Corn-based Ethanol Production Thesis Example | Topics and Well Written Essays - 4250 words

Corn-based Ethanol Production - Thesis Example Theoretical framework The study is conducted in the theoretical premise of macroeconomics among other sub-theoretical domains of significant proximity to the objectives and focus concept of this study. . The premise provides the theoretical components that illuminate an understanding of how economic and macroeconomic policies and factors affect the fuel, food production and distribution dynamics. The theoretical framework also presents macroeconomics analysis and inference tools that will help in the establishment of the 'real world' effects of the production of corn-based ethanol on the price of corn. Definitions of Terms Ethanol Ethanol; is also called ethyl alcohol or pure alcohol is a flammable and colorless liquid which is categorised as a psychoactive drug. In common organic chemistry notation ethanol is abbreviated as EtOh. Hayashi, Fumio (2007) states that ethanol is a pure-chain alcohol with molecular formula C2H5OH. Ethanol fuel is ethyl alcohol which constitutes the same kind of alcohol that is contained in alcoholic beverages. Ethanol can be used as fuel biofuel like gasoline. This kind can be produced from common crops such as corn and sugar cane. Ethanol is a growing source of renewable energy alterative to gasoline. Biofuels Biofuel is a term used to refer to solid, liquid or gas fuel that has been produced from biological or organic material. The kind is differentiated from the fossils fuels which are drawn from long metamorphosed biological material. "From a theoretical perspective Biofuels can be made from any biological carbon source" (Hayashi, Fumio 2007). The commonly used sources of biofuels nonetheless are photosynthetic plants. Commodity Markets Commodity... This research exercise is not being conducted in a vacuum. The research exercise fits into a broad body of knowledge which has had numerous contributions from various scholars, researchers, professionals and students who have carried similar or related research exercises. Also; the scope and objectives of this research endeavor occur within related and implied theoretical, ideological and philosophical frameworks which largely influence the disciplines of business. As such the researcher is spurred to consider the multiple contributions relevant and related to this research endeavor. The researcher will present a literature review conducted in locating the object of this study within the broader confines of the bodies of knowledge in focus. The thrust at accomplishing set goals in pursuing the ’green world’ philosophy and theory much based on the need to curtail the towering global climate upheavals has seen the emphasises shift in policy in various industry and agriculture fronts. President George W. Bush has had the production of corn-based ethanol as part of the core of his energy policy. This has brought in some merits and demerits. The resonating concern is that is that the emphasis on corn based ethanol production has adverse impact on the entirety of the national and international agriculture sector. More so the thrust on the production of corn-based ethanol has been the part of the root causes of the escalating food prices.

Public Privacy and Information Security Policy Research Paper

Public Privacy and Information Security Policy - Research Paper Example Home land security involves military intelligence and active field reporting to ensure that there is no offence within the country. Main forces of control include military, city police and special forces which work in tandem with regular regulatory bodies like the traffic and local police. The specificity of local populations makes it easy for the higher ups to ensure security and discipline in the sparsely populated states of America. The homeland security teams are also supported by medical, charitable and specially trained anti-bomb and homicide squads which rush to extend help on the spot in case of emergencies (Newmann, 2002, p.137). The technical decisions are taken by higher officials in the government and while the situation is mostly under control, the government uses extra care in ensuring that the right ammunition, vehicles, gadgets and technical requirements are available to the different squads to ensure that the nation is secure from terrorist attacks and threats to the aspirations and beliefs of the American system. The Homeland Security department is a cabinet that exercises heavy scrutiny on the different aspects of anti-terror mechanism in the states. It comprises of eminent military and senators and ministers of the state and came into existence after the September 11 attacks on the World Trade Center under the Bush administration which entrusted the Homeland security department of undertaking a multi-faceted approach in ensuring Homeland security (Bush, 2002, p.7). These include studies, innovations, research and applications in the field of emergency preparedness, domestic intelligence, international intelligence, critical infrastructure protection, perimeter protection, stopping child pornography, border security on land, country and maritime borders, transportation security, airtime security, maritime security, biodefense, radioactive element detection and research, radiological material usage, detection and research and

Conditions for Equilibrium Experiment

Conditions for Equilibrium Experiment Laboratory Report Tricia Desierto, Luis Diaz, Karhen Estella, Gabrielle Beatrix Francisco Department of Biological Science College of Science, University of Santo TomasEspanÃÅ'Æ’a, Manila, Philippines Abstract The object is said to be in a state of equilibrium, when the forces acting upon an object are balanced. There were four activities done in the experiment. In the first activity the equilibrant force was determined. The second activity, unknown forces was determined. For the third activity,center of gravity was located. The last activity, rotational equilibrium was demonstrated. I. Introduction Equilibrium is moving with constant velocity. It is a condition that the rotational  motion of the body may also remain constant. A body is in equilibrium or at rest only when there is no movement or rotation done. When the resultant force acting on the object is zero the object is in equilibrium. The objectives of the experiment are: to determine the equilibrant force by using the component and table method;to determine the unknown forces using the first and second conditions for equilibrium; to locate the center of gravity of a composite body;and to demonstrate the rotational equilibrium. II. Theory A situation wherein the net force acting on a certain object is zero[1] and an object that has no motion or undergoes no rotational and traditional accelerationis said to be in a state of equilibrium wherein net torque and net force on the object is zero in all directions. For an object to be in equilibrium, two conditions should be met. The first condition tells us that the net force acting on the object needs to be zero which only means that for a certain axis of motion, the forces acting along that particular axis should sum up to zero.[2]The second condition needed to attain equilibrium, on the other hand, involves avoiding or neglecting accelerated rotation and it should maintain a constant  angular velocity. A rotating body can attain equilibrium if the rate of its rotation remains unchanged by the forces acting on that certain object.[3] The center of gravity is a geometric property of any object. It is the average location of the  weight  of an object. The  motion  of any object can be described through space in terms of the translation of the center of gravity of the object from one place to another and the rotation of the object about its center of gravity when it is free to rotate.[4] Figure 1. Determination of the Center of Gravity using plumb line technique X= Center of Gravity m=Mass x= distance from a fixed point Equation 1.Center of Gravity Formula When an object is said to be in equilibrium, it is not moving or rotating. The pivotal axis can be any point outside or inside the object. The objects linear and angular accelerations are both zero and the sum of the torquesacting on a system should be equal to zero.The sum of the counter-clockwise torques should be equal to the sum of the clockwise torques.[5] III. Methodology Activity 1: Equilibrant Force Three pans labelled as A, B and C was weighed. Pans A and B were hanged respectively at the 300 and 2000 marks on the force table. 100g was placed on pan A and 150g on pan B. The tension acting on the string, the weight of the pan plus the weight added to the pan was recorded as TA andTB respectively. The two tensions in the strings were balanced by placing weight on pan C or adjusting its position. The tensions are balanced if the pin is exactly at the center of the ring. The magnitude of the equilibrant, the weight of pan C plus the weight added to it, and its position was recorded. The theoretical equilibrant of the two tensions was determined by component method and the % error was computed. Activity 2: First Condition for Equilibrium A cylinder of unknown weight was suspended using the force board by means of two strings. A spring scale was attached to one of the strings and was pulled horizontally until the pin on the force board was exactly at the middle of the ring. The reading on the spring scale was recorded as T1. The angle that the other string made was recorded as ÃŽ ¸. A free body diagram of the ring was drawn. The tension of T2 in the other string and the weight of the cylinder were solved. The cylinder was weighed for the accepted value and the % error was computed. Activity 3: Locating the Center of Gravity A circle with a diameter of 10cm and a square with a side of 10cm were cut out from a card board. The weights of WC and WS were determined. The center of gravity of the composite figure was determined by balancing method and plumb line method. The position of the center of gravity was specified using the leftmost side of the square as the y-axis and the bottom square as the x-axis. The results were checked by actual computation for the center of gravity. Activity 4: Second Condition for Equilibrium The center of gravity of an aluminium bar was located by balancing it on a pencil and the position for the center of gravity was marked. The cylinder used in the previous activity was hanged 5.0cm from one end of the bar. Using the force board, the aluminium bar was supported by means of a spring scale on one end and a string on the other end until the bar assumed a horizontal position. A free body diagram of the bar was drawn. The second condition for equilibrium was used to determine the weight of the bar and the tension in the string. The theoretical weight of the cylinder was used in the computation. The bar was weighed for the accepted value and the % error was computed IV. Results and Discussion V. Conclusion The equilibriant force was successfully determined using the component and table method, with an acceptable value for the % error – 8.70% and 4.47%. The unknown forces were also determined using the first condition of equilibrium with a % error of only 4.57% The center of gravity was defined more accurately with the Plumb Line Method as opposed to the Balancing Method. The unknown forces were unsuccessfully defined using the second condition of equilibrium, as the % error exceeds the acceptable range at 51.76%. VI. Applications VII. References Lesson24:Equilibrium. (n.d.). Retrieved December 8, 2013, from studyphysics: http://www.studyphysics.ca/newnotes/20/unit01_kinematicsdynamics/chp06_vectors/lesson24.htm First Condition. (n.d.). Retrieved December 8, 2013, from boundless: https://www.boundless.com/physics/static-equilibrium-elasticity-and-torque/conditions-for-equilibrium/first-condition/ Second Condition. (n.d.). Retrieved December 8, 2013, from Boundless: https://www.boundless.com/physics/static-equilibrium-elasticity-and-torque/conditions-for-equilibrium/second-condition/ Rotational Equilibrium. (n.d.). Retrieved December 8, 2013, from faculty: http://faculty.wwu.edu/vawter/PhysicsNet/Topics/RotationalDynamics/RotEquilibrium.html Benson, T. (2008, July 18). Center of gravity. Retrieved December 8, 2013, from grc: http://www.grc.nasa.gov/WWW/k-12/airplane/cg.html

Antigone is a Tragic Hero Essay -- essays papers

Antigone is a Tragic Hero A subject of debate in Sophocles’ play Antigone is which character complies with the characteristics of a tragic hero. The qualities that constitute a tragic hero are, in no particular order, having a high social position, not being overly good or bad, isolation, being tenacious in their actions, arousing pity in the audience, a revelatory manifestation, and having a single flaw that brings about their own demise and the demise of others around them. Creon possesses some of these qualities but, does not completely fulfill them all. Antigone does, however, conform to the persona of a tragic hero. The first qualifying aspect is that Antigone has a high social position. She is the daughter of Jocasta and Oedipus (the former king and queen of Thebes), and the niece of Creon (the present king of Thebes). Because of her stature she is capable of suffering more and losing the fame and regard she holds. Some may argue that because she had no political power she does not qualify to be a tragic hero but, she is still a powerful figure in Thebes. She was to be wed to Creon’s son, Haemon, and it seemed as though the citizens of Thebes knew how tragic her life had become. Both Creon and Antigone show that they are not overly good or bad. Creon shows his negative side when he creates a law against burying Polyneices. His positive side is that he has let Antigone and Ismene live with him and raise them after their father passed on. Antigone expresses her positive side when she insists on burying her brother who has been killed in battle. Antigone isolates herself from others, a quality common among tragic heros. Ismene offers to share the crime of burying their brother but, Antigone denies the re... ...come of her life was due to her own fatal flaw. Antigone clearly captures the audiences pity. Creon’s stubbornness and lack of compassion do not win pity. When Creon’s wife and son die the pity is shifted to them not Creon. All of Thebes sympathizes with Antigone, especially after she has been sentenced to die. Haemon even tells Creon what people have said. â€Å"And I have heard them, muttering and whispering†¦No other woman‘, So they are saying, ‘so undeservedly Has been condemned for such a glorious deed‘† (Lines 693-695). It is obvious that she had the pity of the entire city except for Creon. Only the chorus sympathized with Creon at times. Not having pity disqualifies Creon as being the tragic hero. From her tenacity and personal strength in defying the law to her tragic death, Antigone captures the audience’s pity and sympathy. She is the tragic hero.

Themes in “Night” by Elie Wiesel

THemes 1. ) Man’s inhumanity to man Removal of human looks that defined who they are * Same uniform * Cut hair to remove individuality. * â€Å"In a few seconds we had ceased to be men† 37 * â€Å"I became A-7713. From then on, I had no other name†42 The harshness of the camp quickly transformed them into selfish indifferent people * â€Å"I had not even blinked, only yesterday I would have dug my nails into the criminals flesh† 39 * â€Å"you’re killing your father†101 * â€Å"The old man mumbled something, groaned and died. Nobody cared† 101 * â€Å"I shall never forgive myself.Nor shall I forgive the world for having pushed me against the wall, for having turned me into a stranger, for having awakened in me the basest, most primitive instincts. † Xii * â€Å"In this place, it is every man for himself, and you can not think of others. Not even your father. In this place there is no such thing as a father, brother, friend. Eac h of us lives and dies alone. † * â€Å"All of a sudden, this pleasant and intelligent young man had changed. His eyes were shining with greed† The inhumane treatment of Jews â€Å"He looked at us like a pack of leprous dogs clinging to life† 38 * â€Å"If one of us stopped for a second, a quick shot eliminated the filthy dog† 85 * â€Å"Two cauldrons of hot, steaming soup had been left untended†¦ supreme temptation â€Å"59 * â€Å"Hunger was tormenting us; we had not eaten for nearly six days† 114 * â€Å"We had been 100 or so in this wagon. Twelve of us left it† 103 * The removal of the Jew’s rights were the first sign of discrimination 2. ) Faith and Loss Loss of human life and integrity * â€Å"Those whose numbers had been noted were standing apart, abandoned by the whole world. 72 Faith in God and themselves made them stronger * â€Å"if only he could of kept his faith in God and considered this suffering as a divine tes t, he would not have been swept away by selection† * Have faith in life†¦ by driving out despair you will move away from death† 41 * â€Å"a prayer to this God in whom I no longer believed. Oh God master of the universe, give me the strength never to do what Rabbi Eliahu’s son has done. † * â€Å"we mustn’t give up hope, even now as the sword hangs over our heads. † Loss of faith in God made them weak â€Å"Where is God†¦ hanging here from the gallows† 65 * â€Å"My eyes had opened and I was alone, terribly alone in a world without God, without man. Without love or mercy. I was nothing but ashes now† 68 * â€Å"But as soon as he felt the first chinks in his faith, he lost all incentive to fight and opened the door to death† 77 * â€Å"I have more faith in Hitler than anybody else. He alone has kept his promises, all his promises to the Jewish people. † 81 * â€Å" I suffer hell in my soul and in my fleshà ¢â‚¬ ¦ how can anybody believe in this God of mercy† 3. ) Kindness in adversity Helping each other out in times of need Elie’s father made sure Elie didn’t â€Å"fall asleep forever† in the snow despite his exhaustion. Pg 88 * The French girl risked her life by saying to Elie in almost perfect German, â€Å"don’t cry. Keep your anger, your hate, for another day, for later. The day will come but not now†¦ wait. Clench your teeth and wait† * â€Å"Elie even gave his dying father extra rations, despite being told to â€Å"stop giving your ration of bread and soup too your old father†¦ in fact you should be getting his rations. † * Working through the struggles together see father son relationships Elie and father * â€Å"No.You’re eighteen†¦ Not fifty. You’re forty. Dou you hear? Eighteen and forty. † 30 4. ) Father/son relationship * Elie and his father * Elie’s father made sure Elie didnâ€⠄¢t â€Å"fall asleep forever† in the snow despite his exhaustion. Pg 88 * â€Å"my father’s presence was the only thing that stopped me† 87 * â€Å"I had no right to let myself die. What would he do without me? I was his sole support. † * â€Å"Elie even gave his dying father extra rations, despite being told to â€Å"stop giving your ration of bread and soup too your old father†¦ in fact you should be getting his rations. † * Rabbi Eliahu and his son â€Å"side by side they had endured the suffering , the blows; they had waited for their ration of bread and they had prayed† pg 91 * â€Å"he had felt his father growing weaker and, believing the end was near, had thought by this separation to free himself of a burden that could diminish his own chance for survival. †91 * The man on the train and his son * â€Å"You’re killing your father†¦ I have bread for you too†¦ for you to† 101 5. ) Conscience/remorse /indifference Indifference * â€Å"Since my father’s death, nothing mattered to me anymore† 113 * â€Å"The old man mumbled something, groaned and died.Nobody cared† 101 * â€Å"we no longer feared death† 60 * â€Å"I was no longer arguing with him but death itself, with death that he had already chosen† 105 Manipulated conscience/Remorse * â€Å"deep inside me, if I could have searched the recesses of my feeble conscience, I might have found something like: Free at last! * â€Å"I shall never forgive myself. Nor shall I forgive the world for having pushed me against the wall, for having turned me into a stranger, for having awakened in me the basest, most primitive instincts. † Xii * â€Å"I gave him what was left of my soup.But my heart was heavy, I was aware I was doing it grudgingly† 107 6. ) Survival and death Surviving by escaping reality * â€Å"All I had to do was close my eyes to see a whole world pass before me, to dream o f another life† 87 * â€Å"He was forever praying or meditating to some Talmudic question. For him it was an escape from reality, from feeling the blows† 86 Stars = Jews Conflagration = the war, destruction The idea of death * A place to rest without suffering Surviving to rebel against God/Germans * â€Å"Something inside me rebelled against that death† 88 * â€Å"We had transcended everything – death, fatigue, our natural needs.We were stronger than cold and hunger, stronger than the guns and the desire to die, doomed and rootles, nothing but numbers, we were the only men on earth† 87 * †there was no longer any reason for me to fast. I no longer accepted god’s silence. As I swallowed my ration of soup, I turned that act into a symbol of rebellion, of protest against him. † Just going through the motions and not losing hope * â€Å"There were two of us: my body and I† 85 * â€Å"Don’t think, don’t stop, runà ¢â‚¬  86 * â€Å"No one was praying for the night to pass quickly. Night was an escape from reality, a time of rest. The stars were but sparks of the immense conflagration that was consuming us. â€Å" The night was not nearly as bad as the day, only sparks of the war The Jews were just a part of the war * â€Å"Were this conflagration to be extinguished one day, nothing would be left in the sky but extinct stars and unseeing eyes. † What would happen if the war is finished?. Unseeing eyes =The holocaust may be forgotten, people choose to not see the light of God (loss of faith) Gods light (stars) will be destroyed God has turned his back on the people Extinct stars = people losing faith in the light of God

Paterson Grading

A General information: Job Evaluation principles SECTION B Job Evaluation procedure and system application Job Evaluation system overview Job Evaluation procedure SECTION C Job Evaluation System Rules Job Evaluation Terminology SECTION D Skill level Factor points and assessment Page 12 Page 15 Page 7 Page 8 Page 5 Page 5 Page 6 Page 3 Page 4 Job Evaluation Guideline 2006 2 SECTION A A. GENERAL INFORMATION WHAT IS JOB EVALUATION? Job evaluation is the rating of jobs according to a specifically planned procedure in order to determine the relative worth of each job.AIMS OF JOB EVALUATION The Primary Aim To determine the â€Å"intrinsic† worth of jobs, based on systematic assessment of the degree of complexity of job content and requirement, and to do this independently of any pre-conceived standards of remuneration and without regard to the qualities and performance of the actual personnel who perform the jobs. Secondary Aims †¢ To relate jobs to each other in terms of their intrinsic worth, and hence to determine relative complexities of different jobs and a rational job structure within an organisation. To provide a rational basis for equitable remuneration (pay and benefits) within an organisation, so that defensible rates of remuneration may be assigned to both jobs themselves and to the individuals who perform the jobs. The main elements of Job Evaluation are Organisational Structure A diagrammatic representation of jobs in the organisation indicating the line of authority/ control to enable an understanding of the workflow and, reporting relationships, that exists within functional areas.Job Analysis A detailed observational and/ or questionnaire based study of a job using specific criterions to determine the role boundaries or key performance areas of positions. Job Evaluation Guideline 2006 3 Job Description A document describing the job purpose, duties, the job specifications, authority of the post and any physical or special conditions attach ed to the post. B. JOB EVALUATION PRINCIPLES The following principles are applicable to Job Evaluation. †¢ †¢ Always examine the job itself, and NOT the person doing it. Assume proper and competent performance of the job, in accordance with normal standards of the job. †¢ †¢ †¢ Evaluate the job â€Å"as is† not with regard to ideals or future projections.Reject any job description which is unclear. Evaluate from a consensus of opinion, not from the estimation of one person alone. Before an evaluation takes place, normal expectations and standards for the job must have been recognised and accepted by the job incumbent (s), the immediate superior and by management. This is done by signing the job description. Note: Job titles: Job titles are no indication of the complexity of a specific job as it is only a basic indication of its functional classification. Job content: Job Content eflects the different tasks performed in the job as expected by the organ isation from the job incumbent in order to achieve the organisational objectives. Skill requirements: Individuals perform differently in relation to job specifications. Therefore, individuals can be assessed at different levels of merit. This is outside the scope of job evaluation. Job Evaluation Guideline 2006 4 SECTION B A. JOB EVALUATION PROCEDURE AND SYSTEM APPLICATION TASK (TUNED ASSESSMENT OF SKILLS AND KNOWLEDGE) was originally developed in the early 1980’s and remains one of the most widely used evaluation systems in Southern Africa.It is currently the used for the evaluation of all jobs in the Sugar industry. B. TASK JOB EVALUATION SYSTEM OVERVIEW The T A S K Job Evaluation system has two dimensions to its application. The ‘SKILL LEVEL’ enables the job to be positioned on the structure and is assessed on specific characteristics which broadly describe applications, principles, knowledge associated with specific functional levels. There are five skill lev els: †¢ †¢ †¢ †¢ †¢ BASIC SKILL LEVEL DISCRETIONARY SKILL LEVEL SPECIALISED SKILL LEVEL TACTICAL SKILL LEVEL STRATEGIC SKILL LEVEL All jobs, once positioned into a specific skill level are evaluated using four factors Complexity: measures the different levels of difficulty in a job. †¢ Knowledge: measures the amount of know-how required in the job. †¢ Influence: refers to the interaction/ communication involved that results in changes to the way things are done. †¢ Pressure: refers to stressors inherent in the job. Each of the four factors are scored on a rating scale. The sum of the scores of the four factors gives a total score which translates into a T A S K grade. Job Evaluation Guideline 2006 5 There are twenty six grades in the T A S K system, 26 being the highest and 1 being the lowest.SKILL LEVEL BASIC DISCRETIONARY SPECIALISED TACTICAL STRATEGIC BAND DEFINITION Guided outcomes Procedural Judgements Diagnostic, analytical, interpretati ve procedures Strategy implementation Strategic leadership and vision GRADE 1-3 4-8 9-13 14-18 19-26 C. JOB EVALUATION PROCEDURE 1. Number each job description for ease of reference. 2. Place jobs within the different skill level, applying the skill level guidelines, depending on the content as recorded in the job description. 3. Assess the job using the factors, assigning a value from the factor weighting in accordance with the applicability of the job design to the factor definitions. . Add up the total number of points and convert to a T A S K grade using the conversion table. 5. Record the reasoning for the selection of the skill level and weightings allocated to each of the four factors. Job Evaluation Guideline 2006 6 SECTION C A. JOB EVALUATION SYSTEM RULES The following rules are applicable when using the system to evaluate jobs. 1. All guidelines in the box must be applicable in order to score within that box. 2. Scores within the box must relate to the degree of applicabil ity of the guidelines to the work content. 3.The points should relate to low, moderate or high degrees of applicability for the factors Complexity and Knowledge. 4. For Influence and Pressure, the points should relate to a partial or a full fit. 5. Always establish that information considered in the grading of a job relates to what is really required by the job. Guard against allowing the evaluation to be influenced by what the job incumbent may be able to do. 6. When deciding the skill level or factor points the highest work content should be considered, provided it forms a clear part of the job. 7.The points allocated for Complexity and Knowledge will generally correlate and should normally be within two points of each other. 8. A person who supervises another is graded at least one grade higher than the subordinate because of the supervisory aspects of the work. Other work is graded on its own merits, (See explanation of a supervisor in the terminology section). 9. A supervisory position always scores higher under Complexity than a subordinate position. A superior in the same discipline scores more under Knowledge than a subordinate. 10. A borderline score is one where the points are between grades within a particular skill level.The borderline score must be reviewed and if the score remains on the borderline the lower grade will apply, however, the higher grade may apply when making comparisons with other jobs within the organisational structure. Job Evaluation Guideline 2006 7 B. GENERAL TERMINOLOGY EXPLANATION Factor definitions FACTOR DEFINITION This is a measurement of the different levels of difficulty required to be performed in the job. Typical indicators are COMPLEXITY the nature and type of guideline available, the extent of interaction involved in problem solving sequences, the courses of action or alternative solutions available.The amount of know how required in a job to allow an incumbent to cope competently with the work involved. This may be acquired through education and/ or training/ experience. Typical indicators include the duration of the KNOWLEDGE training/ experience required and or qualifications deemed to essential, demonstrated abilities from simple comprehension to interpretative application skills and, the straightforward identification of a problem through comparison against established measures or in depth investigative application to determine the applicability of solutions.The extent of influence is measured by the effects or INFLUANCE changes that occurs through the provision of information or advice and/ or exercising persuasion to accept courses of action. This refers to the stressors that are inherent in the job and PRESSURE can be either mental, physical or both. Typical measures are the nature of the workflow, interruptions from normal activities, uncertainty in outcomes. Job Evaluation Guideline 2006 8 System terminology explanation SKILL LEVEL TERMINOLGY EXPLANATION Condition of been active. Mos t basic sequence of work elements. The skills are acquired through watching EXAMPLELifts; tightens; loosens; picks; packs; cuts ACTIVITY demonstrations and repetition results in improvement. Outcomes are known and any deviation can be immediately BASIC recognised. A OPERATION sequence of ACTIVITIES that produces a prescribed end result. To each activity there is a logical start and finish with a relationship to the next activity. Counting and packing; sorting; delivering; filing Preparing and A sequence of OPERATION which results in an integrated required end result. The operation will follow in a DISCRETIONARY ROUTINE logical order and it is essential that each step is performed to enable the next step. ompleting correspondence; recordkeeping; receiving, recording and communicating; setting, operating and adjusting. Interpreting requirements, An arrangement of relationship with an input, throughput and output phase. SPECIALISED SYSTEM Routines are interrelated within each phase and across the phases and, produces a desired end result. setting, operating, troubleshooting and problem solving, adjusting and checking/ evaluating an outcome. Human Resources Management, Engineering; Operations Management; Financial Management Advanced knowledge in a distinct area of study.Understanding the complete theory, techniques and practices which TACTICAL DISCIPLINE requires innovative applications and interpretation and determination of future impact/ consequences. Job Evaluation Guideline 2006 9 SKILL LEVEL TERMINOLGY EXPLANATION A distinct part of an organisational structure which comprises of a single discipline or multiple discipline striving towards major outcomes. the accomplishment of EXAMPLE Operations; Technical; Research and Development; Quality Control FUNCTION objectives and plans and contributing to functional/ organisational Job Evaluation Guideline 2006 10 SECTION DA. SKILL LEVEL GUIDELINES SKILL LEVEL ONE: BASIC SKILL LEVEL This skill level is that which is developed with a limited amount of training. The learning period is short and usually consists of following instructions or watching demonstrations of the work to be done. Competence is attained through repetition of the work during the initial training period rather than through further experience. Characteristics 1. Very little training. 2. Decides on the speed of operation. 3. Taught exactly what to do. 4. Direct instructions communication involves simple words. 5. Equipment or tools are specified. 6.Supervision is normally close or readily available. 7. Jobs can be performed without the knowledge of other jobs. 8. Deviations from instructions not permitted. 9. How the activities/ operations are to be performed has been decided upon. Confirmation guidelines knowledge which provides the ability to follow on the job instructions and/ or training. At the lowest level instructions are given for the activities or operations to be done. Immediate guidance is more remote at the higher l evel. The complexities are at such a level that the activities or operations can be taught very quickly and are easily learned.Courses of action are prescribed with no deviation permitted. Simple demonstration of the activity or operation is sufficient to enable the undertaking and completion of requirements. Results are immediately visible or known within a very short time period. Job Evaluation Guideline 2006 11 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL At this level there is a certain amount of discretion or judgement involved. It therefore follows that additional training/ experience and practice is needed following the initial training period.The skills are acquired through a learning period and developed by constant application and correction until operations become routine. Characteristics 1. Not everything can be taught during the training period. Additional experience is required. 2. Judgement or discretion is required in choosing the most appropriate courses of action fro m prescribed alternatives. 3. Decides how the routines/ operations are to be performed. 4. Discretion as to which tools/ equipment to use. 5. Decides on the correct action by selecting from a number of preset courses of action. 6. Knowledge of routine(s). 7.Formulae and limits are given or prescribed. Confirmation guidelines Additional training and experience beyond the initial training period is required to carry out a job competently at this skill level. Competency comes only after exposure to a series of new situations which builds confidence in the know – how required in the job. Complexities are those found in routines where alternative courses of action needs to assessed for applicability to a given situation. Job Evaluation Guideline 2006 12 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL This level of skill is usually reached after years of experience and/ or training.This level is such that routines which have been learned can be used or varied to achieve the desired end result. A full understanding of the system within which this skill level operates is essential in order to determine what is required in differing circumstances. Ability to recognise cause and effect is necessary. Characteristics 1. Works within established rules, regulations, policies and practices. 2. Decides how best to achieve required end results. 3. Concerned with routines that are established within a system. 4. Sums up the requirement of a situation and decides which routine (procedure/ technique) to use. . Devises or introduces new routines within a system. 6. Concerned with how established organisational and departmental rules will apply. 7. Supervised in terms of end results, not routines or operations. 8. Must understand the interrelationships of routines within the system and the implications of change. Confirmation guidelines knowledge required is of a specific nature gained through years of training and experience. This is coupled with an intelligence level sufficient to understand how to diagnose problems and to choose and/ or modify routines to deal with them.The complexities at this level are due to the need to be able to sum the requirements of a situation and to determine what to do. Because problems do not have the same pattern the method of dealing with them must be varied. Job Evaluation Guideline 2006 13 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL This level of skill requires conceptualisation of future action or needs in order to formulate short to medium term plans for within a discipline or function. Advice, recommendations and/ or the management or tactical use of resources specific to the job are features at this level.Positive interpretative skills and innovative plans are essential as the framework or ground–rules either do not exist or else are vague. Characteristics 1. Decisions governed by master plan, programme or budget. 2. Decisions require independent reasoning. 3. Decisions often involve optimum allocation of resources to support plans. 4. Sets precedents, creates rules. Must consider the consequences arising from rule making. 5. Works from first principles in developing new concepts. 6. Knowledge of a discipline/ function. 7. Results of areas under control co-ordinate with those of other areas. 8.Translates overall company plans into working decisions for or within a discipline/ function. 9. Decides on unique situations not covered by precedents. Confirmation guidelines Knowledge and experience of a discipline or function with the ability to understand the significance of strategically important areas of the organisation in the medium term. Complexities are due to the need to interpret strategic requirements and form conclusions. Jobs at this level provide the interface between the specialised and strategic skill levels and therefore involve forward planning, organising and conceptual problem solving.May provide input for strategic planning. Job Evaluation Guideline 2006 14 B. FACTOR ASSESSMENT A ND POINTS SKILL LEVEL ONE: BASIC SKILL LEVEL COMPLEXITY 1 2 3 4 5 6 A number of activities or operations. These are performed following direct instructions or initial demonstrations. Operations of a varied nature. A minimal degree of latitude allowed as guidance is not always available to deal with problems as they arise. KNOWLEDGE 1 2 3 4 5 6 Knowledge and understanding, sufficient to follow instructions and/ or demonstrations of the activities/ operations to be performedKnowledge and understanding of the relationships of the activities involved within the operation (s). Understanding of basic written words/ number recognition followed by training and/ or repeated exposure to the operations. INFLUENCE 1 2 3 4 Influence on others is co-incidental, being limited to contact with them. Interaction with others and dealing with information or product/ equipment problems. PRESSURE Steady flow of light to medium work with occasional peak periods and/ or minimal stress involved. 1 2 3 4 Med ium to heavy physical effort and/ or important deadlines to meet.Physical effort guideline Light: Medium: Heavy: less than 5 kg 5-20kg over 20kg Job Evaluation Guideline 2006 15 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL COMPLEXITY Operations in one well established straight forward routine. The operations are generally repetitive. Job parameters and guidelines for resolving problems are defined. 7 8 9 10 11 12 13 14 15 A variety of routines of which some operations may be non repetitive. Guidelines for resolving problems are not readily available. A variety of routines, some of which are diverse. Problems arise which have to be resolved without the availability of specific guidelines.KNOWLEDGE 7 8 9 10 11 12 13 14 15 Knowledge of one routine, together with the training and experience, providing the necessary background to perform operations. Knowledge of a number of routines with the need to apply discretion in changing circumstances. Knowledge of varied and/ or variable routines a nd an understanding of routines in related areas. Required to work independently. INFLUENCE Influence is exercised by the recording and passing on of information and/ or advice to others. 5 6 Interaction with others where persuasive influence is necessary and/ or responsibility for the work of others in the same skill level 8 PRESSURE Flow of work is subject to fluctuation and/ or decisive action required to meet predetermined deadlines. 5 6 Considerable interruptions and time stress are inherent and/ or conflicting deadlines to meet. Job Evaluation Guideline 2006 7 8 16 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL COMPLEXITY A system or specified end result consisting of routines from which to choose, some of which are variable. Problems which arise have to be resolved by reference to established practices. 16 17 18 19 20 21 22 23 24 A broad base system or specified end result consisting of a number of variable routines.Problems have to be resolved within a general framework. A varie ty of variable routines within a complex system. Interaction with other systems and integration into own area of activity is required. Guidelines for resolving problems are non specific and wide. KNOWLEDGE 16 17 18 19 20 21 22 23 24 Knowledge of a system providing diagnostic skills to identify problems and determine corrective action. Knowledge providing broad diagnostic ability. Background knowledge of routines in other area is required. Knowledge of a complex system and a full understanding of other systems and their critical interrelationships.Background providing for an understanding of own and other related issues in a departmental context. INFLUENCE 9 10 11 12 Influence is exercised by the provision of information and/ or advice to others. Interaction with others where negotiation/ strong persuasive influence is required and/ or responsibility for the work of others in the same skill level. PRESSURE Fluctuating workflow subject to peak periods and/ or necessary to make plans t o meet predetermined deadlines/ issues. 9 10 Frequent unforeseen peak periods or considerable interruptions and time stress and/ or imperative to take immediate action on conflicting deadline/ issues.Job Evaluation Guideline 2006 11 12 17 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL COMPLEXITY A number of decisions which have to be interpreted within one discipline or function to achieve the objectives set. Guidelines for resolving problems are normally available. Works generally within functional policy. 25 26 27 Decisions many of which are variable and diverse within a discipline or function, the systems of which are broadly based. Guidelines for resolving problems are broadly defined. Interaction with other disciplines or functions is essential in order to achieve objectives.Usually works with others at a similar level and provides guidance on functional policy. A range of decisions which have variety and diversity in setting policy and/ or objectives for one discipline or function and / or have an effect on more than one discipline or function. Guidelines for resolving problems are limited. KNOWLEDGE Knowledge of a discipline/ function and the background to deal with unique situations. Problems are determined and resolved by considering principles, theory and techniques within the discipline/ function and other factors in related areas.Knowledge of a discipline/ function with the need to determine new approaches and apply them. Background providing a full understanding of the critical interrelationships of other disciplines or functions. In depth knowledge of a discipline/ function together with a broad understanding of more than one discipline. Background providing for an understanding of the significance of strategically important areas of the organisation and to plan accordingly.INFLUENCE 28 29 30 31 32 33 25 26 27 28 29 30 31 32 33 Influence is exercised by the provision of information and/ or advice to others at a level of a discipline/ function. 3 14 Intera ction with others where vital/ critical negotiation is required which will impact on the organisations image and/ or responsibility for the work of others in the same skill level. 15 16 PRESSURE Interruptions and pressing issues to deal with or necessary to take decisive action where reliable precedents are not always available and/ or conflicting managerial aims to be resolved. Prolonged periods of stress and/ or urgent actions needed to deal with critical issues within changing corporate parameters. Job Evaluation Guideline 2006 13 14 15 16 18 Job Evaluation Guideline 2006 19