Yhteiskuntavastuuraportointi kansainvälisissä öljy-yhtiöissä vuonna 2013

Tutkimuksen tavoitteena oli selvittää, kuinka suuret yhdysvaltalaiset ja eurooppalaiset öljy-yhtiöt raportoivat yhteiskuntavastuustaan vuonna 2013 sekä kuinka laadukasta ja laaja-alaista raportointi oli. Yhtiöiden raportointia tutkittiin GRI-viitekehyksen taloudellisen, sosiaalisen ja ympäristövastuun näkökulmasta. Yritysten raportointia arvioitiin myös maa-alue- sekä liikevaihtokohtaisesti tutkien, voidaanko eroja näiden suhteen löytää. Lisäksi raportoinnin laatua analysoitiin yritysten asettamien yhteiskuntavastuutavoitteiden määrän kautta. Tutkimuksessa selvitettiin myös GRI-viitekehyksen sekä muiden yleisimpien yhteiskuntavastuuviitekehyksien käyttöä tutkimusyrityksissä. Tutkimusaineisto koostui 30:stä listatusta yhdysvaltalais- ja eurooppalaisyrityksen vuoden 2013 yhteiskuntavastuuraporteista. Tutkimustapana käytettiin kvalitatiivista sisällönanalyysiä. GRI-viitekehys oli tutkimusyrityksissä käytetyin viitekehys. Tulosten mukaan eurooppalaisyritykset raportoivat pääsääntöisesti laadukkaasti vastuustaan ja raportointi oli Euroopassa selkeästi Yhdysvaltoja laadukkaampaa kaikilla vastuun osa-alueilla. Tutkimusyrityksen koko vaikutti raportoinnin laajuuteen sekä määrään vain Yhdysvalloissa. Suuremmat yhdysvaltalaisyritykset raportoivat pienempiä paremmin. Tulosten perusteella yrityksen koko ei vaikuttanut tavoitteiden määrään. Maantieteellinen sijainti vaikutti raportoinnin laatuun. Eurooppalaisyritykset raportoivat laajemmin, laadukkaammin sekä asettivat tavoitteita huomattavasti yhdysvaltalaisia yrityksiä useammin ja enemmän kaikilla vastuun osa-alueilla.

Responding to Changing Student Demographics in Finland: A Study of Teachers’ Developing Cultural Competence

The aim of this dissertation was to examine the skills and knowledge that pre-service teachers and teachers have and need about working with multilingual and multicultural students from immigrant backgrounds. The specific goals were to identify pre-service teachers’ and practising teachers’ current knowledge and awareness of culturally and linguistically responsive teaching, identify a profile of their strengths and needs, and devise appropriate professional development support and ways to prepare teachers to become equitable culturally responsive practitioners. To investigate these issues, the dissertation reports on six original empirical studies within two groups of teachers: international pre-service teacher education students from over 25 different countries as well as pre-service and practising Finnish teachers. The international pre-service teacher sample consisted of (n = 38, study I; and n = 45, studies II-IV) and the pre-service and practising Finnish teachers sample encompassed (n = 89, study V; and n = 380, study VI). The data used were multi-source including both qualitative (students’ written work from the course including journals, final reflections, pre- and post-definition of key terms, as well as course evaluation and focus group transcripts) and quantitative (multi-item questionnaires with open-ended options), which enhanced the credibility of the findings resulting in the triangulation of data. Cluster analytic procedures, multivariate analysis of variance (MANOVA), and qualitative analyses mostly Constant Comparative Approach were used to understand pre-service teachers’ and practising teachers’ developing cultural understandings. The results revealed that the mainly white / mainstream teacher candidates in teacher education programmes bring limited background experiences, prior socialisation, and skills about diversity. Taking a multicultural education course where identity development was a focus, positively influenced teacher candidates’ knowledge and attitudes toward diversity. The results revealed approaches and strategies that matter most in preparing teachers for culturally responsive teaching, including but not exclusively, small group activities and discussions, critical reflection, and field immersion. This suggests that there are already some tools to address the need for the support needed to teach successfully a diversity of pupils and provide in-service training for those already practising the teaching profession. The results provide insight into aspects of teachers’ knowledge about both the linguistic and cultural needs of their students, as well as what constitutes a repertoire of approaches and strategies to assure students’ academic success. Teachers’ knowledge of diversity can be categorised into sound awareness, average awareness, and low awareness. Knowledge of diversity was important in teachers’ abilities to use students’ language and culture to enhance acquisition of academic content, work effectively with multilingual learners’ parents/guardians, learn about the cultural backgrounds of multilingual learners, link multilingual learners’ prior knowledge and experience to instruction, and modify classroom instruction for multilingual learners. These findings support the development of a competency based model and can be used to frame the studies of pre-service teachers, as well as the professional development of practising teachers in increasingly diverse contexts. The present set of studies take on new significance in the current context of increasing waves of migration to Europe in general and Finland in particular. They suggest that teacher education programmes can equip teachers with the necessary attitudes, skills, and knowledge to enable them work effectively with students from different ethnic and language backgrounds as they enter the teaching profession. The findings also help to refine the tools and approaches to measuring the competencies of teachers teaching in mainstream classrooms and candidates in preparation.

Strateginen materiaalihallinta

Tässä diplomityössä käydään läpi materiaalihallintaa strategisista näkökulmista, joihin kuuluvat strateginen suunnittelu ja johtaminen, hankintatoimi, materiaalihallinta ennustamisen ja varastoimisen kautta sekä yleinen toiminnan kehittäminen. Näiden osa-alueiden kokonaissummasta tulee käsite strateginen materiaalihallinta, jonka avulla tässä työssä yritetään ratkaista tutkimuskohteena olevan yrityksen materiaalihallinnan haasteita. Strateginen materiaalihallinnan suunnittelu pitää aloittaa hahmottamalla oma ympäristö, esimerkiksi portfolioanalyysiä ja Ishikawan kalanruotokaaviota hyväksikäyttäen. Tämän jälkeen omat materiaalihallinnan kyvykkyydet voidaan analysoida, esimerkiksi SWOT-analyysin avulla, jolla pystytään kartoittamaan omat vahvuudet ja heikkoudet, sekä uhat että mahdollisuudet. Vasta kun ympäristö ja omat kyvykkyydet ovat analysoitu, voidaan asettaa päämäärät ja tavoitteet, joilla pyritään tukemaan kyseistä liiketoimintaa strategisen materiaalihallinnan avulla. Näiden tavoitteiden ja päämäärien saavuttamista on tärkeää myös seurata ja mitata. Strategista materiaalihallintaa voidaan optimoida eri tavoin, esimerkiksi erilaisilla hankinta-, varastointi, ja ennustemalleilla. Myös ABC-analyysin avulla voidaan ohjata eri ABC-luokkien materiaalihallintaa. Strateginen materiaalihallinta pyrkii siis tukemaan strategisesti liiketoimintojen päämääriä ja samalla vastaamaan asiakaskysyntään määritetyllä toimituskyvyllä minimi kokonaiskustannuksin.

Política industrial e compromissos críveis: uma proposta de análise e de ação governamental

This paper analyses the question of the counterparts that governments should claim from firms and/or economic sectors supported by vertical industrial policy. This is a discussion that still have to advance because everything indicate that the set of current counterparts (goals of costs, productivity, exportation, etc.) still may be increased and improved, what will facilitate the assessment of industrial policy execution by society and the verification of its efficacy in order to yielding more possibilities of economic growth for a country or region. To reinforce the commitment credibility of the agents supported by industrial policy, this paper proposes to maintain the counterparts meant before and that such agents will be stimulated to commit specific assets in their activities that are supported by govern. It is shown that, without use more public resources than the used currently, this new counterpart may reinforce substantially the incentives that the firms supported by vertical industrial policy have it to execute the traditional counterparts assumed by them, and with it guarantee the best possible use of public resources.

The Formation Of Internationalization Strategies Within The Construction Industry:Vision and Strategy

Internationalization represents a complex topic that has been researched for quite some time. However, since it continues to be extremely current a topic, its significance has not diminished, but maybe even increased in importance. Companies today face extreme pressure to enter new markets in the hope of growing, becoming more profitable, increasing market share, attracting new customers and meeting the requirements of its share- and stakeholders. In the increasingly global business environment of today, companies are facing both challenges and possible advantages of internationalization. Few companies are not operating internationally and it is becoming the question of ‘Why not?’ rather than ‘Why?’ to internationalize business operations. Internationalization and the importance of strategy are discussed in this research from the viewpoint of three case companies that were interviewed about internationalization strategies. This research project is a qualitative study that answers the research question of How is a business strategy constructed for entering a new market? The sub-questions are • How are goals set and what indicators are used to monitor the achievement of these goals? • What are the key characteristics of a strategy implementation process? The research method chosen for this study is a multiple-case study. Three case companies were chosen for the interviews in order to gain in-depth data of internationalization strategies within the construction industry.

Bases políticas das transferências intergovernamentais no Brasil (1985-2004)

The politics of intergovernmental transfers in Brazil. This article examines the political economy of public resources distribution in Brazil's federal system in 1985-2004. We propose an empirical exercise to analyze how the country's federal governments deal with the tradeoff between the provision of material wellbeing to sub-national governments (the states in our study) and the pursuit of political support from the latter. To identify the determinants of the transfer of resources from the federal government to the states, a set of economic, political, and institutional variables is econometrically tested. Based upon instrumental variables estimation for panel-data models, our estimates indicate that in Brazil the pursuit of political goals prevails over social equity and economic efficiency criteria: higher levels of per capita transfers are associated with the political makeup of governing coalitions, while larger investments in infrastructure and development by the states are associated with a lower amount of per capita resources transferred to sub-national governments. Our findings also suggest a trend toward the freezing of interregional inequalities in Brazil, and show the relevance of fiscal discipline laws in discouraging the use of the administrative apparatus for electioneering.

Oppisopimuskoulutus yritysten tuottamana koulutuspalveluna: tavoitteista vaikutuksiin

Työpaikoilla tapahtuvan koulutuksen merkitys korostuu yhteiskunnassa kaikilla tasoilla nyt ja tulevaisuudessa. Tämä väitöstutkimus määrittelee oppisopimuskoulutuksen yritysten tuottamana koulutuspalveluna osana ammatillista tutkintoon johtavaa koulutusta, jota tuotetaan työpaikoilla ja yrityksissä. Väitöstutkimuksessa tarkastellaan niitä tavoitteita, joita yrityksissä oppisopimuskoulutukseen liittyy ja vaikutuksia, joita koulutusta tuottamalla yrityksessä syntyy. Tutkimuksen kohteena ovat eri alojen pienet ja keskisuuret yritykset (pk-yritykset), jotka ovat tuottaneet oppisopimuskoulutusta ja joilla on siitä vuosien kokemus. Lisäksi tutkimukseen osallistui pk-yrityksiä, joille oppisopimuskoulutus ja siihen liittyvä toiminta on vierasta. Tutkimus tuo uutta tietoa vain vähän tutkittuun aikuisten oppisopimuskoulutukseen, mutta ei sulje pois nuorten oppisopimuskoulutukseen liittyviä kysymyksiä. Tutkimus yhdistää oppisopimuskoulutuksen ja koulutuksen tuottamisen yrityksissä, mikä uudistaa sekä oppisopimuskoulutukseen, ammatilliseen koulutukseen, palvelun tuottamiseen että osaamiseen liittyvää teoreettista viitekehystä. Lisäksi tutkimus tuo yrityksille sekä oppisopimuskoulutuksen hallinnollisille tahoille palvelun tuottamisen ja siihen liittyvien tavoitteiden ja vaikutusten näkökulman. Väitöstutkimuksen teoreettinen viitekehys perustuu ja jakautuu kolmeen osaan: palveluun ja sen tuottamiseen, osaamispääomiin ja niiden eri muotoihin sekä vaikutuksiin palvelutuotannossa. Teoreettinen viitekehys kuvaa monimuotoisesti oppisopimuskoulutuksen ilmiötä, jonka olemus muuttuu sen mukaan, miten, kuka tai mikä taho sitä arvioi tai tarkastelee. Väitöstutkimus on empiiriseltä luonteeltaan kvalitatiivinen tutkimus, jonka aineisto on kerätty teemahaastatteluilla vuoden 2013 lopulla ja vuoden 2014 alussa. Aineisto on analysoitu sisällönanalyysillä aineistolähtöisesti. Tutkimusote pohjautuu abduktiiviseen päättelyyn. Tutkimustulokset esitetään ja luokitellaan niin tavoitteiden kuin vaikutusten osalta inhimillisen, rakenteellisen ja suhdepääoman kautta. Tutkimuksen mukaan oppisopimuskoulutuksen vaikutukset nähdään positiivisina ja neutraaleina, eikä alakohtaisia eroja vaikutusten osalta juuri ole. Myönteisten vaikutusten saavuttamiseen liittyy tärkeänä osana arvon luomisen ja tuottamisen kokemus molemmilla koulutukseen osallistuvilla osapuolilla. Lisäksi myönteisten vaikutusten taustalla ovat yrityksen sitoutuminen sekä työn ja koulutuksen johtamisosaaminen. Yrityksissä on tärkeää, että imago kouluttajana on hyvä. Oppisopimuskoulutuksen tuottamisesta syntyneet vaikutukset ovat asetettuja tavoitteita laajemmat, erityisesti rakenteelliseen pääomaan liittyvien vaikutusten osalta. Oppisopimuskoulutuksen vaikuttavuus yrityksessä syntyy asetettujen tavoitteiden ja vaikutusten välisestä suhteesta. Kokonaisuutena voidaan todeta, että oppisopimuskoulutuksen vaikuttavuus ja suorituskyky yrityksissä ovat hyvät, vaikka koulutuksen laatu vaihtelee jonkin verran. Oppisopimuskoulutuksen käynnistäminen, aloittaminen ja tuottaminen liittyvät usein niin sanottuihin oppisopimusagentteihin eli sellaisiin kehityshakuisiin henkilöihin, joilla jossakin elämäntilanteessa on ollut myönteisiä kokemuksia oppisopimuskoulutuksen mahdollisuuksista. Tutkimuksen mukaan oppisopimuskoulutuksen kustannukset koostuvat työsuhteesta, tietopuolisen koulutuksen aikaisesta työstä poissaolosta sekä ohjauksesta ja arvioinnista, mutta koulutusta pidetään taloudellisesti kannattavana. Oppisopimuskoulutuksen tuottamista estävät pääasiassa viestinnän ja tiedottamisen puute, koulutusmahdollisuuden tunnistamatta jääminen, yritysten heikko koulutuskulttuuri sekä epäselvät mielikuvat ja käsitykset. Nuorten oppisopimuskoulutuksen toteuttamisen hidasteina ovat tutkimuksen mukaan työsuhteeseen ja talouteen liittyvät seikat, nuorten kasvun vaiheeseen sisältyvät tekijät sekä monenlaiset pedagogiset ja eettiset kysymykset. Lisäksi tutkimuksessa havaittiin, että nuori on käsitteenä ja viiteryhmänä epämääräinen. Ammatillisen koulutuksen ja oppisopimuskoulutuksen eri muodot ja monet käsitteet myös aiheuttavat epäselvyyttä molemmissa tutkimuksen konteksteissa eli yrityksissä, joissa oppisopimuskoulutusta tuotetaan sekä yrityksissä, joissa sitä ei tuoteta.

Interactions of decision mechanisms in an entrepreneurial firm’s journey to become a major player in its industry

This study discusses the interactions of different decision-making mechanisms in the process of change of a successful entrepreneurial dairy firm in Vietnam. The purpose of the study is to construct a theoretical framework, which explains the interactions between effectual and causal decision-making processes in different phases of business, and to provide a real life example with practical recommendations for entrepreneurs and managers. In order to achieve this purpose, a preliminary theoretical framework was built, using process theories applied to different decision making modes, referred to as causation and effectuation. The case was studied through ethnographic research method, with three semi-structured interviews, one unstructured interview, secondary data and observations within four months in 2013-2014. After the data was analyzed, a modified framework was drawn from the result. The finding of this study shows that there was an interaction between effectual and causal decision-making processes in different stages of the company’s development. The entrepreneur applied effectual decision-making process to develop a unique business model and a new dairy market segment. However, when a new market demand arose, the company’s resources became insufficient, they thus had to shift to causation process to adapt to market change. Simultaneously, with better-accumulated resources, the entrepreneur continued the effectuation process to create another brand new dairy market segment. This study, thus, contributes to effectuation theory, emphasizing the necessity of combining effectual and causal decision-making processes in different phases of business. It is suggested that business would develop with an effectual process until a business model is viable for growth. It continues to use this process up to a certain degree. When the market changes, the company needs to collect more means to adapt to the changes. They need to set new goals and this is a shift to the use of causal process, which builds on prediction. It uses goals and teleology as driving mechanisms and tries to exploit and fill potential resource gaps to achieve these goals. At the same time, there are new iterations that look to establish new lines or types of business with the given means, which are now well established. This again employs effectual mechanisms, which are based on evolutionary process, until they reach the stage of viable tested business model. Moreover, this study hopes to provide know-how to entrepreneurs and managers of small companies in similar situations, suggesting how to combine effectual and causal decision-making processes to deal with various circumstances in different times.

Set and Spike

Brock Men's Volleyball makes a play in this 1978 match.

Parental goals among Italian-Canadian and Anglo-Canadian families : their connection to socialization practices and the quality of parent-young adult relationship /

Parenting goals are the behavioral, cognitive, and affective outcomes that parents implicitly or explicitly strive to achieve during specific interactions with their children. In the present study, intergenerational parenting practices and goals in Italian-Canadian and Anglo-Canadian families were examined. The association between parenting goals, parents' socialization practices, and the quality of relationship between parent and child were investigated. Participants included individuals ranging in age from 1 8-26 years and their mothers from Anglo-Canadian (n= 31) and Italian-Canadian families (n= 50). The young adults and their mothers were asked to imagine how their respective parents would have reacted to five hypothetical vignettes depicting difficult parent-child interactions. Young adults and their mothers were also asked to rate the importance of parenting goals within these parent-child situations. In addition, young adults assessed the perceived quality of their present relationships with each parent. Cultural differences were revealed such that Italian-Canadian parents endorsed more authoritarian parenting strategies and relationship-centered goals than Anglo-Canadian parents. However, Italian-Canadian and Anglo-Canadian parents were not found to differ on their endorsement of parent-centered goals. Italian-Canadian parents' who did use authoritarian strategies were found to have young-adult children who perceived their relationship with their parents as less satisfying, intimate, affectionate and having relatively high levels of conflict than parents who did not use authoritarian strategies. Anglo-Canadian parents' authoritative strategies were correlated with a better perceived relationship quality by young-adult children.

An after-school literacy program : investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors' transition into the teaching profession

This research responds to a pervasive call for our educational institutions to provide students with literacy skills, and teachers with the instructional supports necessary to facilitate this skill acquisition. Questions were posed to gain information concerning the efficacy ofteaching literacy strategies to students with learning difficulties, the impact of this training on their volunteer tutors, and the influence of this experience on these tutors' ensuing instructional practice as teacher candidates in a preservice education program. Study #1 compared a nontreatment group of students with literacy difficulties who participated in the program and found that program participants were superior at reading letter patterns and at comprehending the elements of story grammar. Concurrently, the second study explored the experiences of 19 volunteer tutors and uncovered that they acquired instructional skills as they established a knowledge base in teaching reading and writing, and they affirmed personal goals to become future teachers. Study #3 tracked 6 volunteer tutors into their pre-service year and identified their constructions, and beliefs about literacy instruction. These teacher candidates discussed how they had intended to teach reading and writing strategies based on their position that effective teaching ofthese skills in the primary grades is integral to academic success. The teacher candidates emphasized the need to build rapport with students, and the need to exercise flexibility in lesson plan delivery while including activities to meet emotional and developmental requirements of students. The teacher candidates entered their pre-service education with an initial cognition set based on the limited teaching context of tutoring. This foundational ii perception represented their prior knowledge of literacy instruction, a perception that appeared untenable once they were immersed in a regular instructional setting. This disparity provoked some of the teacher candidates to denounce their teacher mentors for not consistently employing literacy strategies and individualized instruction. This critical perspective could have been a demonstration of cognitive dissonance. In the end, when the teacher candidates began to look toward the future and how they would manage the demands of an inclusive classroom, they recognized the differences in the contexts. With an appreciation for the need for balance between prior and present knowledge, the teacher candidates remained committed to implementing their tutoring strategies in future teaching positions. This document highlights the need for teacher candidates with instructional experience prior to teacher education, to engage in cognitive negotiations to assimilate newly acquired pedagogies into existing pedagogies.

An examination of grade three mathematics textbooks for problem solving strategies

Three grade three mathematics textbooks were selected arbitrarily (every other) from a total of six currently used in the schools of Ontario. These textbooks were examined through content analysis in order to determine the extent (i. e., the frequency of occurrence) to which problem solving strategies appear in the problems and exercises of grade three mathematics textbooks, and how well they carry through the Ministry's educational goals set out in The Formative Years. Based on Polya's heuristic model, a checklist was developed by the researcher. The checklist had two main categories, textbook problems and process problems and a finer classification according to the difficulty level of a textbook problem; also six commonly used problem solving strategies for the analysis of a process problem. Topics to be analyzed were selected from the subject guideline The Formative Years, and the same topics were selected from each textbook. Frequencies of analyzed problems and exercises were compiled and tabulated textbook by textbook and topic by topic. In making comparisons, simple frequency count and percentage were used in the absence of any known criteria available for judging highor low frequency. Each textbook was coded by three coders trained to use the checklist. The results of analysis showed that while there were large numbers of exercises in each textbook, not very many were framed as problems according to Polya' s model and that process problems form a small fraction of the number of analyzed problems and exercises. There was no pattern observed as to the systematic placement of problems in the textbooks.

A survey of attitudes of agricultural society leaders toward leadership development education

It was the purpose of this study to investigate attitudes toward leadership development education of one client group served by the ontario Ministry of Agriculture and Food. The survey, answered by 175 participants, attempted to answer the following questions: (a) What is a common definition of leadership?, (b) What leadership concepts are important to leadership development education? and, (c) What are client attitudes toward leadership development education? A descriptive research approach was used and the data were analyzed according to a model developed by Colaizzi. Concept maps were developed under the broad areas of: (a) Developing leader qualities; (b) Past experiences that developed leadership skills that worked on the jOb; (c) Leadership skills developed from present day positions; and (d) How leadership skills may be developed in future situations. A description of the dynamics of leadership development was written and the essential dynamics of leadership skill development in one volunteer organization was described. This study supports the linkages perspective of leadership within voluntary organizations developed by Vandenberg, Thullen and Fear (1987). The linkages perspective consists of three major components: perception, property and process. As a perception, leadership is the set of beliefs each group member holds regarding the behaviours and qualities characteristic of effective leaders. As a property, leadership represents the qualities attributed by group members to persons perceived as effectively (or potentially) influencing the goal achievement process. As a process, leadership involves the use of non-coercive influence to facilitate group accomplishment of valued goals. Leadership concepts important for development in a leadership development education program related to personal, organizational and societal development. The top five concepts in terms of rank order are communicating effectively, forming and working with groups, working creatively (tie), developing followers, managing meetings, directing projects or activities, understanding financial matters, managing negotiations (tie), developing resources and understanding and developing oneself (tie). Several recommendations are relevant for extension personnel as educators. Theoretical concepts on leadership need to be shared to extension practitioners involved in leadership development. currently used teaching materials for leadership development should be evaluated to see if they include concepts from preferrred theoretical leadership perceptions.