Individual Writing Assignment Essay Example for Free

Individual Writing Assignment Essay The role of work experience in successful adult learning is a recurrent topic of professional discussion. In their article, Guile and Griffiths (2001) provide the detailed review of what experience is, how it works in different work contexts, and how students learn and expand their practical knowledge through work experience. The authors state that the two main trends of work experience and learning are being discussed in European literature: the first one discusses work experiences of younger students (14-18) as a part of full-time education; the second one is about work experiences in countries with well-developed VET systems, in which apprenticeships serve an alternative to the basic education (Guile Griffiths 2001). Guile and Griffiths (2001) state that the time has come to reassess the relationship between education and work experience and provide a brief discussion of the concept of â€Å"context† and several models of learning through work experience. The article contributes to the understanding of learning in work settings in several ways. First, the work context is not static but an ever evolving combination of conditions and objects (Guile Griffiths 2001). The changes in context prioritize learning and knowledge sharing and expand the definition of skill (Guile Griffiths 2001). Second, work contexts make it possible for individuals to learn and develop through contact with more experienced others (Guile Griffiths 2001). Finally, earlier approaches to workplace learning are no longer workable: the authors discuss traditional, experiental, generic, work process, and connectivity models of learning through work experience (Guile Griffiths 2001). These models reconceptualize learning through work experience in several different ways. Guile and Griffiths (2001) suggest the last, connective model of learning through work experience be the one to provide a new curriculum framework and more effective connections between formal and informal learning. Learning through work settings: andragogy vs. pedagogy  What Guile and Griffiths (2001) discuss in their article presents a unique combination of andragogy and pedagogy. Although Guile and Griffiths (2001) do not mention the word â€Å"andragogy† and emphasize the relevance of pedagogic approaches to work experience, the features of adult learning are being present in all learning models. Guile and Griffiths (2001) discuss the models and approaches that are based on need; they are problem-centered, respective to job, collaborative, and mutual between facilitator and learner. These are the features of adult learning which Podsen (2002) discusses in her book. Simultaneously, the process of learning through work experience is not self-directed but is linked to the curriculum, sequenced in terms of content and subject matter and designed to enhance and speed up the transmittal of skills, experience, and information (Podsen, 2002). Although learning through work experience provides students with some degree of autonomy, work experience, according to Guile and Griffiths (2001) is still a part of the academic and vocational programs, which are both directed and evaluated by teachers. Nevertheless, work experience provides better knowledge sharing opportunities compared with the traditional pedagogic approaches to learning. Work experience and work context enable the development and maintenance of arrangements between workplaces and educational institutions (Guile Griffiths 2001). These models do not simply allow schools and agencies to manage these arrangement more effectively but turn into a valuable extension of traditional school and college curriculums. Unfortunately, pedagogy tends to limit resources available through work experiences and often views work contexts as stable and static. To raise the efficiency of work experiences and learning in work contexts, educational and HR professionals must be open to the benefits of adult learning, which would make learning in workplace settings more flexible, practical, and relevant. The traditional model of work experience In their article, Guile and Griffiths (2001) provide a brief discussion of the traditional model of work experience. The legacy of traditional models of learning through work experience is evident through the prism of traditional apprenticeship programs and general education curriculums in Europe (Guile Griffiths 2001). Until recently, the basic apprenticeship programs in workplace environments have been designed to help students mould their skills in practical contexts; as a result, the traditional model of work experience emphasized the assimilation and adaptation as the two basic features of education and training (Guile Griffiths 2001). Today, traditional models of work experience are fairly regarded as a form of the â€Å"launch† perspective on the interaction between learning and workplace settings – traditional models of work experience help to understand and predict what individuals will choose to do in each particular work situation (Guile Griffiths 2001). Professionals in education and HR specialists can apply to traditional work experience models, in order to set the necessary trajectory of later learning (Guile Griffiths 2001). Traditional models of work experience can be used to launch students into the real world of work (Guile Griffiths 2001). Unfortunately, the vision of work experience as the â€Å"launch† into later workplace learning leaves little or no room for determining how students will develop at the later stages of workplace learning (Guile Griffiths 2001). Traditional models of work experience present few or no opportunities to reframe their content and to make them more flexible and adaptable to the workplace needs of students. Work experience: possible problems and barriers The lack of content reframing opportunities is not the only problem with traditional models of work experience. In their article, Guile Griffiths (2001) omit considerable information about what barriers students can meet in their way to learning from traditional workplace contexts. First of all, Guile and Griffiths (2001) speak about the traditional workplace model as the â€Å"launch† perspective on learning in workplace contexts. Yet, the authors do not write anything about whether students are prepared to be in workplace environments and what must they must do to integrate with the learning atmosphere in the workplace. Second, the question is in how students will adjust to the contrast between familiar school environments and workplace experiences. Third, Kolb’s model of experiental learning could add value to the traditional model of work experience by providing teachers and HR professionals with a better understanding of students’ learning styles. Students that engage in workplace learning can be activists, reflectors, theorists, and pragmatists (Atherton, 2009). The significance of each particular learning style is in trying to help teachers and students to adjust to their personal and learning peculiarities and the features of their learning style (Atherton, 2009). Obviously, professional negligence to learning style differences can become a major barrier to effective learning. Unfortunately, in their discussion of the traditional model of work experience Guile and Griffiths (2001) do not mention any of these potential problems. To make the traditional learning model adaptable, flexible, and workable, HR professionals must account for these personal and learning differences, to ensure that they can set the necessary trajectory of learning at later stages of work experience. Still, the traditional model in ways Guile and Griffiths (2001) discuss it could be of value to HR professionals, who support the development of a ‘learning organization’. The traditional model of work experience and a ‘learning organization’ â€Å"A learning organization needs people who are intellectually curious about their work, who actively reflect on their experience, who develop experience-based theories of change and continuously test these in practice† (Serrat, 2009). Experience is critical for the success of all learning initiatives in organizations. In this sense, the traditional model of work experience can set the pace and the direction of learning in organizations. HR professionals can apply to the traditional model to ‘launch’ students and to help them integrate with the new workplace environment. The traditional model can set the stage for developing experience-based theories and initiatives at the later stages of learning and to make practitioners more reflective. The traditional model can also help HR specialists learn more about students and their first successes at work, to be able to adjust their learning styles and preferences to the specific needs of the workplace. All these actions will benefit and favor learning in organizations. The traditional model can become an invaluable source of knowledge about learning, which HR professionals will use to develop more effective learning strategies to be used in their organizations. Conclusion Work experience provides students with valuable learning opportunities. Organizations and education professionals step away from the traditional â€Å"static† vision of workplace contexts and position work as a flexible and ever-changing source of practical knowledge. In their article, Guile and Griffiths (2001) discuss a number of work experience models. The traditional model, according to Guile and Griffiths (2001), gives education professionals a chance to set the needed learning trajectory and redirect individuals toward the desired learning goals. However, education and HR specialists must account for the learning style differences and support students, as they are trying to adjust to unfamiliar workplace environments. Otherwise, HR professionals would not be able to use the traditional model for the benefit of learning in organizations.

Generic Design and Construction Process Protocol (GCDPP)

Generic Design and Construction Process Protocol (GCDPP) 1.0 Introduction The construction industry is a large and complex industry comprising many types and sizes of organizations and a diverse range of professionals and other representative bodies. Consequently, the biggest problem is conflicts in the industry between both clients and contractors and the contractors and their sub contractors (Cooke and Williams, 2009). This most often is as a result of non-clarification of roles or breach of the contract procedures by one of the parties because of lack of communication and co-ordination. Poor productivity and quality within the industry have also been attributed to lack of advance management of the processes by both Latham (1994) and Egan (1998). Professional bodies have therefore introduced various plans of work as attempts to facilitates processes within the industry. In this report, the updated RIBA plan of work which was designed by British architects was employed to plan the execution of a project (CTG) from appraisal to completion. Alternative maps for the same project were produced using the Generic Design and Construction Process Protocol (GCDPP) which was developed in 1995 in other to identify the potential benefits and problems that might be encountered in the use of the process protocol. 2.0 Current plan of work 2.1 Context The Department of Business Innovation and Skills (DBIS) intends to construct a new project, Centre for Technology in Government (CTG), which is a 250,000 square feet facility built to house world class super computers and nuclear weapons design staff. The building site is located in Liverpool, UK and the allowed budget for the project is ÂÂ £50,000,000. The client had explicit goals and therefore appointed a cross-functional team from the start to translate the needs into a design brief. The cross-functional team, after the conceptual design stage, identified various functional and operational requirements (FORs) which were grouped by room type. These FORs became the basis for requests of proposals that resulted in design and build contract 2.2 Procurement method It is important to briefly explain the procurement method used to execute the CTG project because the procurement method and type of contract employed will have implications on the plan of work (Clamp et al, 2007 p 32). Single stage tender (assumption) design and build contract was used; the client, DBIS selected CTG to execute the project because of the business relationship they shared as well as the fact that, the constructor was needed at the design stage to give advice on the constructional method and buildability of the concepts. The client-led design ended at the conceptual stage (RIBA stage C) and the contractor was therefore provided with conceptual designs. 2.3 RIBA Plan of Work The Plan of Work (RIBA, 1997) was originally published in 1963 as a standard method of operation for the construction of buildings, and it has become widely accepted as the operational model throughout the building industry (Kagioglou et al, 1998). It was developed from the view point of the architect to provide a frame work for a standardised method of operation for the design, construction and management of buildings (Poon et al, 2003). This plan of work was developed to meet the needs of the traditional forms of contract and breaks down the entire construction into 5 key stages. There key stages are further broken down into 11 sub-processes as shown below 2.4 RIBA plan of work in GC Ltd There is, however, a slight variation to the work stages primarily because of the procurement method (Design and Build) used. This is because the cross functional team assembled by the client produces conceptual designs that were grouped into FORs which formed the basis of the request for proposals. Detailed designs (RIBA stage D) and technical designs stage (RIBA stage E) were produced by the contractor before tender action while production information stage (RIBA stage F) proceeded after mobilisation stage (RIBA stage J). Figure 2.1 shows the plan of work used in executing the project from the perspective of the constructors which is seen to differ slightly from the plan of work in appendix 1 Figure 2.1 Adoption of RIBA plan of work for Contractor Appendix 2 shows the detailed mapping of each of the above sub processes. 2.4.1 Preparation As a constructor, the first stage of involvement was to review the employers (Department for business innovation and skills) conceptual requirement that has already been identified with the cross-functional team. The constructor (GG ltd) receives the conceptual brief containing the FORs by room type and also confirming key requirements and constraints as well as the Construction (Design and Management) Regulations. The in-house quality management procedures that will be applied on the project is determined. These culminate into the contractors brief. Since GC ltd already has an in- house design team, they assist in the preparation of the contractors brief. The construction company at this stage appoints one of its in-house staff to act as the CDM co-ordinator. During the review, some questions may arise, especially concerning site conditions and operational hazards. It is the responsibility of the contractor to provide all such information to the design team and the CDM co-ordinator. The design team advises on the need for additional consultants for the project. Documents that will accompany the tender submission are identified and the pre-tender programme drawn up. This process in mapped out in detail in appendix 2. 2.4.2 Design development Once the conceptual designs are fully reviewed and understood by the contractor and his team, he authorizes the final layouts. The design team then develops the project brief into developed designs including, the structural elements, the services systems and the general architectural layout. The initial cost plan is updated and the CDM co-ordinator ensures that all health and safety regulation have been considered at this stage. 2.4.3 Technical design This is the last stage of design development before production information is prepared. The detailed designs are produced and all approvals obtained including that of building regulations. The health and safety file is updated by the CDM co-ordinator and the cost plans and cash flows also updated by the quantity surveyor. The stage D report will form the basis of the tender documents. This process in mapped out in detail in appendix 2. 2.4.5 Tender action Once the detailed developments are obtained, the contractor with the CDM co-ordinator prepares the draft initial construction phase plan. The quantity surveyor advises on the preliminaries, the contingencies and the work sequences and proceeds to prepare the contract sum analysis. The CDM co-ordinator, the quantity surveyor and the other design team members contribute to the stage report prepared by the lead consultant. The report includes all the documents intended to be used for tendering. The contractor checks the report to ensure compliance and the tender documents are submitted. The submitted tender documents are evaluated by the employers agent and any queries responded to by the contractor and his team. Once the contract is awarded to the winning firm (GC Ltd), there is negotiation between the employers agent and the contractor before final adjustments are agreed. 2.4.6 Mobilization The employers agent confirms to the client that the contractor (GC ltd) has been duly selected. The contractor is then appointed and the tender documents become the contract documents with certified copies sent to the contractor. His insurances for the project are checked by the employers agent. The site is handed over the contractor and he proceeds to develop his initial construction phase plan with his team and the CDM co-ordinator. Statutory approvals and other detailed planning permission are also obtained. 2.4.7 Production Information The final proposals are translated into precise technical instruction for pricing and construction purposes, which is the preparation of detailed drawings, schedules and specifications. The health and safety file is finally updated by the CDM co-ordinator. The contractor, the design team the quantity surveyor and the CDM co-ordinator reviews all process to ensure compliance with brief and procedures. 2.4.8 Construction This is where actual construction of the CTG building takes place in accordance with contract agreements. Further information is supplied to the contractor as and when deemed necessary. At this stage the contractor, his team and sub contractors are typically involved. 2.4.9 Rectification period After construction to practical completion, final inspections are done and the project is handed over. The contract document allows the contractor to be paid half the amount in the final certificate with the other half released after a predetermined period (6 months), defects liability period. Within which all faults and problems are corrected by the contractor. 2.5 Appraisal of RIBA in CTG project The RIBA plan of work was one of the first expressions of building process by members of the building team (Poon et al, 2003) and has been tried, tested and accepted. It has been widely adopted as the basis of calculating consultants fees as well as gives a vivid description of work stages (Clamp et al, 2007). Adopting design and build as procurement route while employing the RIBA plan of work in the CTG project resulted in hybrid process which improves the plan of work especially in the area of flexibility and eliminates sequential flows which, Sheath et al (1996) argues that, have caused problems of fragmentation and poor co-ordination between project team members. CTG, as a project that will house the designing and testing of nuclear weapons, it requires the involvement of all major stakeholders, as such the client, DBIS assembled a cross-functional team including the contractor, in order to better identify his needs and requirements and identify any possible constraints on development and eventually produce a holistic brief. The adoption of the cross-functional team approach had the advantage of improving co-ordination and communication from the design stage throughout to the project (Kagioglou et al, 1998). It was also necessary to involve the constructors early in the design phase in order to eliminate any claims and counter claims for costs, quality and time between the various parties of the contract (Gunaskaran and Love, 1998). This will ensure buildability and reduce the incident of rework and waste in the design process and construction process. Having established the cross-functional team, weekly meetings were held to review all aspec ts of the design. Since it is a single stage tender, it became the responsibility of the contractor to produce the developed designs and technical designs prior to tender action. In order to facilitate the continuous review of the design by the cross-functional team, the contractor broke the technical design into mini phases as follows; all layouts and setting outs, pile caps and ground beams, structural steel work, substructure, super structure, detailed security services and services systems. There were series of reviews and the final review was during the tender action. Once the contract was signed and mobilisation got underway, the production information was produced concurrently. Construction commenced immediately mobilisation is complete. Daily visits by the cross functional team ensured co-ordination and team work all through the construction. RIBA plan of work guarantees flexibility in the basic outline, in that it can be modified to suit any form of procurement used by simply re-arranging the sub processes (Clamp et al, 2007). The RIBA plan of work, 2007 appears to be very elaborate an simple to understand and use because it maps out the main process at the higher level indicating the sub processes and the outputs at each stage. The details of the sub processes can also be mapped out indicating the activities involved and the parties responsible for those activities. Finally the adoption of the design and build and employing a cross-functional team ensures better understanding of requirements, better translation to drawings, more effective and efficient construction process devoid of any conflicts and unnecessary variations eventually leading to a satisfied client and a satisfied contractor. In every building contract there is some degree of risk (Clamp et al, 2007). Balance of speculative risk will lie almost wholly with the CTG contractor in this project with the client bearing the conceptual risk which involves matters that are key to operational efficiency such as scheme. All the major disadvantages that have been associated with RIBA; linear fashion (Jamieson, 1997; Cooper et al, 2004), lack co-ordination and communication (Sheath at al 1996, Kagioglou et al, 1998), buildability issues and biasness towards the architect (Poon et al, 2003) have been catered for by the adoption of the design and build procurement system as well as the introduction of the cross functional team (including the contractor) at the very beginning of the CTG project. However there are still a number of issues that remains unresolved and primary among them is the absence of a mechanism to transfer all the knowledge that will be shared by the entire CTG project team to similar projects in the future because both success and failure can offer important lessons for the future (Kagioglou et al, 2000). Finally, throughout the entire project, subcontractor and suppliers are only involved from the mobilisation stage (RIBA J) 3.0 The Generic Design and Construction Process Protocol 3.1 Background The Generic Design and Construction Process Protocol (GDCPP) was funded by the Engineering and Physical Science Research Council (EPSRC) under the Innovative Manufacturing Initiate (IMI) and undertook by the University of Salford with a leading number of industrial partners, including clients, architects, contractors, subcontractors, consultants, suppliers and IT specialists during 1995-98 (Lee et al, 2000). The main aim of this project was to develop a Generic Design and Construction Process Protocol for the construction industry by considering the lessons learnt through a number of decades in manufacturing New Product Development (NPD). This was achieved by comprehensive reviews of the construction and manufacturing industries, interactive workshops with the project industrial partners, case studies in the manufacturing and construction industry and other research and data collection tools and techniques (Aouad et al, 1999). There are eight key principles involved in process protocol for process as follows which are originated from manufacturing process. Whole Project view, a consistent Process, Progressive Design Fixity, Co ordination, Stakeholder Involvement team work, Feedback, Process Flexibility, Customisable Process. (www.processprotocol.com). The model identifies the various activities involved in the complete execution of the project as well as the responsible parties produced on a horizontal- X and vertical Y axis respectively resulting in a form of a responsibility matrix. The parties responsible for activity within each phase can be a single person, a firm or a complex network of people (depending on the size of the project) who have been grouped in to activity zones. Consequently, eight (8) activity zones have been identified by the model and are listed below Development Management Project Management Resource Management Design Management Production Management Facilities Management Health Safety, Statutory legal Management Process Management Change Management The design and construction process (X- axis) have been broken down into 10 distinct phases. These 10 phases are grouped into 4 broad stages: Pre-Project, Pre-Construction, Construction and Post-Construction. (www.processprotocol.com). These 4 stages are briefly explained below 3.2 Pre-Project Stage The Pre-Project Phases (0-3) relate to the strategic business considerations of any potential project which aims to address a clients need. Throughout the Pre-Project Phases the clients need is progressively defined and assessed with the aim of: Determining the need for a construction project solution, and Securing outline financial authority to proceed to the Pre-Construction Phases (Cooper et al, 2005 p 76) These phases have been mapped out in detail in appendix 4 Phase zero: Demonstrating the Need Phase one: Conception of Need Phase two: Outline Feasibility Phase three: Substantive Feasibility Study Outline Financial Authority 3.3 Pre-Construction Stage At this stage (4-6), the defined clients need is developed into an appropriate design solution through a logical sequence, with the aim of delivering approved production information (Cooper et al, 2005 p78) These phases are listed below have been mapped out in detail in appendix 4 Phase four: Outline Conceptual Design Phase five: Full Conceptual Design Phase six: Coordinated design, Procurement Full Financial Authority 3.4 Construction Stage The Construction Phases (7-8) is solely concerned with the production of the project solution. It is here that the full benefits of the co-ordination and communication earlier in the Process may be fully realised. Potentially, any changes in the clients requirements will be minimal, as the increased cost of change as the design progresses should be fully understood by the time on-site construction work begins (Cooper et al, 2005 p78). The phases involved are listed below. Refer to appendix 4 for detailed maps Phase seven: Production Information Phase eight: Construction 3.5 Post-Construction Stage Upon completion of the Construction Phase, the Process Protocol continues into the Post-Construction phases which aim to continually monitor and manage the maintenance needs of the constructed facility (Cooper et al, 2005 p 80). This is the last phase of the model Phase 9: Operation Maintenance 3.6 Gates There are gates (soft and hard) in between the phases mentioned above. Soft gates are review points during the process which require a decision to be made, but does not require the temporary overhaul of the whole project until a decision to proceed is made. They enable concurrency while hard gates are review points during the process which may require the temporary overhaul of the project until a decision to proceed is made. (www.processprotocol.com). 3.7 Applying the GDCPP to the CTG project The backgrounds of the construction parties are very variant and they therefore have varying skills, it is therefore critical that parties understand and appreciate the interdependence and responsibilities of one another (Poon et al, 2003). However contract-led restrictions of previous models have prevented the involvement of the various parties in the early stages of the project life (Cooper et al, 2005). The GDCPP aims to improve co-ordination of the entire design and construction process (Lee et al, 2000) and try to address the key areas of the process that have been identified for improvement. The first benefit of adopting the GDCPP in the CTG project in that, it extends the recognized construction industrys involvement beyond completion (cooper et al, 2005) and therefore covers the entire lifespan of the project as can be seen in appendices 3 and 4. This will increase the commitments of all parties to the contract especially the contactor and the sub contractors as they continue to bear some contractual risks within the project even after practical completion. Moreover, risk and value management starts right at the beginning of the project and runs through all the phases as can be seen in appendix 3 and in more detail in appendix 4. This has been absent from the RIBA plan of work. Since the client, the cross-functional team, contractors, subcontractors and suppliers are involved at an early stage, there will therefore be a complete identification of all possible risks and hence an early adoption of strategies to mitigate them. With a project of CTGs nature, variation of requirements at any stage will have serious cost implications on the project, as such the introduction of phase reviews (as can be seen on appendix 3) which aim at reviewing work in each phase and approving progress to the next stage while employing the hard or soft gates is an added advantage. This will assure high quality of work performance (Kagioglou et al, 1998). The backbone of the successful execution of the CTG project will be a good relationship between parties (Jamieson, 1997; Cooper et al, 2005). More often than not, problems have ranged from litigation, lack of trust, lack of communication and lack of knowledge sharing between parties as they have perhaps never worked together probably will never do again (Lee et al, 2000). Therefore the involvement of all stakeholders and using strategic partnering arrangements will allow involvement of all parties from the requirements capture phase as shown on appendix 3 and this fosters a te am environment and encourages appropriate and timely communication and decision making (Lee et al 2000) and because stakeholders are identified, their responsibilities will be explicitly identified. Feedback is an important concept which aims to regulate and improve performance (Poon et al, 2003). The inclusion of the legacy archive with the process protocol is an added advantage. It gives the players within the industry an opportunity to draw from the success or failures of past projects upon which the current or future projects. Furthermore, the adoption of standardised deliverables assist in smooth project delivery as every team knows what is to be produced and at what stage. This is the only way continuous improvement can be sustained. However, the first problem that will come to the mind of members of the construction industry is the extent of involvement of IT in the process. Poon et al (2003) argue that, apart from describing the activities in the map, it is also necessary to use multiple computing skills, which include electronic data interchange, artificial intelligence, integrated databases, inter/intranet application and document management systems in order to analyse activities. The whole set of activities might seem cumbersome and too complicated for non-computer literate users. The roles of the process management and change management activity zones seem to lean much toward the activities and roles of the project manager within the context of construction. Therefore, there could be conflict of responsibilities within these activity zones as they operate within the project. This is the case because of the fundamental difference between construction and manufacturing in relation to the product, the processes and the tracking of changes that occur. Though the process protocol is generic and has the advantage of flexibility, it is quite difficult to fit the protocol into an ongoing project because it has its own definitions and terminologies which could possibly result in confusion if blended with the terminology of the one going project. 4. 0 Production activities An activity is a well defined task in a project which usually requires a certain amount of time to complete and absorbs a portion of the projects financial budget (Waller, 2002). In the CTG project, there are many production activities, however, casting the foundation have been chosen for appraisal 4.1 Casting the foundation A cross functional process map shown in appendix 5 is used to depict how a typical foundation slab within the CTG project is cast indicating the processes cutting across several functions. According to the transformation theory, the emphasis is on the translation of the concrete into the foundation and slab (Koskela, 2000). However, in order to ensure the foundation is cast according to the drawings, checking/inspection is done intermittently as can be seen on the map, this brings us to the flow model: there are waiting, inspection and moving together with the transformations (Koskela, 2000). This is so because, once the formwork in place and the foundation is cast, it has to be inspected. As depicted on the map there are such inspections which involve, waiting and moving as the entire foundation is cast. The effect of these is the eventual extension to the time required to execute the particular operation. There are some non value-adding activities that are important, an example being the time allowed for the concrete to harden before the forms are struck and preparation of the excavated surfaces after excavation. There are other non-value adding activities that need to eliminate an example being the time spent in undertaking all these inspections. In order to improve the efficiency of this process, focus should be on the elimination to the non-value adding processes. 5.0 Conclusion The RIBA plan of work still has its advantage of simplicity and adaptability to various procurement methods. However the GDCPP proves to be more holistic in its approach towards customer satisfaction. The GDCPP is easily adopted in the CTG project primarily because of the size and complexity of the project. The cost that may be incurred through implementation of the protocol will be offset in the communication, co-ordination and team work which will eventually be created. This may however not be the case in relatively smaller projects. The introduction and sustenance of the protocol will fail due to poor process change within companies and will even fail more should managements try to adopt shortcuts by expecting individual workers to execute new working practices without training. Effective implementation and adoption of the protocol requires continuous training and education. This training needs to start from management level down to the last worker.

Architecture as a Strategy for Crime Control

Architecture as a Strategy for Crime Control Urban Densification: Is it really the solution for sustainable cities? Architecture: The Tool for Crime Control Figure 1. The design of buildings and the arrangement of streets, public spaces and green areas might reduce crime rates The Parque Explora, Medellin, Colombia (American Society of Landscape Architects 2014). The worldwide concern about population growth and rapid urbanisation in many cities around the world has brought with it many social problems affecting sustainability and quality of life. Among the most serious social problems are crime and segregation. There is no doubt that crime and segregation are influenced by a multiplicity of factors such as economic, social, and governmental as well as physical elements (Marzbali et al. 2011). This disorderly expansion and informal settlements are generating empty spaces in the cities, creating a rupture in the urban fabric. Physical elements such as Rivers, railways, freeways even buildings are contributing to this rupture creating Social-Urban Barriers in cities. Katyal (2002) states that Governments need to pay special attention to the built environment towards the reduction of crime and social segregation. The design of buildings and the arrangement of streets, public spaces and green areas can affect the opportunity of crime (Soomeren 2008). The prevention of crime through environmental design or through urban planning and architectural design accompanied by communitys participation has proven to be a useful, effective, and feasible strategy to prevent crime and the sense of insecurity in cities (Marzbali et al. 2011). Countries throughout the world, such as Basil, Colombia, Australia, Japan, and Great Britain have used architectural design techniques to prevent crime. For example, the 2000 Sydney Olympics games, cleverly employed architecture to reduce crime by linking the new facilities with the existing neighbourhood (footpaths and streets), increasing street lighting in footpaths, modifying landscapes and creating visibility around sta diums (Katyal 2002). Therefore, this helped to increase profits, reduce incidents, and improvement on accessibility and enjoyment of the events. Figure 2. Sydney Olympic Park Railway Station Architects cleverly modified landscapes and created visibility around facilities   (Skyscraperscity.com 2006). A large number of experiments have shown that the number of certain types of crime can be reduced by modifying the opportunity to commit a crime in the built environment without having to move the place where the crime takes place (Marzbali et al. 2011). One of the most well-known and used methodologies for crime prevention around the world is the Crime Prevention Through Environmental Design (CPTED). The CPTED approach starts from the premise that, in certain spaces, crimes are the result of the opportunities offered by the same physical environment (The State of Queensland 2007). This provides the basis for proposing that in order to reduce the likelihood of crimes, it is necessary to alter the physical environment. The strategies employed in this approach are (1) passive or natural surveillance; (2) natural access control; (3) territorial reinforcement and (4) maintenance (Katyal 2002). In addition, Katyal (2002) explains that the design should create opportunities for natural sur veillance by residents, neighbours and visitors and instil a sense of territoriality so that residents to develop proprietary attitudes and outsiders feel deterred from entering a private space. So, the goal is to build communities and avoid social segregation. A good example of the prevention of crime through environmental design or through urban planning and architecture has been taken place in Medellà ­n, Colombia, the former The worlds most violent city, which, by providing quality public transport to marginalized areas (Metrocable), improvement of public space, creation of library parks (active all day), accompanied by other policies to promote vitality in the community   (such as the creation of businesses), gave rise to the recovery of a marginal neighbourhood and the reduction of crime (Medina 2014). Figure 3. As part of an extensive urban integration project in a huge informal settlement in Medellà ­n, Colombia, the recently-constructed system of escalators with public squares and balconies addresses serious problems regarding connectivity, security and coexist (Jordana 2013). Undoubtedly interventions of the built environment allow preventing crime by fostering life on the streets and building communities, as well as improving social sustainability in cities. Architects, Urban Planners and others design professionals should take into consideration the surrounding environment in order to reduce crime rates. This intervention also requires among others, a properly functioning police force and criminal justice systems along with a model of economic development that creates viable opportunities to escape poverty and reduce social inequality. References Jordana, Sebastian. 2013. Awards Competition Boosts Momentum of Sustainable Construction. http://www.archdaily.com/436890/awards-competition-boosts-momentum-of-sustainable-construction, accessed 27-03-2017. Katyal, Neal Kumar 2002. Architecture as Crime Control.   The Yale Law Journal 111 (1039):1039-1139. Marzbali, Massoomeh Hedayati, Aldrin Abdullah, Nordin Abd Razak, and Mohammad Javad Maghsoodi Tilaki. 2011. A Review of the Effectiveness of Crime Prevention by Design Approaches towards Sustainable Development.   Journal of Sustainable Development 4 (1). doi: http://dx.doi.org/10.5539/jsd.v4n1p160 Medina, Salvador. 2014. La ciudad como estrategia preventiva contra el crimen [The city as a preventive strategy against crime.]. http://labrujula.nexos.com.mx/?p=115, accessed 23-03-2017. Skyscraperscity.com. 2006. Sydney Olimpic Park. http://www.skyscrapercity.com/showthread.php?t=460665, accessed 27-03-2017. Soomeren, Paul Van. 2008. Prevencià ³n de la delincuencia mediante el diseà ±o ambiental y mediante el espacio urbano y arquitectà ³nico [Prevention of crime through environmental design and urban and architectural space].   Fundacià ³n Democracia y Gobierno Local y Diputacià ³ de Barcelona:273-306. The State of Queensland. 2007. Crime Prevention through Environmental Design.   Guidelines for Queensland 1. Jordana, Sebastian. 2013. Awards Competition Boosts Momentum of Sustainable Construction. http://www.archdaily.com/436890/awards-competition-boosts-momentum-of-sustainable-construction, accessed 27-03-2017. Katyal, Neal Kumar 2002. Architecture as Crime Control.   The Yale Law Journal 111 (1039):1039-1139. Marzbali, Massoomeh Hedayati, Aldrin Abdullah, Nordin Abd Razak, and Mohammad Javad Maghsoodi Tilaki. 2011. A Review of the Effectiveness of Crime Prevention by Design Approaches towards Sustainable Development.   Journal of Sustainable Development 4 (1). doi: http://dx.doi.org/10.5539/jsd.v4n1p160 Medina, Salvador. 2014. La ciudad como estrategia preventiva contra el crimen [The city as a preventive strategy against crime.]. http://labrujula.nexos.com.mx/?p=115, accessed 23-03-2017. Soomeren, Paul Van. 2008. Prevencià ³n de la delincuencia mediante el diseà ±o ambiental y mediante el espacio urbano y arquitectà ³nico [Prevention of crime through environmental design and urban and architectural space].   Fundacià ³n Democracia y Gobierno Local y Diputacià ³ de Barcelona:273-306. The State of Queensland. 2007. Crime Prevention through Environmental Design.   Guidelines for Queensland 1. American Society of Landscape Architects. 2014. Medellins Social Innovation. https://dirt.asla.org/2014/04/10/medellins-amazing-transformation/, accessed 27-03-2017. Jordana, Sebastian. 2013. Awards Competition Boosts Momentum of Sustainable Construction. http://www.archdaily.com/436890/awards-competition-boosts-momentum-of-sustainable-construction, accessed 27-03-2017. Katyal, Neal Kumar 2002. Architecture as Crime Control.   The Yale Law Journal 111 (1039):1039-1139. Marzbali, Massoomeh Hedayati, Aldrin Abdullah, Nordin Abd Razak, and Mohammad Javad Maghsoodi Tilaki. 2011. A Review of the Effectiveness of Crime Prevention by Design Approaches towards Sustainable Development.   Journal of Sustainable Development 4 (1). doi: http://dx.doi.org/10.5539/jsd.v4n1p160 Medina, Salvador. 2014. La ciudad como estrategia preventiva contra el crimen [The city as a preventive strategy against crime.]. http://labrujula.nexos.com.mx/?p=115, accessed 23-03-2017. Soomeren, Paul Van. 2008. Prevencià ³n de la delincuencia mediante el diseà ±o ambiental y mediante el espacio urbano y arquitectà ³nico [Prevention of crime through environmental design and urban and architectural space].   Fundacià ³n Democracia y Gobierno Local y Diputacià ³ de Barcelona:273-306. The State of Queensland. 2007. Crime Prevention through Environmental Design.   Guidelines for Queensland 1. Katyal, Neal Kumar 2002. Architecture as Crime Control.   The Yale Law Journal 111 (1039):1039-1139. Marzbali, Massoomeh Hedayati, Aldrin Abdullah, Nordin Abd Razak, and Mohammad Javad Maghsoodi Tilaki. 2011. A Review of the Effectiveness of Crime Prevention by Design Approaches towards Sustainable Development.   Journal of Sustainable Development 4 (1). doi: http://dx.doi.org/10.5539/jsd.v4n1p160 Medina, Salvador. 2014. La ciudad como estrategia preventiva contra el crimen [The city as a preventive strategy against crime.]. http://labrujula.nexos.com.mx/?p=115, accessed 23-03-2017. Netherlands Architecture Institute. 2013. Parque Explora. http://en.nai.nl/platform/innovation_agenda/item/_pid/kolom2-1/_rp_kolom2-1_elementId/1_1042577, accessed 27-03-2017. Soomeren, Paul Van. 2008. Prevencià ³n de la delincuencia mediante el diseà ±o ambiental y mediante el espacio urbano y arquitectà ³nico [Prevention of crime through environmental design and urban and architectural space].   Fundacià ³n Democracia y Gobierno Local y Diputacià ³ de Barcelona:273-306. The State of Queensland. 2007. Crime Prevention through Environmental Design.   Guidelines for Queensland 1. Katyal, Neal Kumar 2002. Architecture as Crime Control.   The Yale Law Journal 111 (1039):1039-1139. Marzbali, Massoomeh Hedayati, Aldrin Abdullah, Nordin Abd Razak, and Mohammad Javad Maghsoodi Tilaki. 2011. A Review of the Effectiveness of Crime Prevention by Design Approaches towards Sustainable Development.   Journal of Sustainable Development 4 (1). doi: http://dx.doi.org/10.5539/jsd.v4n1p160 Medina, Salvador. 2014. La ciudad como estrategia preventiva contra el crimen [The city as a preventive strategy against crime.]. http://labrujula.nexos.com.mx/?p=115, accessed 23-03-2017. Soomeren, Paul Van. 2008. Prevencià ³n de la delincuencia mediante el diseà ±o ambiental y mediante el espacio urbano y arquitectà ³nico [Prevention of crime through environmental design and urban and architectural space].   Fundacià ³n Democracia y Gobierno Local y Diputacià ³ de Barcelona:273-306. The State of Queensland. 2007. Crime Prevention through Environmental Design.   Guidelines for Queensland 1.

Comparing Trains and Planes as Means of Transportation Essay examples -

Comparing Trains and Planes as Means of Transportation From the dawn of time, man has followed his urge to travel; sometimes neglecting the enjoyment of the journey in pursuit of the destination. Although two of the favorable means of passenger transportation - the plane and the train - accomplish the task of arriving at a destination, there are distinct differences in their capacity for comfort, time, scenic value, and safety. To entice the weary traveler, accustomed and outraged by the rough, tiresome, and jolting rides on planes and trains, improvements have been made over the decades to pamper the passenger. Mechanical changes and physical changes enhance the traveling experience. Although airplane seats are space-efficient to the point of restricting movement, they are similar to the living room easy chair, reclining and cushy. At the push of a button, pillows and blankets are available. To distract, rather than to nourish, miniature bottles of liquor are served with plastic glasses. In comparison, traveling by train is similar to a luxurious hotel, in motion, with its ...

Legacy of Communist Leaders Essay -- Papers

Legacy of Communist Leaders The History of modern Russia (twentieth century) is the period of communist government. After the revolution in 1917 Russia became the first communist state, which survived until 1991. Seventy-four years of rapid changes left an enormous mark in the history of Russia. This period of history introduced us to the greatest communist leaders. History doesn't happen by itself. There must be Individuals who make it. And in our history those individuals are Lenin, Stalin, Khrushchev, Brezhnev, Gorbachev and Yeltsin. To understand how this period of history affected the present and then future we must look at each leader at a time to see what were his purposes and actions and make an opinion. Before 1917 Russia was an empire with tsars from Romanov dynasty. It was a powerful Empire with some weaknesses, which each empire has. Before the revolution in 1917 there was the First Russian Revolution in 1905 knows as the Bloody Sunday. There were three parties - Social-Democratic Labour Party (1898), Party Socialist-Revolutionaries and the Constitutional-Democratic Party. The Social-Democratic Labour Party split into two half: The Bolsheviks (Majority) led by Vladimir Lenin and The Mensheviks (Minority) led by Martov. Vladimir Lenin (born in 1840) began his political career already in University from which he was expelled as a radical troublemaker. In 1890 he went abroad and joined The Marxists - Plekhanov and Martov. He traveled a lot and had a chance to talk to well educated people. Abroad he wrote his books and after he returned in 1917 he started to realize his ideas. He was the leader of the October revolution... ... happen next. Beginning from Khrushchev's Era and Brezhnev's the country started to move away from the communism system. It happened very slowly but the fact that it started is obvious. The mentality of Soviet people will remain for some time. Our country will not accept individualities because they are afraid of them. And I think it is not only in Russia. It is everywhere. The Communist system stopped the natural development of our country. We are far away behind the European countries. The Ideology of communism is amazing but it cannot work on such huge territory as Russia. Utopia is not possible in our world and it is strange how the communist leaders could even think of realizing their dreams. Individuals rule world and you cannot admit it. You cannot force history. No matter what it will go its own way, direction.

Formation of Asean Essay

The formation of ASEAN was mainly driven by the desire to improve on diplomatic relations between Southeast Asian nations so that they could focus more on nation building efforts. The 1960s was the decade of tumult, where Southeast Asian nations faced various external tensions and conflicts from one another. During then, it was of utmost importance for SEA nations to improve multilateral diplomatic relations so as to promote peace in the region. This peace would refer to ensuring political stability and diminishing animosity among SEA nations so as to allow them to build their nations collective as a whole. Should the territorial disputes and racial tensions between SEA nations escalate to armed conflict between SEA nations, it could greatly affect SEA nation building. There were a few key events which highlighted this fear. Indonesia–Malaysia confrontation during 1962–1966 expressed Indonesia’s political and armed opposition to the creation of Malaysia. In 1963, President Sukarno ordered Indonesian paratroopers to instigate a military attack on Malaysia and to initiate acts of sabotage in Singapore. This situation and events subsequently strained ties between the two nations. To make matters worse, Malaysia’s relationship with Philippines were soured due to dispute ownership over Sabah. These SEA countries had to deal with conflicts with its neighbours while tending to their own domestic problems. Indonesia, embroiled in conflict with Malaysia, suffered internal discontent due to Sukarno’s mismanagement of the economy and the implementation of guided democracy. As SEA nations wanted to concentrate fully on nation building efforts, they first had to settle regional disputes so as to be able to allocate time and resources for domestic improvement. Thus, ASEAN was set up by the desire to improve diplomatic relations. Although the main impetus for the formation of ASEAN was political in nature, economic cooperation was also high on the agenda of the organisation. The economies of the SEA nations were still developing in the 1960s and were largely dependant on their foreign colonel masters. As such, the SEA nations wanted to form ASEAN so as to promote regional trade and economic links. In this way, they can cut dependence from western countries but instead tap on resources from within. In the 1960s, intra-regional trade was a mere 12% to 15%. With the formation of ASEAN, economic cooperation blossomed as new agreements were signed. These include the ASEAN Free Trade Area, whose objective is to increase the region’s competitive advantage as a single production unit. It was a way to help boost the burgeoning industries of SEA. It is important to develop the economy of these young SEA nations as it ensures peace, progress and prosperity in a nation. Thus, one of the other reasons for the formation of ASEAN was to promote economic development. However, although the formation of ASEAN was spurred by various reasons, the desire to improve diplomatic relations among the countries proved to be the greatest motivation source. Strong diplomatic relations and trust among SEA nations will allow countries to develop their society and economy. If no trust exists between countries, there can be hardly any economic activity as countries would be skeptical of each other. Thus improving diplomatic relations would be more important than promoting economic activity. Bibliography www. wikipedia. org www. worldscibooks. com/eastasianstudies/4689. html

A Portrait of the Artist as a Young Man Summary

A Portrait of the Artist as a Young Man In A Portrait of the Artist as a Young Man by James Joyce, the main character, Stephen Dedalus has a life long desire to find a father figure. Not finding it within his own home he is forced to look out among the other men who play intricate roles in his life. Some of the men that Stephen looks to as father figures include; his dad, the dean of his school, the Jesuit priest of the retreat, his friend Cranly, and Daedelus of a Greek mythology. Again and again Stephen is faced with the disappointment of a potential father figure letting him down. It is not until all others have failed him that he finds a father figure that fulfills his life. Throughout Stephen’s life he and his father grow apart. As a child Stephen adores his father. Stephen remembers the story his father use to tell him about the moocow (1). Stephen’s memory of this story shows he put complete focus into his father whenever his father was around. Stephen’s father seems gentle and benevolent when he puts the sauce on Stephen’s plate after everyone else denies the sauce (19). As Stephen gets older he loses his bond with his father. Stephen believes his father is in a lot of trouble. Before Stephen’s family moves to Dublin he hears his father tell his uncle that he has enemies and some sort of fight is going to happen (45). This news puts a lot of pressure of Stephen and it makes Stephen pull away from his father. Stephen feels that the information that he learned makes him a part of the fight (45). Stephen’s bonds breaks even more when his father makes fun of him. Stephen’s father talked to the dean from Stephen’s school and learned that Stephen made a huge deal out of getting pandied (50). When Stephen learns they laughed about it he become very ashamed and he starts to dislike his father (50). As Stephen matures his father means less and less to him. Stephen feels ashamed of his father’s drinking so he tries to avoid the reality of the situation (65). Stephen begins to become ashamed of all of the things his father does (67). Stephen feels his father has failed him in being a role model to him. Stephen’s dad fails Stephen in the role of a father figure. This leads Stephen to look for a father figure outside of his family. Throughout his life Stephen looks to some of the religious leaders as father figures. Those father figures include the rector of his school and the Jesuit priest from the retreat. The rector of Stephen’s school is looked to as a father figure. Stephen believes his is of good intelligence and is not judgmental. After Stephen is pandied for no reason, Stephen looks to the Rector (36). Stephen believes he has been wronged and is very mad that Father Arnell did not stand up for him (35). Stephen shows great courage when he goes up to the rector’s room to complain about Father Dolan’s pandying. All of his fellow classmates are cheering him on to talk to the rector (36). At the beginning of Stephen and the rector’s conversation the rector show great care for Stephen. The rector just listens to Stephen and the problem he is having (38). When the rector starts to deny Father Dolan’s mistake Stephen becomes a little frustrated (39). The rector sees this frustration and tells Stephen he will talk to Father Dolan the next day (39). Stephen’s view of the rector as a father figure starts to change after the confrontation. The Rector really fails Stephen when Stephen learns that the Rector and Father Dolan have been talking about him, especially when he hears they laughed about him (50). Another father figure of Stephen’s fails. Even though the rector fails Stephen he provided some philosophy to Stephen’s life. The Jesuit priest from the retreat also provides a father figure to Stephen for a short period of time. The Jesuit priest puts fear into Stephen. During the three day retreat Stephen is told all of the bad things that sins do in your life (77). The Jesuit priest makes Stephen long for direction and he hopes he can live a sinless life after the retreat (103). When Stephen tries to live a sin free life he doubts himself that he is not completely redeemed (109). Even though the Jesuit priest scares Stephen into religion he fails Stephen as a father figure. Stephen feels he cannot trust the Jesuit, so he goes to a private church to pray (104). The religious leaders fail Stephen in giving him the father figure he is searching for. Stephen also looks to Cranly, his friend, in college as a father figure. Cranly gives Stephen advice on life and helps Stephen in choices. Cranly provides Stephen with philosophy in his attempt to be a father figure to Stephen. Stephen really likes Cranly (128). Stephen talks about remembering Cranly by his face and not what the rest of him looks like (128). Stephen looks to Cranly for help about a problem he is having. Stephen’s mom wants him to go to the Easter service, but Stephen does not feel the religious faith he once felt (167). Cranly tells Stephen he should go because a mother’s love is more important than Stephen’s religious doubts (167). Stephen and Cranly’s acquaintance ends when Stephen says his is going to leave the country to explore his artistic ability (169). Cranly warns him this may be the wrong choice, but Stephen ignores him. Cranly fails Stephen as a father figure. Stephen does not agree with Cranly in the end and that makes Stephen’s idea of Cranly as a father figure disappears. The one person that successfully provides Stephen a father figure is Daedelus from Greek mythology. Daedelus provides Stephen with inspiration to be a better person and to express his artistic ability (124). Even though Daedelus was not a successful father figure to his son Icarus, Stephen still feels that Daedelus is the prefect father figure. Since Daedelus is just in Stephen’s mind, Stephen is his own father. When Stephen leaves Ireland he become his own role model in that he is Daedelus in his mind and he is not leaving anything important behind (156). Stephen puts a lot of faith into Daedelus. In Stephen’s journal entry on April 27 he calls Daedelus the great creator; which also refers to Stephen being a great creator because Daedelus is in Stephen’s mind (185). Daedelus is the only man that provides Stephen with a father figure. Daedelus is Stephen’s perfect father in his mind. Stephen’s search for a father figure is throughout A Portrait of the Artist as a Young Man. Even though Stephen takes a long time to find his perfect father figure, he does. Stephen searched his whole life for a father figure and then he realizes he is his own father and he is the only thing he needs. The father figures are a very important idea in A Portrait of the Artist as a Young Man.