Web 2. 0 technologies Essay Example for Free

Web 2. 0 technologies Essay The next portion of the interview focuses on the perception of students of being aware of this aspect. According to the results of the survey, 24 out of 6 educators are aware of students doing this. In addition to what was mentioned above, 20 out of 30 educators believe that this should be encouraged and 10 educators believe that this kind of technology should be separated from educational learning tools and should be solely for non-academic purposes. For the 20 that had expressed interest in encouraging Web 2. 0 applications into education, ten out of the 20 believe that it should be mandatory to all aspects of education and should be inserted into the academic curriculum. Five (5) believe that the utilization of Web 2. 0 technologies should be naturally included into the curriculum meaning that these tools should neither be constricted nor be pushed into utilization, rather it should be left to be incorporated into the curriculum all by itself. The last 5 indicated a variety of methods in order to encourage the use of Web 2. 0 technologies. When asked with the question on whether or not academic content should be delivered using Web 2. 0 technologies, 23 or 77% of the total number of respondents indicated that Web 2. 0 technologies would be a useful tool in delivering academic content from educators towards students. On the other hand, 13% (7 respondents) believed that it would be better to utilize the older, more accustomed, tools for information dissemination in order to project the desired image to the students and the stakeholders of the business venture. When asked if there is an existing overlap with the VLE that you used in the institution they are in, fifteen (15) out of the 30 indicated no recognized overlap, eight (8) indicated that there is no overlap while seven (7) believed that there is a overlap between Web 2. 0 technologies and the kind of VLE used. Because of the seeming trend with respect to the enthusiasm and openness of educators in using Web 2. 0 technologies, the next focus of the interview was set on Web 2. 0 tools being integrated with VLEs. Out of the thirty respondents, twenty-five (25) had indicated that they wanted to integrate VLEs with Web 2. 0 tools and five (5) had disagreed with the proposed integration. Most of the five (5) educators were from the seven people that believed there is an overlap between the two tools. The third part of the study focused on how they had perceived Web 2. 0 technologies as being part of the assessment process. The first part of the interview focused on Web 2. 0 technologies as part of the assessment purpose, the interview solicited how the interviewees perceived Web 2. 0 tools as an assessment tool. Generally speaking, most of the respondents to the interview indicated that they believe that currently, Web 2. 0 technologies used as a means of being able to assess is still very young rather it is still in its infancy stage. Though they believe that it would be step forward for the educational setting, there is still a need for further verification for such a move and should be tested if the students can adapt to such a change. Wikis was cited as one potential for teachers to evaluate the effectiveness of students in being able to collaborate with their partners in group work. Most of the educators indicated that they would rather evaluate students using the old method of educational teaching however they would be amenable of such as a move as to include Web 2. 0 applications into the curriculum and use it for checking and teaching. On the other hand, they had noted that it would be useful to check items in Web 2. 0 applications that are actually their cornerstone or the reason for their being – pictures in photoblogs such as flickr and video assignments in Youtube. When given the opportunity to explain very briefly each Web 2. 0 technology, the opinions of each educator as to how they can use these tools were solicited. For the first part of this section, blogs was the first application to be tackled. Based on the discussion, the educators generally indicated that they can utilize blogs as a mean of generating discussions among the students. With blogs having the capacity to take in comments and views via posting on certain topics, educators can then start up discussion on a particular topic and solicit the opinion of the class. Educators can then assess the views of the students by being able to review the comments of the students on that particular topic because of the capacity of blogs to retain inputs from users. The second tool is Wikis. Educators that were interviewed viewed wikis can be used in assessing the capability of the members in being able to collaborate and create singular information or a single document. This can then be used as a means of being able to assess how the students can cope with team effort and the output of such collaborative efforts. Social networks on the other hand can be used both by students and educators as well as a means to identify connections and networks that within communities that can be used by the students in order to determine people that have the necessary information for the teachings imposed by the students. Lastly, focus was given on video and photo sharing sites. Although this is relatively a new technology that would be used in sharing video and photo information between students, it is believed all these sites can be used in order to support all the learning motives for students and educators as well. Essentially the element of being able to share information particularly videos and photos is necessary are inherent in all sites. In addition to this, educators that were part of the group interviewed had already seen a video sharing site and they believe that due to the existing trends, video sharing networks will be able to further thrive and the educators believe that this will entail a positive effect on the way students are able to learn and how educators are able to teach.

Management of Contractual Risks

Management of Contractual Risks 1 Introduction Managing risk should be a fundamental part of bidding for Building or Highways work. Risk is described by Atkinson (2001) as the probability of an occurrence of a hazard and the magnitude of the consequences. Consequently risk may also be considered as the possibility of an experience happening and the resultant effect of the experience if it ere to take place. As defined by RICS (2010) risk management is a means of processes where risks are recognised, examined and then of course controlled. It is a constant cycle that begins at the pretender stage; this means that risks of events are put into a bid from the start and also at the end of construction. During the different phases of a project, many new even previously un-thought of risks materialise throughout. Recognising them quickly allows faster mitigation; in order to reduce impact risk has on the project. This study has examined the inaccuracy of pretender process of managing risk with the use of both pretender and contract registers. There were also opportunities, they were recognised. The subject area of risk was selected following discussions with managers and work colleagues, during my 2010 placement year with Sir Robert McAlpine (SRM). This topic was considered as an ideal subject area for a research project because SRM were improving the system they currently incorporate. So the plan of the study was to advise any conclusions made on the research, so as to further enhance the pretender practice within SRM. My colleagues gave me some risk data sheets for a few projects. The emphasis being on highway construction, as this information was available from my placement and SRM. 1.2 Rationale The subject of what to research developed from consultations with colleagues and the line manager at SRM. My colleagues were interested in the managing of risk and were working to improve SRMs pretender risk process to ensure it replicated the contract phase a bit more. This therefore illustrated a requirement in the business and indeed construction for research in to this topic area. The main reason for eventually electing the subject area of risk was the open access of information provided by SRM and the contact with knowledgeable personnel in my placement. This gave a better understanding of the procedures, allowing greater understanding in subject area of risk. In addition access was gained during placement to potential data in the form of contract and pretender risk registers from various Highway works undertaken by SRM. The aim of the research as came about by undertaking literary research, up to that point none of the data was collected, or plan formulated of how to use the data. The aim was to understand how pretender recognition of risks may be inaccurate. After that considering how it could be improved and whether it was possible to do so. Subsequently, recording any conclusions of pretender process in order to develop and better it. 1.3 Hypothesis, Aims and main Objectives 1.3.1 Aims Were to see if management of the contractual risks identifies significant additional risks that the pretender risk process failed to recognise and thus determine how inaccurate the pretender risk process is. 1.3.2 Objectives Find the processes presently employed to deal with risk, in both contractual and pretender phases and in recognising and measuring them. Investigate if important additional contractual risks recognised were within the pretender phase register. Compare SRMs risk management processes with other contractors and analyse to find the best solution. If possible, note any resulting conclusions and input results within the pretender register then produce a new and accurate one. 1.3.3 Hypothesis The management of contractual risks in Highway construction successfully identifies additional risks, consequently pretender appraisal has become inaccurate. 1.4 Overview of work done / Methodology 1.4.1 SRM schemes/jobs The SRM jobs used on the research comprised of, M1 J25-28, and A19 upgrade (both Highways Agency jobs) and M74 Glasgow council, all Highway projects. A19 was Term Maintenance Contract (TMC) whereas M1 J25-28 and M74 upgrade were (MAC) contracts. When examining the A19 upgrade the contractual records were acquired but the pretender risk records were not. However the contractual records were compared to a risk bid from a different project. Not ideal but the only solution at the time. The majority of the items were related, so comparable/related items were drawn from the pretender items, then included in the A19 contract register. An evaluation was done involving the contract and pretender risks. To do this the max, min, probable costs in addition to the likelihood of a risk event were incorporated from contract and pretender appraisals. A total assessment of the risks was calculated via averaging the max, min as well as probable costs which are multiplied against the likelihood of the risk event. All risks types were identified, in order to distinguish trends in risks recognised at the pretender and found in contract phase or were not found at all. The A19 contract risk register was distinctive to M1 J25-28 and M74 upgrade registers as it didnt contain costs. Every risk was divided by its probability and impact, whether that was high, medium or low appraisal. The pretender register, risk items were fitted against the occurring contractual register items. To see if every item in the registers were done, costs and probabilities were assigned to the A19 contractual risk method of appraisal. In getting a total assessment, both probability and risk price were multiplied. These costs were then evaluated against the overall pretender costs. 1.4.2 Highway contractor Interviews Interviews via telephone were conducted with a few companies to really see what processes are used at post contract and pretender. Also to find out how precise these methods are. Companies interviewed were: Morgan EST. Vinci Balfour Beatty May Guerney 1.4.3 Literature Review In order to understand the risk management procedures in construction and more specifically in Highways work a literary review was embarked on. This meant the research would gain an appreciation of the perception of risk by construction, prior to any literary review, my personal experience had only come from SRMs perspective and the processes they use. In order to gain real understanding and to funnel clearly on what my hypothesis stated, it was decided to split the literature review into two sections. One section, comprising of processes used by industry, taken from an assortment of books. The second section being that of SRMs highways process and accompanying documents. This makes it possible for an assessment to be conducted between SRM and the other contractors, like how different stages of a contract work in Highway works. 1.5 Overview of conclusions Both the information gained and analysis undertaken, imply the data could sustain the theory and main aims. Due to a large risk amount being found in contractual phase that was not previously seen at pretender. Even though assessments for any one risk were fairly inexact, overall assessment of pretender and contractual seemed strong. Showing pretender registers was inaccurate and needed to be better if assessments and risk management has to become more reliable. 1.6 Report Guide 1 Introduction An opening on the managing of risk in the dissertation while validating the basis in selecting the subject area. The introduction states the aims, objectives and hypothesis that the researched was established upon, as well as outlining the work done and an overview of the Conclusions. 2 Methodology Explains the methods used to investigate my hypothesis, from Literature review, approaches used in analysis and review of information and any outcomes. This expresses the reasons for utilising the techniques chosen also any research restrictions. Its meant to be a methodical, simple approach to how things were done. 3 Literature Review This chapter contains my understanding and Knowledge of the subject area. Done by means of, studying the risk process used in management through books, journals and the internet. Allowing a greater comprehension of risk in Highways work, and how its viewed and used. 4 Results and Analysis Confirms the outcome in the investigation and subsequent breakdown of SRMs jobs as well as the Highway contractors interviews. It outlines the judgments made concerning the pretender and contractual assessments. The Hypothesis was then tested against the information found, to see if its statement is true or false. 6 Conclusions- This analyses all the results in relation to the hypothesis and if theres is any basis that it will hold up. Detailing limitations affecting the research, while also imparting proposals for both industry and any future dissertations. 2 Methodology 2.1 Introduction Methodologies are vital to the accomplishments of research and must be dealt with care in order for the most appropriate research methods to be chosen (Fellows and Liu, 2008). The methodology outcome depended on the subject area, research aims and amount of literature review obtained. For data collection and analysis, the methods employed ought to be realising the aims and objectives so as to continually test the hypothesis and validate the research. The information that was obtainable and available played a huge role, as work on the dissertation could not be done if the information wasnt relevant. The information therefore can be decided by the hypothesis, as if the information was not on hand then one cant trial the hypothesis. Due to these factors, risk management was identified as an appropriate topic from the beginning, but it wasnt until the research was started that defining the hypothesis was possible, yet having an impression of the aims and objectives that were to be accomplished. From the off, the aim was to gauge how precise pretender risk management was, even if unsure of the data and information existing prior to consulting SRM team. Ultimately this section highlights the research methods utilised in the research, and the close association that has been made when doing so between the methods and Aim, hypothesis and objectives. 2.2 Aim Employed to help concentrate the methodology in choosing the right methods, also to clarify to the person who reads the dissertation what precisely was being investigated. So this shall be done by recalling the Aim set out: To see whether the post contract risk process identifies key additional risks that the pretender risk process failed to recognise and thus determine how inaccurate pretender risk process is. 2.3 Quantitative and Qualitative methods In Data collection there are two key styles; quantitative and qualitative forms of research. Quantitative method, being a grouping of information done using figures, which is then evaluated by arithmetical trials to trial an assumption or theory (Creswell, 1994). While the Qualitative method was quite different, instead using connotations, previous incidents and words (Naoum, 2007). Quantitative Methods can be less difficult in examining; it creates measurable outcomes that create analytical arithmetical results. They tend to be better for others to read and understand. While, qualitative information from research has a tendency to be complicated as it often requires researcher input and manipulation to ensure its appropriate for investigative procedures (Fellows and Liu, 2008). The methods adopted depend upon data obtainable as well as the research itself. By executing good research, its generally required and essential to use both quantitative and qualitative. Therefore a mixture o f the two was brought to play, for a more correct and more reliable conclusion; more is detailed further in this section. 2.4 Literature Review As mentioned previously literary appraisal was undertaken; providing a core subject knowledge in risk management of Highway construction. The idea in doing this was grasping how risk was analysed in Highway construction sector, and the procedures used in controlling it. Next research was done to discover how risk was managed, by using literature in form of books and journals. Then see SRMs risk management process from their risk management documentation. Dividing the literature review in two sections meant that one of the objectives could be fulfilled by comparing SRMs risk management approach with other construction companies. By doing the literary appraisal it imparted a better comprehension of the chosen topic of risk, and illustrated the problems and successes in risk management. While also showing the diverse and numerous ways in managing risk, and how the approach identified and selected can depend on many issues like project type, contract used or even size of companies and jobs themselves. The list literature sources below were used in delivering the dissertation:   Textbooks -were very useful in gaining the relevant knowledge of risk management, and procedures used. Books located in the library were discovered using the computer search engines. using. Chapters needed or thought appropriate were studied, and compared against searches that had been made on the internet. A check system, which assessed the validity of both sources of information against each other. With much of the research it became apparent that information in books available werent current especially in the older series of books. Despite this it wasnt a predicament for Risk management as texts of up to ten years old were and are significant and applicable now, with some techniques having improved. The books allowed for great comparison for up to date information on the internet. Journals were again located on the Loughborough University library database, which with the relevant buzz words located material of use. Finding journals proved difficult in comparison to textbook numbers, yet the sources were helpful.   Internet supplied a platform for research of literature. Being easy to use and handy, collating information could be done at speed and with relative ease. It allowed greater understanding of what type of book would be needed from the library. Information from the internet was important but it had its limits and it was vital to know that it can be inaccurate and cause misguidance, research can be more guaranteed with text and journals. This way of thinking about limitations in using the internet was in mind when searching websites on risk in the construction. Finding various helpful websites any information was compared other websites in order to increase reliability, but most importantly against book and journals. As with all research appropriate sources of reliability were identified and used like the RICS website. Two editorials from RICS site provided constructive, and were used in the literature review. In finding books the internet was most useful as many articles on websit es highlighted book of particular relevance and use.   SRMs Risk Management Procedures document SRMs risk management procedure document was used as section two of the literature review. Reading through the document and important information was used in the literature review, particularly, on the processes used by SRM in risk management. A comparison was made between SRMs procedures and with those found in the first half of the literature review. 2.5 Data Collection When actually collecting the data for the research the collection was again split into two parts. The initial data collection was from SRM projects, other data collection was associated to other contractors. The intention was to compare the risk procedures, and attempt at analysing which was the superior one. The next section shows how all the data collection was collected and prepared. 2.5.1 SRM Projects The information on the SRM jobs were formed while in placement during 2010, while working on the M1, involved in subcontractor packages and various Quantity surveying related work. Prior to any data collection, discussions with colleagues and senior managers took place in order to help formulate and aid the research as what would be required in terms of data. At this stage no hypothesis had been decided, the idea was to assess the accuracy of risks in the pretender assessments. Therefore colleagues stated and recommended the use of valid information in the form pretender and contractual risk registers could be provided. The contracts that would be made available were the M1 J25-28 scheme, A19 upgrade and M74 Glasgow project. Three similar Motorway/road maintenance projects that differ from each other contractually. A19 upgrade was a TMC to maintain, operate a network of strategic roads in the North East. M1 J25-28 and M74 are both MAC contracts for similar maintenance one in the midlands and the latter in Glasgow. A19 upgrade and M1 J25-28 are HA run, while M74 was for the Glasgow city council. The HA run their contracts by splitting their contracts into 13 sections in the UK, and in these projects cases offer for the extension and maintenance of the roads within these sections. The reason that A19 upgrade was a TMC but M1 J25-28 and M74, MAC based contracts were that previous to the MAC HA projects were also run with the TMC contract, but now all is done under MAC style. The contracts run for 5 years with optional extensions. Different sections of maintenance start and end at different areas on the motorway in question over a 5 year cycle, meaning that when MAC contracts were first used, some sections werent using them and using TMC etc A19 upgrade was a TMC completed in 2009, whereas M1 J25-28 scheme was a modern MAC contract just saw completion in late 2010. The difference in MACs and TMC are TMC two separate companies, one as managing agent the other as main contractor. MAC consists of the 1 contractor, running both as an agent to the client and as main contractor on site. Using the three contracts as the basis for the research the risk manager on the placement at SRM provided a pretender register for the M1 J25-28 risk management and A19 contractual phase, both of which he had involvement on. Trying to get pretender ones for M74 was problematic but couldnt find any. In order to have a full complete analysis, it was decided that for M74 to use another MAC pretender risk register. Pretty much similar to M74 except the location geographically. For sure this would create limitations but it could possible in using another risk register as SRM do when starting on a new comparable bids. So similarities would be high and that as long as it was noted in the dissertation as to its use and reasons why. Due to the generic nature of the risks they were deemed suitable as with what SRM do in practice. While on placement working on the M1 J25-28 contract meant developing contacts with colleagues who work day in day out on the subject are. Therefore requesting registers on M1 job was easier than the other jobs. The A19 contractual register came to me inn the same way. Getting the M74 contractual register, as the risk team on my placement had contact details for which to enquire with and the registers were duly emailed. 2.5.2 Rival Highway Contractors Obtaining information via rivals in the sector of road maintenance was much more difficult than from SRM sources, as they were very protective of information they gave out. The SRM jobs were Highways related, so the focus was getting some from Highway firms. By doing additional data collection it allowed for an honest comparison between SRM and other contractors. The methods were expected to have been alike if not the same, involving different construction projects; the data was likely to be different. The plan was to send questionnaires to the chosen contractors, but after unsuccessful returns it became apparent that another route would be needed, so interviews via telephone were deemed suitable. It seemed with written survey, contractors were inclined to take no notice of it or put a more generic thoughtless answer, While via a telephone interview response to the questions asked would be immediate and better, with no real confusion of what the question was asking as myself in person could explain. The Highway contractors contacted were: Morgan est. Vinci Balfour Beatty May Guerney A semi-structured set of questions was planned in order to gain the information required but also allowed telephone participant to elaborate and discuss the subject in a friendly professional manner. Contractors in Highways works were contacted, the dissertation of Risk Management was explained with the aims and objectives that needed to be achieved and asked the below queries: Does your company possess a methodology for the management of pretender risks? How does your company detect risks in the pretender phase? How does your company calculate final risk totals? Does your company undertake risk management after the contractual phase? ould I obtain a pretender and or contractual risk register to use in my research (for the Highways project you are on)? Each Contractor interviewed was told research being undertaking intended in contrasting data in pretender phase against the contractual as well as any assessments made. The questions were supposed to see what processes companies used in managing risks. Overall the different companies were helpful in answering these questions. The Fifth and final question was done to get registers like that gained from SRM. It was the only difficult part as many refused to hand registers over from live projects due to the sensitivity of their data and company policies. However some registers were received but didnt really contain the crucial information required just a formatted company risk register. Throughout the interviews, notes were made on the first four questions and the results put into a table at the time of the interview showing the company and their response to each question. Thus, making analysis easier when looking at the responses later in the dissertation. 2.6 Analysis of data Prior to analysis, the research had assessed how SRM price risks. It was crucial in knowing this before as it established the type of analysis would that be approved, and is detailed below. Upon formulating the risks that have been identified each risk will be categorised with maximum, most likely, minimum values and probability. The data was put through a programme @ RISK formulates hundreds of simulations, creating a graph showing the data. The 75th percentile is put in the final pretender as the final risk total. SRM do this for all of their projects. For this dissertation we were concerned in the risks recognised and individual costing risks as shown in paragraph above with min, max and probable etc. The focal point being what was keyed in to @ RISK as opposed to what it produces. For the Data analysis the SRM contracts have been split into their individual projects and the Other Highway contractors. The reason for splitting the SRMs projects was that the analysis varied in parts by way it had been collected as mentioned earlier (some with full risk registers some in part). 2.6.1 M1 J25-28s scheme and M74 Glasgow Analysis for M1 and M74 projects were pretty much the same. The M1 contract and pretender risk register could be matched up to the pretender and contractual registers for the M74 contract risks, due to them being MACs. In evaluating the accurateness of the risk registers and appraisals made, comparable risks to contractual register were then removed from the pretender. When comparing values in matching risks, it was vital to have a total value for both pretender and contractual registers. The best and most impartial methods for pretender register were to average the minimum, maximum, probable figures then multiplying by likelihood of the event. These were a range of potential expenses which could be incurred by the risk, and any total cost was decided to be an average of these, as all projects had them. As its unknown as to its actually occurrence the average should be multiplied by the probability, which gives a total potential cost to the risk. While the contract risk registers should be considered by severity and possibility by scale of 1-5, and then an assessment of the risk was undertaken, figuring out the most likely value as well as minimum and maximum. Mitigation measures are identified for each risk, and then assessment was done again as before the mitigation. The M74 didnt have min prices in its contractual register, therefore all risks were assumed to be zero. Without any minimum values any overall assessments of the risk would not have been made. The reason for not using the likely value instead was so the data would use a range of values. It was decided greater accuracy would be found in setting the minimum as zero and range of values than the most likely. By setting all its risks as zero means they are an unimportant minimum value or a risk/event that doesnt happen. The M1 contract register had all the necessary values so no intervention was needed. Both contract risk registers failed to show any probability, just a likelihood scale from 1-5. Therefore it was assumed, giving the scale a percentage instead, 10%, 20%, 30%, 50%, 70% and 90%. Then the total appraisals of the contractual registers were done through an identical method. Where similar contractual risks could be distributable to a few pretender risks in a register or vice versa, the total appraisal amounts were split by the quantity of risk items, in preventing them being counted twice. This was tabulated under the headings; the contract risks, pretender risks, information put into the registers, and total assessment. The contract risks were then categorised: Unrecognised however is protected (No value). Unrecognised but not protected ought to have been recognised. Unrecognised unable to recognise. Recognised while also protected. Identified yet unprotected. Each risk was grouped by colour to state which category from above it fell in. 2.6.2 A19 upgrade The breakdown of the A19 job was began in a similar way to the M1 J25-28 and M74 contracts. The measurement total cost for pretender register was done the same as in the other projects by averaging and the different range of values and dividing by probability of them occurring. When totalling the contract risks differences became apparent as the register calculated risks another way, as there were no costs. So Instead they were measured under the probability and impact style grid, using severity status as guides, whether that be low, medium or high. So in order to measure the total value of risks would mean assigning each risk a value and probability based on the risk severity system used, then times the two numbers to get the total assessment for that given risk This therefore required the assignment of cost and probabilities to be accurate. So by using the Risk severity matrix as used by SRM, a cost could be associated to a certain risk level. With use of the grid SRM review probability/likelihood with a scale from 1-5 and assign costs in numerical order of the probability scale for impact: Below  £1,000 Between  £1,000  £10,000 Between  £10,000  £100,000 Between  £100,000  £1,000,000 Above  £1,000,000 The figures above seemed a very useful guide and perfect to use, create a good range that could be easily used in analysis. The likelihoods for the risks events were given percentages instead of low, medium, high, so as to fit in to correspond and be like the information found in M1 and M74 projects, so: Low being 10%, Medium at 50% High 90%. These numbers were chosen as the provided not too certain outcomes for low and high at 10 and 90 percent, while the medium suited to being the mid point between the two figures. So in getting the total risk value, costs times probability. Then the rest of the analysis followed the same steps taken by M1 and M74 data analysis. 2.6.3 Analysis summary The tables of data for all three projects showing the comparisons made are in the appendices. These tables were only a start in analysing data as they on their own only show limited information that cannot fully test the hypothesis. So Risk recognition was key objective and so a list was formulated of any risks recognised, not recognised and not assessed, were omitted. From this list, risks could be categorised and therefore see which type of items could or could not be seen in pretender by the bid team. Now having had risks recognised and risks unrecognised as threats in pretender meant potentially testing a hypothesis as to whether pretender stage is inaccurate. From this new data 2 graphs were made highlighting and representing more clearly the type of items in registers that was recognised in pretender and those that werent. A review table was then drawn to finally account for the contract risks and categorised as below: Unrecognised however is protected (No value). Unrecognised but not protected ought to have been recognised. Unrecognised unable to recognise. Recognised while also protected. Identified yet unprotected. This table only really accounted for risks in pretender register which corresponded with contract risk, but not the other way round. So it didnt account for all risks found in pretender bid or how many werent in the contract register. So a total evaluation of risks featured in the pretender bid but not in the contract register, so as to fully see the accuracy or inaccuracy of it. As a result a Pretender table of risks recognised at contractual phase was made and the total appraisals done at both pretender bid and contractual phase were compared and contrasted. Last part glimpsed through inaccuracies of pretender register. Done by removing risks identified in pretender and contractual documents, the disparities then tabulated. The variations were categorised, and detailed in a Histogram. 2.6.4 Rival Highway Contractors The ways in which the other Highway teams identified assessed risks at pretender stage, were investigated. This was done by referring back to the table formulated at the time of the interviews. Proceeding with recognition and classification methods, digging out the methods used, what company used what method type. The same was done for the appraisals of risk, so formed 2 pie charts showing the recognition and appraisal of the rival companies risk management processes. It illustrates the most popular methods used by the Highway Contractors interviewed. These methods were compared against the methods SRM use. Many of the companies did turn down the opportunity in handing over information, citied by them as the company policies not to do so and the information is delicate. However some registers were received but didnt really contain the crucial information required just a formatted company risk. Also it proved difficult to obtain pretender and contractual registers, instead receiving o ne without having the other to compare against. Need to fill in contractors interviewed etc!!!!! It was very helpful to look at the various formats of different registers that companys used, and the informatio

Physical Education in Schools Essay examples -- Education, Teaching, P

Historical Context The purpose and approach to teaching and classroom management has considerably changed due to a variety of factors including government policies, developing research and scientific explanations for its benefits to children during their education (Lance et al, 2007). Mackenzie (2004) recalls on how in the Havoverian Period (1714-1790) play and sport, particularly in the education environment was largely ignored by the government. This lead to minimised use of it and Physical Education (PE) was a very irregular activity in schools. (Lance et al, 2007; Mackenzie, 2004). However, progressively school sport and activities within the teaching environment were developing (Mackenzie, 2004 [online]). Public schools became highly involved in competitive sporting events, and by 1940 school sport was being used as exercise with ‘creative physical training’ known for its multiple physical and mental benefits for the participant. Statutory expectations and overviews began to arise in the early 1900’s with a strong emphasis on the relationship between sporting skills, exercise and health benefits. The 1909 Syllabus of Physical Exercises (Board of Education, 1909) suggested that the educational benefits of Physical Education and School Sport were primarily moral and mental. Bailey et al (2006) states that this is the first indication of sport and exercise supporting the children in holistic ways. The 1909 syllabus explains that the moral benefits of exercise were improved behaviour and social skills, and the mental benefits being the development of the learning processes and opening opportunities for the child to learn. (Bailey et al, 2006) In 1944 physical education was established for its â€Å"educational value† (Mackenzie, ... ...es an increase in heart rate for a sustained amount of time is therefore the most beneficial towards children’s learning, however Dwyer et al (2001) found that although boys did benefit from this higher impact vigorous activity, girls benefited the most from calming, lower impact activities that involved stretching and cross-body co-ordination such as yoga. Smith (2001) backs this in the exercise programme ‘Move It Brain Breaks’ where some of the exercises do not require an increased heart rate, but activities such as ‘stretchers’ and ‘lateralizers’ which involve the use of brain and body functions which are not naturally used together; as in Brain Gym () exercises. Smith (2001) suggests that particularly ‘lateralizers’ should be part of the everyday teaching repertoire to balance children, and co-ordinate their brain and body before learning. (Smith, 2001:11).

Racial Discrimination and Disparity in the United States Justice System

Introduction The issue of racial disparity in the criminal justice system has been a longstanding debate in this county. According to Tonry (as cited in Cole & Gertz, 2013) African Americans make up to 50% of the prison population but are only 12 % of the total United States population. Bobo and Thompson (2006) stated that Hispanics make up to 18 % of the prison population but are only 14 % of the total United States Population, while Caucasians make up to 75 % of the total population and are only 35 % of the prison population in American. (Coker,2003) supports Cole and Gertz and states that African Americans make up to half of the prison population while only accounting for 12 % of the population in the United States. According to NACP statistics (http://www.naacp.org/pages/criminal-justice-fact-sheet) African American and Hispanics make up 58% of all prisoners even though African Americans and Hispanics make up 25 % of the United States population. According to Hurwitz and Peffley (2010) Cauca sian men older than 18 have a 1 in 106 chance of being imprisoned, while in comparison to a 1 in 16 chance of being imprisoned for African American men in the same age range. According to (Coker,2003) estimated that 28 % of African Americans will be incarcerated at one point in their lifetimes. Small (2001) stated that one out of three African Americans in their twenties are either in jail, prison, on probation, or parole. Small (2001) stated that although African Americans make up 13 % of all drug users in America, they are 35 % of the people arrested for drug possession and 55 % of the people convicted for drug possession. According to Small (2001) African American men are sent to prison for drug offenses at rate 20%-57% times great... ... Criminal Justice: How Much Is Too Much? Journal of Criminal Law & Criminology, 100(3), 903-932. Engel, R.S., & Calnon, J. M. (2004). Examining The Influence Of Drivers' Characteristics During Traffic Stops With Police: Results From A National Survey. Justice Quarterly: JQ, 21(1), 49-90. Hurwitz, J., & Peffley, M. (2010). And justice for some: Race, crime, and punishment in the US criminal justice system. Canadian Journal of Political Science, 43(2), 457-479. Nation Association for The Advancement of Color People. Criminal Justice fact sheet. Retrieved from http://www.naacp.org/pages/criminal-justice-fact-sheet Small, D.( 2001) The war on drugs is a war on racial justice. Social research, 68(3) 896-902. The Bureau of Justice Statistics. Thomsen, F. (2011). The Art of the Unseen: Three challenges for Racial Profiling. Journal Of Ethics, 15(1/2), 89-117.

The First Crusade Essay -- essays research papers

The First Crusade As the year 1000A.D. was approaching the strength of Christianity in Western Europe was growing along with its population. The newly reformed and organized Church began to gain great power. A new Europe was being born with the Catholic Church as a force in every area of life. In Christian beliefs, the savior, Jesus Christ was to return to earth and bring judgment on its people. Many clergy members along with lay people believed this would take place in the year 1000A.D. . Knowing this, the people of Europe awaited the return of Christ and feared the Wrath of God. Religious people wanted to make up for their sins and avoid the horrors of eternal damnation. Clergy members were often consulted to figure out what would be a suitable penance. " The Church itself still frequently imposed pilgrimages as a penance" (Campbell p.14). A pilgrimage to the Holy Land was not an easy task to say the least. The road to Jerusalem was jagged. On the way to Jerusalem, pilgrims were often murdered by thieves. They were defenseless and often did not return. Some pilgrims did return from the Holy Land. They came back with tales that planted the seeds for a Crusade. "The pilgrims that returned from the Holy City of Jerusalem recounted tales, often grossly exaggerated, of the horrible pollution of the sacred places at the hands of the Turks" (Campbell p23). Other stories of the destruction of the Church of the Holy Sepulcher, the burial place of Jesus, by the Turks surfaced in the early eleventh century. The news of the destruction of the Sepulcher was mourned in every Christian country. The nations looked to Rome for a solution to this most serious of Problems. The Byzantine emperor asked for the aid of the Pope to help him with his Turk problem. To the Pope, it would be a strategic move to aid the Byzantine emperor. The Pope realized that this offered the opportunity to re-establish the universal Church and establish the supremacy of Rome. In 1095, at the Council of Clermont in southern France, "Urban II challenged Christians to take up their weapons against the infidels and participate in a holy war and recapture the Holy Land" (Spielvogel,p344). Pope Urban II addressed the French telling them of the horrors im... ...m the clutches of non-Christian rulers. They successfully carried out the wishes of the Pope and , more importantly, what they believed to be the " Will of God ." The crusading knights gained new powers through the conquest along with salvation. Economically, the First Crusade was a success for Western Europe. New ports on the Mediterranean were in the hands of Western lords, opening new gates for trade. On the other hand, the First Crusade could be seen to be a failure in many ways. Relations with the Byzantine Empire grew far more distant. The Pope's dream of unifying the eastern and western churches could not be achieved. The gruesome display of barbarism on behalf of the Crusaders could also be seen as a failure in morals. It seemed that the Crusaders, for the most part, lost their way. Their goals switched from religious to materialistic. The First Crusade was the first installment in a series that lose their " holiness" and become less successful. Militarily, the First Crusade was an utter success. It started a hatred for the West by the Near and Middle Eastern peoples that still is strong today.

Social structure

Introduction: Culture harmonizes people behavior and at the same time creates barriers between different groups. Donnan and Wilson (1999) have argued that borders of cultures and identities make up the least studied and understood phenomena of international borders and admit that borders are always descriptions since they are illogical constructions based on cultural convention. Similarly, most of the organizations meet the diverse consequences of culture in our modern globalizing world; the cooperation of individuals, groups, and organizations is a vital issue for any social entity and largely depends on their cultural background.Individualism is an attitude that emphasizes the importance of individual over the group identity and collectivism is the opposite tendency that emphasizes the importance of â€Å"we† identity over â€Å"I† identity (Hofstede, 1980). Individualism VS collectivism Just as Western businesses have intensified their efforts to learn from Asian org anizations, so too has there been a rise in research on cross-cultural differences between the two regions. Asian and Western cultures have been distinguished along a variety of characteristics (Cohen & Nisbett, 1994; Triandis, 1994).However, it is the dimension of individualism and collectivism that has received the most attention by psychologists specializing in cross-cultural research. Cultural values of individualism and collectivism differ in their relative emphasis on independence vs. interdependence with one’s group (Markus & Kitayama, 1991). In individualistic cultures, people are viewed as independent and possessing a unique pattern of traits that distinguish them from other people (Markus & Kitayama, 1994).In contrast to such independence and uniqueness, people in collectivistic cultures view the self as inherently interdependent with the group to which they belong. Therefore, whereas people in individualistic cultures often give global and abstract descriptions of themselves (e. g. , I am optimistic), people in collectivistic cultures might ask how they could possibly describe themselves in the absence of information about a particular situation (Bachnik, 1994).To someone from a collectivistic culture, a relatively abstract description of the person can appear artificial because it implies that he or she is the same regardless of context (Cousins, 1989). One of the most important consequences of these divergent views of the self is the degree of conformity that is observed in social settings. A meta-analysis of studies using Asch’s (1956) line judgment task suggested that Asians demonstrated a stronger tendency to conform than Americans (Bond & Smith, 1996). In fact, the very concept of conformity may have different connotations in different cultures.While conformity is often viewed negatively in an individualistic culture, uniqueness can be viewed as a form of deviance and conformity associated with harmony in a more collectivistic cu lture (Kim & Markus, 1999). Because the person’s identity is closely linked to his/her social group in collectivistic cultures, the primary goal of the person is not to maintain independence from others, but to promote the interests of the group (Davidson, Jaccard, Triandis, Morales, & Diaz-Guerrero, 1976). In contrast, most people in individualistic cultures assume that their identity is a direct consequence of their unique traits.Because the norms of individualistic cultures stress being â€Å"true† to one’s self and one’s unique set of needs and desires (Fiske, Kitayama, Markus, & Nisbett, 1998), the person may be encouraged to resist social pressure if it contradicts his/her own values and preferences. Thus, people in individualistic cultures can be expected to be consistent in their views and maintain them in the face of opposition, while people in collectivistic cultures might consider the failure to yield to others as rude and inconsiderate.In coll ectivistic cultures, self-esteem is not derived from characteristic behavior or from calling attention to one’s own unique abilities. There is greater emphasis on meeting a shared standard so as to maintain harmony in one’s relationship to the group (Wink, 1997). People in collectivistic cultures are therefore not motivated to stand out from their group by competitive acts of achievement or even making positive statements about themselves (Kitayama, Markus, & Lieberman, 1995). Instead, there is a tendency toward self improvement motivated by concern for the well being of the larger social group.Whereas members of individualistic cultures strive for special recognition by achieving beyond the norms of the group, collectivists are more motivated to understand the norms for achievement in the particular context so as to meet that standard (Azuma, 1994). Therefore, one might expect groups defined by collectivistic norms to be high in collaboration and achievement of collec tive goals, whereas groups with individualistic norms may have greater variability in performance among its individual members. High context to low context cultures: In today's business relations, it's a small world after all.As more companies turn towards global markets, professionals are finding themselves in foreign locales, wheeling and dealing like never before. However, the key to effective communication between countries is an understanding of each other's culture, especially a working knowledge of how each society conveys meaning. First used by author Edward Hall, the expressions â€Å"high context† and â€Å"low context† are labels denoting inherent cultural differences between societies. High-context and Low-context communication refers to how much speakers rely on things other than words to convey meaning.Hall states that in communication, individuals face many more sensory cues than they are able to fully process. In each culture, members have been supplied with specific â€Å"filters† that allow them to focus only on what society has deemed important. In general, cultures that favour low-context communication will pay more attention to the literal meanings of words than to the context surrounding them. It is important to remember that every individual uses both high-context and low-context communication; it is not simply a matter of choosing one over the other.Often, the types of relationships we have with others and our circumstances will state the extent to which we rely more on literal or implied meanings. Novelist Amy Tan describes the differences in cultural communication this way: â€Å"An American business executive may say, ‘Let's make a deal,' and the Chinese manager may reply, ‘Is your son interested in learning about your widget business? ‘ Each to his or her own purpose, each with his or her own linguistic path. † When individuals from high-context and low-context cultures collaborate, ther e are often difficulties that occur during the exchange of information.These problems can be separated into differences concerning â€Å"direction†, â€Å"quantity† and â€Å"quality. † For example, employees from high-context cultures like China and France share very specific and extensive information with their â€Å"in-group members† (good friends, families, close co-workers, etc). In comparison, low-context cultures like the United States and Germany prefer to limit communication to smaller, more select groups of people, sharing only that information which is necessary. High-Context CommunicationHall states â€Å"Most of the information is either in the physical context or initialized in the person. † ? Knowledge is situational, relational ? Less is verbally explicit or written or formally expressed ? More internalized understandings of what is communicated (ex: â€Å"in-jokes†) ? Often used in long term, well-established relationships   Decisions and activities focus around personal face-to-face communication, ? often around a central, authoritative figure ? Strong awareness of who is accepted/belongs vs. â€Å"outsiders† Association  Relationships depend on trust, build up slowly, and are stable. ? How things get done depends on relationships with people and attention to group process. ? One's identity is rooted in groups (family, culture, work). Interaction ? High use of nonverbal elements; voice tone, facial expression, gestures, and ? Eye movement carry significant parts of conversation. ? Verbal message is indirect; one talks around the point and embellishes it. ? Communication is seen as an art form-a way of engaging someone. ? Disagreement is personalized.One is sensitive to conflict expressed in another's nonverbal communication. Conflict either must be solved before work can progress or must be avoided. Learning ? Multiple sources of information are used. Thinking is deductive, proceeds from ge neral to specific. ? Learning occurs by first observing others as they model or demonstrate and then practicing. ? Groups are preferred for learning and problem solving. ? Accuracy is valued. How well something is learned is important. High context cultures are more common in the eastern nations than in western, and in countries with low racial diversity.Cultures where the group is valued over the individual promote group reliance. High context cultures have a strong sense of tradition and history, and change little over time, such as tribal and native societies. For instance, the French assume that the listener knows everything. Therefore, they may think that Americans think they are stupid because Americans will habitually explain everything to their counterparts. Former president Jimmy Carter understood the importance of high-context communication with his colleagues from Israel and Egypt during the peace talks at Camp David.When Prime Minister Begin was about to leave the unsati sfactory negotiations, Carter presented him with pictures of the three heads of state, with the names of each of Begins grandchildren written on the photographs. The prime minister repeated the names of his grandchildren out loud as he looked at the pictures, reflecting on the importance of the peace negotiations to his grandchildren's futures. Carter recognized that a high-context reference to future generations would induce the prime minister to return to the negotiations. Low Context CommunicationHall states â€Å"The mass of information is vested in the explicit code (message). † ? Rule oriented ? More knowledge is public, external, and accessible. ? Shorter duration of communications ? Knowledge is transferable ? Task-centred. Decisions and activities focus around what needs to be done and the division of responsibilities. Association ? Relationships begin and end quickly. Many people can be inside one's circle; circle's boundary is not clear. ? Things get done by follow ing procedures and paying attention to the goal. ? One's identity is rooted in oneself and one's accomplishments.Social structure is decentralized; responsibility goes further down (is not concentrated at the top). Interaction ? Message is carried more by words than by nonverbal means. ? Verbal message is direct; one spells things out exactly. ? Communication is seen as a way of exchanging information, ideas, and opinions. ? Disagreement is depersonalized. One withdraws from conflict with another and gets on with the task. Focus is on rational solutions, not personal ones. Learning ? One source of information is used to develop knowledge. ? Thinking is inductive, proceeds from specific to general.Focus is on detail. ? Learning occurs by following explicit directions and explanations of others. ? An individual orientation is preferred for learning and problem solving. ? Speed is valued. How efficiently something is learned is important. An individual from a high context culture has t o adapt, and/or be accommodated when shifting to a low context culture. High context cultures expect small close-knit groups, where professional and personal life is interrelated. Therefore, a high context individual is more likely to ask questions than attempt to work out a solution independently.References Brockner, J. (2003). Unpacking country effects: On the need to operationalize the psychological determinants of cross-national differences. Research in organizational behavior, (P 333–367). Flynn, F, & Chatman, J. (2001). Strong cultures and innovation: Oxymoron or opportunity? In S. Cartwright (Ed. ), International handbook of organizational culture and climate. Wink, P. (1997). Beyond ethnic differences: Contextualizing the influence of ethnicity on individualism and collectivism. Journal of Social Issues, (P 329–349).

Family Matters

My favorite vacation was two summers back just before I entered high school. My family and I traveled to South Padre Island, Texas; located in the Gulf of Mexico; connected to Texas by only a long narrow bridge. I had high hopes for the vacation, but they took a plummet during the course of my vacation. Although much of my vacation was an utter disaster, I learned that with family you can make the best out of anything. My trip started out alright flying into the lush tropical island, seeing the shimmering waves winking at me during the airplanes descent. When we exited the airport my skin was greeted with a warm tropical breeze upon stepping outside. We then took a cab to our lavish hotel, The Magnolia. Upon entering the hotel lobby, I was greeted to the tantalizing smell of freshly caught Gulf shrimp, which got my stomach growling. It seemed that after such an amazing day as this one that this vacation could only get better, but alas that was not in nature’s plans. The next morning, dark clouds loomed in the horizon, signaling a storm; little did I know that it would turn out to be the mother of all tropical storms; a hurricane! Most occupants of the island were in a hurry to leave, but the bridge was the only way out of the island, other than the airport which was closed in this emergency. While ost of the city’s traffic was jammed trying to get onto the bridge, my family and I went to the penthouse of the hotel and locked ourselves in. To ease the tension, we played card games and told stories while the hurricane passed by and two days later the storm had finally gone by and the flooding had subsided so it was safe to go out. We then made good use of the near-empty beaches and enjoyed surfing and boogey-boarding on the gigantic waves enjoying our time together as a family. After a fun day on the beach, we were slightly disappointed to be informed by the hotel manager that we could no longer stay in the penthouse so we had to return to our original room. The next day I was saddened that our trip had come to an end as I slowly packed my belongings. On the way to the airport I was deep in thought, I realized that for all the misfortunes that plagued us on our trip, it actually turned out to be a very enjoyable vacation and countless summers after it is still my favorite vacation to date.