Black Boy By Richard Wright Essay

Harper and Brothers in New York first published Black Boy, an autobiography of Richard Wright, in 1945. The Harper Perennial Edition, published in paper back in 1998 runs to 448 pages. There is more than one theme which runs through this work, of course, but the over-riding, end-all, be-all message which the author hammers home is that harm is done to fellow humans in the name of racial bigotry. Wright’s theme begins with the very title of the book. Black Boy is an epithet used to denigrate blacks as surely as is Nigger, the title chosen by Dick Gregory for his autobiography in the 1960s. Wright’s story takes place in the early 20th century. He sees racism as a child and as an adult. It is a major force in the development of his personality and influences virtually every facet of his life. In Black Boy Richard Wright explores the theme of racism and ultimately suggests that racism is culturally ingrained and it colors not only relations between blacks and whites, but it also affects relationships between blacks. Black people of the era did not want a young black to ‘rise above his station’ in life. Since Wright is reared in abject poverty his peers did not wish to see him try and break his metaphorical chains. His father is mostly absent and he has no strong male influences for the good. He relates how he got over on his father without being punished, â€Å"I had my first triumph over my father (at age 12). I had made him believe that I had taken his words literally (12). He was physically abused. The institutional racism of that day was called Jim Crow and particularly in the deep south of the United States it was a way of life. He grew up misunderstood even by his own people. Blacks of his day were not supposed to get ‘uppity’, meaning they were supposed to act subservient to white people because a black who disrespected a white person would bring down retribution on countless other black people who had done nothing. The blacks that should have had a positive influence on Wright as a child were either blind to his gifts or chose not to see. They not only did nothing to encourage him but also rather did all they could to hold him back. Likely it was so they would not draw attention to themselves or seem ‘uppity’ but the result was a gifted child who lost years of this life that could have been spent in pursuit of the arts. Wright has criticism not only for the white laws, the white establishment and the white race, but also gives a scathing critique of the black community as well. This book is an indictment of the adult black community of his era that refused to take matters into their own hands to educate and guide the children that so desperately needed such guidance. Wright tells his audience that it is not until later in life when he is exposed to literature that he has any idea of what he is missing. He doesn’t know such beauty and such profound thought even exists. Wright’s life is a struggle against the status quo in his native state and in the north where he finds himself as a young adult. White America does not want an intelligent angry young black man voicing his criticisms of the American way of life and blacks do not want him rocking the boat. This is years before Dr. King and even Brown vs. The Board of Education and no one knows what to do with Wright. Mostly they want him to go away. This in itself influences Wright’s attitudes toward his fellow blacks and reinforces the theme of racism being detrimental even to other members of one’s own race. Wright at first sees only two ways to react to his life, feeling caught as he is between the warring races. He can become subservient and bow to the inevitable. He can drink, steal, lie and fight, which he does at first, or he toss away the stereotype of the illiterate lazy black boy and become someone else’s idea of compliant, giving a graduation speech written for him, †You can’t afford to say just anything before those white people that night,† (175) his professor tells him, not allowing him freedom to speak his mind. Wright tosses off the yoke of conformity and does battle with whites and blacks as the need arises. He sees that it is not the white race alone that is holding him back. The metaphor Wright adopts to show his desire for knowledge is hunger. He tells the reader constantly of his incessant childhood hunger, never totally sated, (14) always wanting more than is available and he means for the reader to equate this physical hunger with his hunger for knowledge. He relates how he consumes food and Proust with equal passion. It is implied that it is both whites and blacks who withhold the food, both physically and metaphorically that he so desperately craves to fuel body and soul. Wright tells the reader that it is blacks that are first responsible for trying to quench the fire of his independent spirit but he rises above them and goes his own way, becoming what his heart tells him he must become. He relates how as a child he and the other black children were not given the education they need to rise above that ‘station’ and he blames not the whites but the blacks for the lack of recognition of bright black children who could do so much more with their lives had they but an education. He faults the black teachers and administrators of his school for kowtowing to the whites and keeping black children in ‘their place’. For these reasons Wright ultimately suggests that racism is culturally ingrained and it colors not only relations between blacks and whites, but it also affects relationships between blacks

Plastic surgery Essay

Plastic surgery is an operation that allows a person’s image change into a new and pretty appearance. Nowadays, plastic surgery has been a growing fascination for many Asian countries, including Malaysia. Most Malaysians opt to pursue plastic surgery although some of them have good looking figure. In my opinion, is a good idea for someone to change their appearance though plastic surgery. Firstly, people who having plastic surgery can build confidence and increase their self-esteem. For instance, people feel comfortable in social community and communicate with others. Furthermore, it is easier for them to get a particular job. Therefore, it may carry out a successful career in their life. Secondly, plastic surgeries will improve health conditions. For example, there are many women suffers from chronic back pain solved by breast reduction. Moreover, physical defects and injuries due to accidents, genetics and diseases also solved by plastic surgery. Some people argue that plastic surgery carries with certain of risk. The most common mistake people is choosing a wrong doctor who has no experience and without certification may put their health into risk. However, with rapid development of technology, plastic surgery technique has become more effective and reliable. The majorities of people still have faith in plastic surgery and change their lives. People can improve their living condition and help to reshape their appearance in future life. In conclusion, I strongly agree to someone change their appearance through plastic surgery because plastic surgery builds confidence or increase self-esteem and improve health condition.

Why is Dai Williams working to build a Japanese Restaurant?

In this essay I am going to examine the reasons why Dai Williams has been working to build a Japanese restaurant. I am going to discuss in detail the decline of the coal industry, the location of the Sony factory and what services the Japanese brought with them for their benefits. Before Dai Williams started work on the Japanese Restaurant, he was a miner in the local coal mines. These coal mines were located in South Wales, Bridgend, and due to the decline Dai Williams along with many other people became unemployed. Location of the coal mines The decline of the coal industry was mainly due to the increase in Petroleum and Natural Gas, but another cause was the World War 2. During 1939 – 1945 the coal industry went down as men were sent to go and fight. In 1955 the demand for the coal industry never picked up again; and soon the requirements went extremely down. WW2 Begins WW2 ends Coal was also cheaper to import from abroad, so during the mid 1980s there was competition between Welsh mines and foreign importers. This meant that it was harder for the welsh mines to sell their coal. Soon after oil-fired stations were opened to supply power instead of coal mines. Most of the population was very skilled in mining and due to the decrease there was a mass of unemployment. The Bridgend Sony Factory was opened in 1973 and created hundreds of jobs; people were brought from Japan and people were employed from South Wales, this was good as there was a mass group of employment in Wales at that time of the decline in coal industry. The Sony factory was located in Bridgend; this was a good location as the M4 had just been built which connected South Wales to the Capital of England, London and many other big cities. This made it easier for Sony to sell their products as they could travel to all the big cities and people would also come to South Wales and buy there products. It was also near a port which made it easier and cheaper for Sony to import and export goods abroad. There was also a big demand for colour TVs in the UK and abroad which gave Sony huge advantages and profits. Sony then brought another site in Pencoed; this again created more jobs and again was to be found in a perfect location which was next to the M4 motorway and near a port. Location of the New Sony Factory Location of the Sony Factory. Many Japanese families settled into the area of Bridgend. People like Megan Jones benefited from the Sony factory. Megan Jones was employed to start working as a remote control assembler at the remote control factory; this benefited her as she was introduced to a new culture and even liked the Japanese food. To accommodate the needs of the Japanese, they brought along the services they enjoy in Japan, such as food and sport. A golf course was opened for the owner of Sony, which is Mr Ishiguru. This is a very common sport in Japan and when was brought to the UK, local people also started to engage themselves in this sport. Mrs Ishiguru also opened up a food co-operative which distributes Japanese food to the local community. This again attracts the local people to the Japanese culture. In conclusion to all this I think that Dai Williams is looking to build a Japanese culture because of the vast amount of Japanese families who have come over to Wales. It helps them adapt to this environment and helps the Wales population adapt to the Japanese. I think that in the future there will be an increase in coal again as other resources may start to decrease and run out.

Museum Visitation Essay Example | Topics and Well Written Essays - 750 words

Museum Visitation - Essay Example It looked mysterious, like a puzzle that needs to be figured out. The first thought about this artwork was figuring out its complexity. There is a huge question mark asking the viewer what is the meaning of this picture. Without looking at the description of the painting or the artists name, it is hard to figure out what it means and represents. After reading the name of Roberto Matta, it dawned on me that this might be surrealism. A few questions crossed my mind while looking at this artwork. I know that Matta was fascinated by Christ’s crucifixion and he loved painting that tragic event in different styles and forms. Immediately, I started looking for the cross and soldiers in this picture. Certain questions that boggled me were; I am a fan of motion and fluidity. Rigidness and mechanical expressions of art always disinterest me. Le Meridien by Sarah Morris is one such piece. Despite the brilliant color play the rigid rectangles and strict computer like boundaries make it seem automaton. Maybe this style is an expression of mechanical elements but it does not make me want to spend time looking at Morris’s work. Upon reading the description of her work, it was revealed that it represents Rio de Janiero’s architecture. The elongated rectangular mosaic-like formation of vibrant colors represent the old building in Rio. I was questioning myself about this painting; The exhibition called In the Sculpture Garden: Jedd Novatt displays artworks depicting minimalism. The purpose is to depict the presence of minimalistic sculpture style making its way into the American public landscape. Its prominent features include the interplay between rigid, lifeless elements such as steel and aluminum and giving them the theatrical animation turning them into eye-catching sculptures. They also display the most efficient use of space and the optimal ratio of mass, volume and weight. I would take Jedd

Blackberry outperform iphone in features and users Research Proposal

Blackberry outperform iphone in features and users - Research Proposal Example Objectives Some people say that iphone is far more superior to blackberry whereas others say that blackberry is superior to iphone in features and users. I strongly believe that blackberry has definite edge over iphone in number of users and better features and the major objective of this research is to establish my claims. Introduction/Background Apple Company’s iphone and Research In Motion (RIM)’s blackberry were the most popular mobile phones in the world currently. These products are currently engaged in fierce battle for supremacy across global markets. For example, Chinese and Indian markets are believed to be the most promising emerging markets in the world now because of the rapid economic growth happening there. Both blackberry and iphone are currently trying to establish in these markets. Both the products have its merits as well as demerits. BlackBerry functions as a personal digital assistant with address book, calendar, memopad, and task list capabilities whereas iphone has features like touch screen, enhanced internet browsing capacities, superior audio and video playing and capturing abilities etc. Bbalckberry can also functions as a portable media player and it is capable of sending and receiving Internet e-mail wherever mobile network service coverage is present, or through Wi-Fi connectivity. Methodology This research is intended to be conducted based on secondary data alone. Internet, printed articles, books etc will be used for collecting secondary data about iphone and blackberry. Both qualitative and quantitative data will be used in this research in order to establish my claims. This research will be completed within two weeks. The first 10 days will be used for collecting data and the last five days will be used for writing the final paper. It can be tentatively conclude that blackberry is superior to iphone. Literature review Black Berry phones have superior messaging features. Auto-text, auto-correct, text prediction, su pport for many languages, keyboard shortcuts, push notifications for email etc are some of the messaging features which are superior to iphone. Social networking sites such as Facebook, Twitter, Myspace, etc can be easily accessed through blackberries. Berry Messenger, Google Talk, ICQ, Windows Live Messenger, AOL Instant Messenger and Yahoo Messenger are the instant message services available in blackberries. Even though, iphone has some of these features, it cannot work as smoothly as blackberries. Blackberries have superior browsing speed and superior message handling facilities compared to iphones. Perhaps even more significantly, the iPhone fails to synchronize as well as the BlackBerry. When a BlackBerry user changes a calendar event or some contact information on his or her desktop computer in Exchange, the changes automatically appear on the BlackBerry. This makes keeping track of basic business information a snap because one never has to worry about acting on outdated data or manually updating one’s handheld. In contrast, the iPhone does not synchronize calendar and contact information wirelessly, which makes it less dependable for information ultimately stored on a server (Hendrickson, 2007) The iPhone’s functions can be easily accessed through a touch screen display using mainly by the finger commands. Moreover the picture quality (25,000 pixels per inch) of iphone is one of the bests among the new generation mobile phones. However, current blackberries have all these

Does Billy receive a fair trial Herman Melville Billy Budd Essay

Does Billy receive a fair trial Herman Melville Billy Budd - Essay Example The outcome of the trial goes to show how a composite plot, ably supported by ingenuity of narrative techniques, can be made analogous to a set of clandestine attributes of legal procedures. The thesis question to be resolved in this paper is whether Billy Budd receives a just trial or not, following the crime he commits after being charged with mutinous provocations. Judgment on the fate of Billy is legitimized per se by a number of factors that are ingrained in the protagonist’s characteristic features as well as in some external stimuli. Minkowitz argues that while Billy embodies ‘moral goodness and grace’ and is well liked among his colleagues, the ship’s master-at-arms John Claggart is ‘sinister’ (4). This perplexes the readers for they know who the culprit is according to the law. But mere understanding of the legal righteousness fails to provide an accurate picture of the author’s intentions. Captain Vere, for instance, is portrayed as a person of contradictory dispositions. He is stuck between the loftier ethics of law, which he is supposed to adhere to out of his professional responsibilities, and the apparent leniency of divine justice. He is the only person who knows that Billy is both clean-handed and guilty (Parker 37) and yet, he must convict Billy for his crime. It is apparent that the execution of Billy Budd symbolically represents a ‘justified animosity into a retributive righteousness’ (Melville 78). The question about whether Billy Budd receives justice or not is answered by Yannella: †¦Vere prejudges the case against Billy, uses irregular proceedings to convict him, and then executes him in a gross miscarriage of justice†¦Vere’s conservative rationale for hanging Billy, of course, is that it will silence and tame the sailors, who otherwise will take the captain’s inaction as a sign of weakness and an excuse to rebel (27-8). It is, therefore, quite clear that Billy Budd does not receive

The baby boom generation Essay Example | Topics and Well Written Essays - 2000 words

The baby boom generation - Essay Example Because advertisers are trying to gain the attention of their target consumer group, they work hard to depict the ideals of the society. If young and slim is attractive, they will work that into their presentation in as many ways as they can. If macho and hard is the current fashion, this, too, will be reflected in the way a product is marketed. At the same time, by changing the way they combine different types of visual clues, these same media outlets can help to redefine a culture, to make it more tolerant of ecological issues, for example, or to change the way a society views gender roles. Studies are utilized by advertising agencies to identify potential buying demographics. This information is then used to target specific markets and to learn about public attitudes, why they buy specific products and what sort of promotions would most appeal to their desires to purchase. To some companies, marketing is about generating sales, period. It is therefore surprising to discover how li ttle advertising is actually targeted toward the baby boom generation. Although our culture seems to worship youth above all else, the reality is that the baby boom generation, now entering retirement, remains a large and greatly viable market. Baby Boomer is the term used to designate a specific age group in American society, generally defined as those who were born between the years 1946 and 1964. The generation is named this in recognition of the ‘boom’ of births that took place immediately following the return of soldiers home from World War II (Jones, 1981). These individuals shared a number of experiences during their generation that serves to unite them, including the murder of a president, the first footsteps on the moon, the ‘rebirth’ of the ‘60s and the large-scale introduction of psychedelic drugs into the marketplace. The Civil Rights Movement occurred during many baby boomers’ early

Christian Stewardship and Sustainability Essay Example | Topics and Well Written Essays - 1000 words

Christian Stewardship and Sustainability - Essay Example Christian Stewardship and Sustainability The concepts of stewardship require such a living approach that persuades desirable qualities of an individual and enjoys the harmony of living with unity. For instance, in stewardship the use of excessive resources like water, forests soil, wildlife and etc is prohibited or at least most likely to be avoided at its best. The word stewardship is mostly understood as a type of responsible and answerable management pattern and practice where the points of sustainability and quality of the environment are considered as the key area to focus on (Worrell, and Michael 263). Our notion of stewardship comes from biblical creation theology, distributed throughout the Bible but most visible in Genesis, the Psalms, and the Wisdom literature of ancient Israel (Butkus 19) It can be said that stewardship is just not a way of living; in fact it is better to be taken as a good way of living or an approach to better way of life. The starting and ending idea of stewardship lies in belongings to God. And on the other hand the theory of keeping everything in a moderate situation prevails in the ecological concepts of sustainability without damaging the productive rate of the society. Few of the best examples of sustainability are the forests that have been there from a long time with no harm. Sustainability is not only a matter of self interest for the communal societies of human being but they also consist of questions against the fundamental values of earth and other species besides humans.

Leadership in Quality Case Study Example | Topics and Well Written Essays - 500 words

Leadership in Quality - Case Study Example J.M. Jurian noted that the quality of leadership is attainable, and the success factors are available, but companies are not doing enough to utilize such concepts (Keim 1). Quality and customers satisfaction has since been forgotten because companies have resorted to expansion other than improving service provision. Besides, there is an emphasis to increase profit gains compared to future sustainability. The situation has since grown to an extent where managers who are concerned about quality management seek alternative impacts of business success because valuable lesson learnt concerning cooperate ethics diminishes along with the generation. The most-important activity of any quality strategy is to do away with the wastes of all forms through a cover up of corporate malfeasance and accounting tricks. However, with effective leadership, there should be the focus because it is both the right and the smart thing to do. Ultimately, the current requirement of ethics is education for organizations and individuals. With respect to the above, the quality of service and ethics should not only be based on products and services, but also mutual expectation on th e right thing as it will enhance the smooth operation of economic systems (Keim 1). The hostess action was not in any way consistent with a customer focus on quality philosophy because she did not take much of her time to ascertain the truth about Mark’s reservation even after Mark had confirmed to have carried out the reservation three weeks earlier. Notably, errors do occur in any organization, and this might have led to the missing of Mark’s details in the reservation booklet. Unfortunately, she turned down Mark’s request to see the manager who could have otherwise looked into a proper solution of the above mess if at all she was to engage too much. The hostess also responded with much arrogance, which is against the customer focused quality philosophy when she

Color of Water Analysis Essay Example for Free

Color of Water Analysis Essay The book is more like two intertwining books than just a single book. It switches between two points of views, Ruth McBride and her son James McBride. In Ruth’s chapters, she chronicles out her life story beginning with her migrating to the United States when she was two years old. At a young age, Ruth’s life is filled with hardship. Her father did not love her mother, her mother suffered from polio; she was verbally abused at school for being Jewish, and physically abused by her father. As soon as she could, Ruth began to put her past behind her. She moved to New York, converted to Christianity, and married a black man. The other half of the book is the biography of the author James McBride. James was one of twelve children and because of that his childhood was full of chaos. Yet his mother kept the children under control by instilling the importance of church and school into their minds. During his teenage years, James started rebelling against his mother by skipping school and taking drugs and alcohol. But before graduating high school, he decides to turn his life around. After doing that, he attended Oberlin College then Columbia University. As an adult, James worked as a journalist for many magazines and newspapers, but he also started uncovering his mother’s past because she had kept it a secret to all her children. By uncovering his mother’s past, James was able to build an even deeper relationship with her. While reading this book, it was hard to compare it to anything else because of its originality. A story about an old, white lady taking care of twelve black children; there is almost nothing like that! Although the concept of digging into someone’s past and in doing so gaining a deep respect for them comes close to the movie Hugo. Hugo is about an orphan boy who lives in the walls of a Paris railway station. As Hugo repairs clocks and builds machines, he begins uncovering the truth about a grumpy, old toymaker who works at the train station. Hugo discovers that the toymaker was actually a brilliant filmmaker, but after World War II, people lost interest in his movies and to avoid bankruptcy, the toymaker had to burn all his film into chemicals. The toymaker was haunted by his past and put the past behind him and wanted nothing to do with it, just like Ruth McBride. But just as James gets his mother to face her past, and in doing so helps her comes to terms with her past, so does Hugo with the toymaker. By showing the toymaker some of his movies that were not destroyed, and getting him to talk about his past, the toymaker comes to terms with his past and remembers the joy of imagination. James gets a similar result from his mother as he gets her to open up about her past and step into a synagogue for another time. Hugo was then able to see the toymaker in a new light and it helped Hugo build a deep respect for the toymaker. The best part about the book and what kept it so engaging, was that it was able to express some very important and universal themes. One line that stands out is when James says, â€Å"The greatest gift that anyone can give anyone else is life. The greatest sin a person can do to another is to take away that life (McBride 229). † These words emphasize the idea that our life is the most sacred thing we have. James was able to give his mother the gift of life by helping her come to terms with a part of her life that she chose to bury. This teaches us that we must treasure the good and the bad aspects of our life because when we lose our life, we lose the most important thing we have. â€Å"God is the color of water. Water doesn’t have a color (McBride 51). This quote from the book uncovers a central theme and plotline from the book. No matter your race, religion, or gender, God loves all us of and represents every single one us. This is important to know because James is the son of a white lady, but he and his siblings are all black. Because of this James grows up confused about his race and religion, but his mother would always tell him that since God is the color of water, he loves all the people in the world, no matter what color their skin is.

Focuses of school based instructional supervision

Focuses of school based instructional supervision A further sub-problem in the study was to explore participants perceptions about the focuses of school-based instructional supervision. This section reports the findings regarding the focuses of school-based instructional supervision based on questionnaire and interview data. Questionnaire Findings Twenty-two statements describing the focuses of instructional supervision were listed in each questionnaire instrument (Appendices A and B). The statements addressed the following major aspects regarding instructional supervision focuses: (a) organization of lessons, (b) subject matter, (c) pupils academic development, (d) school curriculum, (e) lesson plan, (f) pupils individual inquiry, (g) teaching guides, (h) course objectives, (i) teachers personality, (j) pupils character development, (k) pupils progress records, (k) records of work covered, (1) teachers dress and appearance, (m) pupils sense of responsibility, (n) instructional course, (o) teachers questioning style, (p) classroom management, (q) extracurricular activities, (r) pupils performance in national examinations, (s) teacher self-evaluation, and (t) teacher-pupil relationship. For details about specific statements regarding supervision focuses, see Appendixes A and B. The respondents were requested to indicate their existing and preferred extent of examination of each aspect by making choices from given alternatives ranging from 1 (never examined) to 5 (very frequently examined). The percentage and frequency distributions as well as mean scores and standard deviations were determined for each of the focuses. The findings on teachers perceptions of the focuses of school-based instructional supervision are presented in this section in terms of existing and preferred frequency of examination of the focuses. I have included only the focuses that ranked highest and lowest in terms of frequency of examination as perceived by teachers. Teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision were explored (Appendix D, Table 3.1). The focuses have been ranked from highest to lowest frequency of examination based on mean responses for existing and preferred focuses of school-based instructional supervision (see Table 3.2). The data collected suggest that availability of properly organized pupils progress records ranked first in terms of existing frequency of examination, teachers concern with pupils performance in national examinations ranked second, and availability of up-to-date weakly record of work covered ranked third (Appendix D, Table 3.2). At the other extreme, three focuses ranked lowest in terms of existing frequency of examination: teachers dress and appearance, teachers use of teaching aids, and the manner in which the teacher asks questions in the class (Appendix D, Table 3.2). In terms of preferred frequency of examination, the focus that ranked first was teachers concern with pupils performance in national examinations, followed by availability of properly organized pupils progress records, and, finally, availability of up-to-date weekly record of work covered (Appendix D, Table 3.2). The focuses that ranked lowest in terms of preferred frequency of examination included preparation of an appropriate lesson plan, the manner in which the teacher asks questions in the class, and teachers dress and appearance (Appendix D, Table 3.2). Based on t-test analyses, there were significant differences at the 0.001 level between teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision. In general, teachers preferred that the focuses of school-based instructional supervision presented in this study be examined more frequently than was currently being done. Interview Findings Interviews with teachers, headteachers, and education officers indicated five major themes relative to focuses of school-based instructional supervision: (a) curriculum and instruction, (b) student success, (c) teacher performance, (d) teachers artifacts of teaching, and (e) human relations. Curriculum and Instruction Three headteachers cited three focuses of instructional supervision that are primarily concerned with curriculum and instruction: (a) teachers attendance to scheduled lessons, (b) teachers participation in extracurricular activities, and (c) syllabus coverage by the teacher. One teacher, in a general remark, stated as follows: I think it is important to check on attendance of teachers to their scheduled lessons or to their participation in extracurricular activities with pupils. Headteachers should also make sure that teachers cover the syllabuses in good time to prepare students for external exams. Student Success Two teachers agreed that instructional supervisors should endeavor to find out how teachers assess their pupils work. They argued that the various strategies that teachers use to assess students progress will determine how students are prepared for national examinations. As one teacher remarked, It would be helpful to know teachers assess their pupils academic work because this is important for students success in the national examinations. Teacher Performance Another area regarding the focuses of school-based instructional supervision cited by four interviewees was concerned with teacher performance in the classroom. These participants agreed that, to facilitate teaching and learning, the teachers level of preparedness and general effectiveness in teaching should be the major focuses of the supervision of instruction. As one education officer commented, The best thing to do is for supervisors to address areas like effectiveness of their classroom teachers and how they are prepared to teach. Teachers Artifacts of Teaching One headteacher observed that teachers teaching artifacts, such as examination and test papers, should be addressed during supervision process. This headteacher remarked, Instructional supervisors should check the quality of examination and test papers set by teachers because these are important teaching tools that would shape students success in the final examinations. Do they set high quality papers which can promote learning? Human Relations A final area relating to focuses of instructional supervision mentioned by some interviewees was concerned with human relations. One education officer noted that how teachers interact with students should be considered in the practices of instructional supervision and that the teacher-pupil relationship should be a major focus of instructional supervision. Another education officer commented, When you are supervising a teacher, for example in the classroom, you must look at how the teacher interacts with pupils. This interaction is important because it will affect learning. In general, the focuses of school-based instructional supervision cited by interviewees concur with high-ranking focuses relative to the existing and preferred extent of examination by the teacher from the questionnaire data. Synthesis and Discussion of School-based instructional supervision Focuses The findings relating to teachers perceptions of existing and preferred frequency of examination of the focuses of school-based instructional supervision revealed by questionnaire data indicate that three focuses received the highest ranking in both existing and preferred frequency of examination: (a) availability of properly organized pupils progress records, (b) availability of up-to-date weekly record of work covered, and (c) teachers concern with pupils performance in national examinations. Similarly, one focus-the manner in which the teacher asks questions in the class-received the lowest ranking in both existing and preferred frequency of examination as perceived by teachers. The findings from the interview data revealed the following focuses of school-based instructional supervision: (a) teachers attendance to scheduled classes, (b) teachers preparedness, (e) teachers methods of assessment of pupils academic progress, (f) quality of test papers set by the teacher, (g) syllabus coverage by the teacher, (h) teachers participation in extracurricular activities, and (i) teacher-pupil relationship. Indicators of Teacher Preparation The three focuses of school-based instructional supervision that received the highest ranking in terms of existing and preferred frequency of examination by the headteacher- availability of properly organized pupils records, availability of up-to-date records of work covered, and teachers concern with pupils performance in national examinations-were particularly interesting because, in Saudi Arabia, the three focuses are among the indicators of teachers preparedness for effective teaching that the Ministry of Education expects headteachers to ensure. As explained by Saudi Arabian Ministry of Education (1998) headteachers, as managers of approved school curriculum, are expected to ensure that teachers prepare comprehensive tools of work, such as lesson plans and weekly records of work done, and check periodically pupils exercise books, practical work, assignments, and continuous assessment to ensure regular marking and systematic use in guiding learners. Teachers Concern with Pupils Performance Teachers concern with pupils performance in national examinations is an important aspect of Saudi Arabias education system, which seems to put a great deal of emphasis on passing of examinations. As Babtain (2004) noted, the overloaded system of education imposes cut-throat competition among schools, where learners are pushed to cut down others in national examinations, and forces teachers to be busy all year round as they struggle to complete the curriculum. To facilitate students success in national examinations, as noted by Ibrahim (2000), teachers are expected to develop and transmit desired knowledge, skills, and attitudes to pupils, it is hoped, through instructional supervision. Teachers Attendance to Scheduled Classes Teachers attendance to scheduled lessons is an important focus in school-based instructional supervision because it facilitates curriculum implementation. Highlighting the role of the school head as a manager of the school, Hassan (1998) observed that the headteacher should ensure regular teaching of subjects to implement the school curriculum effectively. Teacher attendance to scheduled lessons is a major issue in the Saudi Arabian education system because numerous cases of student unrest in the recent past have been attributed to teachers failure to attend scheduled lessons. For example, Mahmoud (2004), commenting about student protest in one school cited lessons missing as one of the reasons for the student strike that paralyzed the school and led to its closure. Similarly, Attari (2005) cited teachers boycott of scheduled classes as a major reason for the indefinite closure of the school and the temporary removal of students from the school. Teachers attendance to scheduled classes is linked to six other related focuses of school-based instructional supervision revealed by the interview data: (a) teachers presence in the school, (b) teachers effectiveness in the classroom, (c) teachers level of preparedness, (d) teachers methods of assessment of pupils academic progress, (e) quality of test papers set by the teacher, and (f) syllabus coverage by the teacher, because they are all concerned with facilitating effective and quality curriculum implementation in the school. In the Saudi Arabian context, as explained in the Education Act (Saudi Arabia, 1980), curriculum means all the subjects taught and all the activities provided at school, and may include the time devoted to each subject and activity (p. 4), and syllabus means a concise statement of the contents of a course of instruction in a subject or subjects (p. 5). To facilitate curriculum implementation, in particular, Saudi Arabia Ministry of Education (1998) has unde rscored the role of the headteacher in supervising the school curriculum to ensure effective teaching and learning. And Mohammed (2002) has concluded that the quality of curriculum implementation and management may determine student performance in external and school-based examinations. Practices of School-based instructional supervision A further sub-problem in the study was concerned with the perceptions of participants regarding the practices of school-based instructional supervision. This section reports the findings relating to the practices of school-based instructional supervision based on questionnaire and interview data. Sixteen statements describing the practices of school-based instructional supervision as conducted by headteachers were listed in each teacher instrument (Appendices A and B). The statements covered the following major aspects relating to the practices of instructional supervision: (a) conducting teaching, (b) evaluating teachers work, (c) providing information about supervisory process, (d) reducing teachers anxieties regarding supervisory program, (e) collecting information about teachers, (f) pre-observation conferencing, (g) using examination results to indicate teacher performance, (h) interviewing students about teacher performance, (i) conferencing with teachers about classroom practice, (j) encouraging self-evaluation, (k) improving instructional quality, (1) writing supervisory reports, (m) providing supervisory feedback, (n) post-observation conferencing, (o) identifying areas of instructional improvement, and (p) rewarding deserving teachers. For details regarding specific statements about the practices of instructional supervision, see Appendices A and B. The respondents were requested to indicate their preferences for existing and preferred importance given to each practice by making choices from given alternatives ranging from 1 (no importance) to 5 (great). The percentage and frequency distributions, means, and standard deviations were determined for each practice. The data obtained from teachers, headteachers, and education officers relative to the practices of school-based instructional supervision are reported in Appendix D, Tables 4.1 and 4.2. This section reports the findings relating to teachers perceptions regarding the practices of school-based instructional supervision in terms of the importance they attach to the practices. Only the practices that received the highest and lowest rankings as perceived by teachers have been reported. Teachers responses relative to existing and preferred importance of practices of school-based instructional supervision were explored, as were comparisons between the existing and the preferred means and standard deviations of the practices of school-based instructional supervision as perceived by teachers (Appendix D, Tables 4.1). The practices have been ranked from highest to lowest based on the mean responses relating to existing and preferred practices (Appendix D, Table 4.2). Encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked first in order of importance as existing practice, followed by using examination/test results as indicators of teacher performance (n=254; see Appendix D, Table 4.2). Setting up specific sessions with teachers to discuss how teaching should be conducted (n=256) and recognizing and rewarding excellent teachers (n=256) formed a cluster in third position in order of importance as existing practices. At the other end, the practices that received the lowest ranks as existing practices included (a) writing supervisory reports for different audiences (n=250), (b) conducting conferences soon after observing teachers (n=248), and (c) meeting with teachers prior to classroom observation (n=250; see Appendix D, Table 4.2). Regarding preferred practices, recognizing and rewarding excellent teachers (n=256) ranked first in order of importance, encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked second, and providing teachers with an adequate amount of information to become familiar with the supervisory process (n=256) ranked third (Appendix D, Table 4.2). The least preferred practices in order of importance were (a) meeting with teachers prior to classroom observation (n=250), (b) writing different supervisory reports for different audiences, and (c) obtaining information from students about their teachers performance through face-to-face interview (n=252; see Appendix D, Table 4.2). Based on t-test analyses, there were significant differences at both the 0.05 and 0.001 levels between teachers perceptions of existing and preferred practices of school-based instructional supervision, except for one practice, holding face to-face interviews with teachers to obtain information about their classroom practice. In general, teachers preferred that more importance be attached to practices of school-based instructional supervision listed in the instrument than was currently the case. Interview Findings Teachers, headteachers, and education officers interviewed cited the following practices of school-based instructional supervision that they had experienced: (a) checking teachers professional tools of work or artifacts of teaching, such as schemes of work, records of work covered, lesson notes, lesson plans, lesson-focus books, mark books, daily preparation books, and part test papers; (b) examining students exercise books; (c) using students to obtain information about teachers; (d) holding conferences with teachers; (e) observing teachers in their classrooms; and (f) supervision by walking around. Frequency distributions of teachers, headteachers, and education officers regarding their mention of practices of school-based instructional supervision were also synthesized from the interview data (Appendix D, Table 4.3). Eleven teachers, four headteachers/deputy headteachers, and three education officers interviewed mentioned checking teachers tools of work or artifacts of teaching, especially schemes of work and records of work covered, as an important practice of school-based instructional supervision in the schools (Appendix D, Table 4.3). Also, six teachers, three headteachers/deputy headteachers, and two education officers agreed that holding conferences with teachers was one of the practices of school-based instructional supervision. Furthermore, two teachers, three headteachers/deputy headteachers, and two education officers identified observing teachers in their classrooms as one of the practices of school-based instructional supervision. However, a few teachers and headteachers interviewed reported that classroom observation, in particular, was not a common practice in their schools. As one headteacher commented: Visiting teachers in their classrooms to see how they teach is very difficult in our situation. And most teachers resent it so much, and personally I dont think I have done it. I dont think it is a practice. You know how it can be taken. In most cases, those who have attempted it have met with a lot of negativity. It is like you want to find faults from the teacher. Teachers fear it most. Three teacher interviewees concurred that there were no supervisory reports on teachers written by headteachers, to the best of their knowledge. As one teacher remarked, Once teachers have been supervised by the headteacher by whatever means, no supervisory reports are made, not at the school level. Maybe the headteacher would have his or her own reports. The interviewees also gave least emphasis to practices such as examination of students exercise books and using student leaders, commonly referred to as prefects, to obtain information about teachers. As one education officer stated, But I dont think we need children to write anything about teachers for us to know whether or not teachers are on duty. Synthesis and Discussion of Practices of School-based instructional supervision The findings regarding the practices of school-based instructional supervision based on the questionnaire data revealed that recognizing and rewarding excellent teachers was ranked highest by teachers as existing and preferred supervisory practice, whereas writing different supervisory reports for different audiences received low ranking as existing and preferred practice. The interview findings revealed six major practices of school-based instructional supervision: (a) checking teachers artifacts of teaching, (b) examining students exercise books, (c) using students to obtain information about teachers, (d) holding conferences with teachers, and (e) observing teachers in their classrooms. Recognizing and Rewarding Deserving Teachers That recognizing and rewarding excellent teachers ranked highest is noteworthy because it seems to be a viable strategy for motivating teachers, especially when the recognition is initiated by the headteacher as an instructional leader. This finding supports Sergiovannis (2001) belief that one of the school principals responsibilities is to build and to nurture motivation and commitment to teaching and that when teaching is rewarding professionally, teachers are likely to keep improving their effectiveness. The importance of recognizing and rewarding teachers has also been supported elsewhere. For example, Hallinger and Murphy (1985) observed that setting up a work structure that rewards and recognizes teachers for their efforts was an important part of the principals role in creating a positive learning climate. In the Saudi Arabian context, as explained by Saudi Arabia Ministry of Education (1998), the headteachers proper management, especially in recognizing excellent performance, may facilitate high morale, motivation, integrity, and appropriate work ethics. Artifacts of Teaching The practices of school-based instructional supervision revealed by the interview data were also observed. For example, checking teachers artifacts of teaching or tools of work is important in Saudi Arabian schooling because it is concerned with teachers preparedness to teach classes. Whereas the Ministry of Education (1987) expects classroom teachers to prepare artifacts of teaching, it is the responsibility of the headteacher and heads of departments, especially, to ensure that such items are actually prepared appropriately and to check their relevance to the intended subjects. Furthermore, as the Ministry of Education explained, heads of departments, in particular, are responsible for maintaining a record of work of the subjects to be completed weekly by all subject heads. Questionnaire and Interview Findings Compared A comparison of questionnaire and interview findings regarding the practices of school-based instructional supervision revealed some interesting similarities. For example, the practice that ranked lowest in both existing and preferred extent of examination as perceived by teachers-writing different supervisory reports for different audiences-was also viewed by some interviewees as being nonexistent Also, the practice of obtaining information from students about their teachers performance through face-to-face interviews, which received relatively low ranking in both existing and preferred extent of examination as perceived by teachers, was also considered inappropriate by some teachers and education officers interviewed. I can speculate that this practice was perhaps common especially in schools where feedback from students regarding teacher performance was productive. However, several views in the literature supported the involvement of students in evaluation of teachers. For example, Stronge and Ostrander (1997) argued that, because students are the primary consumers of teachers services and have direct knowledge about classroom practices on a regular basis, they are in a key position to provide information about teacher effectiveness. Whereas the questionnaire data indicated that meeting with teachers especially prior to classroom observation ranked lowest in order of importance as existing and preferred practice as perceived by teachers, the interview data indicated that holding conferences with teachers was prevalent in schools. I can speculate that conferencing with teachers was not a popular practice in many schools.

Value And Risk Management With Client Expectations Construction Essay

Value And Risk Management With Client Expectations Construction Essay New processes and materials pose benefits to architects, designers, and builder and home owners as such change mean the cost of building was lower and in some cases home building projects were able to be completed faster. However as with new processes and materials emerge, new training is required to fully utilise them allowing construction projects to gain added value. With the new ability of clients being able to access information regarding to new materials and processes, the abilities for clients to specify particular materials and processes to be incorporated in the design and construction of the building increases. As opposed to an architect or designer recommending a suitable process or product to be used (Cross, 2001). The increased knowledge acquired by the client regarding to the type of construction materials and processes available enhances the clients vision about the construction project and ultimately this changes their expectations. The changes in clients expectation in construction projects must be properly managed in order for projects to be completed successfully. The aim of this report is to illustrate how value management and risk management can be applied to manage the expectation of clients in construction projects. Background During the late 1990s to the early 2000s a substantial number of houses were built in New Zealand using methods and materials that could not withstand the weather conditions of New Zealand. The calamity resulted in a combination of contributing factors involving the design of the building, the installation of materials, the change in requirement in untreated timber used in construction, the increase in insulations installed in timber framing and the trend to build Mediterranean styled building using monolithic cladding systems. The problem with such construction is that once water or moisture penetrates through certain cladding systems, if there are no cavities between the cladding and the framework, the water becomes trapped and cannot easily escape or evaporate. In addition a change in the New Zealand Standards for timber treatment in 1998 allowed the use of untreated kiln-dried timber to be used in wall framing. When this untreated timber comes in contact with water for a long period of time, the timber will begin to rot. In 2002 the Building Industry Authority appointed a Weathertightness Overview Group to investigate the cause of the leaky homes crisis in New Zealand. In their findings they pointed out the main factors that contributed to the cause of the leaky homes but no one factor was identified as the single cause of leaky buildings (Department of Building and Housing and Consumer NZ). Main factors causing leaky buildings: The trend to build Mediterranean styled buildings using monolithic cladding systems Poorly designed features such as: Recessed windows Flat roofs with narrow or no eaves Two or more stories Solid balustrades and balconies that just extend out from the walls which causes penetration through the external claddings Insufficient details in the approved documents, which are produced to help people meet the requirements of the New Zealand Building Code. Lacking of technical knowledge and skills when houses are designed, detailed and built. Modern systems require far greater level of detail, care and skill. Untreated kiln-dried timber is susceptible to rot when water penetrates the building envelop. The leaky home crisis is a systematic failure of a new building style trend, poor design features, insufficient building requirements, and the lack of technical knowledge to design, detail and construct buildings. The media in effect had an influence on the style of housing that was new to New Zealands traditional designed houses. It is also during this period when manufacturers of building materials begun to market their products directly to the consumers; the end users and owners of buildings (Cross, 2001). Companies such as the Winstone Wallboards Ltd began to market their products to the general public; their advertisings of gypsum plasterboard by-passed the construction industry and directly to the owner. Similarly the makers of Pink Batts, Tasman Insulation New Zealand Limited also began major marketing campaigns to target home owner and potential home owners to incorporate their building products in the construction of houses. The lack of implementation to ensure adequate and safe designs while builders and contractors lacked knowledge regarding to the building product and its application could have contributed to the leaky building crisis. Although this changing in construction product marketing was not a cause of the leaky home crisis, it nevertheless have increased the awareness of building products for clients and this increased their ability and persistence to specify particular building products or processes, therefore changing the expectation of the outcome of the construction project. Client Expectation Clients expectation of construction projects have changed over time in parallel with the changes in technology, especially in the advancements in information systems and marketing campaigns for construction materials. Nowadays manufacturers of building products advertise and market their products directly to the potential clients of construction projects. Good examples of these can be seen on the television media, manufacturers such as Winstone Wallboards Ltd market their gypsum plasterboard for walls and ceilings, while Tasman Insulation New Zealand Limited market their insulation products more commonly known as Pink Batts. This new marketing strategy from construction material manufacturers means that they have effectively by-passed the distribution industries and the building and construction industries in the value chain for the supply of building materials (Cross, 2001). Figure 1: Value chain for building and construction related industries (Cross, 2001) This marketing strategy allowed consumers who are the potential clients of construction projects to have more knowledge of the building products available and be aware of the potential benefits of particular building products. In conjunction with the internet, manufacturers can distribute product information and specification online. Before these changes in marketing and internet sources, construction products were selected and presents to the client by the project team. Compare to now, clients have products in mind before initiating a construction project. They also have in mind the advertised visual aesthetics and performance of the products giving clients an overall expectation of the construction prior to the meeting with the design team (Wilkinson Scofield, 2003). Construction clients are committing something they cannot see until it is completed. The challenge for the project team is translating client needs into design requirements and subsequent critical characteristics. Failing to understand client needs is the issue that creates the largest gap between client expectation and client satisfaction. The second largest gap is held by project delivery being on time. The new marketing strategy could potentially create a gap between client expectation and client satisfaction as the visual aesthetics and performance of the product can only be achieve if it was installed in a particular way for under certain circumstances (Atkin, Borgbrant, Josephson, 2003). Such gaps could potentially become points of conflict throughout the construction project and finally reaching the completion and the clients expectation on the project may not be achieved. If clients are educated by the design team as to what to expect during the design and construction of the project and the standards a design team must offer, then minor divergence can then be view as part of the design process and the efforts could be directed toward resolving those routine problems understandingly and effectively (ACEC Oregon, 2008). Clients who are unfamiliar with the trials and adversity of a major project should be educated on the process prior to the design and construction stages. Doing so will facilitate the clarification of clients expectation and allow clients to adjust their expectation to a realistic level. Clients have four main expectations on construction projects. They are the expectation on scope, cost, time and quality. All of these expectations are defined, estimated, planned and specified during the design phase of the project. It is therefore critical for the project team to identify the clients expectations at the beginning of the design phase so that it could work towards the clients expectations. Once the construction phase of the project begins, there would be little room for adjustments on the focus of meeting client expectation. By that stage the project team are adhering, monitoring, controlling and managing the expectations that were set during the design phase. Figure 2: General client project expectation (Oyegoke, 2006) Clients preconceived expectations on construction projects are highly skewed by the marketing strategies employed by manufacturers. Manufacturers often advertise their products performance under optimum conditions and they have a tendency to omit risks that are associated with the product. This is the main contributor to clients expectations as they have a visualisation of how the product performs but in some cases, these products may not be able to perform at their optimum level due to the environment of the project location, the installation, application and the maintenance of the product. Clients expectations over the cost of projects have changed over time. Clients expect costs to be kept at a minimum, however most clients are unaware of the so called costs that are involved in a construction project and the overall whole life time cost of buildings. The trends towards green buildings are a good example, the aim of sustainable buildings, the so called green buildings are to reduce the impact of the buildings operation on the environment and this in sequence usually reduces the consumption of energy of buildings. Sometimes clients are too focus on the capital cost, that they fail to recognise the benefits of the reducing the whole life cost of the building through the slight increase in capital expenditure. Time is another important expectation from customers; sometimes the most important expectation. The idea of prefabrication allows construction time to be reduced, as components are made off-site and are brought to the construction site for assembly. However there is a limit as to how many elements of the construction can be prefabricated and the trend to more complex projects which requires a finer level of design detail and thus contributing to the length of construction time. Client Needs Satisfying client needs is a vital requirement for construction projects. As construction projects are induced by the client needs; but often the project outcomes fails to satisfy them. There are many reasons for this, for the design team the challenge is to comprehend client needs, which should be revealed during the briefing stage of the project (Atkin, Borgbrant, Josephson, 2003). Potential clients of the construction industry are too large and varied group for any meaningful detailed classification to be prepared. Nevertheless an understanding of clients is aided by a broad categorisation (Walker A. , 2002). As different clients from different categories will have different needs for it to initiate a construction project. For example: A commercial client, would built offices to sell or lease to others and is expecting a direct financial gain A industrial client would build factories and expect a gain on productivity A public client is expecting a social investment gain from a new school. When the client is satisfied that there is a need for a project, it will then undertake a feasibility study to ascertain whether the project meets all of the objectives of the client (Lavender, 1996). Clients Objectives The most important feature of any building project should be the clients objective in embarking on the construction of the project. The need for the project will normally have risen from some demand arising from the client organisations primary activities as stated before. The needs of clients are stimulated by the environment of their organisation, which presents opportunities to which they respond. Such external stimulus may be economic forces, which give the opportunity for profit, or sociological forces, which presents the chance to respond to a social need, but usually they are a combination of different forces in which the client must respond to as the result of the need to survive. Above this, clients also respond in order to expand as a result of drive and motivation. The effect of forces in the clients environment will therefore trigger the start of the construction process. Although it may not be realised at the time that a project is needed and at that stage it is unlikely that any members of the project team will be involved. When it becomes apparent that a construction project is needed to satisfy the clients objectives, the brief begins to form. A common major problem is that the project team will normally not be involved at this early stage and a number of important decisions which may inappropriately constrain the design of the project may have been made by the time they are brought in (Walker A. , 2002). Figure 3: Triangle of time, cost and quality (Lavender, 1996) Once the objectives are met, the three qualities of a project must then be prioritized to demonstrate the clients preference. To some clients, if the priority is to keep costs down, then a delay may not matter too much. However to other clients, time may be an absolute priority for example a hotel development is scheduled for completion to meet seasonal increase in trade (Lavender, 1996). These three qualities in turn represent the clients expectation of the output of the project, therefore it is vital to communicate with the clients to discover how the client has prioritised these qualities. Clients often perceive the brief as a reasonably detailed statement of what they require, but it is important that the strategic level of the brief is not overlooked at the expense of detail. The clients priorities must be clearly established and are communicated to the project team. It may well be that there is conflict within the clients organisation regarding priorities, but the project team must be confident that it has interpreted the balance properly. To achieve this it will have to understand the clients organisation, its decision-making process and where the highest authority lies (Walker A. , 2002). Changing Expectations Drivers of change in client expectation: New trend in property ownership Increase in number of investment properties (time expectation) Growing project complexity Due to higher need requirements and technological advancements in material standardisation, construction methods, techniques and technologies. (quality and cost expectation) Influence of life cycle costing Cost of repairs and maintenance Influence of alternative materials and systems Shrinking business and project cycles Shortening of the hypothetical supply chain of building materials (cost and quality expectation) Commoditisation of products and services Specific products and trade specialist as a first tier contractor External stakeholder power Clients knowledge base is expanding Suppliers focus Scarce human resources Ethical agenda Green buildings (to reduce energy consumption and effects of global warming) Time is a finite resource, especially with the new trend of increases in numbers of investment properties, clients of construction projects demand their projects to be completed on time for peak market trading. This in effect translates to the increasing expectation for construction projects to be completed on time and method of fast tracking will be employed to ensure deadlines are met. Communication requirements in complex projects are overwhelming in comparison to more traditional projects and there is a requirement for a great deal of interaction and negotiation (Kelly Male, 1993). The increase complexity will add time to the project duration. Client Expectation and Project Management The general definition of construction project management is said to be the planning, co-ordination and control of a project from conception to completion on behalf of a client. This requires the identification of the clients objective in terms of utility, function, quality, time and cost, and the establishment of relationships between resources, integrating, monitoring and controlling the contributors to the project and their output, and evaluating selecting alternatives in pursuit of the clients satisfaction with the project outcome (Walker A. , 2002). Client expectation begins with the briefing process. Briefing is seen as a singular event at the beginning of the projects by the client; however this is not the case. Briefing is a process, where requirements are systematically written down and this will be updated as required. This means that while the project proceeds and clients awareness of the project increases, the ability to make changes reduces as the project progresses (Atkin, Borgbrant, Josephson, 2003). The recommendation is that briefing is a process running throughout the construction project, by which the clients requirements are progressively captured and translated into effect by the design team. Clients nowadays simply expect too much from the design teams; they expect perfection. Any minor delays, added costs or design changes are taken as a sign of incompetence on the part of the architect, engineer or project manager. Managing client expectations is the key to avoiding unnecessary confrontations, demands and claims. Perfection is impossible to achieve, therefore the best approach to ensure that the client is making realistic expectations about the project and its outcomes (ACEC Oregon, 2008). Communication is vital to this process. Communication should take place continuously throughout the project especially in the beginning. Stress that perfection is unattainable at any price and errors and omissions are common parts of the design and construction process. Clients must understand that they can only expect a standard of care that is provided with the managing or design service. These services are provided with the ordinary degree of skill and care that would be used by other reasonably competent practitioners of the same discipline under similar circumstances and conditions. The standard of care is a concept drawn from English Common Law doctrine. The doctrine holds that the public has the right to expect services provided will be have done so with a reasonable normal, careful and prudent manner. In other words, being perfect is not required as long as the service provided was done so with a reasonable due skill and care (ACEC Oregon, 2008). Goals to achieve perfection however should still be set to give the project team a clear direction and allow for measure of performance if necessary. Risk Management Design projects are inherently risky. Every project is different in some way and this carries with it uncertainties. Risk is the term used to describe the amount of uncertainty and number of threats that exist or potentially exist in a project (Ramroth, 2006). Risks can be technical, physical, commercial or environmental (Walker Greenwood, 2002). Managing risk is one of the most important tasks for the construction industry as it affects the project outcomes (Dey, 2009). This outcome is closely tied in with the output of the project; and at the most basic level, the building and construction industry is recognised by its output (Cross, 2001). Clients expectation on risk should be made known to the design team and in turn, the project risks should be communicated to the client. Doing so will reduce any misunderstanding and possible confrontations. Managing Risk Management of risk is an ongoing process throughout the life of the project, as risk will be constantly changing. Risk management plans should be placed to deal quickly and effectively with risks if they arise. It is important to work as an integrated project team from the earliest possible stages on an open book basis to identify risks throughout the teams supply chain (Office of Government Commerce, 2007). Risk management in construction projects involves: Identifying and assessing the risks in terms of impact and probability Establishing and maintaining a joint risk register, agreed by the integrated project team Establishing procedures for activity managing and monitoring risks throughout the project and during occupation on completion Ensuring that members of the team have the opportunity to engage in a dialogue that will promote agreement of an appropriate allocation of risk. Updating risk information throughout the life of the project Ensuring control risk by planning how risks are managed through the life of the project to contain them within acceptable limits Allocating responsibility for managing each risk with the party best able to do so A common risk management process should be understood and adopted at all levels within the integrated project team, and the risk register regularly reviewed and updated throughout the project lifecycle (Office of Government Commerce, 2007). Investment in developing the brief is often cut; however, this will likely lead to delay and cost overruns further on in the project due to changes and potential misunderstandings. Making risks known to the client can help them develop and prepare budgets for the project and this allows the project team to assess the clients expectation on risk. When preparing the budget, it should comprise of two elements of cost, a base estimate and risk allowance. A risk allowance should be included in the budget for the project to cover the potential financial impact of the clients retained risks as estimated in the risk analysis. Risks inherent in the maintenance and demolition of a facility should be considered during design development and the decisions about risk kept on the register for future reference (Office of Government Commerce, 2007). This inherent risk should be included in the whole life costing of the building. Risk Allocation Risk management arrangements should include risk allocation that (Office of Government Commerce, 2007): Is clear and unambiguous Achieves best value for money Represents a fair balance between risk and control Does not create conflict of interest in those required to give independent advice to the client. Contracts are a way to reduce risks as it is used to reduce uncertainty. Mutual agreements regarding to the project must be stated in the contract. Contracts between businesses have evolved to take on various roles (Walker Greenwood, 2002): Recoding the deal that has been agreed and the rights and obligations of the parties. Providing sanction for non-compliance, or incentive to comply Offering sets of procedures that the parties should follow Catering for uncertainty by deciding in advance how parties will bear the risk on unforeseen events. Responding to Risks Project managers must control the threats and uncertainties that would potentially adversely affect their projects. There are a number of strategies to do so (Ramroth, 2006): Avoidance: where risks have such serious consequences on the project outcome that make them totally unacceptable, measures might include a review of the project objectives and re-appraisal of the project, possibly leading to the replacement of the project, or its cancellation. Reduction: a typical action to reduce risk can take the form of: Redesign: including that arising out of value engineering studies Different methods of construction: to avoid inherently risky construction techniques Changing the procurement route: to allocate the risk between the project participants in a different manner. Transfer: transferring risks to another party in the integrated project teams, who would be responsible for the consequences, should the risk occur. Risks should not be transferred until they are fully understood. The objective of transferring risk is to pass the responsibility to another party who can better manage it. Retention: Risks that are not avoided or transferred are retained by the client although they may have been reduced or shared. These risks must continue to be managed by the client to minimise their likelihood and potential impact. Uncertainty should be understood as being a dual and coherent nature with reference to the environment, comprising the building context and the management of construction operation for the specific building (Atkin, Borgbrant, Josephson, 2003). Two concepts that are relevant are the contextual uncertainty and operational uncertainty. Contextual uncertainty includes the environment as a whole that may have an impact on a specific building. The impact could raise doubts about the result or the effectiveness of the achievement. In order to analyse the shape or form of the contextual uncertainty it is necessary to analyse the building from a broader perspective: the environment, the client and the organisation as a whole. Operational uncertainty is defined as every circumstance that may have an impact on the projects efficiency; that is handling the implementation of construction according to a predetermined set of goals. The logical phase of the construction process means that project visions are needed to reduce planning and design uncertainties, and that a plan is needed to reduce production uncertainty. Contingency funds should be in place to ensure that any uncertainty and imperfections of the project can be corrected. Clients should be made aware that contingency provisions are created to recognise that the final design and construction cost may exceed the initial estimated cost. The contingency fund should equal to a reasonable percentage of the estimated construction cost as a reserve to pay for unanticipated costs. Clients should acknowledge that no claims can be made against the project team with respect to increased costs within the agreed contingency. The building construction stage should be easy to plan and managed, if: The client is satisfied with the design; The design is correct and can be realised through construction; The intention of the designer is correctly communicated; and All conditions on site can be anticipated While it is not possible to alleviate all risks, some risks can be eliminated by thoughtful problem solving, while others can be successfully managed so that their impact on the project is kept to a minimum (Ramroth, 2006). Value Management Value management is the process in which the functional benefits of a project are made explicit and appraised consistent with a value system determined by the client. From a value management perspective, a project is an investment by an organisation on a temporary activity to achieve a core business objective within a programmed time that returns added value to the business activity of the organisation (Kelly, Making client values explicit in value management workshops, 2007). Value management is a structured, multi-disciplinary group decision-making process that encourages the enhancement of the value of a project, process or product in a manner consistent with the business goals of the stakeholders and client needs. Value management enables stakeholders to define and achieve their need through facilitated workshops that encourage participation, teamwork and end user buy-in. Stakeholders are people who have a real interest in the outcome of the project. Stakeholders of construction projects could be promoters, owners, financiers, supervisors, planners, engineer, constructors, operators, user and neighbours. The focus of value management is on function value for money, it is not necessarily to reduce cost. Though reducing cost could be a by-product of the value management activities (Office of Government Commerce, 2007). Value means ensuring that the right choices are made about obtaining the optimum balance of benefit in relation to cost and risk, and in its broadest sense, is the benefit to the client. However with value management, it should be recognised that improving the whole-life project value sometimes will require additional initial capital expenditure. The buildability and maintainability of the facility are central to its long-term value. Value management is a very low cost with high benefit exercise. The greatest benefit from applying value management to a project is when it is integrated into the project development plan, with workshops programmed to take place. If integrated into the project management methodology early in the project development the cost can be almost negligible, because of the reduced need for subsequent reviews and opportunities for substituting VM for some of the routine appraisals and quality audits that are always necessary (Hammersley, 2002). Clients Benefit The client is the party that benefit from the long-term operation of the building and therefore should lead the process from inception to the completion of the building. However it is suggested that clients are not interested in technological correctness. The designer on the other hand has the technological competence, but handling all the interdependencies to reach an optimal technological solution can sometimes lead to long design durations; affecting the clients expectation on the duration of the project. The designer may also have little knowledge on how to produce the design to a finished product. This production knowledge and skill lies with the contractors and subcontractors, often designers rely too heavily on the assumption that the design product is easy to produce. Apparently no single party is fully capable of leading, but rather a group of individuals can stand a better chance of succeeding (Atkin, Borgbrant, Josephson, 2003). To increase clients benefits the following key criteria should be made possible: Clients should have enough time to increase their knowledge of the project outcome, based on their requirement Clients should be able to change their mind when the challenges of their requests are made apparent to them Designers should have sufficient time to convert client requests into key technical criteria Designers should have enough time to investigate the interdependencies of the technical criteria in the building system Contractors and subcontractors, when required, should have the ability to view the impact of decisions regarding constructability As identified earlier, the client comprehends the product increasingly as the process proceeds. This suggests that even though it is hard to manage, it should be possible to review the requirements of the client in order to produce a building that satisfies. What is Value Value management is concerned with what value actually means

My Metamorphosis :: Pyschology, Informative

My Metamorphosis For many years I thought that extroverts were selfish. That they deliberately sought attention in order for people to think well of them. I have slowly come to the realization that this is a case of sour grapes on the part of we introverts. In fact we are the selfish ones. Introverts hold themselves back from social interaction out of a fear of negative reaction. We feel that if we become visible to a group then we will somehow look foolish and therefore feel totally embarrassed. It is our belief that until proven otherwise, we are potentially perfect in the eyes of all strangers. If we can therefore navigate the perceptions of other people well enough, they will continue to believe we are perfect. And with any luck they will come to feel positively towards us. This is such a joke on so many levels. The obvious fallacy is that even if people do form a friendship or some other relationship with us, it will not be our true self that they are seeing. This is the reason we feel so unworthy of the love that people offer us. In the back of our minds we know we have been conning them and do not deserve their love. Extroverts on the other hand, seek to amuse and educate others by their own actions and words. They are not usually concerned with how good they will look but how happy or entertained those around them are. They are not self-conscious and are therefore more likely to show their

Affirmative Action :: Affirmative Action Essays

à ¢Ã¢â€š ¬Ã…“The à ¢Ã¢â€š ¬Ã‹Å"under representationà ¢Ã¢â€š ¬Ã¢â€ž ¢ of any racial group, it was decided, was evidence of discriminationà ¢Ã¢â€š ¬?(Guernsey). Affirmative action did not start out as a reverse discrimination towards white males, but it was meant to help everybody, but failed nearly completely after a time of which it was affected. The original concept of affirmative action excluded any mention of preference. à ¢Ã¢â€š ¬Ã…“Launched during the late 1960s by the administration of President Richard M. Nixon, affirmative action programs call for guidelines and goals in the hiring of racial and ethnic minorities, the handicapped, and women. They have been effective in promoting change in hiring practices because they have the weight of the federal government behind them. As a direct result, a broader range of opportunities have become available for blacks in government, the corporate world, and colleges and universities. In the beginning, the 1960à ¢Ã¢â€š ¬Ã¢â€ž ¢ s, when President Johnson used the affirmative action policy it was necessary and effective. At that time there was racial discrimination towards people of all black races in the United States of America, so it was a necessity to have such a law to create equal opportunity, but this was also created to have a racially and gender blind solution. This has turned into a racially unequal program that now has a negative effect on society. Affirmative due to quotas and favoritism towards minorities have a negative effect on society and have created a reverse discrimination. Many years ago there was a mistreatment of blacks and other minorities. à ¢Ã¢â€š ¬Ã…“During much of American history, it was generally accepted by white people that blacks were not the same kind of human beings as whites and that slavery was the proper role for black people(Guernsey). People were not permitted to attend certain schools due to their à ¢Ã¢â€š ¬Ã…“color.à ¢Ã¢â€š ¬? There were separate eating facilities, bathrooms, parks, and drinking fountains for them as well. The first legal sign that the mistreatment of blacks was finally realized when in 1954 the Brown v. Board of Education overturned the Plessey v. Ferguson case. In 1964 there was there was the Civil Rights equal protection laws passed to make discrimination illegal were the 1964 Civil Rights Act, Title II and VII of which forbid racial discrimination in "public accommodations" and race and sex discrimination in employment, respectively; and the 1965 Voting Rights Act adopted after Congress fo und "that racial discrimination in voting was an insidious and pervasive evil which had been perpetuated in certain parts of the country through unremitting and ingenious defiance of the Constitution.

Kingfisher Airlines Essay

Background: Kingfisher airlines started out as a UB group subsidy, a USD 2 billion diversified conglomerate, which holds more than 60 companies under it which are associated with major industries. The United Breweries group owned the kingfisher airlines. Kingfisher airlines had then commenced its commercial operations in the year 2005 on the 9th of May. Operating with a fleet of four new Airbus A320-200’s, kingfisher airlines had its first travel from Mumbai to Delhi. Subsequently the airliner had even commenced its international maneuvers on the 3rd of September 2008, by interlinking Bangalore and London. However it faced a worsening economic scenario since 2008. The mighty airlines in the present day scenario is facing many bankruptcy problems, pushing the airline to ground many of its destinations and aircrafts. Introduction: It was the year 2006, when kingfisher airlines got listed in the stock exchange after it had been setup in the year 2003. The present day situation for KFA is that it has a staggering Rs.8200 Crore debt and the money to pay for fuel, salaries and airport fees etc. is running out. Due to this KFA has lost all its hopes and has pleaded the government to give them a total  bailout but according to market analysts, the actual flaws in KFA’s business plans and the functioning are due to the endless woes of it , which is the major root problem of the airline. So my research question for the current commentary would be â€Å"Will kingfisher airlines be able to recover from the present debt crisis using the current financial strategies?† Syllabus area covered: SWOT analysis Current Ratio Analysis GPM and NPM ratios – Analysis of the balance sheet Findings: When Deccan Aviation’s Captain G.R Gopinath was looking forward to selling off his airline, then is when Vijay Mallya who kept denying that he couldn’t even think of buying an airline whose business model is so different than that of his had suddenly put in his bid and apparently clinched the deal. It was an interesting deal because KFA had got the license to fly immediately and got immediate listing as soon as it purchased Deccan Aviation but it was not all good, along with the goodies they had even acquired the losses incurred by the airline. The promoter group of the airline that is the UB Group had an experienced set of officials to run its business which majorly includes Vijay Mallya himself. The Airliner’s second problem was that its chairman was acting like an absentee landlord and was concentrating on his other business. The third mistake that Kingfisher Airlines had made was that they could have first consolidated its domestic operations and then got into international flying as then the competition increases a lot and only those with enormous money resources survive. SWOT Analysis: Strengths Weaknesses Strong brand image Financial support from the promoter that is the UB group. First Indian carrier that started out with a whole new fleet of planes. Quality service and innovation Financial issues due to heavy debt borrowing The laying off of employees has caused a bad image. The maintenance costs were very high at ground and airline level. The company still has not met its breakeven. The ticket pricing was very high, not in the affordable range of the commoners unlike its competitors which are priced economically. Opportunities Threats Poor service of air India and problems of strikes in jet airways. Growth in air travel, the number of passengers has increased. Route Rationalization: cutting down business in unprofitable sectors and services to cities.1 Debt Recast: Kingfisher Airlines must ask the banks to reduce the interest rates of the loans and possibly find a local investor to invest some money in their business2. Low cost carriers obtaining the larger market share. Fuel costs also have increased subsequently. Economic slowdown Infrastructure constraints Banks will aver on severe security before giving in any more loans which they need for their operational costs. Some banks may even go up to the extent of calling in all their debt. The airline’s promoter funds will be tapped, which will put pressure on the finances of the UB group Current Ratio Analysis: It can be defined as the company’s ability to meet its short term maturing obligations. The current ratio is calculated using this formula: Current Assets/Current Liabilities. For the year 2012 (as of march 31st) = 16188.35/84428.04 = 0.19 (all values in million INR) For the year 2011 (as of march 31st) = 29738.26/55255.85 = 0.54 (all values in million INR)   3 http://www.marketing91.com/swot-kingfisher-airlines/ 4 http://m.outlookindia.com/story.aspx?sid=4&aid=279017 It can be seen that the current ratio has decreased from the year 2011 to  2012 which indicates a threat to the company as the debt to assets has significantly increased and has not yet been repaid in the right model to improve and come out of the debt crisis. Following is a graph that shows the plotting based on the balance sheet3. We can see that the current ratio is less than 1:1 for both the years which indicates that the short term debts of the business are much greater than its liquid assets, which could spell disaster for its survival if creditors demand payment. Which is the case for kingfisher airlines as there crisis has been increasing and increasing as there are no sources for revenue that can be used to pay out even a part of the debt. If the company’s current ratio falls below 1, it implies that the company has a negative working capital, it is then required for the business to take a closer look at the business and there are no liquidity issues. If the ratio is drastically below 1 it implies that the company has inventories that can be converted into cash and this involves to be seriously concerned into the working which when neglected can lead to a financial crisis like in the case of Kingfisher Airlines. When observed in the financial values the income from operations has increased drastically from march 31st 2011 to march 31st 2012 which can be accounted to the loss in operations and trade. If we observe the employee costs also have been cut down on a large note due to the laying off of the employees and staff members. The aircraft lease rental has been subsidized as the fleet of Kingfisher airlines has decreased. If we compare the quarters between December 31st 2011 and march 31st 2012, we can see that the aircraft fuel expenses are more or less the same, which shows a loophole as to why is there still such high fuel expenses even though the operations and fleet have been reduced or more close to being closed. The losses between the same periods have almost increased more than double the times. Hence we see the net losses of the company to increase from (44.426.95) to (115,152.60) lacs which shows the growing debt crisis of Kingfisher Airlines. Price Movement and Performance Charts of Kingfisher Airlines Index Comparison and Ownership Pattern of Kingfisher Airlines Source:http://www.bseindia.com/bseplus/StockReach/AdvanceStockReach.aspx?scrip code=532747 From the above graphs, it can be clearly seen of what the past, present and future trend of Kingfisher Airlines is going to look like in the respective areas mentioned above. GPM (Gross profit margin) For the year 2011 -4.8% For the year 2012 38.2% It can be seen that the gross profit has been depreciating at an exponential rate which shows that there is absolutely no scope of business for kingfisher airlines, as its functioning and sales have gone down on a drastic rate, thus leading to its mounting losses. NPM (Net Profit Margin) For the year 2011 21.1% For the year 2012 382.01% When we calculate the net profit for the company we can observe the change in it from the year 2011 and 2012 there is difference of about 360% which shows the enormity of the debt that kingfisher airlines is heading towards. The company’s market share has also shrunk a lot due to the onboard crisis. Below is the pictorial representation of the difference in the market share of kingfisher airlines between the financial year 2011 and 2012. FOR THE YEAR 2011 FOR THE YEAR 2012 Analysis: It can be seen that Kingfisher Airlines has gone for public issue before it obtained Deccan Airlines so a part of the money might have been raised from /the money gained out of it. The UB group was the promoter of the company so it had the maximum stake in the Airlines but lately due to the debt crisis its stake is being diluted in order to issue them to other public who can invest money and might raise some capital for the business, doing so it is raising financial pressure on the UB Group. The Going concern status of kingfisher airlines has already been lost which might pose a threat for investors investing in the company which might lead to very bleak chances of survival. Problems: Fuel dues: Kingfisher Airlines had been a nonpayer of fuel bills which lead to many problems for the airliner. HPCL (Hindustan Petroleum Corporation Limited) had abridged the supplies of fuel for the airliner in lieu of non-payment of overdue fuel bills. Delayed Salary: Kingfisher Airlines had not paid salaries to its employees from October 2011 to January 2012, which had caused employee dissatisfaction. It had also been noted that the tax cut from the employee’s income at the source was also defaulted while paying to the tax department. There was a delay in the aircraft lease rentals which has to be paid to GE Commercial Aviation Services, which later lead to repossession of four A320 aircrafts. Airport Authority of India had slammed notices on kingfisher for a due on bills which amounted to about 255.06 crore INR. This had happened because the airliner was working on a cash and carry basis with a daily expense of 0.8 crore INR. Kingfisher Airlines had even service tax arrears which invited the possibility of legal action against the airliner. Kingfisher Airlines was declared as a Non Performing Asset (NPA) by the banks that had lent money for the airliner to carry out its business. Later, KFA suffered more problems such as erosion of net worth, frozen bank accounts, much of its fleet being grounded and suspension of ticket sales by International Air Transport Association (IATA). Kingfisher Airlines share price from Sep-2010 to Sep-2011 Measures Taken: Revenue Inventiveness One world alliance membership would allow KFA to have incoming inland  passenger growth. Co-branded Credit Cards – Kingfisher Airlines had issues the King Club ICICI co-brand card as ICICI bank is one of its major lenders. Kingfisher Express: DTD (Door to Door) Cargo express services to capture the under penetrated air-cargo delivery service. Cost Reduction inventiveness Streamlining distribution channels. Renegotiating vendor agreements – airport and fuel discounts, operating leases at a discount. Control over discretionary spend – reduction in rentals, cost of transport, local conveyance and communication. Optimize space. Operational efficiency: saving on fuel consumption. Equity infusion Debt Re-schedulement Capitalization of its expenses which would lead to the increase in the net income, reduce the stockholder equity and total assets will upsurge for the same amount of expenses. Strategies for Kingfisher to come out from its Debt Crisis: Rescheduling and restructuring of loans- the unsecured loans must be converted into equity share capital then Kingfisher Airlines can avoid the finance cost of the unsecured portion but the promoter’s (UB Group) holding will drastically decrease and even the secured loans can be paid in almost the same manner. Thus the banks will have to increase the period of repayment and decrease the rate of interest on the loans which might help KFA’s operations and possibly the loans might be cleared. There must be efficient strategies to increase the turnover of the company which includes the change in pricing strategy and making it competitive to its co-airlines. Fuel subsidies from the government – KFA must convince the government to give them fuel subsidies by which they can run their airlines and then slowly repay back all its debts. FDI ( Foreign Direct Investment) – there is a larger chance of KFA getting merged with some international airline if the FDI limit is increased which will thus lead to the acquisition of Kingfisher Airlines by an international carrier but will be relieved of its debts and would not then effect the promoter group. Conclusion: The present condition of Kingfisher Airlines can be due to a series of reasons but ultimately it was a rise and all of a giant domestic carrier for India. There are very few chances for the company to bail out from its current situation. The hope of an international merger with Kingfisher might give a ray of hope to the survival of the airlines. If the current debt crisis is not put on hold and keeps increasing, there would be only one door open for Kingfisher Airlines that is to sell out everything to repay all its debts to banks and lenders thus leading to the ultimate collapse of Kingfisher Airlines.