The underground man Essay Example for Free

The underground man Essay The underground man is amusing and thought-provoking. His assertion that his intelligence is the reason for his isolation must have some truth; that he should be so socially inept at his age is probably explained by his acute sensitivity, but it is interesting to think that it might also have been his isolation that has led to his extreme sensitivity. Since he is situated outside of the normal social structure, he is able to make observations that â€Å"normal† persons could not. He is like an ugly man who cannot bear to show his ugliness to the world, yet one who also desires intensely to become part of it. This is a maddening aspect of his character. For all his intelligence, he is remarkably stupid for refusing to understand. He states that it is his choice to live in isolation because he suffers from acute consciousness, but despite all this it is obvious that he desires to have a â€Å"normal† life. However, the predominant feeling that I had from reading the story is frustration. Most frustrating is that he does not even try to resolve his problems. This attitude of his is exemplified when he says: â€Å"Ha! you may object sarcastically, this way youll soon find pleasure in a toothache. Well, Id answer, theres pleasure in a toothache too. (p. 99) His greatest â€Å"toothache† here is his alienation and isolation from â€Å"normal† society. I, as I suspect almost everyone, have had feelings of alienation and isolation that, during the time of their occurrence, I could only have described as profound; although looking back these feelings become easier to rationalize and to see the cause of. But he insists in the fact that he is always rational, and that his intelligence is superior and furthermore correct. He knows that he is negative and destructive towards himself and others, but he makes no effort to resolve this. He seems disillusioned, but he is actually a pitiful victim of self-deception, attaching the wrong sort of â€Å"superiority† to his miserable intelligence, and believing himself superior to everyone else. When he says: â€Å"You know, ladies and gentlemen, probably the only reason why I think Im an intelligent man is that in all my life Ive never managed to start or finish anything† (p. 104), he means that only the stupid can be so sure of themselves; this is one thing that is irritating and frustrating about him. His intelligence has rendered him immobile because he is aware of all the uncertainty inherent in nature, and he will not believe that he has a full understanding of reasons, as the stupid man does. He finds comfort in justifying his plight by asserting that he is intelligent But in his portrayal of his â€Å"misadventures† in the second part of the story, I felt a distasteful sort of sympathy. One almost feels elated on his behalf, in the instance when he is almost joyous that he would at last have an â€Å"encounter with reality†: So this is reality, I mumbled, dashing downstairs, finally Ive met it head on. † (p. 159) At last a decisive event will happen in his life, one over which his excessive rationalizing has no effect. He hides from from life, and he feels alive only by being destructive. But in him one finds a sort of friend who will probably understand your every ill emotion because he has experienced it all, but who will also probably scorn you and make you feel foolish. His intelligence has allowed him – or perhaps has forced him – to live a life of constant rationalizing, thus robbing him of he ability to relate to the â€Å"lower† level of ordinary human life. But he is also subject to pride despite his intelligence. I could almost sympathize with what happened when he â€Å"did make a friend once, but I was already a tyrant at heart and wanted to be the absolute ruler of his mind. I wanted to instill in him contempt for all those around us; I demanded that he break with his world† (p. 147). I have had my share of instances of a vague sense of contempt for everyone, but I am far from rejecting society as he has. His rejection of society has led to society rejecting him, and this has robbed him of tangible experiences and made him desperate.

How the cell phone has affected the classroom Essay Example for Free

How the cell phone has affected the classroom Essay Mobile technology is said to have been around for quite sometime. But in the past it used to be costly and came in the form of a car phone. â€Å"Cell phones connect friends and families. In a moment, across the country or oversees a parent can call his son to see whether he is doing all right† (Armbrustor-Sandoval, p. 64). Businessmen can make their business deals and get everything done when they are away from their offices. Students at school communicate frequently, and this is a case of concern to the administrators. The government has also come in and has considered whether to ban cell phones in schools or not. For sure this instant method of communication has its drawbacks. Cell phones are said to help in interpersonal relationships. According to some people, â€Å"text messages, a popular phone feature has affected the English language† (Silin, 1999, p. 20). â€Å"That is abbreviated messages. The use of vowels has also been affected† (Silin, 1999, p. 20). All the same the cell phones make a big difference in the way people communicate they have increased communication even in schools. The students have taken advantage of the prices of the current cell phones and have forced their parents to buy for them. They have tried to learn the use of these cell phones even as early as fourteen years. For sure parents cannot see anything wrong with buying their children phones and yet they are nowadays affordable by almost everybody. . There is nothing wrong with technology but it normally comes with its disadvantages. However, there are some students who acquire cell phones through peer pressure. When they see their schoolmates with cell phones they also tend to force their parents to buy for them. As such most students if not all have cell phones. They use them even in the classroom. (Silin, 1999, p. 50) The use of cell phones by students normally go undetected especially when the student in question put the cell phone in vibrator then when he gets a call, he pretends to be going for a cell of nature and yet his main aim is to receive the call. It shows that most students do not concentrate in class when the teacher is teaching. The idea has to a good extend made some teachers propose the idea of banning cell phones in schools. Is the idea of banning cell phones in schools a good idea? (Silin, 1999, p. 74) It should be a good idea. If before cell phones came in plenty teachers and students were able to survive without them. What will have changed if they are banned? Or if they should not be banned then the students should always turn them off when in the classrooms and use them where appropriate. But it is hard to abide by the rules. Some may turn them off but there is always that one student who does not care and will always leave his phone on. If cell phones are to be banned in schools let them be banned. Schools are places of education. They are not to be taken as pubs or nightclubs. (Foust, Soukup, 2006, p. 119) Since it has already been argued that the cell phones tend to affect the use of English language, then students will better not be allowed to use them. This message ought to be emphasized to parents not to allow their children to use cell phones. But it will be hard for parents to assume that their children do not use the cell phones, because these cell phones are everywhere (Luke, 2005, p. 86). However, there are some parents who cannot allow their children not to use cell phones. These are normally permissive parents. They will do anything to protect the freedom of their children, even if it means suing the government. So the idea of banning phones in schools is an idea, which should be handled with care. Flexibility is needed on the side of teachers. Also flexibility is needed on the side of the government. There are some parents, who can claim that their children are very responsible, and they know when to put on or put off the cell phone and so they should be allowed to use cell phones even in schools. As such to them the most important thing is for parents to take enough time and teach their children proper use of the cell phone since it ought to be the responsibility of parents to do so. Such parents can go to any length to ensure the freedom and rights of their children are protected. So it is better before the government thinks of banning cell phones in schools, it should first of all think of not allowing technology invent these cell phones (Fretcher, 2000, p. 69). The phones are already with us, and so we have no otherwise but to use them, anywhere, any place. If cell phones are then to be banned from schools, it can sound as if they would have better not have been invented at all. Because children are future users of these important gadgets, it is hard for all parents to agree with the school administration or with the government. Then unless the government thinks of a better way of doing about the presence of cell phones in schools then it will better forget the whole thing. (Foust, Soukup, 2006, p. 240) â€Å"Teenagers have learned to heavily rely on cell phones. † (Armbrustor-Sandoval, 2005, p. 71) But this case shows that in some cases they go to an extend of using them in exam cheating. This is really a serious issue, and it is why the government is contemplating banning cell phones in schools. The case has also extended to include campuses. Banning cell phones is a good idea but some exceptions should be allowed. Cell phones can be used in reporting emergencies. However, the issue of exam cheating is very serious indeed, and should therefore be treated with the seriousness it deserves. Let the government think seriously about it before it is too late. It should not be a matter of allowing students to use their brains when having cell phones, but it should be ensuring that students use their brains in the examinations and nothing else. The use of cell phones is said to â€Å"hinder face – to – face communication†. (Fretcher, 2000, p. 65). So the use of cell phones should in a way generally be discouraged even to other users. It is stupid to rely on cell phone to cheat in exams instead of using brains. It is also not good to destroy over good norms, which have brought us to this present moment. Technologies should do something about these cell phones. It means students should be discouraged to use them and also other general users should be discouraged to use them as well. There are many other cases, which show that teenagers are not the only people who abuse the use of cell phones. There are many cases, which concern adults who abuse the use of cell phones. It is then stupid for teachers and government to find a convenient way of just putting things in one category and try to solve them. It is better for people to be taught how to be accountable. The government has a responsibility of educating the public (Trackson, Lyons, 2004, p. 100). This issue in question should not be allowed to get out of hand. If the parents can not take control of their children then the government should try. Kids have rights to their possessions, and so is everyone else. Let the authorities concerned think hard about the cell phones. Let the issue at hand be handled without discrimination. Banning the cell phones completely is not a good idea. Banning them in schools only is not a good idea either. (Trackson, Lyons, 2004, p127). At the university everyone has a cell phone. Let the kids learn early enough how to use them. The government and the teachers should use common sense. But common sense is not common to everyone. So let the concerned authorities address this issue soberly. â€Å"Scientists should use technology properly and give us better cell phones. They should give us better gadgets which do not interfere with communication in any way. † (Luke, 2005, p. 217) They should give us gadgets which do not cause problems with the use of English language; cell phones which are as perfect as possible. Where there is a will here is a way. Something can still be done. Rules should be made in both schools and public places; rules which instruct how to use phones properly. As such the complaints about the use of cell phones will be minimized. There are people who can argue that some rules are meant to be broken. They can even go to an extend of pinpointing such rules which govern the use of phones in both schools and public places. As such any attempt to ban cell phones is not likely to materialize. What the authorities should do is to try their level best and get a better way. There are parents who take pride at buying their children anything they want. It is very hard to control such parents. They have real love for their children. They want their children to feel loved always. They can say and at the same time argue that it is only a few who have corrupted the use of cell phones and so the majority should not be sacrificed because of just the mistakes of the few people. One of the best ways of handling cell phones in schools is to situate cell phone jammar. This jammar should only be turned off during lunch hour. Jammers are already in use in some places in the United States. Let the government think better. It can always handle these cases (Silin, 1999, p. 348). Cell phones have now got a wide use. Everyone including students needs them; however the idea of using cell phones to cheat in exams is a very serious offense. Let students have their freedom but this freedom should be checked. It is important to have freedom but absolute freedom destroys absolutely. Let democracy prevail but the kind of democracy that is reasonable and useful. In a way when you consider whether students need cell phones while at school or not, the whole idea can sound absurd. Students go to school to learn not to use phones. They cheat with the phones, and so parents should not allow this. Let parents help teachers to fight this tendency, which is now already a habit. Cell phones should be banned in schools (Luke, 2005, p. 139). The government and teachers should act tough and try to make the issue of students using cell phones in schools a past tense. But has the cell phone really affected the classroom? Should the use of cell phones be banned in schools? Work Cited Armbrustor-Sandoval, R (2005):Is Another World possible? Is another classroom possible? Radical pedagogy. Activity and social change; social justice, vol. 32 Foust, R. C. , Soukup, C. (2006); Do I Exist? Transcendent subject and secrets in the sixth sense; Western Journal of communication, Vol. 70.

Value Management in UK Construction

Value Management in UK Construction Abstract This dissertation of project will investigate how the value management is being utilised in todays construction industry in United Kingdom and to investigate how the value management was used in the UK construction industry. The project will consider how the connection between the size of the project and the level of use of value management. The project will also aim to discover whether there is a connection between the size of a company and the level of value management utilization. It is so hard to find the company as complete however the level of importance of value management in a company places can be judged to a certain by the level of its use within a company, and also whether an organisation provides its employees with vale management training and as such this piece of work shall aim to uncover if there is a n association between the size and type of a business, and the level of training which it provides. The main things involved were about the business and the projects. The data will be collected through questionnaire sent to a sample of construction professionals in Dubai, Srilanka and in UK. The study will conclude that there is an association between the size of a project or business and the level of use of value management. It will also conclude that there is no any association between the type of construction organisation and the level of training provided to employees; however there is a association between the size of an organization and level of training provided to employees. Chapter 1: Problem Statement and structure of Dissertation 1.1 Problem Statement The value management is the thing which is prepared for the estimating and the classification of the project scope and the means which there can be obtained by the value for money using a specialist facilitator and workshop techniques. According to the institute of value management, the value management has their principles of approaches; A continuous awareness of value for the organization, establishing measures of estimates of value, monitoring and controlling them; A focus on the objectives and targets before seeking solutions; A focus on function, providing the key to maximize innovative and practical outcomes The concept of value is on the association between the satisfaction of many differing needs and the resources used and the most satisfaction of needs, more the value. Stake holders, internal and external clients may all hold different view of what the value is. The aim of the value management is to resolve these differences and enable an organization to achieve the greatest progress towards its stated goals with the use of minimum resources which you can (see the figure below) What is necessary for desired user Satisfaction of needs Use of resources = Value Everything that is required to satisfy needs It is very important to understand that value may be better by more the satisfaction of need even if the resource used in doing so increase provided that the satisfaction of need increases more than the increase in use of resources. Nowadays in construction, customers are mostly concerned with achieving value for money in their construction projects. In response to this demand, a developed number of companies claim to offer the value management as a service, however there is a confusion what actually comprise what actually comprise the value management with some commentators going as far as questioning whether value management differ from the established produce of cost management (Green, 1992) The previous day the value management is not that it is a cost cutting exercise, or a methods which is to be budgeted within a projects, rather as a mean of achieving best value for money to client value management may raise procurement costs and the price of a project up front, If it means it will increase the value/function ration (Kelly et al, 2002) Ahsworth and Hogg (2000), claim that for a 1% fee on construction cost, it is possible that a total saving between 10%-15% on construction costs can be achieved. It is hard to prove how accurate this estimate is, however the benefit to client are widely touted, with the Egan report of 1998, also claiming a saving of up to 10% possible. However other the commentators such as palmer (1996) say that the effectiveness of value management depends mostly on the personalities involved, the timing of the study, the interaction of the team and the role of the client and the input of the design team, whilst going on to say that as functional analysis often gets ignored the whole value management process is often no more than a cost cutting exercise. Most professionals would agree however that value management does have its merits. What this in mind it would seem senseless were value management not to be utilised to its full potential. However difference sources were seem to suggest that the case is that not all, or really very few organisations use value management its full potential ( Fong,2005) This is because of lot of understanding of value management or it is being realize at the wrong time. Kelly (2002).States that the previous value management is realising that the more effective it will be. If the limits of the construction scheme are clear from the Inception, then the design and briefing can be associated with the time, cost and quality constraints of the customer. With all these points in mind this piece of work aims investigate how value managements being utilised in todays construction industry in the UK. Furthermore, to investigate the views of organisation and individuals in the industry with regard to value management. 1.2 Aims The aim of this dissertation is to investigate how the value management is being utilised in todays construction industry in UK, and to investigate the views of companies and industrials in the industry with regards to value management, by examining how it is spread widely the use of value management, It will be useful to spread projects up into categories based on size to determine whether there is a connection between the project value and the probability of value management being used, and as such test the suggestion, S1: Value management is important in larger projects. The scope of this piece of work furthering work by Hogg (1999) and Hander son (2006) whether there is a relationship between the size of a company and the level of value management utilization and in doing so testing the suggestion. S2: Value management was not utilised in smaller UK construction industry rather than the larger companies. It is hard to measure the view of a company entirely even though the level of importance a company places on value management can be judged to a certain extent by the level of its use with a company, and also the company should need the employees with value management training to design between companies, they will be separated into groups based on size and type and as such the following suggestion can be tested; S3: There is no any group between the type of a company and whether value management training is given. S4: There is no any group between the size of company and whether value management training is given. 1.3 Objectives The objectives can be realised in meeting some of these intends are; To expose whether the value managements basic principles are understand amongst construction professionals in the UK, and to employ a testable definition to make it possible to distinguish whether authentic value management is being employed. To research an investigate the distinguish of boundaries between small, medium, large and very large companies in order to investigate whether there is a connection between the companies size and utilisation of value management. To research an investigate the distinguish of boundaries between small, medium, large and very large projects in order to investigate whether there is a connection between the companies size and utilisation of value management. 1.4 Structure of dissertation Chapter 2 of this research will aim is to carry out a comprehensive critical review of literature and past research, incorporation with both accepted and historic literature but also the most up to date material relevant to the topic the literature, in particular the methodologies, data, analytical techniques etc. So as to ensure the objectives evaluation takes place. A different views and theories will be presented through synthesis and evaluation this section of the research will aim to provide a theoretical framework by; Essential of topic and terms Noting items of theory Noting major references Executing searches for literature appropriate to the topic and problems Obtaining and reviewing a range of sources Produce a review of the material This research will aim investigate whether or not value management is being fully utilised in the construction industry, in the learning of a range of professionals from differing background s in the construction industry .To measure a general opinion on the topic, it will be necessary to gather research which is relevant to the aim, objectives and the suggestion . This research was done by the journals, books, e-journals, the internet and publications such as building magazine. Chapter 3 will assessed by the possible mean of data collection, which is that the most appropriate method can be implemented this chapter of the research will be to find the most suitable method of measure the thoughts and views of construction professionals from different backgrounds, to determine whether value management is there knowledge of experience is being used fully in the construction industry. In this chapter will also evaluate the type of data that will be collected. There are two types of data which can be collected in order to test the assumptions namely quantitative data and qualitative data which is a combination of both plan may help to achieve a more conclusive end result; Naoum (2003) describes qualitative research as subjective with an emphasis on meanings, experience and description with (Fellows and Liu, 2003) describing qualitative research as subjective whilst providing a richness of data that cannot be obtained from quantitative data. And finally this section of the dissertation will measure of formal inference to determine which method is most appropriate given the type of data to be collected. In the chapter 4 of this dissertation the method which we discussed before will be implemented to produce and analyse a primary data, and enabling the earlier outlined aims and objectives to be met. When the results have been fully examined and checked, they will be visually presented in the form of tables, charts, diagrams and graphs. This will allow the answers of results of the tests to be visually conveyed. Statistical inference is employed which is to be done by the applicability of the results to the issues under examinations. The results will be use to prove or disprove the suggestion. In chapter 5 will be the results to conclude in the context of the theory to conclude in the context of the theory and literature review, and in light of the aims objectives set out at the beginning of the project. The finding will be considered in light of theory with the scope by advancement of knowledge. A critical review of what has been achieved throughout the course of the study will be carried out. This will allow the recommendation to make for the further works to be carried out. 1.5 Principal related work Ashworth and Hogg K (2000) Added value in construction. Essex, Pearson Education Ltd Hogg K (2000) Factors inhibiting the expression of value methodology in the UK construction sector : SAVE international conference proceedings available at; http://www.value-eng.org/pdf_docs/conference_proceedings/2000/2012.PDF Male, S Kelly, J (1998) the value management Benchmark; A good practise framework for clients and practitioners. Thomas Telford. Chapter 2: theory: Secondary Data 2.1 Introduction This was originally came from the manufacture Industry in the 1950s,The value analysis tool has came through different names and concepts into value management process as we all know it today which the key industry drivers was used to manage that of cost, time and quality. Value management include design management concepts of whole life costing, risk management and human resource management (Green, 2002) and is principally aimed at achieving the best value of money (in terms of both, decision arising from the process of value management, the following product and the process itself) to certify a best use of time and resources. Research and development work was brought out by Kelly and male (1998) together with Green (1990) and palmer (1992) which gave consideration to the application of the philosophy and the process within value management in the UK construction industry. Value management at this time was addressed commonly with passion and seen to have significant importance in the development of a move efficient and reasonable construction industry (hogg, 2000) Certainly in later years the UK construction industry has came under heavy scrutiny and has received high analysis from major sources. In 1994 the Latham Building the team Identified the inefficient built in an adversarial construction industry setting a challenge for change and developments. These analysed coupled with clients increasing demand for achieving value for money have seen designed and contractors take up the gauntlet and improve different types of business relationships and evolved new methods of good practices, and methodologies to develop effectiveness and value to the client. The meaning of value management was more highlighted when another government endorsed report, Rethinking Construction, (Construction Task Force.1998) Which also criticised ineffectiveness in the UK construction industry was presented the deputy prime minister. The report highlighted value management as a mean developing performance describing it as: A structured method of eliminating waste form the brief and the design before binding commitments are made.value management can also reduce costs by up to 10% (Construction task force;1998, P13) 2.2 What is Value Management? The value management was defined in order to which the idea of value must be understood firstly. The idea of value relies on the relationship between the satisfaction of many differing needs and the resources used in doing so. The less of the resource used or the greater the satisfaction of needs, the greater the value. Stakeholders, internal and external clients may all hold differing views of what represents value. The scope of value management is to reconcile these differences and enable an organization to achieve the greatest progress towards its stated goals with the use of minimum resource (which you can see in figure below) What is necessary for desired user = Satisfaction of needs Use of resources Value Everything that is required to satisfy needs It is important to understand that value may be improve by increasing the satisfaction of need even if the resources used in doing so increase, provided that the satisfaction of need increases more than the increases in used of resources(I.V.M. 2007) Value Management has a variety of meaning, but the basic principal of adding a value to the project in terms of the customer to remain the same. Kelly and Male (1998) defined value management as a service which maximises the functional value of a project by a managing its development from concept to completion and commissioning through the audit (examination) of all decisions against a value system determined by the client.They advice that the value system of the customer might be made explicit using functional analysis to expose the relationship between time, cost and quality. Value management is a planned approach to the recognition and valuation of project objectives and of the means by which these may be achieved is order to obtain value for money using a specialist facilitator and workshop techniques. According to institute of value management, the value management approach involves in three root principles; A continuous awareness of value for the organization, create measure or estimates of value, monitoring and controlling them; A focus on the objectives and targets before seeking solutions; A focus on function, providing the key to maximize innovative and practical outcomes. Value management utilizes workshop techniques, in which the customers and their advisors seek to identify the customers needs and objectives. These workshops, help by a value manager use brainstorming techniques and functional analysis to increase value in light of the clients need and requirements by certify that design solutions evolve in accordance with the agreed objectives. A consistent and chronological path is achieved through the use of job plan these workshops, following a five step process: The workshop begins with an information phase n which details of the project are presented in participants. This phase should give a clear due to all parties as to what the clients needs, wants and limits are the smart method of value management may be utilized at this stage. SMART value management is based upon technique known as the simple multi-attribute rating technique SMART value management understand that it is not sufficient merely to achieve the required function cost-effectively firstly it is necessary to ensure that the key project stakeholders have developed a share understanding of the strategic objectives, with is both the sound in its theory and practical in its implementation (Green, 2003) The next phase is the speculation phase, which involves generating alternative solutions and ideas. This phase of the workshop is usually performed with the aid of brainstorming and other creative thinking techniques such as the Gordon Technique to encourage the contribution of suggestion to improve value. The evaluation phase is used to assess the merits of the ideas generated during the creative phase, and compare the various ideas, which have been put forward. A list of best ideas is then carried forward for further development. The improvement phase considers in detail all of the ideas accepted from the evaluation phase to determine whether or not an idea should become a firm proposal. It should be developed in detail which is of ideas and then need to be priced in order to make a decision whether to present the ideas. The completion stage is the presentation phase which the teams proposals are presented to the client and their representatives. Diplomacy is an essential part in proposing changed to the original design. The ability of the catalyst is central to the success of the value management process. The success of the value management process. The facilitators role is to advising upon the selection of value management team, co-ordinating pre-workshop activities (E.g. issue of relevant information to selected value management participants), deciding upon the timing and duration of workshops, managing the workshop process and preparing reports. The management of the workshop can be a difficult task requiring a variety of skills. These include; the ability to adhere to an agenda; identifying the strengths and weakness of team members and promoting their positive interaction; motivating and directing activity; overseeing functional analysis; promoting an atmosphere conducing a disciplined structure (Ashworth Hogg, 2000). Which the test created by Kelly and male (1998) where the test created by Kelly and male (1998) where the outlines of a member in criteria, which is to be met, in order to conclude the authentic value management is being carried out .Those criteria are as follows; The workshop should consist of a multi disciplinary team. It use of a qualified value management as a facilitator. Implemented the brainstorming techniques. Implemented of functional analysis (as detailed below) Observance to a job plan (as detailed below) In this piece of work the above test together with the proceeding definition. Shall be use to define whether value management is being carried out. 2.3 Functional Analysis Functional analysis will mainly give the idea of identifying the common functions of an item, and in terms of construction, It identifies the clients need in terms of function. It is simple and effective with underlying the principle of functional analysis. when the technique applied to a building component on element it invites the question what does it do as opposed to what is it with this in mind, when searching for alternatives, we look for something that will perform the required function rather than attempt to find a substitute for the previous solutions (Palmer, 1992) FAST is an analysis process that was developed by Charles Bythway. It builds upon work by miles and allows functional analysis to be modelled and used as a means of multi disciplined communication. The application of fast is universal. It is based upon logic and allows aims and objectives to be translated into action Green (1994) indicates that the functional analysis system technique(FAST) is best used for the hard technical problems associated to value engineering which are normally carried out at later stage in the design process than more strategic SMART model used in value management functional analysis, which is central to the FAST technique, forces conciseness and eliminates ambiguity. FAST were also examines the cost Vs worth aspect, allowing full consideration of varying functions of one component. The aim of FAST is identifying the clients wants in terms of function not things (Bythway, 1992) One method of carrying out FAST analysis is use of a FAST diagram. This is a power ful technique in identifying the functional requirements of a project. 2.4 Value Management in Practice The recent years the UK construction Industry has come under heavy research, and has got heavy criticism from major sources. During the 1990s the Lathan and Egan reports Building the team and Rethinking construction identified the inefficiency inherent in an adversarial construction industry. In particular Rethinking construction set a challenge for change and improvement. These criticism coupled with clients increasing demand for achieving value have seen designers and contractors take up the gantlet and develop different types of business relationships and evolved new methods of good practice, and methodologies to improve efficiency, and value to the client. To this end, a growing number of companies claim to offer value management as a service, incorporating design management concepts, whole life costing, risk management and human resource management ( Kelly and Male, 2002) and is principally aimed at achieving best value for money (in terms of both, decisions arising from the value management process, the ensuring product and the process itself) to ensure best use of time and resources. However there could appear to be some confusion as to what actually constitutes value management. The modern day agreement for value management is not that it is a cost cutting exercise, or a method of keeping projects within budget, rather as a means of achieving best value for money to the client. Kelly and Male (2004) describe value management as the process by which the functional benifits of a project are made explicit and appraised consistent with a value system determined by the client value engineering, on the other hand, is concerned with achieving a given function at minimum cost. This there is some confusion between the vaue engineering and the value management. That as the value management will do achieve a high value to the client, in terms of meeting client objectives, which the value engineering will contrast looks to improve value in monetary terms by reducing cost, after analysis of function. In other words its aims are to achieve the function, at the least possible cost. That it may not lead to the greatest added value to the client. (DellIsola 1982) This confusion in terms has the lead some commentators to go so for as to question whether the value management differs from the established procedures of cost management (Green, 1992) The lot of majority of material studied however, were of the opinion that value management is a useful tool in identifying the clients needs, and utilising functional analysis to formulate a plan how best to meet these needs. In 1995 the RICS publication, Improving value for money in construction It is stated value management must be undertaken as part of the part of the process of establishing the clients business case in to ensure that the project address real needs and adds value. In todays UK construction industry, the use of value management is touted as having increased competition and encouraged growth by allowing better, more informed decisions to be made by IVM (Institute of Value Management,2000) In project delivery opportunities for such improved decision making exist through a project inception, design, construction and disposal (Kinnan and Martin,1997). Allowing value management to be introduced at any stage of project, with the later stages being used to assist project Integrating and procurement, often through the use of builadability concepts and partnering (Hyan,1997) without value management, however, significant additional costs can be incurred in late design changes (DellIsola,1982) as well as; Outcomes that represent poor value for money; In appropriate strategic for providing service need; Poor definition of service needs; An asset operation that cannot support service delivery; In effective communication among client/owners; Deficient project briefs; and Lack of project ownership by end users and managers. (Daddow and Skit more, 1993). Therefore to find the unsurprising the value management in construction industry has received attention and support from the government since the early 1990s (Institute of value management, 2000) and for more it use in becoming a requirement in the development and assessment of projects. whether this will ultimately lead to value management being a mandatory requirement in similar way to quality management in the 1980s is not yet known.(Daddow and Skitmore,1993) Indeed the RICS voice that value management should be made mandatory. Stating value management should be an automatic part of every project and not be an option in the 1995 publication, Improving value for money in construction. (RICS, 1995, P29) In the USA for example, a system of incentives and rebates, referred to as value management incentive and rebates, referred to as value management incentive clauses, are increasingly being introduced into contracts to formalise the arrangements between parties, for sharing the costs involved in implementing value management (Thiry,1997). The degree of success, which value management is touted to achieve is also varied. That the most easy source to quote is Sir John Egans report (1998) rethinking construction; presented to the deputy prime minister, in which a figure of a 10% saving on the contract sum, being forecast as figure to reasonable expected. As previously mentioned, this particular report was damming in assessing the UK construction industry current state, with regards to inefficiency and waste. However value management in particular was singled out, as one of the ways to address these problem, describing value management as a structured method of eliminating waste from the brief and from the design before building commitments have been made(Egan, 1998; p13) Ashworth Hogg(2000) to back this figure up somewhat, claiming that for a 1% be on construction cost, It is possible that a total saving of up to 10%-15% on construction costs can be achieved, should the correct procedures take place. How accurate the es timates are, is hard to prove, and in all likelihood vary from case to case, with many variables determining the success of the value management process. There are various differing reports from other leading commentators such as Palma (1992) who although not rejecting the advantages of value management, suggest that is not as clear at as deciding to implement value management. Palmer states that effectiveness of value management depends largely on the personalities involved, the timing of the study the interaction of the team and the role of the client and the input of the design team, whilst going onto say that as functional analysis often gets ignored the whole value management process is often no more than a cost cutting exercise. That of man paper seems to agree that there are numbers variables which affect the success of the value management process. Koo et al (2005) suggest the success the key reasons for failure of a value management exercise being; Lack of experience and skill of the facilitator. Improve use of functional analysis. Lack of purpose of purpose of FAST diagramming and no description of FAST diagrams. Unsatisfactory and impromptu function analysis of the value engineering project was performed in order to get results quickly, easily and superficially. The table below illustrates the causes and reasons for unsuitable FAST analyse according to Koo et al (2005) Causes and reasons of the unsuitable function analysis Description Causes Reasons Functional Analysis Function Definition Unrelated function definition for the project Deficiency of purpose and methodology of function analysis Unsuitable function definition Lack of recognition of function analysis Lack of community between function definition and follows Lack of education an experience of value engineering team members Job plan Unsatisfactory understanding of value engineering project Function Classification Classification confusion of the main and secondary function definitions Lack of understanding of value engineering object Lack of objectives for function selection Too much or too little secondary and function description relating to the main function Fast diagramming Lack of purpose of FAST diagramming Difficulty and lack of expertise for diagramming No description of FAST diagram. Lack of adaption value engineering diagramming logic

Erectyle Dysfunction :: essays research papers fc

Will we ever be able to produce something capable of making us reach the optimum of one of humankind's most basic needs? Will there always be a side effect?Since the beginnings of civilization, people have been obsessed about their sexuality. Men and women have always tried to achieve a maximum amount of pleasure in any possible way. For human beings this is obtained through the orgasm. Humans usually attain this is goal through sexual intercourse or masturbation. However, sometimes the psychological and physical conditions of a person can deprive him or her from reaching that goal. Thankfully, science and anatomy have also always interested mankind. This has helped to find solutions for problems dealing with our sexuality, which, as a matter of fact are very common. The most recurrent and drastic of all these dilemmas is that of impotence.The term "impotence" has traditionally been used to signify the inability of the male to attain and maintain erection of the penis sufficient to permit satisfactory sexual intercourse. However, this use has often led to confusing and uninterpretable results in both clinical and basic science investigations. This, together with its pejorative implications, suggests that the more precise term "erectile dysfunction" be used instead to signify an inability of the male to achieve an erect penis as part of the overall multifaceted process of male sexual function. Erectile dysfunction affects millions of men. Although for some men erectile function may not be the best or most important measure of sexual satisfaction, for many men erectile dysfunction creates mental stress that affects their interactions with family and associates. All these things might be very interesting, but to fully understand erectile dysfunction we must first take a look into the physiology of the male erection.In its most common form, the male erectile response is initiated by a central nervous system event that integrates psychogenic stimuli (perception, desire, etc.) and controls the sympathetic and parasympathetic innervation of the penis. Parasympathetic input allows an erection by relaxation of trabecular smooth muscle and dilation of the helicine arteries of the penis. This fills the spongy tissue that forms the penis with blood; a process referred to as the corporal veno occlusive mechanism. The erectile tissues must have sufficient stiffness to compress the blood vessels penetrating it so that venous outflow is blocked and sufficient tumescence and rigidity can occur. Constriction of the trabecular smooth muscle and helicine arteries induced by sympathetic innervation makes the penis flaccid, with blood pressure in the cavernosal sinuses of the penis near venous pressure.

The Second World War (WWII) :: World War 2 II Two

World War 2 Introduction World War 2 was one of the many wars that occurred during the 20th century. During this brutal war many countries, people, and history were changed. The factors that encourged the Germans and Japanese forces allowed them to take over other countries and kill many of people. Now, years later, from a different point of view, the Germans and Japanese accomplished nothing but just killing innocent people. The greediness behind the Germans and Japanese in the 20th century would change everybodys lives forever. How Did This War Start The Germans had a powerful army in the 1930's. They had a very powerful leader named Adolf Hitler. He was a greedy man who wanted everyone blonde hair, and blue eyes. He wanted everyone the same and to be the only leader in the world. Hitler started his conquest for land in 1938 when he annexed Austria. He followed this by threatening Czechoslovakia. When Hitler increased his demands on the Czechs, war seemed almost certain. The British and French had meetings with Hitler and Mussoluni but they could not stop them from putting demands on other country's. Soon after the meetings Hitler captured Czechoslovakia and seized a former German port. He moved on by putting demands on Poland and the Polish Corridor. In September 1939 France and Britain agreed to support Poland and they soon declared war with Germany. How Did The US Get IntoThe War First of all Japan has no natural resources in their country. So being that they replied on their oil products from the US. In July 27 1941, President Roosevelt stopped all trading with the Japanese. That meaning now that Japan has no fuel to run their military forces. Japan forces then went and attacked the East Indies and took over all of their fuel. Shell was the company that owned most of the fuel products in the East Indies. Shell's head office was in England which led European forces to be in the war against Japan and Germany. When the US stopped trading with Japan they took this as a hostile act but, Japan still tried to make peace with them. A Japan ambassador even asked for a peace discussion with the secretary of state. The meeting did not go threw with the 2 nations. Japan then attacked Atu (an island off of Alaska) in hopes to draw the American forces up North. Japan was wrong , but soon after this they planned out a sneak attack on Pearl Harbour (a military base for the Americans in Hawaii). The Americans had a small idea that the Japanese might attack them. On the Morning of December 7, 1941 a flight of planes were detected, but the people in Pearl Harbour were told that they were US fighter planes coming in

Hong Kongindia Command and Market Economies :: essays papers

Hong Kongindia Command and Market Economies The world is run with economic systems. Two of these economic systems are the market economy and the command economy. These economic systems both greatly differ and are similar in there ways of controling the factors of production, ownership, and their incentives for efficient production. An area of the world that has a command economy is India. The government controls and makes decisions with the factors of production. The factors of production are the resources used to produce goods and services, such as lonad, labor and capital. Within these socialist areas, there is no presence of motivation, a very important factor in an economy. This is because no matter what they do for their economy, everyboyd will recieve the same pay. For example, a doctor would get paid the same amount as a dishwasher.This creates unmotivation because there is nowhere to progress to. People don’t want to work hard for the same pay as someone who doesn’t. Also, since the government controls the factors of production, and not the individual consumers themselves, it is impossible for the few in power to know the many needs, and conditions of resource availability, within the whole economy. Therefore, many things of importance are not recognized, or over looked and the economy and people suffer from the loss. It is present in these areas of socialism that many of the people suffer from poverty because of this economic system. Hong Kong used to be a command economy. Hong Kong was very poor. This poor area quickly changed over the years into a very prosporous place. This is due to it’s change to the market economy. Hong Kong is also the freest of economies. The United states of america also has a market economy. In a market economy, or free enterprise economy, the individuals own the factors of productin, and make the decisions with them. This is unlike the command econly becaues their government controls the factors of production. The market economy is more effiecent because the individuals decide for themselves how to answer economic questions, looking out for their own personal best interest. This creates motivation, in which the command economy lacks. Entreprenurs also play a large roll in the economy. In Hong Kong, it is extremely easy to start your own business.

Role of Education

Undoubtedly, education plays a significant role in every aspect of people's lives. In other words, all through history, education and psychology have powerful methods for learning pieces of information. Also, these two efficient ways are vital for those who are eager to improve their behavior and knowledge. As a matter of fact, learning has been defined in several methods by a number of different theories. Theories of learning can help instructors to decide and select the suitable ways for their educational structure. Many scholars have commented on how behaviorism, cognitivism, and constructivism have influenced the research in the field of educational technology. Behaviorism is a psychological approach which describes all behavior in terms of learning. This theory focuses on behavior. In addition, in this approach, cognition like thoughts is totally ignored. Also, it is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Without a doubt, this approach has a numerous ascendency, such as providing a number of practical applications and techniques to shape conduct. As far as I concerned, giving a prize to those whose behavior is appropriate is the best deed, and also it can cause others especially children to shape and enhance not only their behavior, but also their activities. However, besides all these positive features, it has some disadvantages, but two of which are more significant. For instance, based on this theory, learning can be defined as â€Å"the relatively permanent change in behavior brought about as a result of experience or practice.† Obviously, this approach has had a long lasting impact on language teaching, but it has some negative points. To illustrate, people can change their conduct when they are either exposure to new environment or get new information, even if they have previously established a different behavior through reinforcement. In addition, behaviorists claim, â€Å"Human has passive learners.†, but, psychologists are appose to this assertion. They believe human are active agnates, and they are able to think and determine. In my opinion, this theory is really useful and practical in elementary schools, because children in this grade cannot distinguish between right and wrong, so they need a person who monitor them. In other words, they need a leadership. On the other hand, behaviorism is not essential for higher grades, because these kind of people are active, and they already have learned and known what the best method is. Cognitivism, like behaviorism, emphasizes the role that environmental conditions play in facilitating learning. Cognitive psychologies tend to think of the brain as an active participating component in the learning process. . This theory focused on the inner mental activities of human beings to understand how people learn. In fact, behaviorists saw humans as programmed animals, but cognitivists viewed them as rational beings. The best feature in this theory is that cognitivism assists people who really wants to shape their behavior and tries to develop their conduct for the better. Due to the fact that, this approach focuses on brain's function, it is really beneficial and helpful. On the other hand, cognitive approach denies other factor which influences behavior, such as, genes and individual experiences. Owning to assuming all human conduct are equal, it is the biggest weakness that this theory has. I think that, this theory can be more practical than behaviorism. Due to the fact that, it is able to combine to other approaches can be effective and helpful method in all schools especially Iranian students. Also, because it does not focuses on just one thing and analyze human in other perspective, Iranian student are more successful when educational system applies this approach in schools. Therefore, according to all things that it was mentioned-above, cognitivism has abundant positive results in Iranian educational system. Constructivism considers the learning to be an active. Even though constructivism is considered to be a branch of cognitivism (both conceive of learning as a mental activity), it distinguishes itself from traditional cognitive theories in a number of ways. One of the superb factors in this approach can be pointed out is that students are active, and all of them participate in every activities, such as discussion and practicing. It is believed that group working is one the best effective ways to progress in every field. Also, this action is tough provoking, and it is kind of a challenge for students to try hard to achieve their goals. However, this way is only suitable for those who are genius, and they can analyze their problems individually. In other words, it can be practical for people who can deal with every problem without any assistance, so they are really successful with this approach. Furthermore, this method is not handy for students or other people whose knowledge are lees, and they are not in favor of group activities. Hence, they might fail at their courses or they may just imitate what others do, so they do not learn anything. In this case, constructivism has negative results. Consequently, constructive approach depends on people's characteristic. In my point of view, this approach is the best theory in contrast with other theories. Although it has some negative points, advantages outweigh disadvantages. However, constructivist approach is not appropriate for Iranian educational system. Unfortunately, Iranian are intrapersonal, and they prefer to do their activities individually. On the other hand, Iranian student are in favor of teacher-centered. Owning to focusing student-center in this way, our society disagrees with it. In addition, due to lack of capacity of some of Iranian student, this theory is not successful in our education. In short, it is not deniable that these three approaches are beneficial and try to help students improve their education and behavior. Obviously, each of these theories works for each student, and they have different ways and attitudes to how these theories accelerate learning. As it was above mentioned, all these three schools of thought has their own strengths and weaknesses, but I think constructivism is like a new invention in education. As far as I concerned, if I were a teacher, I would definitely choose the constructivism theory because it is crucial that students be more active in their lesson and become independent. Also, this way causes increase students' motivation to study well.