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A survey of 500 executives that appeared in Sales & Marketing Management magazine reported that 27 percent of companies had terminated employees as a result of some sort of monitoring The three primary reasons cited for conducting such monitoring were to ascertain quality interaction with clients, productivity, and to spot criminal or illegal activity8 It seems that the quality or rigor of the controls, while important, is not as crucial as the fact that they are in place and are being properly utilized Controls programs are the bedrock of most compliance efforts and, while often basic in their nature (eg, segregation of duties), they will surely benefit from future development and refinement In thinking about controls, I am prone to recall Leuci s observation about people in organizations: 5 percent are clean, 5 percent are dirty, and 90 percent are waiting to see what happens.

FIGURE 3.6.1 Schematic of parallel and crossing interconnections modeled in this section. (From [14]. # 1987 by IEEE.)

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[46] Recommendations on Automatically Switched Transport Network (ASTN) and Automatically Switched Optical Network (ASON), International Telecommunication Union http://www.itu.int/ITU-T/2001 2004/com15/otn/astn-control.html. [47] ITU-T (2001) Generic Framing Procedure (GFP), Recommendation G.7041/Y.1303, October 2001. [48] ITU-T (2000) Network Node Interface for the Synchronous Digital Hierarchy, Recommendation G.707, October 2000. [49] ITU-T (2004) Link Capacity Adjustment Scheme (LCAS) for Virtual Concatenated Signals, Recommendation G.7042/Y.1305, February 2004. [50] Layer 1 Virtual Private Network Generic Requirements and Architecture Elements, Study Group 13, International Telecommunication Union, August 2003. [51] The Focus Group on Next Generation Networks, International Telecommunication Union, www.itu.int/ITU-T/ngn/fgngn/index.html. [52] The Open Communications Architecture Forum Focus Group, International Telecommunication Union, www.itu.int/ITU-T/ocaf/. [53] The User Network Interface (UNI) 1.0 Signalling Specification, Release 2, an Implementation Agreement Created and Approved by the Optical Internetworking Forum, February 2004, http://www.oiforum.com/public/documents/OIF-UNI-01.0-R2-Common.pdf. [54] Intra-Carrier E-NNI Signalling Specification , an Implementation Agreement Created and Approved by the Optical Internetworking Forum, February 2004, http://www.oiforum.com/public/documents/OIF-E-NNI-Sig-01.0-rev1.pdf. [55] OIF Worldwide Interoperability Demonstration 2005, Optical Internetworking Forum, http://www.oiforum.com/public/supercomm_2005v1.html. [56] The Infiniband Trade Association, http://www.infinibandta.org/home. [57] 802.1ad Provider Bridges, Institute of Electrical and Electronics Engineers, http://www.ieee802.org/1/pages/802.1ad.html. [58] 802.1ah Backbone Provider Bridges, Institute of Electrical and Electronics Engineers, http://www.ieee802.org/1/pages/802.1ah.html. [59] 802.16 Working Group on Broadband Wireless Access, Institute of Electrical and Electronics Engineers, http://grouper.ieee.org/groups/802/16/.

In discussing Leuci previously, I mentioned him in the context of organizational socialization processes and informal cultures I think it is also possible to think of his observation in terms of controls as well Carpenter and Mahoney likewise cite the Institute of Management and Administration/Institute of Internal Auditors 1999 Business Fraud Survey on this issue:.

Student-client School psychologists consider the pupil-clients to be their primary responsibility and act as advocates for their rights and welfare The psychologist is obligated to work with the teacher to ensure that consultation goals and intervention strategies are selected that are likely to be ultimately beneficial to the student(s) (NASP-PPE, E, #1) Because consultation is an indirect service, the ethical responsibility for the impact of their services on pupils raises certain practical difficulties for consultants (Newman, 1993) A number of strategies can be used for safeguarding student welfare, autonomy, and self-determination when providing consultative services These include involving the student(s) as much as feasible in the selection of goals and change strategies and selecting goals to promote student self-management Consultants also must consider the ethical adequacy of particular intervention approaches (Newman, 1993) Teacher-consultee.

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Although the student is seen as the primary client, psychologists also strive to safeguard the dignity and rights of other recipients of services (NASP-PPE, IV, A, #1, #2) In providing consultation to the teacher, the teacher-consultee remains an autonomous professional and retains the right to accept or reject suggestions made by the consultant The psychologist discourages teacher dependence on the consultant (Fanibanda, 1976) The consultant also is careful to avoid stepping into the role of counselor/therapist to the consultee (Gutkin & Curtis, 1999) Consultants must be keenly sensitive to the ethical issues of manipulation and control of the consultee in providing consultative services to teachers (Hughes, 1986) The psychologist and teacher have differing fields of specialization, and they may have differing values.

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understand the charges; understand the possible consequences of guilty and not guilty pleas; make rational decisions relevant to the legal process; remember relevant facts; communicate in a coherent manner; understand testimony in court; and behave appropriately in the court room.

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