Sunday, December 29, 2019

Nigerian Construction Industry And Its Performance - Free Essay Example

Sample details Pages: 21 Words: 6417 Downloads: 7 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Chapter Two of this research comprises a comprehensive review of literature relating to the Nigerian construction industry and its performance, Value Management and its application in the construction industry. It is noted that much of the literature relating to Nigeria is dated, however this can only add to the value and relevance of primary data collected in this research and it provides a background and historic basis from which progress in the industry may be measured. 2.1 THE CONSTRUCTION INDUSTRY Don’t waste time! Our writers will create an original "Nigerian Construction Industry And Its Performance" essay for you Create order The construction industry the world over is often perceived to be the life wire of its respective economy as it cuts across all aspects of human activities (Ayangade, 2009) and the Nigerian construction industry is not an exception to this. Its contribution ranges from enabling the procurement of goods and services to the provision of buildings and other infrastructure, thereby providing employment opportunities to its labour force while contributing immensely to the Gross Domestic Product (GDP). According to Ayangade (2009), the contribution of the Nigerian construction industry is yet to measure up to those of the western world like the UK and Australia due to its developing nature among other reasons discussed below. As noted by the same researcher (Ayangade, 2009), whereas the construction industries of other developed countries are responsible for about 22% of their respective GDPà ¢Ã¢â€š ¬Ã¢â€ž ¢s, the Nigerian case is different as it contributes slightly below 16% to its econ omy. However, this could be said to be complemented by the relatively higher employment (20%) it provides for its whooping 140 million citizens compared to the 12% as in the case of developed countries. Mbamali (2004) attributed this to relatively lower use of mechanization within construction in Nigeria and the high dependency of the Nigerian economy on the oil sector. Obiegbu (2005) noted that the construction industry, unlike other sectors, is a complex one and requires articulate professionals who are ready to live up to its clients expectations. Clients in the construction industry may either be private individuals including corporate bodies or public organisations which include the government. In Nigeria the federal government is often seen to be involved in the most complex projects with about 38.4% of the market (Ayangade, 2005). This is followed by the state government which is responsible for about 19.2% of the projects in the industry, though there is still some form of p artnering between different classes of clients. The players in the industry are a disparate group of individuals often assembled into temporary teams and may comprise of quantity surveyors, architects, Engineers, Estate surveyors Valuers, project managers, contractors and sub-contractors, suppliers, labourers and artisans. Activities in the construction industry are carried out on a project basis and could be within an organisation or part of a programme (..reference). The Project Management Institute (PMI) (2004) defined a project as à ¢Ã¢â€š ¬Ã…“a temporary endeavour undertaken to create a unique product, service or resultà ¢Ã¢â€š ¬?. The product, in the context of the construction industry, may be a building, services installation or other infrastructural project. Hence the relevant mix of professionals is often assembled together with the aim of achieving this goal. This group of professionals is expected to possess the relevant skills, knowledge, tools and techniques to achieve the project goals. The application of these variables, skills, knowledge, tools and techniques, with the aim achieving the required objective is referred to as project management (PMI, 2004). According to Obiegbu (2005), the contractual procurement strategy, which he defined as a basis for clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s acti on in defining the procedure to be followed from the inception of the project to handover, plays an important role in the performance of the industry. Some of the contractual arrangements which are often referred to as procurement routes may include, but are not limited to, the following: Traditional procurement route Design and build Management contracts 2.1.1 Nature and Performance of the Nigerian Construction Industry the economic resources often wasted in cost and time overruns, substandard work and shoddy workmanship, client-contractor-practitionerà ¢Ã¢â€š ¬Ã¢â€ž ¢s acrimonious relationships and non-performance of projects as envisaged by clients and end usersà ¢Ã¢â€š ¬? Olatunje (2009) The above quote highlights the perception of the Nigerian construction industry presented by Olatunje (2009) highlights issues researched by other authors such as cost and time overruns (Aniekwu and Okpala, 1998, Oyedele Tham, 2007, Dlakwa Culpin, 1990), project abandonment (Sonuga et al, 2002, Adams, 1997) and both client and contractor dissatisfaction (Olatunje, 2009). The quote also echoes findings from Egans (1998) research into the UK construction industry. The Egan report has been formative in the UK construction industry but also for the Nigerian industry, which is fashioned after the UKs (Mbamali, et al., 2005, Oyedele Tham, 2007). The Nigerian construction industry has similar contractual arrangements as the industry in Britain which has been found to be more unsuitable for developing industries like Nigeria than it is for its own industry (Edmonds Miles, 1983, Sonuga et al, 2002). The most common procurement route used in the Nigerian construction industry is the à ¢Ã¢â€š ¬Ã…“traditional routeà ¢Ã¢â€š ¬? (Ayangade, 2009). This implies that much risk is placed on the Architect to deliver the project as he is left to advise, organise and lead other project consultants to conceive and develop the project design. This procurement route has faced a lot of criticism including the separation of the design stage from actual construction. Wells (1986) found that the divorce of design from construction and the use of competitive tendering, which is based on lowest cost, are noted constraints that affect the performance of the Nigerian construction industry. Aniekwu and Okpala (1988) referred to these as systemic i ssues in the industry which result from the application of contractual arrangements unsuited to the Nigerian industry. Some of these issues may be accommodated by appropriate conditions of contract but these factors are considered to be withholding the development of the industry. Aniekwu and Okpala (1988) also identified some of the structural issues affecting the industry to include access to finance and lack of proper communication among consultants, contractors and the client at the early stages the project and during construction. Oyodele and Tham (2005) noted that lack of proper communication in the industry, boosted by its high level of fragmentation, has left it awash it with delay, cost and time overruns in addition to the disturbing rate of fluctuation in the prices of materials offered by the economy. The findings of the Building Research Establishment associated more than 50% of the construction defects with mistakes in project drawings and documentation due to inadequat e interaction among the project professionals. This is in line with the recommendation of the National Economic Development Office (1987) on the need for more accurate designs in the industry as this is responsible for nearly two-thirds of poor quality work in the industry. 2.1.2 Project Management in the Nigerian Construction Industry Odusemi et al, (2003) found that Project Management is still in its early stages of development in the Nigerian construction industry. The service is offered but only alongside other consultancy services. This is not assisted by the fact that PM is learned experientially and is not represented by established professional bodies, although many consultants are members of the Association of Project Management (APM) and the Project Management Institute (PMI). This has left the industry struggling with the challenges of satisfying the needs of its clients and the public as a whole. As noted by Oyodale and Tham (2005), the complexities presented by the industry can only be tackled by its professionals. Aibinu and Jagboro (2002) concluded that, considering the contribution of the construction industry to its nationà ¢Ã¢â€š ¬Ã¢â€ž ¢s economy, improved services in the form of greater efficiency and timeliness would certainly yield a positive impact. The research called on the need for innova tive research that will improve management skills and ability, buildability, design quality, integration and communication and client focus so as to deliver value for money. 2.2 VALUE MANAGEMENT 2.2.1 Value Concept Historically, value is viewed from an economic perspective, hence its expression as a ratio of costs to benefits (Kelly et al, 2004). à ¢Ã¢â€š ¬Ã…“The concept of value is based on the relationship between satisfying needs and the expectations and the resources required to achieve themà ¢Ã¢â€š ¬? (British Standard, 2000). The above statement implies that for value to be correctly defined there ought to be some needs that are desired to be satisfied; which are then weighed against the required and available resources to achieve them. This however does not equate reduced cost to enhanced value. For instance, as illustrated in figure 2.1 below, a project manager may decide to commit more resources in the short run (which would obviously increase cost) with an intention of increasing his revenue (improved value) in the long run. Value can thus be increased when the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s satisfaction increases and the cost in terms of resources either diminishes, or increases to a lesser extent (Tassinari (1985, p37). Figure 2.1 showing the relationship between resources and customer satisfaction. (Adapted from British Standard, 2000) A need is that which is desired or necessary to perform a particular function and will differ depending on the nature of the client or the perspective from which it is defined (British Standard, 2000). This explains why value is often seen to be a subjective term (Thiry, 1997). According to Kelly et al (2004) producers and dealers may both view value as the price of a physical object while the consumers or users would see value from its performance perspective which changes with time. McGeorge and Palmer (2002) illustrate this using a modern home which has a little battery operated radio in addition to internet, phone, and television. Of course, the small radio would be perceived to have little or no value until a snow storm cuts the house off from the electric power supply which will render the radio as the only source of communication. The above example by McGeorge and Palmer (2002) shows the effect time and innovation can have on a clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ interpretation of value and how it can change given a particular situation. The small battery operated radio was initially of very high value when it was the only available option but diminished with the invention and/or acquisition of internet, phone and television by the household. However its appreciation changed when the situation change. According to Zimmerman and Hart (1982) as cited in Thiry (1997), à ¢Ã¢â€š ¬Ã…“if a design has not changed in 18 years, the product is either excellent or management has failed to improve ità ¢Ã¢â€š ¬?. However one knows that neither of these two conditions mentioned in the above statement is obtainable in the present construction industry due to its highly competitive nature. Most times clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ interpretation of value is when it meets or exceeds their expectations. Kelly and Male (2007) described this using the Kanoà ¢Ã¢â€š ¬Ã¢â€ž ¢s model as shown in figure 2.3 below. Figure 2.2 Kanos Model, reproduced from Kelly and Male, 2007 As shown on Kanoà ¢Ã¢â€š ¬Ã¢â€ž ¢s model above, there are three levels of satisfaction factors; à ¢Ã¢â€š ¬Ã…“basicà ¢Ã¢â€š ¬?, à ¢Ã¢â€š ¬Ã…“performanceà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã…“delighterà ¢Ã¢â€š ¬?, each having some effects on the quality characteristics including customers satisfaction. According to Kelly and Male (2007), Kanoà ¢Ã¢â€š ¬Ã¢â€ž ¢s model (figure 2.2) does not only portray the importance of achieving a clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s immediate expectations from a project but also the need to go the extra mile to improve it beyond the clients expectations as this gives them a à ¢Ã¢â€š ¬Ã‹Å"delighterà ¢Ã¢â€š ¬Ã¢â€ž ¢ satisfaction. The possible benefit from this is that projects would not become obsolete within a short period of its completion as its performance would still exceed the customersà ¢Ã¢â€š ¬Ã¢â€ž ¢ demand, thereby assuring the client of continued good value for his money. Kanoà ¢Ã¢â€š ¬Ã¢â€ž ¢s model also creates room for improved projects throug h innovative services and products as what was once a à ¢Ã¢â€š ¬Ã‹Å"delighterà ¢Ã¢â€š ¬Ã¢â€ž ¢ over time goes down to à ¢Ã¢â€š ¬Ã‹Å"basicà ¢Ã¢â€š ¬Ã¢â€ž ¢ and forms a baseline below which the client becomes dissatisfied. According to Harty (2009) one of the driving forces behind the value management concept is that it encourages innovation through research which is in line with the recommendations of Egan (1998) to improve the performance of the construction industry. 2.2.2 Defining the Client Value System Clients in the construction industry have been described as a heterogeneous group made up of private or public organisations operating in different environments with diverse reasons for their existence (Kelly et al 2007). Some of these are multinational organisations competing at the global level who already have reputations to protect while some are small upcoming organisations who are still very much profit driven. Viewed from another perspective, some of these clients are more experienced than others irrespective of their sizes or the sector in which they operate. It then follows that clients are unique in their own ways and have individual, respective requirements which determine their needs and hence what is of value to them. This is referred to as the client value system. Harmonizing and prioritizing these diverse views of stakeholders in a particular project at the project briefing stage sets the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s value system and ensures that value for money (VfM) is achieved, (OGC, 2007). The client value system is thus seen as a basis for making decisions as to the allocation and use of resources available for a project, thereby addressing the usual mismatch between the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s actual intent and his capability (Thiry, 1996). According to Kelly et al (2004, p157) one of the most important considerations of value management is the recognition of the uniqueness of each clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s value system. This creates demand for the construction industry as it is focused on the customers by making explicit what value means to the each individual client. Sequel to this, Kelly et al (2004) identified some measurable criteria which form a typical construction client value system to include time, capital costs, operating cost, environment, exchange, flexibility, esteem, comfort and politics. 2.2.2.1 Time Refers to the period from when the project was conceptualized to the period when it is completed and absorbed into the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s organisation. Often time is assessed on a continuum from when it is of essence to the point where it could be compromised (Kelly et al, 2004). For instance a project to build a sports bar for the 2010 world cup delivered just a day past the commencement of the tournament, may drastically affect its value. Hence it is necessary to determine what time means to the client. 2.2.2.2 Capital expenditure (CAPEX) Are those costs associated with the capital cost of a project, measured on a continuum between the budget being considered tight and not able to be exceeded to there being flexibility in budgeting (Kelly et al 2004). Simply put, CAPEX is what it cost to put a project on ground, from inception to handover. However, Elinwa and Joshua (2001) stated that it is sometimes difficult to separate the capital costs of some projects from its operating costs due the platform on which it was procured. For example a primary health centre to be procured through PFI, it may not be so easy to pin point the capital costs as it forms part of the total lease package. 2.2.2.3 Operating expenditure (OPEX) Spending on construction projects is not one off expenditure as the building requires to be operated, maintained and repaired throughout the life span of the building. According to Kelly et al (2004), OPEX can be defined as those costs associated with operation and maintenance of a completed project as it becomes a part of the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s organization; measured by the extent to which it is minimized to its point of being flexible. This depends on the use to which a building is being put to. For instance where the building is for residential purpose, the operating costs may include utilities, cleaning, repairs, maintenance, caretaker and security. This may be expanded to include photocopying and internet facilities and other office services for a commercial development. 2.2.2.4 Environment This defines how important achieving an environmentally friendly project is to the client. Kelly et al (2004) defined environment as the extent to which the project results in a sympathetic approach to its immediate and extended physical environments in terms of energy consumed in putting it up and in operating it. The yardstick here is the level to which the project complies with the Kyoto Agreement and Agenda 21 issues including other environmental regulations. This explains a clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s interest in having a sustainable development which is resources conscious. 2.2.2.5 Exchange or resale This refers to the monetary value of the project were it to be sold, rented or valued as part of an organisations assets. Where the project cannot be traded on the open market value or there is no intention to resell ab initio, this will be indicated in the organisationà ¢Ã¢â€š ¬Ã¢â€ž ¢s value system (Kelly et al, 2004). The continuum here is between the returns from the project being of importance to the returns being of not of much or no importance to the client. 2.2.2.6 Flexibility As recommended by Egan (1998), there is a need for construction projects to be at a par with improvements in technology and changes in market demand. Hence flexibility as a value criterion is the extent to which a project parameter has to reflect this ever changing environment at its design stage (Kelly et al 2004). For instance, the nature of the healthcare industry involves constant improvements in technology and hence healthcare facilities must be compatible with the incorporation of these changes. However, flexibility depends on the nature of the project and is measured between being very easy to change its function to being impossible. 2.2.2.7 Esteem This refers to the amount of immediate resources that a client wants to forgo for attributes like prestige, aesthetic and appearance rather than performance (Thiry, 1996). Some projects may not be viable based on other value criteria but of high value to the client on esteem grounds. For instance, some projects undertaken by some countries could be just aimed at creating awareness and putting the countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s name on the mapà ¢Ã¢â€š ¬? as in the case of the worlds tallest building in Dubai. 2.2.2.8 Comfort In the context of a building this refers to the physical and psychological comfort of the building as a place for working and living with its influence on human performance (Kelly et al 2004). Simply put, it refers to the ease with which the project supports the business carried out in it or other uses to which it is being put. 2.2.2.9 Politics This is external to projects and refers to the level of resources that the client wants to commit to the community, popularity and good neighbour issues which often determines how important they are to him (Kelly and Male, 2007). This is measured by the motive to be popular with the local community or not having any concern with them at all. In a study conducted to determine clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ assessment of architectsà ¢Ã¢â€š ¬Ã¢â€ž ¢ performance in Nigeria in terms of delivering value for money, Lukmon et al (2007), identified a set of 28 similar but correlated criteria which they grouped under quality of project, buildability, client focus and management skills. 2.2.3 Historical Background of Value Management A project is defined as à ¢Ã¢â€š ¬Ã…“an undertaking aimed at achieving a specific objective usually measured in terms of performance, budget and schedule,à ¢Ã¢â€š ¬? (Morris and Hough 1987). Hence project is an investment undertaken to add value to the core business of a client (Kelly et al, 2004). Value Management, as a management technique, offers the most logical approach to delivering VfM to clients (Shen and Liu 2003); Kelly and Male, 2007). Its strength may be attributed to its approach of identifying and/or verifying a clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s value system among the relevant stakeholders at an early stage of the project, so that these may be reflected in the project design. According to Thiry (1996) the origins of VM can be traced back to the 1940s in what he described as à ¢Ã¢â€š ¬Ã…“more for lessà ¢Ã¢â€š ¬? in the USA manufacturing industry. During World War II Lawrence Miles, an Engineer with General Electric, was faced with some strategic problems in producing some components which were easily produced in the past. As a way around this Miles, who before then has been dissatisfied with the cost of production in the industry, came to realise that most times circumstantial innovations result in better performance and reduced cost. This prompted Miles to ask à ¢Ã¢â€š ¬Ã…“what function does this component performà ¢Ã¢â€š ¬? and à ¢Ã¢â€š ¬Ã…“how else can we perform that functionà ¢Ã¢â€š ¬? (Dallas, 2006). Miles questions gave rise to the concept of function analysis which was aimed at identifying and analysing the intended functions to determine if the materials for the proposed solution can be substituted with less expensive ones. Not long af ter, people started to adopt the technique of focusing on the intended function not the process which soon developed into what is today referred to as Value Analysis (VA). In many cases people perceived the technique as a cost reduction technique at the expense of improved functionality which is a total misconception of the technique (Kelly and Male, 1993). However, the technique was so successful that in less than 10 years it was adopted in the US Department of Defence to deliver VfM and from then on other industries in the USA have adapted it for application at different phases of their projects. Value Management (VM) as it came to be called, refers to a structured management of the total value equation throughout all stages of the project (Kelly et al; 2004). Figure 2.3 shows different stages and segments of the development of value management. Figure 2.3 The metamorphosis of Value Management, adapted from Dallas (2006) As illustrated in figure 2.3, Miles action in the 1940s was focused on getting alternative materials or components to perform the required function which was the beginning of value management. This was later perceived as a cost cutting technique before the adoption of a holistic structured approach to improving value (Kelly and Male, 1993). Following the development and positive impacts of value management in the US manufacturing sector, the technique was adopted into the US construction industry as a means of delivering VfM to its clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ in the 1960s. Fong and Shen (2000) noted that VM was first introduced in the US construction industry in 1968 and its application in the Chinese construction industry is recorded to occur 10 years later (Shen and Liu, 2004). According to Kelly et al (2004), the value management technique was first used in the UK 30 years after it was introduced in the US manufacturing industry at the Xerox headquarters, an American company. From then on VM has grown to become widely accepted in different parts of the world as a logical means to achieve value for money (Fong, 2004; Kelly et al, 2004; Ellis et al, 2004) including in Africa (Bowen et al, 2008). 2.2.4 Benefits of Value management à ¢Ã¢â€š ¬Ã…“Value management is a proactive, problem solving service, which maximizes the functional value of a project through a structured team which makes explicit the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s value system and weights further decisions against the value systemà ¢Ã¢â€š ¬?.(Kelly et al, 1998). VM aims to justify the place of a project in a clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s organisation at an early stage and develops a strategic plan against which it is built on to deliver value for money. VM is often misconstrued to being a cost reduction exercise, hence seen to be synonymous with value engineering. According to Dallas (2006) cost reduction, which is an obvious output of a value management exercise, cannot after all be seen as its main motive. As illustrated in figure 2.4 below, VM incorporates value engineering and value analysis in its value definition exercise and so could be perceived to be a universal set for the three concepts. Figure 2.4 shows the relationship between Value Management, Value Engineering and Value Analysis, adapted from Connaughton and Green (1996) VM looks at a project from a holistic point of view (time, whole life cost and performance) in the context of its usage which properly fits in the definition of value for money (). Connaughton and Green (1996) identified the following benefits which a properly executed Value Management exercise can yield: The need for the project is made explicit and verified by available data. The project objectives are identified and discussed openly to reach a consensus. Rational, explicit and measurable decisions are guaranteed after alternatives have been considered. Project designs are developed from the agreed framework, which are evaluated on the basis of the agreed performance criteria. There is greater participation from stakeholders which guarantees their buy in. There is improved communication and teamwork spirit throughout the project. Improved innovation with better quality definition in the project. Unnecessary cost is eliminated which may lead to a reduction in cost. Properly executed, value management when employed at the early stages of a project can help eliminate unnecessary cost to the tune of 10% to 25% savings on the proposed capital cost of project (Ellis et al, 2004). This is considered to be reasonable compared to the actual cost of the VM exercise, which is estimated at about 0.5% to 1% of the projectà ¢Ã¢â€š ¬Ã¢â€ž ¢s cost (REF). 2.3 APPLICATION OF VALUE MANAGEMENT IN THE CONSTRUCTION INDUSTRY à ¢Ã¢â€š ¬Ã…“Any construction project should be only commissioned following a careful analysis of needs since failure to think through project requirements will almost certainly cause problems for subsequent design and construction stages. For that reason, the Construction Industry Board recommends that value management be incorporated as an integral part of the construction processà ¢Ã¢â€š ¬? (Baldwin 1998). The value management approach may differ between countries depending on the nature of their construction industry or the chosen procurement route in a particular project. However, this does not dispute the fact that the VM technique can be gainfully applied at any stage of a construction project, as clients/contractors are often faced with the challenge of finding an optimum balance between cost, time, quality and performance criteria (Fong 2004). In the UK, the USA, Australia and other countries where the value management technique is well established, VM is applied through a process referred to as the value management study (British Standard, 2000) or value management process (Kelly et al; 1998) via a workshop approach facilitated by value manager or experienced team facilitator. A value management study, as defined in BS12947, involves the application of value management to a particular business case identified within a VM programme. Baldwin (1998, as cited in Kelly et al, 1998) noted that VM is not a question of brainstorming and problem solving, rather it requires a structured methodology in order to have the required outcome. Figure 2.5 overleaf depicts a simple VM study plan developed for the European Value Management standard (British Standard, 2000). Figure 2.5 shows a simple VM study plan, adapted from the British Standard (2000) The VM study plan represents a systematic approach to ensuring that appropriate techniques and skills are utilized in the value study. According to the British Standard (2000), as shown in the VM study plan above, a VM study should aim to achieve the following objectives; Identify the objectives and targets the intended study is set to achieve; as this may differ from the project objectives. Formulate the relevant approach needed to achieve the objectives, including team selection and training (where necessary). Identify the relevant functions which will lead to the achievement of the objectives. Identify some basis for measuring changes in performance and use of resources. Set targets for performance and use of resources for the above identified functions in a way peculiar to the organisations. Identify innovative ways of arriving at the targets through the application of the above methods. Evaluate the proposal for improvement. Implement the proposal which have been chosen by the decision makers Monitor and measure the outcomes in relation to the target. Feedback results for continuous improvement of VM programme. There are different approaches to value management studies in different countries with regards to team compositions and workshop procedure. For instance in the American construction industry, VM studies are typically carried out by an independent workshop team who will have to à ¢Ã¢â€š ¬Ã…“sellà ¢Ã¢â€š ¬? their ideas to the project team later on. This is different from the UK practice where the existing project team is fully involved in the study. In a benchmarking exercise carried by Kelly et al (1998), the use of an existing project team in conducting value management studies appeared to be the preferred approach due to the following advantages accruable to the project; Cost of the study is relatively minimized Time spent project briefing the study participants is reduced Waste of resources on previously considered but failed ideas are eliminated Offers better opportunity for developing project teams during the workshop More opportunity to explore all available options Implementation is more guaranteed as team members have already accepted ideas which they generated as a team, thereby reducing the development period. However, generic VM workshop strives to add value to a project by considering the project on its whole life basis. Kelly et al (1998) who were in support of this view identified the five key value opportunities at which VM technique can be employed to include pre-brief workshop, proper workshop, sketch design workshop, final working design and implementation workshop. 2.3.1 Pre-brief workshop The Value Manager or Facilitator meets with the project sponsor/client to clarify the place of the project in his organisation or programme. This will give the two parties a better understanding of the functional expectations of the project so as to help form a basis for the project briefing workshop and the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s value system. This may yield solution/s to the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s problem, for example, whether a new building is needed or renovation of existing one will achieve the same objectives. 2.3.2 Proper workshop Proceeds from the identified solution in the pre-brief phase and aims to identify the clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s value system. This workshop offers an opportunity to facilitate the project team, understand their dynamics and guide them to achieve the desired goal. Though it is expected that the workshop has an agenda, this should not be too detailed, thereby making the timings tight, as this may divert the focus from achieving the objectives of the workshop to exhausting the items on the agenda. The tactical skills of the Facilitator are very much needed at this stage of the workshop if its participants are to be productive and should be as brief and focused as possible. 2.3.3 Sketch design workshop Sets a base for the detailed drawings and represents the design teamà ¢Ã¢â€š ¬Ã¢â€ž ¢s perception of the preceding project brief. This is often in the form sketches and notes to support the drawings where necessary. These are presented to the relevant stakeholders in the form of outline proposals and scheme designs. 2.3.4 Final working design (FWD) workshop Follows the outline proposals and scheme designs are presented, just before the actual design of the project starts. The activities considered in the workshop may include some elements and components issues for detailed drawings, production information, bill of quantities and tender actions. 2.3.5 Implementation workshop This workshop addresses the buildability of the emerged project design and how materials will be procured. This is to be done following the appointment of the contractor and sub-contractors. A number of authors (Dallas 2006; Ellis et al, 2005; Thiry 2001) including Kelly et al (1998) agreed that in addition to the above workshop approach that the use of the charette workshop is fast gaining grounds among professionals. This approach is described as the combination of the first three workshops discussed above. However, Ellis et al (2005) concluded that the stages of the workshop is not of much importance provided the à ¢Ã¢â€š ¬Ã…“job plan sequenceà ¢Ã¢â€š ¬? is either followed or adapted to highlight the value opportunities which he referred to as decision points. SAVE International defines the job plan as an organized approach to the conduct of a value study (Thiry, 1996, p14). Figure 2.6 represents a value management job plan. Figure 2.6 a VM study job plan, Shen Liu (2004) As mentioned earlier, there is no conclusive format for the job plan as it may differ in approach but will basically have the same aim which is to identify and guide the relevant professionals and stakeholders to achieve the project goal. Research carried out by Kelly and Hunter (2007) on the duration of VM workshops among practitioners showed some disparities not necessarily among countries but among professionals even within the same countries. For instance, though the general job plan in the UK and the US is to have VM studies workshop last for 1 day and 3-5 days respectively, some practitioners in the US prefer shorter VM workshops as they and participants could have other engagements or may get bored of the process. On the other hand, some professionals in the UK were of the view that more time spent on VM workshops means a more in-depth study. However, Thiry (2001) noted the debate on VMà ¢Ã¢â€š ¬Ã¢â€ž ¢s workshop duration is controversial as the complexities presented by the nature of some projects would rather make it difficult to succumb to some clients demand for shorter VM workshops. Kelly and Hunter (2007) concluded that the overall duration of workshops cannot be pegged either in UK or US practice, rathe r the nature of the project and client in question would be the determining factors. 2.4 VALUE MANAGEMENT INTERVENTION As a management technique, VM concentrates on identifying and verifying a clientà ¢Ã¢â€š ¬Ã¢â€ž ¢s value system within their organisation or programme by providing the right mix of multi-disciplinary team and stakeholders together at the right time (Male et al, 2007). As noted earlier, most practitioners misconstrue VM to be a cost cutting exercise and hence apply VM at a later stage of the project after the design has been developed. This however cannot be said to go against the principles of VM as its technique can rightly be applied at any stage of the project. In a debate on the place of the quantity surveying profession in the practice of value management, Green and Liu (2007) attributes this to a bid for the cost consultants to win the market through minimizing cost. Kelly et al (2004) use a à ¢Ã¢â€š ¬Ã…“lever of qualityà ¢Ã¢â€š ¬? to illustrate some different points at which value management can intervene in the project lifecycle and the comparative amount of pressure tha t will be required to improve value, figure 2.7. Figure 2.7 Winston Davies Lever of Quality, adapted from Kelly et al (2004) Figure 2.7 illustrates the impact of value management technique applied at the different stages of a project. Figure 2.8 shows the level of application of VM and the different intervention points (Male et al, 1998) Obviously, projects bring about change(s) to organisations and at its strategic stage the emphasis is to find the motive and expectations of the project and so, not much resources (if any) need to be invested. This implies that VM, if applied at this early stage as shown in figure 2.7, could be more economical in terms cost, time and performance. As noted by Kelly et al (2004 pp98) opportunity to improve project value is greater at the beginning of the project and will require relatively more force (resources) as it goes down the lever. This is because when applied at the early stage of the project, the required functions are identified by the project team and stakeholders thereby ensuring their buy-in. This implies that the only expected change will be that caused by the introduction of change to the project as opposed to changing an already developed design. Male et al (2007) added that reactive application of the VM technique will involve a re-arrangement of a distorted value syst em and bearing in mind that extra cost is incurred in re-tracing steps, achievement of value for money (VfM) could be relatively more difficult. Project completion and performance could also be threatened as altering the sequence of tasks may cause the project team to become dysfunctional. 2.5 CONSTRAINTS OF VALUE MANAGEMENT à ¢Ã¢â€š ¬Ã…“Value management methods have developed and are widely used since its first introduction into the USA construction industryà ¢Ã¢â€š ¬?, (Fong and Shen 2000). Numerous researchers including Kelly et al, (2004) pg 48; Ellis et al, (2005) have at one point or another made similar assertions in their individual works. Whereas this could be true in countries like the UK, Australia and the USA, the result of the research by Bowen et al, (2009) in which he verified the validity of these assertions shows that VM techniques, due to some factors, is yet to be fully embraced in some countries. Part of the reason being that prior to the evolution of VM, professionals in the construction industry have used other management techniques (value planning, value engineering, value analysis, total quality management, for example) through which they deliver value for money to clients and so may still continue to use these. According Green and Connaughton (1996) and Bowen et al (2009) som e professionals claim that à ¢Ã¢â€š ¬Ã‹Å"value management is what we do anywayà ¢Ã¢â€š ¬Ã¢â€ž ¢. Where this may be true, as they do deliver value for money to client sometimes, Green and Connaughton (1996) pointed out that the motive of value management is to guarantee VfM in all projects and not à ¢Ã¢â€š ¬Ã‹Å"sometimesà ¢Ã¢â€š ¬Ã¢â€ž ¢. A similar study carried out by Fong (2004) revealed that one of the problems affecting the development of VM is its perceived attempt to integrate into other concepts likes partnering, benchmarking and re-engineering as a value enhancing exercise. Harty (2009) noted that this would probably result in professionals or clients perceiving VM as part of a process to improve efficiency rather than an established technique on its own. Naderpajouh and Afshar (2007) noted that some professionals are risk averters and so are reluctant to be innovative which makes them avoid the technique. Hence there is need for an established professional and academic image that will promote and foster understanding among corporate organisations, government agencies and the public. On their part, Fong and Shen (2000), in addition to a lack of knowledge and understanding among clients and practitioners, noted that lack of time and reluctance in adopting the VM technique could be a possible hindrance to its gr owth. This reluctant approach is displayed by the adoption of a à ¢Ã¢â€š ¬Ã…“tick-the-boxà ¢Ã¢â€š ¬? approach in public sector projects or other organisations where the policy makes it mandatory to apply VM. According to Shen and Liu (2004), the absence of an established methodology for applying VM could also be a hindering factor to its application. Following VMà ¢Ã¢â€š ¬Ã¢â€ž ¢s migration from the manufacturing industry and its adaptation into the construction industries of different countries at different times with varied objectives, some countries still lack a harmonised guideline for its application. Bowen et al (2009) noted that even when this is done, they rarely make efforts to benchmark it with other international practices. For instance, some practitioners may find the use of qualified facilitators in a workshop situation as adding extra cost to projects as well as time consuming. This may result in either clients resorting to an informal approach without an experien ced facilitator to provide a structured approach to identifying clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ value system. The result of this may not be so different from what is obtained through other management techniques thereby questioning the uniqueness of value management. Furthermore, Green and Connaughton (1996) stated that well conducted VM studies achieve about 10% to 25% savings on the project and prevents the possible time that could be wasted as a result of frequent alterations due to lack of proper understanding of requirements. This is obviously good compensation for a cost of about 0.5% to 1% incurred as a result of value management studies (REF).

Saturday, December 21, 2019

Essay on Suffering in Titues Andronicus and King Lear

Suffering in Titues Andronicus and King Lear An essential element to any Shakespearean tragedy is the idea of human suffering. In both Titus Andronicus and King Lear no one can deny that the characters in these plays do indeed suffer and at great lengths, but the question begs to be asked what is the source of this suffering? Keeping in mind that during the times in which William Shakespeare wrote death, adultery and fragrant sexuality where at an optimal level and as such single parent families frequently resulted. Shakespeares Titus Andronicus and King Lear are indeed tales that show the follies of such single parent families and more precisely those families that lack a mothering figure. It is this lack of the female in the†¦show more content†¦This is the first example of how Titus love of o Rome and his position as a parent blur together horribly. It is this over dedication to Rome and his lacking of the lacking of the feminine, which also causes Titus to turn a cold heart to Tamoras pleas. Victorious Titus, rue the tears I shed, a mothers tears in passion for her son; and if thy sons were ever dearer to thee O, think my son to be as dear to me! (Shakespeare, I.i, 106-108) However, Titus devotion to Roman customs and inability to identify with a mothers pleas, that her son is markd and die he must, tappease their groaning shadows that are gone (Shakespeare, I.i, 125-126.) His lack of femininity and desire that Roman tradition be followed allows him no sympathy for this upset mother and as result will suffer later in the play. Titus failings as a parent and extreme devotion to Rome become most apparent when, In a bad quarrel, he, [slays] a virtuous son (Shakespeare, I.i, 341) for opposing his decision to allow Lavina, Titus daughter, to become the wife of Romes new emperor, Saturninus. Even in this decision he does not consult with his daughter to see if it is her desire to become Romes royal mistress. (Shakespeare, I.i, 241) It is clear that Titus is unable to separate his role as a father from his position as a General in Romes army. Traub argues that those characters left outside of the world of marriage tend to be masculine because of their

Friday, December 13, 2019

Short Article Reveals the Undeniable Facts About Persuasive Essay Topics for Teens and How It Can Affect You

Short Article Reveals the Undeniable Facts About Persuasive Essay Topics for Teens and How It Can Affect You You don't need to find super technical with legal argumentative essays, but be certain to do your homework on what the recent laws about your preferred topic actually say. If you study science, you should choose an appropriate topic. Whichever topic you select, always don't forget the significance of literature sources. Selecting a great topic for your essay is among the most essential and frequently tricky parts for many students. All About Persuasive Essay Topics for Teens Sample persuasive essays can also give inspiration on topics to write on in addition to serve as examples about how to compose your essay. All persuasive essays are like argumentative essays. Moral argumentative essay topics are a few of the simplest to get carried away with. There are a lot of intriguing topics that could be become a persuasive essay if you take the opportunity to consider about doing it. The Advantages of Persuasive Essay Topics for Teens For instance, in college, you might be requested to compose a paper from the opposing standpoint. At the exact same time, it's a terrific persuasive essay idea. It's important to understand that essay topics are just basic ideas that leave you pondering an idea that might be a huge deal to another person. When prior brainstorming is finished, you might begin drafting your essay. Before actually beginning to compose your essay, you have to pick an issue to write about. The 2nd necessary issue is a thorough guide on the best way to compose a persuasive essay, and we're prepared to assist you with the latter. You still have to make an outstanding bit of writing. The Appeal of Persuasive Essay Topics for Teens Anyway, there are lots of debatable topics to pick from. It is preferable to search online since it will save yourself a plenty of time. A whole lot of times students are requested to compose persuasive es says for a variety of occasions. A broad subject always seems simpler to write about as it is possible to locate a lot of materials about it. The Dirty Truth on Persuasive Essay Topics for Teens Grades ought to be thought to be offensive issue within the kid's learning system. Usually, students find it complicated to opt for a correct topic. Many students have a tendency to encounter the writing issues due to the dearth of suitable comprehension. Students who tend to adhere to the crowd will locate their individuality on the webpage, since they have the freedom to compose their thoughts without judgment. On the opposite side, acquiring a list of good persuasive essay topics is insufficient. Take notes concerning all prospective topics you may consider. It's important to select debatable argumentative essay topics as you need opposing points you may counter to your own points. Taking into account that lots of persuasive essays concern controversial topics, before writing, you can want to sit down and think of what your opinion on the topic actually is. Using Persuasive Essay Topics for Teens The significance of research in persuasive writing cannot be overstated. The best strategy is to use short sentences which don't have any complicated constructions. Just adhere to the guidelines stated above, and you're going to be well on your way to writing an excellent persuasive essay. There are many things which make writing a persuasive (also called argumentative) essay a distinctive job, and it might be worth mentioning them all. If You Read Nothing Else Today, Read This Report on Persuasive Essay Topics for Teens Exactly like an argumentative essay, a persuasive paper demands an adequate amount of expertise and knowledge of a particular field. A student ought to keep in contact with the hottest trends and know which persuasive essay topics are related to sound convincing in regards to defending personal opinions. You may continue to keep your ar gumentative essays for your upcoming job portfolio in case they're highly graded. A persuasive essay is a powerful tool when you will need to supply a new vision of a specific topic for the reader. The Most Popular Persuasive Essay Topics for Teens Teens should be asked to take parenting classes. Life is much better than it was 50 decades ago. Families will need to work out a survival plan in the event of financial troubles. Lessons ought to be shortened. Persuasive speech topics for teens will need to deal with the issues young men and women REALLY care about! You ought to know that all stages of speech preparation are important, and not just just choosing the proper topic. Whenever your speech is written properly, you are aware that you'll have the ability to convince your audience by means of your viewpoint. If you still don't understand how to prepare an intriguing speech, EssayShark can assist you. It's possible to locate a lot of internet examples for speech outlines that it is possible to follow. You want people to remain motivated to obey your speech. Even in the event you give an outstanding speech, it is going to be more difficult to continue to keep your audience interested should they feel like they already understand what you're likely to say. Obviously, giving an amazing persuasive speech requires more than simply picking a very good topic.

Thursday, December 5, 2019

A Special Place I Called Home Essay Example For Students

A Special Place I Called Home Essay When I was nine years old, I was attracted to a house that my parents were buying. They lost it because of financial problems. It brought tears to my eyes when we moved. I will always remember the day we moved out. This house had everything I wanted. A big front and back yard that I enjoyed a lot. We had many family gatherings and cookouts. We stayed there for ten years. This house brings back so much memory. The hallway in the house was long, and was fun to run up and down it. The yard of the house gives me life when I use to be outside playing. The memories of this house will always remain in me. This house had three bedrooms and two bathrooms. My sister and I shared a bedroom, while my oldest sister had a bedroom to herself. It was fun sharing a room with my sister. My sister and I use to play dress up and do each other hair. We played video games together. At the time we had a Nintendo 64 and a Playstation System. On the Nintendo 64, my sister and I played a couple of games called Mario Kart 64 and Donkey Kong 64. Mario Kart 64 is a racing game that I played with my sister most of the time. I use to beat in most of the racing. I use to play the Donkey Kong game by myself. I played that when I wanted to be alone. On the Playstation, I loved playing a game called Crash Bandicoot 2: Cortex Strikes Back. This was a one player game that I played every day until I beat every level. I had all of the Crush Bandicoot game and beat all of them by myself. We had our own game system in our room. When I didn’t go outside I would sit and play video games. Sometimes my dad played with me; that was a lot of fun. My dad and I use to play basketball and football games on the Playstation. I was a daddy’s girl, and I was the spoiled brat. We used to have sleepovers on the weekend; that was a lot of fun. This house had a long hallway that I used to run up and down it playing. It had a large front and back yard that I loved playing in. We had a big pool and trampoline in the backyard. I enjoyed the water ball fights and water gun fights we use to have in the backyard. We had lots of cookouts and family gathering at this house. I enjoyed the many birthday parties I used to have. This house holds a lot of fun and laughter. I always played in and out the house with my friends. This house brought joy to me. One day, I was playing outside with my friends. My mother came to outside and said, its time to go. I replied, ok mom, but I want to stay home with my dad. She said, your dad has to go to work and your sister’s going too, so you have to go. I replied ok, and she let me play for a few more minutes before I had to come in and changed clothes. That day I just wanted to stay home and play in my yard. I loved playing in the yard. I was sad when we left the house, but I got over it though. I ended up getting ice cream after we left my uncle’s house. I was just ready to get back home to play with my friend in the yard. I was happy when we pulled up in the driveway. My friends was still outside playing in there yard. It made me happy to be back in my yard. I had lots of memories in this house. I enjoyed the yards, big pool and trampoline. My friends and I played in my yard every day. Sharing a room with my sister brought back memories. We played video games when we werent outside playing. We used to play in our room every day. I had so much fun and laughter in this house. I miss this house a lot. I will always remember the memories in this house.

Thursday, November 28, 2019

ASU Academic Calendar Essay Example

ASU Academic Calendar Essay Example ASU Academic Calendar Paper ASU Academic Calendar Paper Essay Topic: Academic Spring 2018 Session A: Monday, 01/08/2018 Tuesday, 02/27/2018 Session B: Monday, 03/12/2018 Friday, 04/27/2018 (ASU Online and iCourses may end on Tuesday, 05/01/2018) Session C: Monday, 01/08/2018 Friday, 04/27/2018 (Final Exams 04/30 05/05, 2018) Schedule of Classes Available September 18, 2017 Registration and Tuition Guide Available September 18, 2017 Registration Dates Begin ASU Online students: September 25, 2017 In-Person students: October 16, 2017 $50.00 Late Registration Fee Begins  (does not apply to ASU Online students) Session A December 31, 2017 Session B March 4, 2018 Session C December 31, 2017 Suggested Postmark Date to Meet Payment Deadline January 11, 2018 Classes Begin Session A January 8, 2018 Session B March 12, 2018 Session C January 8, 2018 Academic Status Reports – Faculty have the opportunity to provide weekly feedback during each session.   Students can view ASRs in MyASU within 24 hours after each weekly reporting period closes on Sundays Session A Jan 8 Feb 18, 2018 Session B Mar 12 Apr 22, 2018 Session C Jan 8 Apr 22, 2018 Extended Hours (Registration Sites Only) TBD Last Day to Register or Drop/Add Without College Approval Session A January 9, 2018 Session B March 13, 2018 Session C January 14, 2018 Residency Classification Petition Deadline January 12, 2018 Tuition Fees 100% Refund Deadline For more information see  Tuition and Refund Policy.  Note:  If you choose to  drop a class  or  withdraw from ASU  after this deadline, you may receive a bill for the financial aid used to cover those classes. Session A January 14, 2018 Session B March 18, 2018 Session C January 21, 2018 Tuition Fee Payment Deadline – For registration from 9/25/17 through 1/18/2018. For more information see Tuition and Deadlines January 25, 2018 Martin Luther King Jr. Holiday Observed University Closed January 15, 2018 University 21st Day Session A January 29, 2018 Session B April 2, 2018 Session C January 29, 2018 Deadline to Apply for Graduation (See also Grad Fair dates at Sun Devil Campus Bookstores) February 15, 2018 University 45th Day February 21, 2018 Tuition Fee Payment Deadline – For registration from 1/19/2018 through 2/18/2018. For more information see Tuition and Deadlines February 25, 2018 Spring Break – Classes Excused March 4 11, 2018 Tuition Fee Payment Deadline – For registration from 2/19/2018 through 3/18/2018. For more information see Tuition and Deadlines March 25, 2018 Course Withdrawal Deadline Session A January 26, 2018 Session B April 1, 2018 Session C April 1, 2018 Complete Session Withdrawal Deadline As part of a complete session withdrawal a student must withdraw from all classes in a session.   Beginning the first day of classes, undergraduate students are required to contact their college/school  to facilitate the withdrawal process.   For more information click  here. Session A February 27, 2018 Session B April 27, 2018 Session C April 27, 2018 Classes End/ Last Day to Process Transactions (Session B ASU Online iCourses may end Tuesday, 5/1/2018) Session A February 27, 2018 Session B April 27, 2018 Session C April 27, 2018 Study Days Session A N/A Session B N/A Session C April 28 29, 2018 Final Exams Session A Last day of classes Session B Last day of classes Session C April 30 May 5, 2018 Final Grades Due Session A March 2, 2018 Session B April 30 May 7, 2018 Session C April 30 May 7, 2018 Commencement   (Graduate and Undergraduate) May 7, 2018 Degree Conferral Date May 7, 2018 Grade Replacement/Academic Standing Processing May 8 9, 2018 Summer 2018 Session A: Wednesday, 05/16/2018 Tuesday, 06/26/2018 Session B: Friday, 06/29/2018 Thursday, 08/09/2018 Session C: Wednesday, 05/16/2018 Tuesday, 07/10/2018 Schedule of Classes Available February 6, 2018 Registration Dates Begin February 7, 2018 $50.00 Late Registration Fee Begins (does not apply to ASU Online students) Session A May 8, 2018 Session B June 21, 2018 Session C May 8, 2018 Suggested Postmark to Meet Tuition/Fee Payment Deadline May 11, 2018 Classes Begin Session A May 16, 2018 Session B June 29, 2018 Session C May 16, 2018 Last Day to Register or Drop/Add Without College Approval Session A May 17, 2018 Session B July 2, 2018 Session C May 17, 2018 Residency Classification Petition Deadline May 17, 2018 Tuition Fees 100% Refund Deadline For more information see  Tuition and Refund Policy. Session A May 20, 2018 Session B July 3, 2018 Session C May 20, 2018 Tuition Fee Payment Deadline   For registration through 5/18/18, 2018.   For more information see  Tuition and Deadlines. May 25, 2018 Memorial Day Observed No Classes May 28, 2018 Course Withdrawal Deadline Session A June 5, 2018 Session B July 19, 2018 Session C June 5, 2018 Deadline to Apply for Graduation June 15, 2018 Tuition Fee Payment Deadline   For registration from 5/19/18 through 6/18/18.   For more information see  Tuition and Deadlines. June 25, 2018 Independence Day Observed No Classes July 4, 2018 Complete Session Withdrawal Deadline As part of a complete session withdrawal a student must withdraw from all classes in a session.   Beginning the first day of classes, undergraduate students are required to contact their college/school  to facilitate the withdrawal process. Session A June 26, 2018 Session B August 9,   2018 Session C July 10, 2018 Classes End/ Last Day to Process Transactions Session A June 26, 2018 Session B August 9, 2018 Session C July 10, 2018 Final Grades Due Session A June 28, 2018 Session B August 11, 2018 Session C July 12, 2018 Tuition Fee Payment Deadline   For registration from 6/19/18 through 7/18/18.   For more information see  Tuition and Deadlines. July 25, 2018 Degree Conferral Date August 9, 2018 Grade Replacement Processing August 13, 2018 Fall 2018 Session A: Thursday, 08/16/2018   Ã¢â‚¬â€œ Friday, 10/05/2018 Session B: Wednesday, 10/10/2018   Ã¢â‚¬â€œ Friday, 11/30/2018 Session C: Thursday, 08/16/2018   Ã¢â‚¬â€œ Friday, 11/30/2018 (Final Exams 12/03/2018 12/08/2018) Schedule of Classes Available February 19, 2018 Registration and Tuition Guide Available February 19, 2018 Registration Dates Begin February 22, 2018 $50.00 Late Registration Fee Begins  (does not apply to ASU Online students) Session A August 8, 2018 Session B October 2, 2018 Session C August 8, 2018 Classes Begin Session A August 16, 2018 Session B October 10, 2018 Session C August 16, 2018 Academic Status Reports – Faculty have the opportunity to provide weekly feedback during each session.   Students can view ASRs in MyASU within 24 hours after each weekly reporting period closes on Sunday. Session A Aug 16 Sept 30, 2018 Session B Oct 10 Nov 25, 2018 Session C Aug 16 Nov 25, 2018 Extended Hours (Registration Sites Only) TBD Last Day to Register or Drop/Add Without College Approval Session A August 17, 2018 Session B October 11, 2018 Session C August 22, 2018 Residency Classification Petition Deadline August 22, 2018 Tuition Fee Payment Deadline   For registration through 8/18/2018.   For more information see  Tuition and Deadlines. August 25, 2018 Labor Day Observed University Closed September 3, 2018 Tuition Fees 100% Refund Deadline For more information see  Tuition and Refund Policy.  Note:  If you choose to  drop a class  or  withdraw from ASU  after this deadline, you may receive a bill for the financial aid used to cover those classes. Session A August 22, 2018 Session B October 16, 2018 Session C August 29, 2018 University 21st Day Session A September 5, 2018 Session B October 30, 2018 Session C September 5, 2018 Tuition Fee Payment Deadline   For registration from 8/19/2018 through 9/18/2018.   For more information see  Tuition and Deadlines. September 25, 2018 University 45th Day September 29, 2018 Deadline to Apply for Graduation October 1, 2018 Fall Break – Classes Excused October 6 October 9, 2018 Tuition Fee Payment Deadline   For registration from 9/19/2018 through 10/18/2018.   For more information see  Tuition and Deadlines. October 25, 2018 Course Withdrawal Deadline Session A September 5, 2018 Session B October 30, 2018 Session C October 31, 2018 Veterans Day Observed University Closed November 12, 2018 Thanksgiving Holiday Observed University Closed November 22 23, 2018 Complete Session Withdrawal Deadline As part of a complete session withdrawal a student must withdraw from all classes in a session.   Beginning the first day of classes, undergraduate students are required to contact their college/school  to facilitate the withdrawal process. Session A October 5, 2018 Session B November 30, 2018 Session C November 30, 2018 Classes End/ Last Day to Process Transactions Session A October 5, 2018 Session B November 30, 2018 Session C November 30, 2018 Study Days Session A N/A Session B N/A Session C December 1 2, 2018 Final Exams Session A Last day of classes Session B Last day of classes Session C December 3 8, 2018 Final Grades Due Session A October 8, 2018 Session B December 3 10, 2018 Session C December 3 10, 2018 Commencement   (Graduate and Undergraduate) December 10, 2018 Degree Conferral Date December 10, 2018 Grade Replacement/Academic Standing Processing December 11 12, 2018 Holiday Break University Closed December 24-25, 2018

Sunday, November 24, 2019

How Your Learning Style Affects How You Learn Spanish

How Your Learning Style Affects How You Learn Spanish Whats your learning style? Knowing and adjusting your studying accordingly could pay off for learning Spanish- and other subjects as well. All of us learn in our unique ways, but in general there are three common types of learning styles: Visual Auditory Kinesthetic As is probably obvious, visual learners can learn best when they see what theyre trying to learn, and auditory learners do best when they can listen. Kinesthetic learners learn best by doing or when learning involves their hands or other parts of their body. Everybody uses all of these methods at one time or another, but most of us find some methods easier than others. An auditory student may do quite well listening to plain lectures, while a visual student appreciates having explanations put on the blackboard or displayed on an overhead projector. Examples of Putting Learning Styles to Work What does all this have to do with learning Spanish? By finding out your preferred learning style, you can tailor your studies to emphasize what works best: Visual learners more often do well using books, and flashcards for rote memorization. If they also dont have a strong auditory aptitude, they may struggle with developing conversation skills. One way they can boost their listening skills is to use computer programs or video devices to provide subtitles or other visual clues to what theyre hearing.Auditory learners may have the easiest time developing conversation skills. They benefit more than other types of learners by listening to instructional tapes, watching Spanish TV, listening to Spanish radio, or listening to Spanish music.Kinesthetic or tactile learners often need to use some sort of physical activity to help themselves learn. For many, merely taking notes during class or from a textbook can help. They also do well to speak their lessons out loud, or use software that encourages interactivity. Of course, some learning methods can come two or even all three approaches. Turning on the Spanish-language subtitles for a Spanish-language TV show can benefit both visual and auditory learners. Visual-kinesthetic learners might try models or perhaps pets they can touch to learn the names of objects or components such as body parts. Visiting a place, such as a market, where Spanish is spoken might reinforce all three learning methods. In general, focus on your strengths as you learn- if more than one of these approaches works, combine them. Personal Examples Ive seen the differences in learning styles in my own home. Im a strong visual learner, and as such I found learning to converse in Spanish much more difficult than learning to read, write, or learn grammar. I also appreciate diagrams and charts as an aid in learning and am a naturally good speller simply because words spelled wrong look wrong. My wife, on the other hand, is a strong auditory learner. She has been able to pick up some Spanish simply by listening to my conversations, a feat that seems almost incomprehensible to me. Shes one of those people who knows the words to a song after the first time she hears it, and that auditory aptitude has served her well in picking up foreign languages. In college she would spend hours listening to German tapes, and years later native German speakers were surprised to find out she had never visited their country. Kinesthetic  learners can have the most difficulty learning, because schools as they are traditionally operated dont take them into account as much as they do auditory and visual learners, especially past elementary age. I have a son who is a kinesthetic learner, and it showed from an early age. Even when beginning to read he would prefer to do so while walking around the house, as if the motion of walking would somehow help him read. And more than any other child Ive seen, during the age of primary school he was prone to act out stories with his toys, something his siblings never did. Two Students’ Experiences In a forum once associated with this site, heres how one Spanish student named Jim explained his learning method that focused on an auditory approach: Many years [after high school], borne from my desire to learn, I got a Spanish/English dictionary, started watching Spanish TV every day, started listening to Spanish radio. I started learning about the great Latin music artists and culture. I used translation websites, downloaded lyrics from bilingual artists like Enrique Iglesias, Gloria Estefan. I talked with my friends who are fluent, bought People magazine in Spanish. In short my method is total immersion.In a year and a half, native Spanish speakers say my Spanish is very good. Im still striving for fluency, but Im at a good level of understanding. Of all I do find the television especially beneficial because you both see and hear. With a new television you can have the words on the screen, which really helps as well. Another adult Spanish student, named Mike, explained his combination approach like this: During my daily three hours of commuting, I listen to Spanish radio, listen to mà ºsica latina (a good two-thirds of my CDs are Latin), listen to Spanish books-on-tape, and any other audio material I can get my hands on. Id watch Spanish-language TV except that what passes for a cable company around here doesnt offer any Spanish channels.If theres a book I want to read, I try to find it in Spanish. This task has become considerably easier in the last couple of years, as publishers and booksellers in the U.S. have finally awakened to the potential of the Spanish-speaking market.I think in Spanish as much as I can, and when I talk to myself, its in Spanish. (The latter is usually advisable only while alone. One more item for the commute.)I translate, both for work and for fun.I participate with some like-minded people in a series of group tutoring sessions conducted by a Chilean lady several times a year, for six weeks at a time, with the sessions being held at a group members home. S he brings some study material and assigns some homework, but its mainly an opportunity to get together and practice our Spanish in a guided way. Much more fun than formal classes, especially since you seldom get to study with a margarita in your hand in a class! Ive downloaded and installed the Spanish-language interface for Internet Explorer and for any other program I use that has it available. At home and at work. Good practice, and remarkably effective in discouraging the monolinguals from borrowing my computer. Remember, no one learning style is inherently better than another; each has advantages and drawbacks, depending on what youre trying to learn. By adapting what you want to know to your learning style, you can make learning easier and more enjoyable.

Thursday, November 21, 2019

Business Research Assignment Example | Topics and Well Written Essays - 1250 words

Business Research - Assignment Example e managers are expected to conduct the business research in order to gather some information regarding the functioning of the organization (Koufteros, Vonderembse and Jayaram, 2005). They also conduct the market research in order to determine the relevant information about the competitors in the international market and plan out strategies to make the organization perform well. Zikmund, 2009 has pointed that business research becomes increasingly essential for the companies to carry out a successful business. However, irrelevant information collected by the managers leads to an incorrect decision making procedure and the company would not be able to judge its market position. The research offers a scope to the researcher to understand the importance of collecting relevant information from the market. It also aims to make the researcher carry out a critical evaluation of the statement that whether information about a particular field reduces the uncertainty in business. Zikmund and Babin, 2009 suggests that only way to gather business related information is by conducting an overall survey on the market and analysing the data collected. In order to gather the relevant information, the business research has to be conducted by the managers in various fields because the decision making process within an organization is based on the data that is collected (Lambert, Leuz and Verrecchia, 2007). Business decisions are taken in each and every step of the business activities that are manufacturing, sales, operations, logistics, human resource management and marketing (Van Nieuwerburgh and Veldkamp, 2009). Based on the information collected related to the demand of a particular product in the market, the company can make decisions on the manufacturing and the sales activities. In case the demand for a product is high, the company can increase its production decision. Further, the inventory management for the future is also an important task that the managers need to undertake