at the issuing desk in the Library. To Dr. Beraho, Grand Hostel members, and my community members for the conducive residential services they gave me throughout my studies. May God bless you all. TABLE OF CONTENTS v Declaration †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (i) Approval†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (ii) Dedication †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (iii) Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (iv) Table of contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (vi) List of tables †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (x) List of figures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ (xii) Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ (xii) CHAPTER ONE: INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 1. 0 1. 2 1. 3 1. 4 1. 5A 1. 5B 1. 6 1. 7 Introduction†¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 1 Statement of the problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Purpose†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Research Questions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Research Hypotheses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 Scope of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Significance of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 CHAPTER TWO: LITERATURE REVIEW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦13 2. 0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 vi 2. 1 2. 2 2. 3 Theoretical Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. 13 Conceptual Framework †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 Review of Related Literature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 2. 3. 1 Teachers? Code of conduct and teacher performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 2. 3. 2 2. 3. 3 Teachers? Commitment and performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 Teachers? perception of the code of conduct †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦25 CHAPTER THREE: METHODOLOGY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦29 3. 0 3. 1 3. 2 3. 2. 1 3. 2. 2 3. 2. 3 3. 3 3. 3. 1 3. 3. 2 3. 3. 3 3. 3. 4 3. 4 3. 4. 1 3. 4. 2 3. 5 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦29 Research Design†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦29 Populations and Sample†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦30 Population†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. 30 Sample and sample size†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦30 Sampling strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 32 Data collection instruments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 Questionnaires†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 34 Interviews †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 Documentary study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦35 Focus group discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦36 Data quality control†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 37 Validity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦37 Reliability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦38 Data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 39 vii 3. 5. 1 3. 5. 2 3. 6 Quantitative data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 39 Qualitative data analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 41 Procedure and Ethical consideration†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 42 CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 43 4. 0 4. 1 4. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 43 Background Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦43 Teachers? professionalism†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ 46 4. 2. 1 Influence of the code of conduct and teacher performance. 47 4. 3 Teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 57 4. 3. 1 Planning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 57 4. 3. 2 Teaching†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 58 4. 3. 3 Assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. 60 4. 4 4. 4. 1 4. 5 4. 6 4. 7 4. 8 Statistical analysis of the teachers? code of conduct and teacher performance†¦Ã¢â‚¬ ¦63 Hypothesis One†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 63 Teachers? commitment on teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 64 Hypothesis Two†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦80 Teachers? perception of the teachers? code of conduct on teacher performance†¦. 81 Hypothesis Three†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. 91 CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATI†¦.. 92 5. 1 5. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 92 Research Hypothesis One†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦92 viii 5. 3 5. 4 5. 5 5. 6 Research hypothesis Two†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦98 Research hypothesis Three†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦.. 103 Study Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 109 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 110 REFERENCES.. 112 APPENDICES Appendix A: Questionnaire for Secondary School Teachers in Busiro County, Wakiso District 120 Appendix B: Interview guide for secondary school head teachers and their deputies on teacher professionalism and teacher performance 126 Appendix C: Questions for the teachers? focus group discussions on teacher professionalism and teacher commitment.. 127 Appendix D: Structured Interview for members of the Board of Governors and District Educational Officials on teacher professionalism and teacher performance. 129 Appendix E: Budget for the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦132 Appendix F: Frequency Tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 142 Appendix G: Map of Wakiso District†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦. †¦Ã¢â‚¬ ¦.. 143 LIST OF TABLES ix Table 3. 1: Table 3. 2: Table 3. 3: Table 4:1 Table 4. 2: Table 4. 3: Table 4. 4: Table 4. 5: Table 4. 6: Nature of the sampled schools†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 The target and actual study population†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦32 Documents availed by schools†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦36 Background information of teacher respondents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 44 Summary of teachers? self rating on the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦Ã¢â‚¬ ¦47 Summary of teachers? responses on planning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦Ã¢â‚¬ ¦.. 57 Summary of teachers? responses on teaching †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 58 Summary of teachers? responses on assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. 60 Pearson? s Correlation coefficient on the code of conduct and teacher performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦63 Table 4. 7: Table 4. 8: Summary of teachers? responses on commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦64 Head teachers and deputies? responses on how teachers? commitment can be enhanced†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 69 Table 4. 9: Respondents? views on how they maintain the pride their teachers have in them†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦74 Table 4. 10: Pearson? s Correlation coefficient between teacher commitment and teacher performance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 80 Table 4. 11: Table 4. 12: Teachers? perceptions of the teachers? code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 81 Teachers reactions when a fellow teacher acts outside the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦88 x Table 4. 13: Teachers opinion on giving indefinite suspension to teachers who violate the code of conduct†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 89 Table 4. 14: T-test results on teacher performance by positive and negative attitudes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦91 xi LIST OF FIGURES Figure 4. 1: Ways head teachers use in handling teachers who break the teachers? code†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. †¦Ã¢â‚¬ ¦55 Figure 4. 2: Head teachers and Deputies responses on how the code of conduct enhances teachers? commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦68 Figure 4. 3: Head teachers and deputy head teachers? response on factors responsi ble for low teacher commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦71 Figure 4. 4: Respondents? views on measures used to ensure teachers? dedication, cooperation and willingness to their duties†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦72 Figure 4. 5: Figure 4. 6: BOG? s indication of the number of times they motivate teachers†¦.. †¦Ã¢â‚¬ ¦77 B. O. G? s opinion on the teaching methods needed for use by teachers to ensure effective learning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. 78 Figure 4. 7: Teachers? perception of the important and most lived core value of the code†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 82 Figure 4. 8: Figure 4. 9: Teachers? responses on the various ways of strengthening each other†¦Ã¢â‚¬ ¦84 Whether it is common to dedicate one? s time in attending to one? s duties. 90 xii ABSTRACT The study aimed at examining the influence of teachers? professionalism on teacher performance in Busiro County secondary schools, Wakiso District. The study was guided by the following objectives: to establish the influence of the code of conduct (that is; respect, integrity, honesty, trust, fairness, service, equality) on teachers? performance in secondary schools, the perception of teachers towards the code of conduct in secondary schools and to establish the effect of commitment in terms of planning, assessment, and teaching on teachers? performance in Busiro County secondary schools, Wakiso District. The study employed a combination of both quantitative and qualitative approaches. The quantitative approach used was a questionnaire and the qualitative approaches included use of interviews, focus group discussion, and documentary analysis. It utilized a cross-sectional sample survey design, which was largely descriptive and qualitative in nature. The study made the following findings: The teachers? code does not have a significant relationship with teacher performance. The study also reveals that commitment does not have a significant relationship with teacher performance. The study also reveals that majority of teachers especially those in government and denominational private schools are committed to their work while those in for profit- making schools are less committed and this greatly impacts on their performance. The study further revealed that teachers have a positive attitude towards the teachers? code of conduct. xiii The study concluded that the results indicated that the code of conduct and teacher performance were not significantly correlated because it was well beyond the benchmark sig meaning that the code of conduct does not have a positive effect on teacher performance. The study also concluded that teachers who act more professionally and are aware of their obligation and duty to the teachers? code of conduct do perform well both in and outside class (extra-curricular activities). The study also concluded that teachers? performance is greatly associated with adherence to the teacher? s code of conduct. The study also concluded that teacher commitment and teacher performance were not significantly correlated because the results were well beyond the benchmark sig. meaning that teacher commitment does not have a positive effect on teacher performance. The study concluded that teacher perception in terms of positive and negative attitudes affects teacher performance. In addition, a big number of respondents have a positive attitude towards the code of conduct for teachers. The study also concludes that what seems to be poor perception is a result of other factors such as poor remuneration, nature of the school and the implied school leadership and students. It was therefore recommended that different authorities including teacher training institutions, Ministry of Education and Sports, schools and denominational education secretariates should avail to teachers personal copies of teachers? code of conduct. Furthermore, in order to enhance teachers? knowledge and perception of the code, there should be regular and refresher programmes in form of seminars, workshops among others through which teachers are educated on the value of behaving professionally, and lastly, the study recommends that in order to enhance teachers? commitment, emphasis should be laid on the need for teachers to act professionally. This could be done by applying the various remunerating aspects such as xiv improving on teacher working conditions, improving on teacher rewards and other related benefits like the fringe benefits. xv CHAPTER ONE INTRODUCTION 1. 0 Introduction Teachers are an important factor in determining the quality of education that children receive. Their professionalization therefore has been a centre of much concern among educators and researchers (Nkwanga, 1992). Its importance is not only for repute, differentiation from members of other professions, but in a sociological sense, as a form of social control. Therefore, for an educational institution to excel, it must focus on the quality, competence, knowledge and commitment of the teaching staff, which are actually embedded in their teaching profession code of conduct. Though professionalism is the ultimate goal of all professions, poverty, poor remuneration and poor training at times constrain its attainment. There are many factors which influence teacher professionalism such as attitude of the different education stake holders towards the teacher, gender, age and duration of service. These all have a bearing to the teachers? professionalism and the implied performance in and outside class. 1. 1 Background to the study Before the advent of colonialism there was no school to train teachers and there were no trained teachers (Ssekamwa, 1997). Most of the teaching was done informally at home, in clan meetings or in peer gatherings (Roscoe, 1915). And so in the traditional African society, teacher professionalism was built in their societal norms and prescriptions especially the values that were espoused at the time such as respect, honesty, integrity, trust among others (Muwagga, 2006). With the coming of the missionaries between 1877 and 1879, formal 1 education begun though the teaching was being carried out under verandahs (Ssekamwa, 1999). Later, missionaries established schools which necessitated the establishment of teacher training schools to train teachers who would become professionals and these were equipped with both content and pedagogical skills (Ssekamwa, 1997). A professional is a person who has received training in theory and practice in a discipline for a long period of time and usually constrained by a code of conduct. The curriculum which basically constituted the 3Rs (that is; Reading, Writing, and Arithmetic) was designated not only to create a new class of elites but also religiously adherent citizens (Nkwanga, 1992). The missionaries used a recruiting system of pupil-teacher to become their assistants in teaching but only those whose personalities seemed ideal for exemplary conduct in the community and had grasped some aspects of the 3Rs were recruited. This was the humble beginning of the emphasis of teachers? conduct in Uganda which underlies this study. As Wandira (1971) observed about early recruitment, â€Å"Each missionary could make an effort to further the spiritual, mental and pastoral training of such individual workers who by grace†¦ need special training for the work of the ministry†. The early recruitment and routine of teachers both in the school and outside it was monitored by his conduct. The missionary view of teacher-professional conduct was gauged against the Bible and Clergymanship (Nkwanga, 1992). A teacher who could avoid intoxicating drinks, got married in church and regularly attended church services, such teachers? works could be appreciated. Despite this emphasis on the puritanical conduct of teachers, less emphasis was put on content and pedagogy. 2 In 1925, a department of education was established in Uganda to oversee education in the protectorate and the colonial government then started normal schools to train teachers. Since most of these schools were run by missionaries, puritanical conduct was emphasized among teachers and those who found it difficult to comply with these standards found their way to private schools (Ssekamwa Lugumba, 1973). The pre-independence era in Uganda? s education system therefore witnessed a high degree of teacher? s discipline and high respectability in regard to the core values such as; integrity, trust, equality, service, fairness, honesty and respect in their profession (Mamdan, 1976). Historically, therefore, one can note that in Uganda teachers? professionalism has developed over the years. The 1950s saw the development of teaching as a profession as noted by Ssekamwa (1999). Those who took up the profession became professional teachers and these came to be termed as persons who have undergone formal training in a Primary Teachers Colleges (PTCs), National Teachers Colleges (NTCs) or a University College (Ssekamwa, 2000). Teacher professionalism therefore became a major source of contention between the different stakeholders in Uganda (Muwagga, 2006), and due to the growing autonomy that was given to educators, it has remained one of the most influential attributes of education today (Ilukena, 1999). Therefore, teacher professionalism has had relevant significance in education and thus emphasizes both academic and professional obligations (Ssekamwa, 1997). Upon attainment of independence in 1962, the Government of Uganda took education as one of its priorities to create a pool of manpower and accelerate economic development (Wandira, 1971). The training of teachers was intensified at all levels. Uganda had graduate teachers 3 from Makerere University, diploma holders from NTCs and Grade III teachers with a certificate in education from Primary Teachers? Colleges. It can also be noted that the independent governments in Uganda have emphasized the secularization of education through the Teaching Service Commission (TSC) and the legacy of puritanical emphasis on teachers? conduct still survives in these schools. Society expects teachers to be exemplary but much as this is so, it is unfortunate that the liberalization of education in Uganda in the early 1990s, and the increase in private secondary schools in post independence Uganda has eroded most of the core values espoused in the code of conduct for teachers (Nkwanga, 1992). Hence, this has led teachers to develop a negative attitude towards the code thereby leading many to have a low perception, and thus resulting into many problems such as teachers? disrespect of their profession, hence leading to poor students? performance, indiscipline, unending strikes, truancy and other delinquent behaviors of students among others (Nsereko, 1997). There is an increased report of dysfunctional plus poor job performance by most teachers in Uganda and the argument and blame is placed on poor professional conduct by some teachers (Emojong, 2008). It is from the liberalization of education that allegations that the existence of private secular secondary schools and government secondary schools and those which are denominational but government aided coupled with lose control by the Ministry of Education has had an impact on teachers? professionalism and the implied performance (Muwagga, 2006). By professionalism it is meant the basis of our contract with society and this embeds in it a professional code of ethics or conduct. According to Wandira (1986), teacher professionalism. 4 means a teacher adhering to the teaching code of conduct. Therefore, teacher professionalism affects the role of the teacher and his or her pedagogy, which in turn affects the student? s ability to learn effectively. Teacher training emphasizes both academic and professional obligations whereby the professional obligations imply teacher? s professionalism (Ssekamwa, 1997). Teachers? professionalism has developed over the years. On the other hand today teachers? professionalism is referred to as the teachers? Code of conduct (Ilukena, 1999). By teachers? code of conduct one refers to principals, values, standards, or rules of behavior that guide the decisions, procedures and systems of a school in which teachers work and in a way that (a) contributes to the welfare of its key stakeholders, and (b) respects the rights of all constituents affected by its operations (Wandira, 1986). It could also refer to the expected professional standards of behaviour of members of a profession governed by professional code of conduct (Nkwanga, 1992). Professionalism has been found out to be the most challenging approach to mandated content while motivating, engaging, and inspiring aspect of preparing new teachers (Freidson, 1994). Talbert and McLaughlin (1996) define professionalism as â€Å"the internalized beliefs regarding professional obligations, attributes, interactions, attitudes, values, and role behaviors. Professionalism means that teachers fully accept the challenges of teaching which are reflected in the three primary indicators of professionalism namely; responsibility, respect and risk taking (Hyland, 2002). Teachers? professionalism as per this study is taken to be teachers? adherence to the code of conduct, teachers? commitment, and teachers? perception of the code of conduct and so, by code of conduct one refers to the core values which include; respect, honesty, integrity, trust, equality, service, fairness, and tolerance, teachers? perception refers to 5 teachers? attitude (that is positive and negative) towards the teachers? code of conduct and commitment refers to dedication, willingness, cooperation, voluntarism, belongingness, excitement, and pride. The researcher also adopts the International dictionary? s meaning of a „teacher? and then „perception?. A teacher is â€Å"one who teaches or instructs learners to acquire knowledge or skills usually with the imparting of necessary incidental information and the giving of incidental help and encouragement†. On the other hand, perception is a sensory impression or mental image derived from past experiences (Namugwanya, 2006). As per this study, perception refers to the positive and negative attitude of teachers, towards the core values of the code of conduct for teachers. Performance on the other hand refers to how well or badly an individual, organization, group or institution does something or some task (Nampa, 2006). On the other hand, Otemo (2004) defines performance as the consistent ability to produce results over prolonged periods of time and in a variety of assignments. Thus, this research treats job performance of teachers as planning, teaching, and assessment which are reflected in setting objectives, evaluating lessons, organization, extra duties, time management, and lesson planning, preparing schemes of work, creating a conducive environment, using various methods, strategies, and ensuring discipline and records of work and lastly giving students exercises, examinations, quizzes, and debates. This study therefore viewed job performance of teachers as an outcome of teachers? professionalism and thus invoked two Theories of Teleologism which begun with the philosophies of Aristotle (348BC) and Deontologism propounded by Kant (1724-1804) (Russell, 1996). The Theory of Teleologism implies duty and moral obligation being inherent 6 in one? s actions. Moral obligation presupposing an obligation to perform an act because that act fulfills one? s code of conduct, cultural dictates, religion or professional obligations, These are in lieu of respect, integrity, equality, trust, service, honesty and fairness. On the other hand by Deontologism, it implies an end or good which lies both in the duty, spiritual dictates tradition and conventions of society (Gonsalves, 1989). Teacher performance in Busiro County, Wakiso District is observed to be going down. Muzaale (2008) reports that there is poor performance of secondary teachers in Busiro County, Wakiso District which is reflected in the poor results of the students they are teaching. Nakabugo (2008) reports on the poor performance of teachers that is as a result of their late coming to school thus leading to students missing their morning lessons, having little time for consultation and obtaining poor grades. She attributes this poor performance to teachers? absenting themselves from schools and hardly giving monthly tests and continuous assignments to students. The same author has further asserts that most head teachers are never in offices to execute their duties; defilement rate by some teachers is at its pick and use of vulgar language before students in class. Emojong, (2008) Miti (2008) reports that teachers do not give exercises to students, teachers miss classes without strong reasons and are irregular at school. The district reports 2006, 2007, and 2008 also reveal that there is persistent poor performance in examinations, staff turnover and students? indiscipline. 1. 2 Statement of the problem Teacher performance is looked at as one of the ways in which academic excellence in schools can be enhanced, motivates students to work hard, reflects teachers? competence and brings 7 out teachers as agents of social change (Manana, 2005). Unfortunately, Nampa (2006) comments that the performance of teachers has sunk, and Wakiso district reports (2007) and Waiswa (2009) comment that students are often left without being given class work, they are defiled, teachers absent themselves from school duties, come late and leave early and head teachers are hardly seen in their offices executing their duties. This failure to fully embrace their duties is breeding several negative results such as low and poor academic performance, student indiscipline, and student turn-over. In turn, this is affecting teachers? adherence to their code of conduct, their attitude towards the core values of the code of conduct, their dedication, willingness, voluntarism, belongingness, cooperation, excitement and pride. If the current situation is not urgently addressed, it may increase immorality that may eventually paralyze the profession of teachers. While several sources such as news articles and education stakeholders are reporting a decline in teachers? performance in different parts of the country, none is looking at teachers? professionalism as a likely factor that may be playing a major role. This concern therefore drives the researcher to examine how teacher professionalism influences teachers? performance in Busiro County secondary schools, Wakiso District. 1. 3 Purpose The purpose of the study was to establish the influence of teachers? professionalism on teacher performance in Busiro County secondary schools, Wakiso District. 1. 4 Objectives The study aimed at achieving the following specific objectives; 1. To establish the relationship between the teachers? code of conduct and teachers? performance in Busiro County, secondary schools, Wakiso District. 8 2. To establish the relationship between teachers? commitment in terms of planning, assessment, and teaching and teachers? performance in Busiro County secondary schools in, Wakiso District. 3. To find out the perception of teachers towards the teachers? code of conduct in Busiro County, secondary schools, Wakiso District 1. 5A Research Questions The study was guided by the following research questions: 1. How does the teachers? code of conduct contribute to teacher performance in Busiro County secondary schools, Wakiso District? 2. How does teachers? commitment in terms of planning, assessment, and teaching contribute to teacher performance in Busiro County secondary schools, Wakiso District? 3. What is the teachers? perception of the teachers? code of conduct in Busiro County secondary schools, Wakiso District? 1. 5B Research Hypotheses 1. The teachers? code of conduct has a positive relationship with teacher performance in Busiro County secondary schools, Wakiso District. 2. Teachers? commitment in terms of planning, assessment, and teaching a positive relationship with District. 3. Teachers? perception of the teachers? code of conduct affects teacher performance in Busiro County secondary schools, Wakiso District. teacher performance in Busiro County secondary schools, Wakiso. 9 1. 6 Scope of the study The study was carried out in Wakiso District, Busiro County secondary schools. It focused on establishing how the teachers code of conduct, commitment influence teacher performance, and teachers? perception of the teachers? code of conduct. The District is bordered with Luwero District in the North, Mukono District in the West, Kalangala District in the South, Kampala District in the South-West, Mubende District in the East, and Kiboga District in the North-East (See Appendix VII). The study focused on the core values of the code of conduct, attitude of teachers towards the core teacher values and commitment. For teacher performance, the study focused on planning, teaching and assessment. The respondents targeted were head teachers, deputy head teachers, classroom teachers, and heads of disciplinary committees, local government and education officials in charge of teachers and members of the Boards of Governors (BOGs). 1. 7 Significance of the study. The study was to be of help to a number of people namely: the Ministry of Education and Sports (MoES), District Educational Officials, BOG, teachers, head teachers, and other related stakeholders. The MoES officials and district education officials it was hoped were to benefit from the study findings in a number of ways namely: they will have benchmarks for the effective and efficient supervision of their teachers, put in place counseling services, repost and punish misguide teachers exposed by these findings and hence improve the quality of teachers and education. 10 The members of the Board of Governors will realize the importance of teacher professionalism in enhancing teacher performance and hence put measures in place that will help teachers love and respect their profession all of which will help gloom professionally responsible teachers. It was also hoped that the study would draw teachers?  .

Management Planning and Ethics :: Business Management Coursework

Planning is concerned with the future impact of today’s decisions. It’s easy to postpone planning and therefore plans are seldom made. In the company I work for, the need for planning becomes apparent long after a decision has been made. Due to the lack of planning, short-run solutions are constantly put into place.   Ã‚  Ã‚  Ã‚  Ã‚  In our organization, planning is usually what takes the most time, which we are not given much of when it comes to projects. Even when we get to plan, we don’t get to plan as much as we’d like, usually. On the same token, I believe that there should be a cutoff point for planning as it can definitely suck up all of the time needed to execute a project.   Ã‚  Ã‚  Ã‚  Ã‚  I as a manager, I attempt to plan things as well as I can with my staff, but find that my requested timeline in accordance to the timeline given by my upper management, and to the timeline promised to the executives, find it very difficult at times. It is mentioned in the text that organizing, staffing, leading, and controlling functions in management stem from the planning function. This would explain another tribulation we have at work.   Ã‚  Ã‚  Ã‚  Ã‚  We find that we are sometimes disorganized and understaffed. For the most part I maintain the leading and controlling function with what resources I have. This is really never accomplished up to par because of what is lacking in the other areas. Goals and plans to reach them has been the main project on my plate, because of how difficult it is. For the most part, I’ve used my own management instinct to lead the group, and have been successful, to certain degree.   Ã‚  Ã‚  Ã‚  Ã‚  But my influence on the group is quite limited as I struggle to plan for goals and methods of achieving them. My measurement of the completion of our goals has hap hazardously been reported on Monday mornings as second priority to certain tasks that need to be completed before I could even call my group successful. Sometimes this act is confusing and doesn’t appear to serve a purpose to me, immediately. Although, I know that it does in the long run.   Ã‚  Ã‚  Ã‚  Ã‚  I have grown to understand how important planning is at all levels of management. I’ve also noticed that its characteristics vary with every level of management. Sometimes it appears as though the higher level of management isn’t really putting the planning function of management into use, causing just as difficult a time for me to plan as I’m currently having. Management Planning and Ethics :: Business Management Coursework Planning is concerned with the future impact of today’s decisions. It’s easy to postpone planning and therefore plans are seldom made. In the company I work for, the need for planning becomes apparent long after a decision has been made. Due to the lack of planning, short-run solutions are constantly put into place.   Ã‚  Ã‚  Ã‚  Ã‚  In our organization, planning is usually what takes the most time, which we are not given much of when it comes to projects. Even when we get to plan, we don’t get to plan as much as we’d like, usually. On the same token, I believe that there should be a cutoff point for planning as it can definitely suck up all of the time needed to execute a project.   Ã‚  Ã‚  Ã‚  Ã‚  I as a manager, I attempt to plan things as well as I can with my staff, but find that my requested timeline in accordance to the timeline given by my upper management, and to the timeline promised to the executives, find it very difficult at times. It is mentioned in the text that organizing, staffing, leading, and controlling functions in management stem from the planning function. This would explain another tribulation we have at work.   Ã‚  Ã‚  Ã‚  Ã‚  We find that we are sometimes disorganized and understaffed. For the most part I maintain the leading and controlling function with what resources I have. This is really never accomplished up to par because of what is lacking in the other areas. Goals and plans to reach them has been the main project on my plate, because of how difficult it is. For the most part, I’ve used my own management instinct to lead the group, and have been successful, to certain degree.   Ã‚  Ã‚  Ã‚  Ã‚  But my influence on the group is quite limited as I struggle to plan for goals and methods of achieving them. My measurement of the completion of our goals has hap hazardously been reported on Monday mornings as second priority to certain tasks that need to be completed before I could even call my group successful. Sometimes this act is confusing and doesn’t appear to serve a purpose to me, immediately. Although, I know that it does in the long run.   Ã‚  Ã‚  Ã‚  Ã‚  I have grown to understand how important planning is at all levels of management. I’ve also noticed that its characteristics vary with every level of management. Sometimes it appears as though the higher level of management isn’t really putting the planning function of management into use, causing just as difficult a time for me to plan as I’m currently having.

Bae Hbr

Harvard Business School 9-396-311 Rev. November 6, 1996 BAE Automated Systems (A): Denver International Airport Baggage-Handling System No airport anywhere in the world is as technologically advanced as the Denver International Airport. 1 It’s dramatic. If your bag [got] on the track, your bag [was] in pieces. 2 In November 1989 ground was broken to build the Denver International Airport (DIA). Located 25 miles from downtown Denver, Colorado, it was the first major airport to be built in the United States since the opening of the Dallas-Fort Worth Airport in 1974.In 1992, two years into construction, the project’s top managers recommended inclusion of an airport-wide integrated baggage-handling system that could dramatically improve the efficiency of luggage delivery. Originally contracted by United Airlines to cover its operations, the system was to be expanded to serve the entire airport. It was expected that the integrated system would improve ground time efficiency, reduce close-out time for hub operations, and decrease time-consuming manual baggage sorting and handling.There were, however, a number of risks inherent in the endeavor: the scale of the large project size; the enormous complexity of the expanded system; the newness of the technology; the large number of resident entities to be served by the same system; the high degree of technical and project definition uncertainty; and the short time span for completion. Due to its significant experience implementing baggage-handling technology on a smaller scale, BAE Automated Systems Inc. , an engineering consulting and manufacturing company based in Carollton, Texas, was awarded the contract.Construction problems kept the new airport from opening on the originally scheduled opening date in October 1993. Subsequently, problems with the implementation of the baggage system forced delays in the opening of the airport another three times in seven months. In May 1994, under growing pressure from shareholders, the business community, Denver residents, Federal 1Fred Isaac, Federal Aviation Administration regional administrator, quoted in â€Å"Denver Still Working Out Kinks as Its First Birthday Arrives,† USA Today (February 28, 1996), p. 4b. Fred Renville, United Airlines employee quoted in â€Å"Denver Still Working Out Kinks as Its First Birthday Arrives,† USA Today (February 28, 1996), p. 4b. Assistant Professor Ramiro Montealegre and Research Associate H. James Nelson of the University of Colorado at Boulder, Research Associate Carin Isabel Knoop, and Professor Lynda M. Applegate prepared this case as the basis for class discussion rather than to illustrate either effective or ineffective handling of an administrative situation. Some names have been disguised. Copyright  © 1996 by the President and Fellows of Harvard College.To order copies or request permission to reproduce materials, call 1-800-545-7685 or write Harvard Business School Publishing, Bosto n, MA 02163. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of Harvard Business School. 1 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 396-311 BAE Automated Systems (A): Denver International Airport Baggage-Handling SystemAviation Administration (FAA) commissioners, and the tenant airlines and concessionaires, Denver mayor Wellington Webb announced that he was hiring the German firm Logplan to help assess the state of the automated baggage system. In July, Logplan issued an 11-page report to the City of Denver that characterized BAE’s system as â€Å"highly advanced† and â€Å"theoretically† capable of living up to its promised â€Å"capacities, services and performances,† but acknowledged mechanical and electrical problems that  "make it most improbable to achieve a stable and reliable operation. Logplan suggested that it would take approximately five months to get the complete BAE system working reliably. It also suggested that a backup system of tugs, carts, and conveyor belts could be constructed in less than five months. In August 1994, Mayor Webb approved the construction of a backup baggage system. At the same time, he notified BAE of a $12,000-a-day penalty for not finishing the baggage system by DIA’s original October 29, 1993 completion date. Webb also demanded that BAE pay for the $50 million conventional tug-and-cart baggage system.Gene Di Fonso, President of BAE, knew that his company could demonstrate that flaws in the overall design of the airport and an unsystematic approach to project changes had affected implementation of the integrated baggage system. He wondered whether he should just cancel the contract and cut his losses, or attempt to negotiate with the city for the support requ ired to finish the system as specified, despite the severe deterioration in communication and rising hostility. Could the problems with the automated system be overcome with the dedication of additional resources?Given that the system represented a significant departure from conventional technology, would reducing its size and complexity facilitate resolution of the problems that plagued it? And, if the city could be persuaded to accept a simplified system, would the tenant airlines, particularly those with hubbing operations that had been promised more advanced functionality and better performance, be likely to sue? Building the Most Efficient Airport in the World Until about 1970, Denver’s Stapleton Airport had managed to accommodate an ever-growing number of airplanes and passengers.Its operational capacity was severely limited by runway layout; Stapleton had two parallel north-south runways and two additional parallel east-west runways that accommodated only commuter air carriers. Denver’s economy grew and expanded greatly in the early 1980s, consequent to booms in the oil, real estate, and tourism industries. An aging and saturated Stapleton Airport was increasingly seen as a liability that limited the attractiveness of the region to the many businesses that were flocking to it. Delays had become chronic.Neither the north-south nor east-west parallel runways had sufficient lateral separation to accommodate simultaneous parallel arrival streams during poor weather conditions when instrument flight rules were in effect. This lack of runway separation and the layout of Stapleton’s taxiways tended to cause delays during high-traffic periods, even when weather conditions were good. Denver’s geographic location and the growing size of its population and commerce made it an attractive location for airline hubbing operations. At one point, Stapleton had housed four airline hubs, more than any other airport in the United States.In poor weather and during periods of hightraffic volume, however, its limitations disrupted connection schedules that were important to maintaining these operations. A local storm could easily congest air traffic across the entire United States. 3 3According to James Barnes [1993], â€Å"By 1994, Stapleton was one of the top five most constrained airports in the US. There were over 50,000 hours of delay in 1988 and by 1997 the FAA had projected that Stapleton would experience over 100,000 hours of delay per year. † 2 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012BAE Automated Systems (A): Denver International Airport Baggage-Handling System 396-311 The City and County of Denver had determined in the mid-1970s that Stapleton International Airport was in need of expansion or replacement. In July 1979, a study to assess the airport's needs was commissioned by the City of Denver to the Denver Regional Council of Governments. Upon completion of the study in 198 3, a report was issued saying that, due to its size and geographic location, and strong commitments by United and Continental Airlines, Denver would remain a significant hub for at least one major U. S. arrier. The study recommended expansion of Stapleton’s capacity. Political Situation4 The City of Denver’s 1983 mayoral race precipitated initiatives to improve the airfield infrastructure. Three candidates were vying for mayor: Monte Pascoe, Dale Tooley, and Frederico Pena. Pascoe, a prominent Denver attorney and former State Democratic Party co-chair, seized upon the airport issue, forcing other candidates to adopt stronger positions on airport expansion than they might have otherwise. 5 Pena and Tooley, however, drew the highest numbers of votes in the general election, and were forced into a runoff.At the persistent urging of the Colorado Forum (a collection of 50 of the state’s top business executives), Pena and Tooley signed a joint statement committing the mselves to airport expansion. Pena won the runoff. Committed by a public promise that could have been enforced, if necessary, by the most highly motivated members of the region’s business leadership, Pena immediately restated his intent to expand Stapleton. The City of Denver and neighboring Adams County began to develop plans for long-term airport development in 1984. In 1985, a new site northeast of Denver was chosen.Consummation of the airport siting issue, however, was left to Adams County voters, which had to vote to permit the City of Denver to annex property therein. The city hired a consulting firm to help organize its resources and its efforts to work through the legal process. The data that was gathered through the master planning and environmental assessment later proved useful for public education. An â€Å"Annexation Agreement† between Adams County and the City of Denver was reached on April 21, 1988. Adams Country voters approved a plan to let Denver anne x 43. 3 square miles for the construction of an airport.In a special election on May 16, 1989, voters of Denver endorsed a â€Å"New Airport† by a margin of 62. 7% to 37. 3%. According to Edmond, â€Å"Those two referendums passed largely on the merits of the economic benefits: jobs and sales tax revenues. † Economic Considerations A number of trends and events in the mid-1980s alarmed bank economists and other of the region's business leaders in the mid-1980s. The collapse of oil shale ventures between 1982 and 1986 saw mining employment fall from 42,000 to 26,000 jobs, while service support jobs fell from 25,300 jobs to 13,700. Construction jobs fell from 50,700 to 36,600 jobs, and the value of private construction plummeted from $24 billion to $9. 5 billion. 7 A lackluster economy led many government officials in counties and municipalities as well as in Denver to embark upon an unprecedented policy of massive public construction to save the region from what was reg arded in 1987 as an economic free-fall. A $180 million-plus municipal bond was issued for public improvements, including a new downtown library, neighborhood and major roadway improvements, and a host of overdue infrastructure investments.During the same period, 4Extracted from: Moore, S. T. : â€Å"Between Growth Machine and Garbage Can: Determining Whether to Expand the Denver Airport, 1982-1988,† Annual Meeting of the Southern Political Science Association, Atlanta, Georgia, November 4, 1994. 5Ibid. 6 7 Colorado Business Outlook Forum, University of Colorado School of Business, 1990. Small Area Employment Estimates; Construction Review, U. S. Department of Commerce, 1990 3 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 396-311 BAE Automated Systems (A): Denver International Airport Baggage-Handling System he Pena administration moved decisively to confront an increasingly aggressive Chamber of Commerce leadership that was promoting airport reloca tion. The determination of the â€Å"pro-New-Airport† clan was growing. The project was being marketed as a technologically advanced, state-of-the-art structure to draw businesses, import federal capital, and fund the creation of new jobs with bonded debts to overcome the short-term decline in the economy. The airport was to become a grandiose project to revive the Colorado economy and a master showcase for the Public Works Department. The entire business community,† recalled a member of the Mayor's administrative team: The Chamber of Commerce, members of the city council, the mayor, and state legislators, participated in informational discussions with other cities that had recently built airports. [This enabled] everybody to understand the magnitude of the project. So we studied the other two airports that had been built in the United States in the last 50 years and said, â€Å"Tell us everything that you went through and all the places you think there will be problem s. † We were not going into it blindly.Forecasts of aviation activity at Stapleton by the Airport Consultant team, the FAA, and others, however, did not anticipate events such as a new phase of post-deregulation consolidation, the acquisition in 1986 of Frontier Airlines by Texas Air (the owner of Continental), significant increases in air fares for flights in and out of Stapleton, and the bankruptcy of Continental. Consequently, the level of aviation activity in Denver was overestimated. Instead of rising, Stapleton’s share of total U. S. domestic passenger enplanements fell 4% per year from 1986 through 1989. 8 The Master PlanThe City of Denver's approach to preparing a master plan for the airport was typical. â€Å"One hires the best consultants on airfield layout, noise impacts, terminal layout, on-site roadways, off-site roadways, cost estimating, financial analysis, and forecasting,† observed DIA administrator Gail Edmond. â€Å"They brainstorm and generat e as many alternate layouts as possible. † Alternatives were discussed and eliminated at periodic joint working sessions, and a technical subcommittee was organized to gather input from the eventual airport users, airlines, pilots, and the FAA. â€Å"Everybody knows how to begin an airport master plan,† Edmond added.Following a bid, the consulting contract was awarded to the joint venture of Greiner, Inc. and Morrison-Knudsen Engineers for their combined expertise in the fields of transportation and construction. The consulting team, working under the direction of the DIA Director of Aviation, focused first on four elements: site selection; the master plan; the environmental assessment; and developing support by educating the public on economic benefit. The final master plan presented to the city by the team in the fall of 1987 called for the construction of the world’s most efficient airport.It was to be created from the ground up with no predetermined limitatio ns. The plan was to allow the airport to grow and expand without compromising efficiency. Twice the size of Manhattan at 53 square miles, the nation's largest airport was to be designed for steady traffic flow in all weather conditions. It was to comprise a terminal with east and west buildings joined by an atrium structure, three concourses, an automated underground people mover, and five parallel 12,000-foot-long runways on which as many as 1,750 planes could take off and land daily.Its flow-through traffic patterns would allow planes to land, taxi to concourse gates, and take 8 Furthermore, when selling the project to voters, planners at one point forecast up to 36 weekly flights to Europe by 1993. The number recorded in 1993, however, was four. The number of passengers departing form Denver was to rise from 16 million in 1985 to some 26 million by 1995. The 1994 figure, however, was about the same as the number of passengers in 1985, or half of Stapleton’s capacity. 4 Pur chased by Ashley Matcheck ([email  protected] om) on April 11, 2012 BAE Automated Systems (A): Denver International Airport Baggage-Handling System 396-311 off again all in one direction. The ultimate buildout, projected for the year 2020, was to include up to 12 full service runways, more than 200 gates, and a capacity of 110 million passengers annually. Estimated cost (excluding land acquisition and pre-1990 planning costs) was $2 billion. By the end of 1991, the estimated cost had increased to $2. 66 billion. Plans called for the project's completion by the fall of 1993.In September 1989, Federal officials signed a $60 million grant agreement for the new airport, which was to be financed in multiple ways—by issuing revenue bonds and securing federal grants— supplemented by a sizable investment by the city [county of Denver 1991]. Estimated federal grants for the new airport originally totaled $501 million. Portions of these were forthcoming from the FAA, for feder al fiscal year 1990 in the amount of $90 million and for federal fiscal year 1991 in the amount of $25 million. The remainder of the $501 million letter of intent was to be received on an annual basis through fiscal year 1997.The revenue bonds assumed the â€Å"Date of Beneficial Occupancy† (DBO) to be January 1, 1994, with bond repayments to begin on that date. At that time, the city determined that DIA would meet the DBO no later than October 31, 1993. A member of the Mayor’s administrative team described the approach. What we did was plan the DBO date and then we planned an extra six months just in case there was a lag in the opening, which, in essence, allowed us to create stability in the market. The other thing we did was that we conservatively financed and filled every reserve account to the maximum.So we borrowed as much money as we could at the lower interest rate and were able to average the debt cost down, not up, as we thought it would be. A Build-Design Pr oject By the time construction began at DIA in November 1989, a transfer of authority was taking place in the City of Denver. Wellington Webb was elected the new mayor. According to one of his assistants, the Pena administration had announced that the airport would be operational in October 1993. â€Å"This was a build-design project, which means that we were building the airport [while] we were designing it,† he explained. Because of the delays early on in the project, we had to accelerate construction immediately. There was a lot of pressure and too many players. This was an airport built by committee. We had regular meetings to straighten things out, but it didn’t always work. † Although the Webb administration inherited the airport project without a commitment on the part of the major carriers, the support and input of concerned airlines were absolutely key, not only financially but also in terms of input on overall airport layout, scope, and capacity, and su pporting systems such as fueling and baggage handling.Denver launched the DIA program without specific commitments from either of Stapleton airport's two major tenant airlines, United and Continental, which together accounted for more than 70% of existing passenger traffic. Continental committed to the new airport in February 1990, United in December 1991. Fundamental changes were made to the airport layout plan and facilities (some already under construction) to accommodate the operational needs of these carriers. The Webb administration followed the predecessor administration’s emphasis on assuring that the project’s greatest beneficiaries would be local businesses.The desire was to involve as many individual firms as practicable and to use Denver area talent. It was reasoned that local talent was easily accessible to the program management team (PMT), knew Denver building codes and practices, and had available the necessary professional labor pool to accomplish the design in accordance with the demanding schedule. In addition, existing law stated that 30% minority-owned firms and 6% women-owned firms had to participate in a public works program. The result was a contracting philosophy that maximized opportunities for regional businesses and the local workforce to compete for the work.At least five of 60 contracts awarded for the design of DIA went to Denverarea firms. These 60 design contracts generated 110 construction contracts. Eighty-eight professional service contracts also had to be coordinated. Many local firms had to be hired and the program was 5 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 396-311 BAE Automated Systems (A): Denver International Airport Baggage-Handling System chopped up into many small projects. Involvement totaled 200 to 300 firms and reached 400 during the construction phase. Five different firms designed the runways, four the terminal.The city's emphasis on encouraging everyone to comp ete and yet be part of the project increased the potential for interface and coordination problems. Denver’s flat economy led the administration to keep construction money within the city. Although this benefited the city, it introduced an additional burden on administration. As many as 40-50 concurrent contracts involved many interrelated milestones and contiguous or overlapping operational areas. The estimated daily on-site work force population exceeded 2,500 workers for a 15 to 18-month period beginning in mid-1991 and peaked at between 9,000 and 10,000 in mid-1992.Adding to the human resource coordination problems was a forecasted 4,000 deliveries daily. Construction volume for six months in mid-1992 exceeded $100 million per month. The prolonged period of assessment and negotiation prior to final approval of the project, and the financial plan selected (which required that bond repayments begin on January 1, 1994), pressured the PMT to push the project ahead at all cost . Because the project had to assume the characteristics of a â€Å"fast-track† project early in the construction startup, the compressed design period precipitated a more dynamic construction effort han might be anticipated for a â€Å"competitively bid, fixed price† program. Reliance on a design/build method for the project was, according to one DIA official, â€Å"unusual because projects this complex normally happen during separate stages. For example, you need to finish up the site selection before you begin the master planning. † Moreover, communication channels between the city, project management team, and consultants were neither well defined or controlled. â€Å"If a contractor fell behind,† a resident engineer who reported to one of the area managers said, the resident engineer would alert the contractor and document this.The resident engineer would document what would have to be done and what additional resources were necessary to get back on s chedule and finish the contract on time. As a public agency it was enormous, the amount of documentation that we did. I don’t know how many trees we cut down just for this project. The resident engineer had about five to eight 12-drawer filing cabinets of documentation and this was nothing compared to what the area manager had. It was just incredible. There were at least four to six copies of everything. The scheduling manager described the evolution of the tracking system that was used.One of the biggest problems we had was keeping track of all the changes. So we developed a database system that was installed at each one of the resident engineer’s trailers and each contract administrator was then charged with keeping that system up to date and feeding us disks, which we would then merge together periodically to produce an integrated report. But every party had developed their own tracking system before the start of the project. That worked well for each group, but the re was no way to take each one of these divergent systems and combine it into one, comprehensive report.So when we introduced the change tracking system everybody said, â€Å"fine, that’s wonderful, and I’ll update it when I get to it and when I get time. † It took three years to implement the tracking system. Project Management In a fast-moving, ever-changing environment such as the development of a new airport, the management structure must be able to rapidly produce engineering alternatives and the supporting 6 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 BAE Automated Systems (A): Denver International Airport Baggage-Handling System 396-311 ost and schedule data. 9 But because DIA was financed by many sources and was a public works program, project administrators had to balance administrative, political, and social imperatives. 10 The City of Denver staff and consultant team shared leadership of the project and coordinated the in itial facets of DIA design. â€Å"The initial thought,† reflected one staff member, â€Å"was that the city staff would do their thing and the consulting staff do theirs and later we would coordinate. It became evident within a very short time that we were doing duplicate duties, which was inefficient.Finally the city decided to coordinate resources. † The city selected a team of city employees and consultants and drafted a work scope document that clearly separated the city’s from the consultants’ responsibilities. The elements the city did not delegate to consultants included ultimate policy and facility decisions, approval of payments, negotiation and execution of contracts, facilitation of FAA approvals, affirmative action, settlement of contractor claims and disputes, selection of consultants, and utility agreements.The city delegated some elements such as value engineering, construction market analysis, claim management, on-site staff and organizati on, and state-of-the-art project control (computerized management of budget and schedule). Exhibit 1 depicts the DIA management structure. The program management team became the organization dedicated to overseeing planning and development for the new airport. Headed by the associate director of aviation, the team was partially staffed by city career service employees.To add experience and capability, the city augmented the PMT with personnel from the joint venture of Greiner Engineering and MorrisonKnudsen Engineers, the consulting team. Observed one program management team member, â€Å"This working partnership of the City of Denver and consulting joint venture team developed into a fully integrated single organization, capitalizing on the best to be offered by all participants, and optimizing the use of personnel resources. † DIA’s operational project structure comprised five different areas subdivided into smaller units.The working areas were: site development (ear thmoving, grading, and drainage); roadways and on-grade parking (service roads, on-airport roads, and off-airport roads connecting to highways); airfield paving; building design (people-mover/baggage-handler, tunnel, concourses, passenger bridge, terminal, and parking); and utility/special systems and other facilities (electrical transmission, oil, and gas line removal and relocation). An area manager controlled construction within each area.Area managers were responsible for the administration of all assigned contracts and, in coordination with other area managers, for management of the portion of the overall site in which their work took place. United Airlines’ Baggage System From the public’s perspective, the â€Å"friendliness† of any airport is measured by time. No matter how architecturally stimulating a new airport structure, the perception of business or leisure travelers is often registered in terms of efficiency in checking luggage at the departure are a or waiting to claim a bag in the arrival area.The larger the airport, the more critical the efficient handling of baggage. Remote concourses connected by underground tunnels present special problems for airport planners and operators because of the great distances passengers and baggage must travel. The purpose of an airport being to move passengers as efficiently as possible, moving bags as quickly is 9 The DIA project used the so-called â€Å"fast-tracking† method, which made it possible to compress some activities along the critical path and manage the construction project as a series of overlapping tasks. 0 These included considerations such as affirmative action, local participation, neighborhood concerns, civic pride, input from the disabled community, art, secondary employment benefits of contract packaging, concern for the environment, and political interest. 7 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 396-311 BAE Automated Systems (A ): Denver International Airport Baggage-Handling System part and parcel of that responsibility. Rapid transport of frequent flyers accomplishes very little if bags are left behind.DIA's Concourse A, which was to house Continental Airlines, was situated some 400 meters, and United Airlines’ Concourse B nearly 1,000 meters, north of the main terminal. Concourse C, home to other carriers including American, Delta, Northwest, America West, and TWA, sat parallel to the other two concourses more than 1,600 meters north of the main terminal. The initial project design did not incorporate an airport-wide baggage system; the airport expected the individual airlines to build their own systems as in most other American airports. 1 United Airlines, which in June 1991 signed on to use DIA as its second-largest hub airport, proceeded to do just that. Needing an automated baggage handling system if it was to turn aircraft around in less than 30 minutes, United, in December 1991, commissione d BAE Automatic Systems, Inc. , a world leader in the design and implementation of material handling systems, to develop an automated baggage handling system for its B Concourse at DIA. The contract, which included engineering and early parts procurement only, was valued at $20 million; and the task was estimated to be completed in two and one-half years. We began working at DIA under a contract directly with United Airlines,† recalled Di Fonso. â€Å"Obviously, United Airlines has experience with airports. They concluded that the schedule had gotten totally out of control from the standpoint of baggage and they acted to serve their own needs, basically to protect themselves. We contracted with United and were already designing their portion of the system before the city went out for competitive bidding. † BAE was founded as a division of Docutel Corporation in 1968.Docutel, which had developed the Telecar (a track-mounted automated baggage system), constructed an autom ated baggage system for United Airlines at San Francisco airport in 1978. When Docutel ran into financial difficulties during this installation, United asked Boeing, a major supplier of its aircraft, to take over the company. Boeing agreed and the new company, a wholly-owned subsidiary dubbed Boeing Airport Equipment, completed the San Francisco installation. In 1982, Boeing sold the company to its senior management, which renamed it BAE Automated Systems.In August 1985, BAE became an operating unit of Clarkson Industries, a wholly-owned subsidiary of London-based BTR plc. BTR plc (formerly British Tire and Rubber), was a $10 billion conglomerate with global interests in building, paper and printing products, and agricultural and aircraft equipment. In 1994, BAE's 365 employees worked on projects across the United States and in Europe and Australia. In-house engineering, manufacturing, and field support capabilities enabled BAE to develop, design, manufacture, install, and support e very project it undertook from start to finish.BAE also provided consulting, engineering, and management services for airport projects and a variety of material handling applications. With sales of $100 million in 1994, up from approximately $40 million in 1991, BAE accounted for 90% of U. S. baggage sorting equipment sales. Between 1972 and 1994, the company had successfully designed, manufactured, and installed nearly 70 automated baggage handling systems (worth almost $500 million dollars) at major airports in the United States, in New York, Dallas-Fort Worth, Chicago, San Francisco, Atlanta, Miami, Newark, and Pittsburgh.It had also installed systems in Vancouver and London and was selected, in 1992, as a consultant to the $550 million main terminal for the New Seoul Metropolitan Airport in South Korea. BAE was a very self-contained, integrated company structured along two business lines: manufacturing and engineering. Its approximately 200,000 square foot manufacturing facility was capable of producing nearly all of the components required by BAE systems save motors, gearboxes, and bearings. The engineering department was structured according to major projects. Each project was assigned a project manager who reported directly to the company president. 1 Rifkin, G. : â€Å"What Really Happened at Denver’s Airport,† Forbes, SAP Supplement, August 29, 1994. 8 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 BAE Automated Systems (A): Denver International Airport Baggage-Handling System 396-311 Implementing an Integrated Baggage-Handling System BAE had already commenced work on United's baggage system when the PMT recognized the potential benefits of an airport-wide integrated baggage system. Moreover, as one DIA senior manager explained, â€Å"airlines other than United simply were not coming forward with plans to develop their own baggage systems. Airport planners and consultants began to draw up specifications and th e city sent out a request for bids. Of 16 companies contacted, both in the United States and abroad, only three responded. A consulting firm recommended against the submitted designs, on the grounds that the configurations would not meet the airport’s needs. BAE was among the companies that had decided not to bid for the job. BAE had installed the Telecar system at a number of other airports and the basic technologies of the Telecar, laser barcode readers, and conveyor belt systems were not new. What was new was the size and complexity of the system. A grand airport like DIA needs a complex baggage system,† explained Di Fonso, Therefore the type of technology to be used for such a system is the kind of decision that must be made very early in a project. If there is a surprise like no bidders there is still time to react. At DIA, this never happened. Working with United Airlines, we had concluded that destination-coded vehicles moving at high speed was the technology nee ded. But quite honestly, although we had that technology developed, its implementation in a complex project like this would have required significantly greater time than the city had left available.A United project manager concurred: â€Å"BAE told them from the beginning that they were going to need at least one more year to get the system up and running, but no one wanted to hear that. † The City of Denver was getting the same story from the technical advisers to the Franz Josef Strauss Airport in Munich. The Munich Airport had an automated baggage system, but one far less complex than DIA’s. Nevertheless, Munich’s technical advisors had spent two years testing the system and the system had been running 24 hours a day for six months before the airport opened. Formulating IntentionsAs BAE was already working on United’s automated baggage handling system and enjoyed a world-wide reputation as a superior baggage system builder, Denver approached the compan y. BAE was asked to study how the United concept could be expanded into an integrated airport system that could serve the other carriers in the various concourses. BAE presented the City of Denver with a proposal to develop the â€Å"most complex automated baggage system ever built,† according to Di Fonso. It was to be effective in delivering bags to and from passengers, and efficient in terms of operating reliability, maintainability, and future flexibility.The system was to be capable of directing bags (including suitcases of all sizes, skis, and golf clubs) from the main terminal through a tunnel into a remote concourse and directly to a gate. Such efficient delivery would save precious ground time, reduce close-out time for hub operations, and cut time-consuming manual baggage sorting and handling. Although an automated system was more expensive initially than simple tugs and baggage carts, it was expected that it would reduce the manpower which was required to distribute bags to the correct locations.Bags unloaded from an aircraft arriving at a particular concourse would barely be touched by human hands. Moved through the airport at speeds up to 20 mph, they would be waiting when passengers arrived at the terminal. To prove the capability of its mechanical aspects, and demonstrate the proposed system to the airlines and politicians, BAE built a prototype automated baggage handling system in a 50,000 square foot warehouse near its manufacturing plant in Carrollton, Texas. The prototype system convinced Chief Airport Engineer Walter Slinger that the automated system would work. [The City of Denver] approached us based on one core concept,† recalled Di Fonso. â€Å"They wanted to have a fully integrated, airport-wide baggage system. The city 9 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 396-311 BAE Automated Systems (A): Denver International Airport Baggage-Handling System had two major concerns. First, they had no acceptable proposal. Second, United was probably going to go ahead and build what it needed and the rest of the airport would have been equipped with something else. Di Fonso continued, When we arrived on the scene, we were faced with fully defined project specs, which obviously in the long run proved to be a major planning error. The city had fallen into a trap, which historically architects and engineers tend to fall into as they severely underplay the importance and significance of some of the requirements of a baggage system, that is, arranging things for the space into which it must fit, accommodating the weight it may impose on the building structure, the power it requires to run, and the ventilation and air conditioning that may be necessary to dissipate the heat it generates.In April 1992, BAE was awarded the $175. 6 million contract to build the entire airport system. According to Di Fonso, company executives and city officials hammered out a deal in three intense working sessions. â€Å"We placed a number of conditions on accepting the job,† he observed. The design was not to be changed beyond a given date and there would be a number of freeze dates for mechanical design, software design, permanent power requirements and the like. The contract made it obvious that both signatory parties were very concerned about the ability to complete.The provisions dealt mostly with all-around access, timely completion of certain areas, provision of permanent power, provision of computer rooms. All these elements were delineated as milestones. Denver officials accepted these requirements and, in addition, committed to unrestricted access for BAE equipment. Because of the tight deadlines, BAE would have priority in any area where it needed to install the system. Di Fonso elaborated, When we entered into the contract, Continental Airlines was still under bankruptcy law protection.The city was very concerned that they would be unable to pay for their concourse . They only contracted for about 40% of the equipment that is now in concourse A, which was the concourse that Continental had leased. Beyond that, concourse C had no signatory airlines as leaseholders at the time. The city, therefore, wanted the simplest, most elementary baggage system possible for concourse C. The outputs and inputs were very, very crude, intentionally crude to keep the costs down because the city had no assurance of revenue stream at that point in time.The city did not get the airlines together or ask them what they wanted or needed to operate. The approach was more along the lines of â€Å"we will build the apartment building and then you come in and rent a set of rooms. † Project Organization and Management No major organizational changes to accommodate the new baggage system were deemed necessary, although some managerial adjustments were made on the DIA project. Design of the United baggage system was frozen on May 15, 1992, when the PMT assumed manage rial responsibility for the integrated baggage system.The direct relationship with BAE was delegated to Working Area 4, which also had responsibility for building design efforts such as the people-mover, airside concourse building, passenger bridge main landside building complex and parking garage, and various other smaller structures. The area manager, although he had no experience in airport construction, baggage system technologies, or the introduction of new technologies, possessed vast experience in construction project control management. BAE had to change its working structure to conform to DIA's project management structure. Di Fonso explained, 10Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 BAE Automated Systems (A): Denver International Airport Baggage-Handling System 396-311 There was a senior manager for each of the concourses and a manager for the main terminal. The bag system, however, traversed all of them. If I had to argue a case for righ t of way I would have to go to all the managers because I was traversing all four empires. In addition, because changes were happening fast at each of these sites, there was no time to have an information system to see what is concourse A deciding and what is concourse B deciding.We had to be personally involved to understand what was going on. There was no one to tie it all together and overlap all these effects because the basic organization was to manage it as discrete areas. It was pandemonium. We would keep saying that over and over again. Who is in charge? For the first two years of the project, Di Fonso was the project manager. The project was divided into three general areas of expertise: mechanical engineering, industrial control, and software design.Mechanical engineering was responsible for all mechanical components and their installation, industrial control for industrial control design, logic controller programming, and motor control panels, and software design for writ ing real-time process control software to manage the system. At the time the contract with BAE was signed, construction had already begun on the terminal and concourses. Substantial changes had to be made to the overall design of the terminal and some construction already completed had to be taken out and reinstalled to accommodate the expanded system.Installation of the expanded system was initially estimated to require more than $100 million in construction work. Walls had to be removed and a new floor installed in the terminal building to support the new system. Moreover, major changes in project governance were taking place during the baggage system negotiations. In May 1992, shortly after the baggage system negotiations commenced, the head of the DIA project resigned. The death in October 1992 of Chief Airport Engineer Slinger, who had been a strong proponent of the baggage system and closely involved in negotiations with BAE, also exerted a significant impact on the project.Hi s cooperation had been essential because of the amount of heavy machinery and track that had to be moved and installed and the amount of construction work required to accommodate the system. His replacement, Gail Edmond, was selected because she had worked closely with him and knew all the players. Her managerial style, however, was quite different from Slinger’s. A Public Works manager recalled his first reaction to the change: â€Å"[The airport] is not going to be open on time. † A United Airlines project manager summarized Edmond’s challenge thus: Slinger was a real problem solver.He was controversial because of his attitude, but he was never afraid to address problems. He had a lot of autonomy and could get things done. Gail was in a completely different position. Basically, she had a good understanding of how the project was organized and who the key players were, but didn’t know much about the actual construction. Also, the city council didnâ€℠¢t give her anywhere near the autonomy and the authority that Slinger had and she had to get approval from the council on just about all decisions. They really tied her hands and everyone knew it.Di Fonso echoed the project manager's assessment: Walter [Slinger] understood that one of the things we had to have was unrestricted access. I think he clearly understood the problem the city was facing and he understood the short timeframe under which we were operating. He was the one that accepted all of the contractual conditions, all the milestones of the original contract. He really had no opportunity to influence the outcome of this project, however, because he died within months after the contract was signed. I think Gail 11 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 96-311 BAE Automated Systems (A): Denver International Airport Baggage-Handling System did an excellent job [but] she was overwhelmed. 12 She just had too much. The layers below focused inw ard, worrying about their own little corners of the world. â€Å"Not only did we not get the unrestricted access that was agreed upon,† Di Fonso emphasized, â€Å"we didn’t even have reasonable access. † Ten days after Slinger’s death, a BAE millwright found a truck from Hensel Phelps, the contractor building Concourse C, blocking her work site. She asked someone to move the truck or leave the keys so it could be moved.According to a BAE superintendent, â€Å"she was told that ‘This is not a BAE job and we can park anywhere we please: is that clear? ’† Elsewhere, BAE electricians had to leave work areas where concrete grinders were creating clouds of dust. Fumes from chemical sealants forced other BAE workers to flee. Di Fonso pleaded with the city for help. â€Å"We ask that the city take prompt action to assure BAE the ability to continue its work in an uninterrupted manner,† he wrote. â€Å"Without the city’s help, th e delays to BAE’s work will quickly become unrecoverable. 13 To further complicate matters, the airlines began requesting changes to the system’s design even though the mechanical and software designs were supposed to be frozen. â€Å"Six months prior to opening the airport,† Di Fonso recalled, â€Å"we were still moving equipment around, changing controls, changing software design. † In August 1992, for example, United altered plans for a transfer system for bags changing planes, requesting that BAE eliminate an entire loop of track from Concourse B. Rather than two complete loops of track, United would have only one.This change saved approximately $20 million, but required a system redesign. Additional ski-claim devices and odd-size baggage elevators added in four of the six sections of the terminal added $1. 61 million to the cost of the system. One month later, Continental requested that automated baggage sorting systems be added to its west basement at an additional cost of $4. 67 million. The ski claim area length was first changed from 94 feet to 127 feet, then in January 1993, shortened to 112 feet. The first change added $295,800, the second subtracted $125,000, from the cost.The same month, maintenance tracks were added to permit the Telecars to be serviced without having to lift them off the main tracks at an additional cost of $912,000. One year later, United requested alterations to its odd-size baggage inputs—cost of the change: $432,000. Another problem was the city’s inability to supply â€Å"clean† electricity to the baggage system. The motors and circuitry used in the system were extremely sensitive to power surges and fluctuations. When electrical feedback tripped circuit breakers on hundreds of motors, an engineer was called in to design filters to correct the problem.Although ordered at that time, the filters still had not arrived several months later. A city worker had canceled a contract w ithout realizing that the filters were part of it. The filters finally arrived in March 1994. A third, albeit disputed, complication related to Denver’s requirement, and city law, that a certain percentage of jobs be contracted to minority-owned companies. The City of Denver had denied BAE’s original contract because it did not comply with hiring requirements, where upon BAE engaged some outside contractors in lieu of BAE employees. Di Fonso estimated that this increased costs by approximately $6 million, a claim ejected by the Mayor's Office of Contract Compliance. Then, in September 1993, BAE’s contract negotiations with the City of Denver over maintenance of the system resulted in a two-day strike of 300 millwrights that was joined by some 200 electricians. BAE negotiated with Denver for maintenance workers to earn $12 per hour on certain jobs that the union contended should be worth $20 per hour. As a result, BAE lost the maintenance contract. 12 In addition to her role as Chief Airport Engineer, Edmond kept her previous responsibilities as Chief of Construction and Acting Director of Aviation. 3 Rocky Mountain News, January 29, 1995 12 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 BAE Automated Systems (A): Denver International Airport Baggage-Handling System 396-311 Project Relations Much of the effort for implementing the baggage system was directed within one of the four working areas. â€Å"The relationship with the management team was very poor,† recalled Di Fonso. The management team had no prior baggage handling competence or experience. This was treated as a major public works project.The management team treated the baggage system as similar to pouring concrete or putting in air-conditioning ducts. When we would make our complaints about delays and access and so forth, other contractors would argue their position. The standard answer was, â€Å"Go work it out among yourselves. † . . . With contractors basically on their own, this led almost to anarchy. Everyone was doing his or her own thing. Another perspective was offered by a project manager from Stone & Webster, a consultant to the PMT, reflecting on the work done by BAE: â€Å"This contractor simply did not respond to the obvious incredible workload they were faced with.Their inexperienced project management vastly underestimated their task. Their work ethic was deplorable. †14 PMT management insisted that access and mechanical issues weren’t the problem. â€Å"They were running cars in Concourse B all summer (1993),† Edmund observed. â€Å"The problem was that the programming was not done and BAE had full control of the programming. †15 Lawsuits and a Backup Baggage System In February 1993, Mayor Webb delayed the scheduled October 1993 airport opening to December 19, 1993. Later, this December date was changed to March 9, 1994. Everybody got into the panic mode of trying to get t o this magical date that nobody was ready for,† a senior vicepresident for BAE recalled. In September 1993, the opening was again postponed—this time until May 15, 1994. In late April 1994, the City of Denver invited reporters to observe the first test of the baggage system, without notifying BAE. Seven thousand bags were to be moved to Continental’s Concourse A and United’s Concourse B. So many problems were discovered that testing had to be halted. Reporters saw piles of disgorged clothes and other personal items lying beneath the Telecar’s tracks.Most of the problems related to errors in the system’s computer software, but mechanical problems also played a part. The software that controlled the delivery of empty cars to the terminal building, for example, often sent the cars back to the waiting pool. Another problem was â€Å"jam logic† software, which was designed to shut down a section of track behind a jammed car, but instead shu t down an entire loop of track. Optical sensors designed to detect and monitor cars were dirty causing the system to believe that a section of track was empty when, in fact, it had held a stopped car.Collisions between cars dumped baggage on tracks and on the floor; jammed cars jumped the track and bent the rails; faulty switches caused the Telecars to dump luggage onto the tracks or against the walls of the tunnels. After the test, Mayor Webb delayed the airport’s opening yet again, this time indefinitely. â€Å"Clearly, the automated baggage system now underway at DIA is not yet at a level that meets the requirements of the city, the airlines, or the traveling public,† the mayor stated. The city set the costs of the delay at $330,000 per month.Recognizing that his reputation was staked on his ability to have a baggage system performing to a point at which the new airport could be opened, Mayor Webb engaged, in May 1994, the German firm Logplan to assess the state of the automated baggage system. In July, Logplan isolated a loop of track that contained every feature of the automated baggage 14 15 Forbes, ASAP Supplement, August 29, 1994. Forbes, ASAP Supplement, August 29, 1994. 13 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 396-311 BAE Automated Systems (A): Denver International Airport Baggage-Handling System ystem and intended to run it for an extended period to test the reliability of the Telecars. Jams on the conveyor belts and collisions between cars caused the test to be halted. The system did not run long enough to determine if there was a basic design flaw or to analyze where the problems were. Logplan recommended construction of a backup baggage system, and suggested using Rapistan Demag, a firm it had worked with in the past. Construction of a backup system was announced in August 1994. The system itself cost $10. million, but electrical upgrades and major building modifications raised the projected cost to $50 million. In the meantime, the City of Denver, as well as many major airlines, hired legal firms to assist with negotiations and future litigation. â€Å"We will have enough legal action for the rest of this century,† a city administrator mused. The City of Denver had to communicate with such parties as the United States Federal grand jury, Securities Exchange Commission, and the General Accounting Office. The federal grand jury was conducting a general investigation concerning DIA.The SEC was investigating the sale of $3. 2 billion in bonds to finance DIA’s construction, and GAO the use of Congressional funds. Di Fonso, reviewing Mayor Webb’s letter and requests that BAE pay a $12,000-a-day penalty for missing DIA’s original October 29, 1993 completion date, as well as assuming the costs of building the $50 million conventional tug-and-cart baggage system, summed up the situation thus: â€Å"We have gotten to the point with the city that literally we are not talking to each other. Consultants recommended a backup baggage system, and the minute that the decision was made, the city had to defend it.We are left out in limbo. † 14 Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012 396-311 -15- Exhibit 1 Organization Chart Acting Associate Director of Aviation Denver International Airport City Attorneys Contract Compliance DIA Coordinator Tenant Facilities Administrative Assistant Marketing/Public Information Manager Planner Program Manager Computer Systems Administration Deputy Program Manager Airline Specialty Systems Environmental Engineer Contracts Risk Management Financial Manager of Design Contract Administration Administrative AssistantManager of Project Controls Architectural Supervisor Engineering Supervisor Document Control Contracts Staff Clerical Staff MIS Schedule Cost Estimating Project Managers & Support Staff Manager of Construction Project Controls Support Staff Safety Manager Senior Project Engineer QA/QC Manager Employee Relations Area 1&2 Manager Area 3 Manager Area 4A Manager Area 4B Manager Area 5 Manager Construction Support Staff Source: City and County of Denver, Colorado, Airport System Review Bonds, Series 1991D, October 1991. Purchased by Ashley Matcheck ([email  protected] com) on April 11, 2012