Pschological assessment Essay

Section A Write an essay on the process you would follow in developing a psychological assessment measure. Discuss the steps that you would take in this process, including how you would choose items for your test, how you would evaluate the reliability and validity of your test, and the issue of establishing norms. Discuss the theory comprehensively and illustrate your understanding with an example or examples. Introduction The process of developing a psychological test is a complex and lengthy one. ( Foxcroft & Roodt, 2001) but aspects related to the planning of a psychological test are not always sufficiently emphasised and sometimes not mentioned at all ( Kaplan & Saccuzzo, 1997). When the test is to be used in a multicultural context, attention needs to be paid to the cultural relevance (and potential bias) of the test right from the planning and design phase instead of only being sensitive to cultural aspects from the item writing phase onwards. Also given that we do not have a long history of developing culturally appropriate tests applicable to diverse groups in South Africa, test developers need to grapple with basic issues such as what methods of test administration might be appropriate or inappropriate for certain cultural groups and what language to develop the test in, for example. More time needs to be spent in the planning phase exploring and critically considering test design issues. Planning phase The first and most important step in developing psychological measures is the planning phase. Planning involves writing out the skeleton of what one aims to achieve. Careful though needs to go into deciding on the aim of the measure, defining the content of the measure and key elements of the test plan. a test plan consists of the following aspects: (a) specifying the purpose and rationale for the test as well as the intended target population, (b) defining the construct (content domain) and creating a set of test specifications to guide item writing, (c) choosing the test format, (d) choosing the item format, and (e) specifying the administration and scoring methods (Robertson, 1990). Specifying the aim of the measure The first step is to state the aim of the measure, the construct I will use and how the outcome will be used. If I am conducting this study in South Africa I will also need to mention that the measure will be used in a multicultural society. I would need to elaborate on what I mean by multicultural by highlighting the context. I would state the age of the test takers and their educational status. The information concluded above is important because it may have an impact on the test specifications and design. I would need to state whether the test would be paper-based or computer-based. When that decision is made I would need to consider whether the test-takers are familiar with such tests. The test takers may underperform on the evaluation because they are not proficient in the instrument of measure. This may impact the validity of the study to be conducted. I would also need to ascertain whether the test will be administered individually or in a group setting. Because psychological constructs are brewed in western societies, the emphasis is on individualism. When working in a multicultural society, however, it is important to consider the norms of the society I would be working in. In some cultures, for example, the group identity is valued over the individual identity. This could have an effect on the content of the measure. Defining the content of the measure Here I need to figure out what I want to measure and why. This will show me what to focus on during the other steps. A working definition of the construct is needed. This includes identifying exactly what I aim to get out of this research study. To do this I need to embark on a comprehensive literature review. I will see how my topic has been investigated in the past and spot the gaps. I can now make the decision on whether I am conducting a new study or adapting an existing study into the South African context. Later I will need to make the same decision on the instrument I will use for data gathering. Since I would be working in South Africa, I need to decide on whether separate norms should be developed for test takers from advantaged and disadvantaged schooling backgrounds and/or for urban and rural areas. I would assemble a team of content, language and cultural experts to scrutinise the content being developed. Nell (1994) states that  language is a critical moderator variable of test performance. If the test taker is not proficient in that language, it is difficult to ascertain whether poor performance is due to language or communication difficulty or that the test-taker has a low level of the construct being measured. I would produce the test in a bilingual format and specify the source language. Work would need to be done to ensure that the construct is meaningful for each group. Developing the test plan (specifications) Once the construct to be assessed has been defined and operationalised, a decision needs to be reached regarding what approach will be employed to guide the development of the test content and specifications. Decisions will be made regarding the format to be used (open-ended items, forced-choice items etc.), how they will be scored (objective or subjective tests), and whether time limits will be imposed. The language and cultural experts are once again needed during this step. Sometimes psychological constructs, conceptualised in western society, do not have a known equivalent in African discourse. For such constructs the translated version would need to explain the construct in a way that is closest to the English meaning. This will require more time for the African language test taker. The test specification should eliminate the possibility of construct bias. The format therefore needs to be standardised for a variety of cultural groups or it should at least include items that will be considered easy, moderate and difficult by all groups. Although these steps follow after each other, I will need to go backwards and forwards to ensure content and construct validity. Item writing The second step is item writing. Once the test specifications have been finalised, the team of experts writes or develops the items. The trend in South Africa has been to simply adapt an already made test to accommodate South African test takers. This is not necessarily the easier option. Firstly, concepts are not always understood in the same way in different societies. For example, the term depression is sometimes taken to mean with  very sad in some societies. It is therefore important to ensure construct validity even for an English test given to English mother tongue speakers of a different society to that of the tests’ origin. If the assessment measure will be administered to children, face validity will be ensured through the use of big writing, use of colour and drawings. The length of the items should also be considered. With every step of items writing reliability is ensured. Reviewing the items An item bank is then developed and items reviewed in terms of whether they meet the content specification and whether they are well written. Items which do not meet the specifications are removed from the bank before it can be used to generate criteria-referenced tests. The team of experts should focus on both content validity and indicate whether the items are from stereotyping and potential bias. The experts will then return the item list with recommendations. They will need to be re-written or revised. Assembling and pre-testing the experimental version of the measure Items need to be arranged in a logical way. Since we are dealing with a multicultural society, we need to ensure that the items are balanced and on appropriate pages. The length of the items in each category needs to be finalised. For long problems based items, time adjustments need to be made. A decision would have been made with regards to whether the test is paper-based or computer-based. The appropriate apparatus needs to be made available. The  Pre-testing the experimental version of the measure The test items have to be administered to a large group of examinees. This sample should be representative of the population for which the eventual test is intended. This will be the norm group. Items analysis phase During this phase items are checked for relevance. Again we see if each item is reliable and valid to the study. The characteristics of the items can be evaluated using the classical test theory or the item response theory. At the item level, the CTT model is relatively simple. CTT does not invoke a complex theoretical model to relate an examinee’s ability to success on a particular item. Instead, CTT collectively considers a pool of examinees and empirically examines their success rate on an item (assuming it is dichotomously scored). This success rate of a particular pool of examinees on an item, well known as the p value of the item, is used as the index for the item difficulty (actually, it is an inverse indicator of item difficulty, with higher value indicating an easier item). The ability of an item to discriminate between higher ability examinees and lower ability examinees is known as item discrimination, which is often expressed statistically as the Pearson product-moment correlation coefficient between the scores on the item (e.g., 0 and 1 on an item scored right-wrong) and the scores on the total test. When an item is dichotomously scored, this estimate is often computed as a point-biserial correlation coefficient. IRT, on the other hand, is more theory grounded and models the probabilistic distribution of examinees’ success at the item level. As its name indicates, IRT primarily focuses on the item-level information in contrast to the CTT’s primary focus on test-level information. The IRT framework encompasses a group of models, and the applicability of each model in a particular situation depends on the nature of the test items and the viability of different theoretical assumptions about the test items. Revising and standardizing the final version of the measure Once the qualitative and quantitative information has been gathered, the test is administered to the large sample for standardization. All the items that were found to be unclear are simplified. Vocabulary and grammar is corrected. Split-half reliability is assessed. The translated version is checked through back translation (into the source language). The items are finalised for the test. The final database is used to check on reliability  and validity. The administration and scoring instruction may need to be modified. Then the final version is administered. Technical evaluation and establishing norms The items can be analysed using the item response theory. The characteristics of each item may be represented graphically be means of a graph which relates an individuals’ ability score with their probability of passing the items. Items with large variances are selected. The scores obtained by the norm group in the final test form are referred to as the norms of the test. To compare an individual’s score with the norms, their raw score will be converted to the same kind of derived score as that in which the test norms are reported (e.g. percentile ranks, McCall’s T scores etc). Publishing and ongoing refinements A test manual is compiled before a measure published. The manual should make information on the psychometric properties of the test easily understandable. It will be updated from time to time as more information becomes available. Section B List the steps that should be followed in the adaption of an assessment measure for cross-cultural application and briefly explain what each step means. 1. Reasons for adapting measures  Cross-cultural assessment has become a sensitive issue due to specific concerns regarding the use of standardized tests across cultures. By adapting an instrument, the researcher is able to compare the already-existing data with newly acquired data, thus allowing for cross-cultural studies both on the national and international level. Adaptations also can conserve time and expenses (Hambleton, 1993). Test adaptation can lead to increased fairness in assessment by allowing individuals to be assessed in the language of their choice (Hambleton & Kanjee, 1995). 2. Important considerations when adapting measures The test can be compromised if there are problems between the test takers and the administrator. The administrator should therefore familiar with the culture of the test-taker. They cannot take it for granted that the test taker will be exposed to the format of the test. This could lead to the score representing a lack of skill with regards to the format of the test instead of measuring the construct being assessed. Some languages, like isiZulu, require more time to be spent reading therefore would require more time to complete. 3. Designs for adapting measures Before selecting an assessment instrument for use in counseling or research, counselors and researchers are trained to verify that the test is appropriate for use with their population. This includes investigation of validity, reliability, and appropriate norm groups to which the population is to be compared. Validity and reliability take on additional dimensions in cross-cultural testing as does the question of the appropriate norm group. The instrument must be validly adapted, the test items must have conceptual and linguistic equivalence, and the test and the test items must be bias free (Fouad, 1993; Geisinger, 1994). Two basic methods for test adaptation have been identified: forward translation and back-translation. In forward translation, the original test in the source language is translated into the target language and then bilinguals are asked to compare the original version with the adapted version (Hambleton, 1993; 1994). In back-translation, the test is translated into the target language and then it is re-translated back to the source language. This process can be repeated several times. Once the process is complete, the final back-translated version is compared to the original version (Hambleton, 1994). Each of these adaptation processes has their strengths and limitations. 4. Bias analysis and differential item functioning Another issue that must be considered in cross-cultural assessment is test bias. The test user must ascertain that the test and the test items do not systematically discriminate against one cultural group or another. Test bias  may occur when the contents of the test are more familiar to one group than to another or when the tests have differential predictive validity across groups (Fouad, 1994). Culture plays a significant role in cross-cultural assessment. Whenever tests developed in one culture are used with another culture there is the potential for misinterpretation and stagnation unless cultural issues are considered. Issues of test adaptation, test equivalence and test bias must be considered in order to fully utilize the benefit of cross-cultural assessment. 5. Steps for maximizing success in test adaption Hembleton (2004) summarised nine key steps that should be addressed when adapting or translating assessment instruments. 6. Challenges related to test adaption in south Africa A disadvantage of adaptation includes the risk of imposing conclusions based on concepts that exist in one culture but may not exist in the other. There are no guarantees that the concept in the source culture exists in the target culture (Lonner & Berry, 1986). Another disadvantage of adapting existing tests for use in another culture is that if certain constructs measured in the original version are not found in the target population, or if the construct is manifested in a different manner, the resulting scores can prove to be misleading (Hambleton, 1994). Despite the difficulties associated with using adapted instruments, this practice is important because it allows for greater generalizability and allows for investigation of differences among a growing diverse population. Once the test has been adapted, test equivalence must be determined. Reference Foxcroft, C.D. & Roodt, G. (2009). An introduction to psychological assessment in South Africa. Johannesburg: Oxford University Press Hambleton, R. K. (2001). The next generation of the ITC Test Translation and Adaptation Guidelines. European Journal of Psychological Assessment, 17, 164-172. Hambleton, R. K. (2004). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Mahwah,NJ: Lawrence Erlbaum Associates Van Ede, D.M. (1996). How to adapt a measuring instrument for use with various cultural groups: a practical step-by-step introduction. South African Journal of Higher Education, 10, 153-160.

Ryanair Business Model

MEMO To: Steven Rand From: Morgan Murphy and James Klein Subject: Response to Memo Assignement Date: February 28, 2013 Purpose: Demonstrate the similarities and differences between an article from a magazine and an article from an academic journal and apply what is learned to future learning. Summary: The areas that will be examined regarding the two articles will be; tone, vocabulary, author background, details about the airline that are included and excluded, as well as length.Using this examination we will decide how to treat academic and magazine articles from here forth. Discussion: To begin with, Ryanair is a European budget airline based out of Dublin, Ireland. They are able to keep prices low, such as a round trip ticket from Dublin to Edinburgh for $30, because of their numerous budgeting techniques. The techniques and ideas used to cut costs, such as paying to use the restroom, cause a lot of controversy amongst the consumers. Still Ryanair has one of the largest fleets in Europe and continually has its flights filled near to capacity.The question asked by these two articles is whether or not this type of business plan can last and if consumers will continue to put up with Ryanair’s budget tactics. The tone of each of the articles is the first trait noticed by the reader. The titles of each of these articles are a good indication of what the tone will be throughout the article. The Newsweek article, â€Å"Is this Any Way to Run An Airline† (Any Way to Run), puts the reader immediately in a relaxed state and almost makes the reader feel as though the author is on their side.On the other hand, the article by the International Journal of Transport Management has a more formal title suggesting to the reader that this article is more for relaying facts than opinions. This article is titled, â€Å"The Sustainability of the Ryanair Model† (Ryanair Model). The introductions for both of these articles are also very different in their tone. â€Å"Ryanair Model† uses only facts and statistics to give the reader a short background as to where Ryanair stands amongst its competitors.However, in â€Å"Any Way to Run† there is a background on the current savings techniques used by Ryanair that directly affect their customers because this article is meant to be read mainly by Ryanair customers. Going hand in hand with tone, vocabulary can also contribute to how formal or relaxed an article may sound. The type of vocabulary used in each article is used to effectively reach the targeted audience of each article. The vocabulary used in â€Å"Any Way to Run† is meant to be simple due to the fact that Newsweek is being read by a much larger audience than an academic a journal would be.There are also many more quotes by Ryanair’s CEO, Michael O’Leary, that are in fairly simple terms. An example of this would be O’Leary’s comment about fares when he stated, â€Å"You paid us a fare of $19-go away†. The other end of the spectrum is more technical vocabulary. Vocabulary that is used in â€Å"Ryanair Model† is only fully understood by economics and business professionals. In the â€Å"Ryanair Model† article, each section begins with pure statistics and facts with many terms such as net margin, industry average, deregulation etc.These terms are somewhat understood by the common reader but in order for their full meaning to be understood it would take a business professional to understand the meanings behind them. There are also many tables and charts included in this article that would make mean more to someone who is familiar with reading those kinds of statistics. The choice of vocabulary is made by the author and the background of the author can determine what kind of vocabulary they may choose to use. The article, â€Å"Any Way to Run†, was written by Daniel McGinn MBA.The academic article, â€Å"Ryanair Model†, was written by Sean Barrett PhD. While these authors are fairly similar in their qualifications for writing, Barrett, being an economics professor at Trinity College, is much more qualified to comment on qualities of business models and McGinn is much more capable of capturing the consumer perspective. After reviewing the author’s profiles it makes sense that Barrett would give the reader tremendous amounts of facts in his article and then comment on whether or not what Ryanair is doing is a good business decision, purely from an economic stand point.McGinn, being a reporter and have some knowledge on the economics behind the Ryanair model, would choose to comment only on quotes from customers and employees of Ryanair. While these authors are writing to different audiences there are still some facts about Ryanair that are included in both articles. Both the Newsweek and the Transportation Journal articles comment on Ryanair’s extensive use of the Boeing 737-800 aircraft. They both m ention how versatile an aircraft it is and how it is able to hold a large amount of passengers. Any Way to Run† goes into more depth about what it means to the consumer to have an aircraft that can hold more passengers. â€Å"Ryanair Model† on the other hand goes more in depth about how Ryanair was able to negotiate with Boeing to purchase these aircraft as cheap as they did. One of the most visible and, aside from tone, the most noticeable to the viewer is length of the article. Length is one of the main deciding factors in how much credibility is received by an article, academic or general.The length directly correlates to how many sources are cited within the article and how much information is available. â€Å"Ryanair Model† is much longer than â€Å"Any Way to Run† because academic articles need many more sources to sustain their credibility in the academic world. In â€Å"Ryanair Model† most of the length is taken up with facts and statistics about Ryanair and its competitors while opinions make up most of the â€Å"Any Way to Run† article. Action Statement: After an in depth analysis and comparison of this academic and magazine article we have realized the different intended uses for each article.From this point forward we will also keep in mind, when reading magazine articles, that they are meant to be appealing to the reader and not necessarily include all the facts about the topic. For academic articles we learned that we may not necessarily understand all the content unless we are well versed in the field that the article is written for. Going forward, if we need an in depth analysis of a specific subject we will research and use academic journals. If we need more of an overview of a topic we will use magazine articles.

“Astronomer’s Wife” by Kaye Boyle Essay

In the opening paragraph of Kay Boyle’s Astronomer’s Wife, Boyle depicts a woman who is oppressed of an equal, intelligent conversation with her spouse. Mrs. Ames sees to all matters of running a successful household, while the astronomer sleeps late and is a loner. His profession makes it clear that he spends a lot of time in thought and alone in the dark at night. Boyle explains, â€Å"He was a man of other things, a dreamer. At times he lay still for hours, at others he sat upon the roof behind his telescope, or wandered down the pathway to the road and out across the mountains.† Since the astronomer is often in his own world, Mrs. Ames is expected to cater to his needs. â€Å"That man might be each time the new arching wave, and woman the undertow that sucked him back, were things she been told by his silence were so.† This quote exemplifies how involved in his work the astronomer is. Whenever he is on the brink of a brilliant idea, she interrupts his train of thought. Therefore, she is the undertow that breaks the force of the arching wave. The astronomer was obviously obsessed with his work leaving little time to act as a husband. The marriage appears to be one that compromises Mrs. Ames’s, and perhaps the astronomer’s, happiness. This is where the plumber is introduced and Mrs. Ames begins to find stimulation outside her marriage. Something as simple as a conversation with a plumber about a stopped elbow is enough to trigger an awakening in Mrs. Katherine Ames. When Mrs. Ames realized that the plumber was talking about something she understood, she in turn realized that her marital problems were not the result of a division between the sexes; instead, she avalid one. She is not happy with a man who wants to go â€Å"up† and that she rather prefers â€Å"down†. Through meeting the plumber, she recognizes this and is â€Å"called to go down†. Mrs. Ames is seeking happiness and someone in whom she can relate. She needs something that speaks to her, something that means something to her, and she wants to change. Mrs. Ames feels a connection to the plumber. He involves her in his theory and she develops her own thoughts. Where her husband treats her as unimportant, the plumber makes her â€Å"bewildered that it should be a man who had spoken to her so†. The astronomer’s wife is trapped in a lifeless  marriage and somewhere there appears a line in which she is not sure if she should cross. The plumber has made her feel like she thought no man ever could. The point is simple; Mrs. Ames has desired respect over the years and finally along comes a man that gives her that much needed self-dignity. When one’s feelings are taken advantage of or neglected, it is natural for that person to begin to look for a beau who will nurture those needs. Whether this is an act that is carried out subconsciously or intently does not matter. In the case of Mrs. Ames it is happening without her permission, but even as she tries to deny her inner feelings and needs she finds them leaking through, like water from a pipe, and the reader begins to wonder if maybe the plumber wasn’t there just to fix a dripping wash-basin.

The First Snowfall

The first snowfall always seems so magical to me. My first glimpse of glittering, white snowflakes brings an external burst of joy. Each tiny snowflake, from a distance, looks exactly the same. But up close, I am able to see each unique pattern these small wonders possess. They shimmer and reflect like tiny little diamonds underneath the glow of the street lamps. Floating ever so gently, down to the not-so-bare ground, a gentle breeze sends the snowflakes into a swirling dance before they resume their journey to the earth. In the distance, I can hear the shrieks and laughter of small children as they relish in pure and innocent wonder, the joys of the first snowfall. I can only imagine them grabbing up handfuls of paper-light snow and throwing it into the air, sticking their warm little tongues out to catch the frostiness of the flakes. I glance to the left of me and notice a cat huddled in the corner of a dimly lit doorway covered in a thin blanket of crystal snow, shivering miserably and letting out pathetic meows as he waits to be let into the warmth of his home. There is a cold kiss of wind against my flushed, red cheeks. And that chilly breeze sends a rushing sound through my bare, cherry-coloured ears. Tiny droplets of water, just moments ago were snowflakes, form on the base of my dark, auburn hair. I exhale sharply and watch as a brief mist forms from my warm breath, mixing with the frigid air. I hear the unmistakable piercing crunch of snow, as my boot hits the blanketed pavement. It is almost impossible to walk silently in the snow. I thoroughly enjoy the first snowfall. I stand outside and marvel at its beauty, as the earth is covered in the brightest, white blanket my eyes have ever perceived. I enjoy kicking up the lightness of the snow before it becomes heavy and hard with the burden of perpetual snowfall. I stand there and let the tiny, diamond like flakes cover me for just a moment, because I know that soon this mesmerizing snowfall will soon transform into a bitter, long, bone-chilling winter.

Character Analysis of Romeo

The character analysis of Romeo Rio Mio and Juliet is a story made up of lovers studying two stars who love each other and think that they are willing to sacrifice their lives. Romeo is a very sullen man and his role has grown considerably in the play in various ways. In this article I will focus on the role of Romeo, his intention and ability, and the relationship with other characters in the play. In the dialogue between Benborio and Montague in the first game of the first act, we learned that Romeo was very strange and avoided his friends. Secret. In this sentence, Benvolio explains to L. This article is a literary analysis of the play of Romeo and Juliet. The format is point, proof, and description. The question is, What are the factors and roles that lead to the extinction of Romeo and Juliet? I used Lady and Road Caplet, Juliet Nurse, and Flore Lawrence. There is also a direct reference to the content in the play. This 929 words Shakespeare plays, Romeo and Juliet show a tragic love story to the readers. This is the story of the two young people who fall in love, the people who bind them and the environment. In particular, four characters, Lady and Lord Capulet, Juliet nurse Friar Laurence played an important role in the destruction of the main characters and young lovers Romeo and Juliet. Those personality leads to their desperate behavior and ultimate death through selfishness, betrayal, and authority over young lovers. The literary analysis of similarities between Romeo and Juliet is similar in that there is a common feature between two or more things. Similarities are used to compare similarities. Romeo and Juliet of Shakespearean plays Romeo and Juliet are comparable in their short relationship. They are strangers, but they are gathering through mutual contact. The most obvious similarities between Romeo and Juliet are each other's eternal love.

Personal Experience with Ageism and Adultism Essay

Personal Experience with Ageism and Adultism - Essay Example The essay "Personal Experience with Ageism and Adultism" talks about the age as a factor that distinguishes individuals in the society. To begin with, when I was young, during my third-grade year, my elder brother, who was in twelfth grade at the time, and his friends once discussed an issue which all of them seemed quite unaware of. Their discussion was mainly marred by speculation and imagination of what a new education policy was about and the implication it would have on the education system. Even though I was not part of the discussion, I was sitting with them in the living room, and had an upper hand over them, having watched the broadcast about the policy and its implication on national television. They kept arguing speculatively with one of them particularly explaining a completely distorted version of the policy to the rest. At some point, I joined in the discussion, giving the true version of the policy and its implication just as I had watched on television. They took it t o another side of the argument, giving it little attention, maybe because it did not come from one of their peers, and more so, it had come from a younger person whom they did not seem to believe had the command on such matters. Even after I had told them that I had watched it on national television, they still ignored my version and continued with the argument using their own speculated versions. As the debate continued and after I had given up on convincing them, my father arrived in the house and found the debate raging on.

Strategic Management in Singapore Airlines Research Paper

Strategic Management in Singapore Airlines - Research Paper Example This research report introduces airline industry in general and Singapore Airline in specific. It includes a brief history of the company. However, the focus is on the mission and vision of the company and on the profile of Board of Directors, which run the strategic management of the company. Current marketing strategy of the company is also under discussion. Introduction Air travel is an essential requirement of today’s global world. It provides its users with an easy, fast, and comfortable mode of travel. However, with the economic and social development of the world resulting in almost every developed country launching its international airline, air travel has become an option with considerably large number of choices. Every airline is competing with other airlines to enlarge their customer base on bases of airfare, comfort, services, and travel route. In this competitive environment, the name of â€Å"Singapore Airline† holds a lot of worth. The airline from its la unch until today has grasped a huge share of international air travelers due to its excellent and expert services. The airline with its slogan â€Å"a great way to travel† works hard to provide its customers with the promised experience of excellence. The company describes itself as â€Å"Singapore Airlines has evolved into one of the most respected travel brands around the world. We have one of the world's youngest fleet in the air, a network spanning five continents, and the Singapore Girl is our symbol of quality customer care and service. Customers, investors, partners, and staff — everyone expect excellence of us† (Singapore Airline, 2012). History On 28 January 1972, the Singapore government founded Singapore airline (SIA). It was incorporated as a limited liability public company, completely owned by the Singapore government (Singapore Investor Association, 2006). â€Å"The history of the company dates back to 1947 with the initiation of a scheduled serv ice of Malayan Airways Ltd between Singapore and Kuala Lumpur† (Singapore Airlines, 2012). With the addition of international services and formation of â€Å"Federation of Malaysia in 1963,† the airline acquired the new name of â€Å"Malaysian Airways Ltd† (Singapore Airlines, 2012). Government of Malaysia and Singapore in 1966 acquired joint control of the airline and renamed it to â€Å"Malaysia- Singapore Airline Ltd† (Securities Investor Association, 2006). However, MSA in 1971 was restructured in to two entities: Malaysia Airline System Bhd and SIA (Singapore Airlines, 2012). Mission Singapore airlines describe its mission through its mission statement. The mission statement clearly identifies the main objectives of the company. The statement is as follows: â€Å"Singapore Airlines is a global company dedicated to providing air transportation services of the highest quality and to maximizing returns for the benefits of its shareholders and employeesà ¢â‚¬  (Singapore Airline, 2012) Vision The company considers itself a citizen of the world and aims to excel not only as an excellent company but also as an excellent and responsible citizen of the world. It aims to fulfill this mission, which it believes to be actually its responsibility by enhancing the lives of the people they come in contact with. This is the reason that the company has made numerous commitments to the art, education, communities and health and welfare of their countries’ citizens and of those countries it flies to. It also feels a strong sense of responsibility towards the environment, and so holds a strong commitment towards environment preservation for the future generation (Singapore Invest