A Streetcar Named Desire by Tennessee Williams Essay Example for Free

A Streetcar Named Desire by Tennessee Williams Essay Over the last few lessons in drama we have been working on a number of tasks to do with Tennessee Williams A Streetcar Named Desire. These tasks involved using movement as well as words; some were naturalistic and others were much more abstract. Our first task was to walk like different characters from the play, focusing on the way they used certain parts of their body to show their personalities. First we had to walk like Stanley. Most of us walked with a confident swagger, sticking our chests or pelvises out to indicate his masculine pride. When we were asked to sit down in character, we sat back in a relaxed manner, opening our legs and perhaps loosely crossing our arms or draping them over the back of our chair, indicating total self-assuredness. Next we were asked to play Blanche. I decided to portray her as a fidgety person, constantly smoothing her clothes, fixing her hair or touching her face, to show her insecurities and lack of confidence. I also walked with short, dainty steps, to show how fragile and slight she is. When we sat down, I leaned forward slightly, with my shoulders slightly hunched, to show her vulnerability. Finally we were asked to portray Stella standing upright, slightly tense as if waiting to heed to Stanleys latest demands and Mitch big, awkward, slightly more hunched and less confident-looking than Stanley. After this task, we were asked to depict Stanley and Blanche as animals. For Stanley, nearly everyone acted like a wolf or a fox strong, territorial, sly, always hunting and watching. For Blanche, I chose to act like a small bird, which would preen and look pretty but would be fidgety and nervous and would fly away when frightened. Our next task was to get into groups and act out scenes taking place before the play begins, which would reveal something interesting about our characters. I was in a group with Emily, and we were told to act out a scene from when Blanche and Stella still lived at Belle Reve. Emily played Stella and I played Blanche. Our scene began with Blanche climbing through the window of the room she shares with Stella, late at night. Stella, who has been studying, admonishes her for being so late and tells her how worried she has been. Blanche, who has been drinking but claims she limits herself to one, has just met a young man who reads poetry, who, as we know, will later commit suicide. It is revealed that Stella is the clever sister, who has the potential to make something of herself, and Blanche is the wilder, worldlier sister who relies on her beauty to have fun. This explains why Stella left Belle Reve and had the ability to get a husband and a home of her own, and why Blanche was left be hind, unwilling to grow up and surrender her beauty. Millie and Genna also played Blanche and Stella at Belle Reve. Their scene involved Blanche taking Stella out on the town for the first time. Blanche is very domineering and worldly, and Stella is naà ¯Ã‚ ¿Ã‚ ½ve and nervous about the shortness of her dress. Stella wears white, showing her innocence, and Blanche wears red, showing her corrupted virtue. Jack and Owen played Mitch and Stanley. They gave Mitch a deep personality, having him hint about wanting to settle down with a wife and worrying about his mother. They also showed Stanleys love for Stella, as he talks about her in a very loving and tender way to Mitch. Next Felix and Flick, playing Stanley and Stella, showed how Stella was very like Blanche when she first met Stanley, unused to this more working class environment, yet being excited by Stanleys attentions. Finally, Angelika and Hugo, playing Stella and Stanley, show Stella as being naà ¯Ã‚ ¿Ã‚ ½ve and Stanley being mysterious and inquisitive, trying to figure her out . In our next task we did Hot Seating. One by one, we were asked questions in character about our views on different events in the play. I chose to be Eunice, because although she is not a main character in the play, she is good friends with Stella and her husband is friends with Stanley, and she lives in the flat above them, so she would have a very clear idea of what life would be like for them. I chose to give her the opinion that Stanleys hitting Stella isnt good, but is acceptable, and is just a part of marriage that cannot be avoided. I was particularly impressed by Emilys portrayal of Stella after having her sister taken away. She made it clear that Stella was heartbroken, and although she claimed to believe Stanley, she let on that she had no choice but to believe him. I also liked Alex as Blanche, gushing and acting pleasant and sweet to try and cover up her past, but when difficult questions were brought up her act fell and she would refuse to talk about it. Our final task was to act out the scene where Blanche has been stood up by Mitch on her birthday and use freeze-frames to mark the most important moments in that the scene. I was in a group with Felix and Alex. Felix played Stanley, Alex played Blanche and I played Stella. The moments we marked were: Stanley throwing plates off the table; Stella and Stanley on the porch with Blanche on the phone, trying to reach Mitch; Stanley giving Blanche a ticket back to Laurel; and Stella going into labour. For each of our important moments, we froze in position for four seconds, before doing an action and moving onto the next moment. There were subtle differences between each groups piece; instead of using an action, as we did in ours, Millie, Flick and Jack used an important line of text in each of their moments, which I found very effective. Although I found these tasks challenging (especially as I knew we were on camera), I enjoyed interpreting different characters in new ways. I also worked with different people to whom I normally would, which was a good experience and made me enthusiastic and eager to work with them again in future lessons.

Evaluation of Training Essay Example for Free

Evaluation of Training Essay The evaluation of training identifies the extent to which the program has succeeded in enhancing the knowledge or skill-set of the participants. Kilpatrick’s model of training evaluation identifies four levels of evaluation: trainee reaction, participant’s learning, behavioral change, and impact on business. The major tools of training evaluation include interviews, questionnaires and surveys, observations and secondary data, and pre and post assignments or tests. The emerging trend is empowered evaluation, or making participants responsible for the evaluation. Introduction: Objectives of Training Evaluation The broad objective of evaluating training is to measure the effectiveness of the program in relation to the enhancement of knowledge or skills and the application of such skills and knowledge at work by the participants. The secondary objective of evaluating training is to improve future editions of the program in terms of modules, facilities, and contextual factors. The evaluation of training also helps identify the factors that help and hinder effective training of individuals and provide a guide map for support the participant requires at work The successful evaluation of a training program depends on application of the correct objectives while designing the evaluation exercise and the correct feedback from the participants in relation to the inputs received from the trainer. Kilpatrick’s Model of Training Evaluation Donald L Kilpatrick of the University of Wisconsin proposed four levels of evaluation. The first level of Kilpatrick’s model is seeking trainee reaction, or the participant feelings regarding the training experience. The instruments used to capture such reaction include post-survey questionnaires or feedback forms and verbal reactions of the participants during the conclusion of the training program. Some of the common questions included in such surveys include whether the participants enjoyed the training, whether they considered the training relevant, whether they liked the venue, style, timings and the like, their opinion on the ease and comfort of the experience, and the like. The answers to such questions could be in either an open-ended format or a series of multiple-choice options. This level of evaluation is easy to obtain and analyze and takes place immediately after the training ends. It gives a broad and general indication regarding the success or failure of the training program. The second level of Kilpatrick’s evaluation model focuses on the participants learning, and measures the whether the desired skill and knowledge enhancements have taken place. The measures in this level indicate the extent of advancement or change in the intended direction or area. The common measurement instruments for this factor include pre and post training tests or assignments and interviews. The success of evaluation however depends on the establishment of a reliable and clear scoring measurement scale. The third level of Kilpatrick’s evaluation model focuses on measuring behavior change, or the extent of application of the acquired knowledge or the implementation of acquired skills on the job. The evaluation of this factor depends on any noticeable and measurable change in the activity and performance of the participants when they return to their job roles after the training, and on whether such changes are sustained or temporary. The evaluation also extends to measuring whether the participants could transfer their learning to others and whether they are aware of their change in behavior, knowledge, skill level. The common evaluation tools for such measures include ongoing observation and interview over time. The use of 360-degree feedback is a convenient tool to measure performance on a continuous basis. The measures required at this level are not easy to quantify and arbitrary snapshot assessments and subjective ratings often hamper successful evaluation at this level. The fourth level of evaluation in Kilpatrick’s model is measuring business results, or the effects of the training on the business or environment. The measures would typically be business or organizational key performance indices such as volumes, values, percentages, timescales, return on investment, staff turnover, quality ratings, achievement of standards and accreditations. Most of such measures would already be in place as part of the normal management reporting systems. Organizations traditionally focused on the first two levels of evaluation. In recent years, the third and fourth levels have also become common points of evaluation. The Process of Training Evaluations The process of conducting the training evaluation depends on the objective of evaluation, or the level of evaluation required. The instruments used to measure of participant’s reaction to the program and their acquisition of knowledge and skills need to be devised prior to the program and administered to the participants immediately after the program concludes. The evaluation of the behavioral change or the application of the acquired knowledge and skills to the job and measuring their impact on the business is complicated and a sustained effort. The various tools to evaluate such measures, such as interviews, questionnaires, 360-degree appraisals, feedback from supervisors, secondary data, observations and the like need to be structured and phased over a period of time, and the results compared with the previous data and the intended objectives of the training program. Conclusion The latest concept in training evaluation is empowered evaluation, wherein participants improve their programs themselves through self-evaluation and reflection. The responsibility for evaluation in this model rests with the participants and professional agency or entity conducting the training on a collective basis, and the process of evaluation necessitate cooperation, collaboration, and sharing of resources. References Goodstein, J. Goodstein, L. D. (1991). A Matrix for Evaluating Training in The 1991 Annual: Developing Human Resources (pg: 184). San Deigo: University Associates.

Effects of Late Procurement for Specialist Subcontractors

Effects of Late Procurement for Specialist Subcontractors 1.1. Overview This dissertation sets out to explore the various reasons why there are delays in the subcontractor procurement process in UK Construction Industry. The dissertation will be focusing on purely the private sector of the industry and determining what effects the late procurement can have on the project, both in terms of the commercial and programme implications. The procurement process in construction begins with the client tendering the project to the main contractors. This dissertation will not focus on this element of the procurement process and will in turn focus purely on the procurement of the specialist subcontractor trades. A specialist subcontractor is defined as a contractor appointed to carry out activities in the development of a built asset that involve specialist construction knowledge and skills, (Specialist Sub-contractor, 2016) The reason for this topic is due to the working environment in which the author current works, the author is a project manager in the glazing facade industry working on major projects in the UK construction industry. The issues surrounding late procurement has been disused both on sites and in the academic environment for many years and links have been made between the number of claims for delay and variations, and the pre-construction process (Mosey, 2009). Benefits of early procurement can include the ability to value engineer solutions, correct design co-ordination, review more sustainable solutions and many more. 1.2. Hypothesis The research will demonstrate that late procurement can harm more than the programme on a project, it will show that late procurement can affect the design and quality of the project. The evidence will also show the negative effects that late procurement can have on the BREAM status of a building/ project and sustainability. 1.3. Null Hypothesis Late procurement has no effect on the project in any way. 1.4. Aims To explore the various types of procurement in the private UK Construction Industry To determine what classes as late procurement and understand the main and most common reasons for late procurements To evaluate what are the benefits to late and early procurement in terms of the key project requirements; Time Quality Cost. BREAM/Sustainability An additional aim to the dissertation, if sufficient time and resources are available. What can be done to improve the procurement processes 1.5. Objectives Read up on the various different procurement methods and strategies and understand which are relevant to the UK construction industry. Interview 4 to 5 individuals from different sectors of the UK construction industry. Speak to various levels of the construction industry project delivery team to understand the effects they believe early and late procurement can have on the industry. Questionnaires will be sent out to the following parties. Main Contractor Project Directors * Main Contractor Senior Procurement managers Main Contractor Senior Quantity Surveyors Main Contractor Project Managers / Package Managers * Main Contractor Site Managers Main Contractor Design Managers Architects * Specialist Sub-Contract Directors* Specialist Sub-Contract Project Managers* * Indicates the various project members which interviews will be completed with. 2.1. Introduction The initial literature review will explore the various documents which have been reviewed against each aim. This will highlight where there is a vast amount of literature available and where alternative options have had to be used, as set out in the objectives previously. A literature review (also called literature research study or literature survey) groups relevant ideas and evidence from secondary sources into a logical flow, addressing significance and understanding. (Laycock, Howarth, Watson, 2016) 2.2. The various stages of the procurement process Before the procurement process can be understood the term procurement needs to be understood. Dr Denise Bower stated that procurement is the term used to describe the overarching process of the identification, selection and acquisition of civil engineering services and materials, their transport, the execution or implementation; and subsequent project performance. (Bower, 2003). As in any project, there are various elements which need to be procured, in construction these different elements tend to be larger and require sub-contractors to be procured on various different contracts to manage the design, supply and installation of the various elements. The acquisition of the various trade will be linked to the programme, the type of procurement and contract which is being used. One of the first thing which must be created is the Project Execution Plan (PEP), the PEP sets out how the project which has been defined in the strategic brief will be procured (Morledge Smith, 2013). The PEP is directly linked to the procurement approach which can be dictated by the constraints of the project or by the client. As mentioned, the procurement process is directly linked to the programme, for both on and off site. The programme as a whole is linked to the construction process which is stipulated by British Standards BS 6079-1:2010, which is titled, Project management. Principles and guidelines for the management of projects. There are various different stages to the construction process and this is clearly depicted in Figure 1. Figure 1typical stages of a Construction Project (Harris McCaffer, 2013) The British Standard for procurement policies, strategies and procedures are under BS 8532:2011. This document provides the backbone for the procurement division in the UK construction industry. The document states that it gives recommendations and guidance on the development within a public or private sector organization of policies, strategies and procedures for the procurement of construction in the built environment. (British Standards Institution, 2011). Figure 2 portrays a decision structure for which forms of procurement should be used, the structure highlights the main frequently used forms of procurement in the construction sector. Figure 2 Identifying the Procurement process (British Standards Institution, 2011) 2.3. What classes as late procurement Late procurement in its simplest terms can be explained as when the procurement process chosen does not leave enough time to complete the programme to meet all three demands of the performance triangle as shown in Figure 3. Majority of specialist subcontractors packages are design and build. This means that if there is a delay in the procurement process it is the offsite period which is effected as the end date on a construction project rarely moves, unless the delay is due to the client. Figure 3 The Performance triangle Cost, Performance/Quality, time A Design and Build contract is a single source approach in the sense that, generally, the eventual contractor takes on single-point responsibility to develop the entire design and deliver the works according to the clients requirement (Bower, 2003). A reduced design period makes design coordination between the different trades, especially in the specialist works, where the original intent by the clients architect may not adhere to CDM and building regulation. Late procurement in complex projects could be classed as a lot earlier than in the more standard buildings. A complex project can be classed as a project where it is not a standard structure or a repeated building such a chain hotel etc. Banwells report from 1964 stated that specialist consultants, some of whom may infact also be specialist contractor, should be brought in at the earliest stage as full members of a design team (Banwell, 1964). Obviously the precise period when procurement can be classed as early and when it can be classed as late is debateable and will come down to a commercial decision from the main contractor. 2.4. The positive effects early procurement can have on a project The discussion over the benefits of early procurement / contractor involvement has been discussed for over 50 years, Banwell report 1964. In 1998 the Egan report was publish and this was the turning point for the construction industry as he recommended a radical rethink, it was this report which lead to the creation of the Construction Industry Council (CIC). The Construction Industry Council (CIC) is the representative forum for the professional bodies, research organisations and specialist business associations in the construction industry. (Construction Industry Council 2017, 2017) David Mosey looked into this subject in a great deal, he stated that, a procurement model which omits contactor and specialist design contributions can increase risk and can result in poor communications between team members, unnecessary delays to progress of the project and the creation of incorrect information that leads to claims and disputes. (Mosey, 2009). This outlook is in line with many other academics, the JCT CE guide also states that, It is important that contractors and any key specialists are engaged early, ideally at a stage when the proposed design is not complete so that it is possible for the contractor and key specialists to consider ways in which the design can be made easier to build and maintain (JCT CE Guide, 2006). Design consultants are also in favour of this approach, the CIRIA (Construction Industry Research and Information Association) interviewed John Hayward, director of Mott MacDonald in 1998. He was quoted as stating Our preferred approach, particularly on more complex projects, is to select the contractor who will construct the project at concept stage. The primary objective is optimise buildability and thus improve delivery against time and cost criteria, (CIRIA, 1998). By engaging contractors and specialist contractors at an early stage allows the creation of improved details which follow the build sequence as well as reduce build costs on site for re visits etc. The early involvement approach reduces the focus on the client. The design and built contract relies on the client expressing a clear performance brief at the outset and leaving the main contactor to determine its own means to complete the project in line with the required cost, time an quality parameters. (Mosey, 2009). The client would normally employ their own design team, architects etc, to generate this clear brief, by engaging a core team of specialist contractors this brief can be specifics and accurtate regarding specifications and details. This will reduce and remove some of the off-site time once a contractor is appointed as the brief should be transparent to both to contractor and the subcontractors tendering for the various packages. 3.1. Introduction This chapter will discuss and evaluate the proposed methods which will be undertaken in the research of the dissertation. The different research methods have been carefully chosen by the author based on the title and topic environment. 3.2. Research Paradigms A paradigm, in business, is a model of something, or a very clear and typical example of something (Cambridge Dictionary, 2017). Even though paradigms have increased through the raise in social media, there are still mainly two, Positivism and Anti-positivism. The third paradigm which will be considered in this research is critical theory. (Dr. Nirod K. Dash, June 2005) Positivism, in philosophy, adheres to the view that only factual knowledge gained through observation, including measurement, is trustworthy. (Dudovskiy, Positivism Research Philosophy, 2017) This is a very scientific approach and relies on fact and data rather than thoughts and opinions. Anti-Positivism can also be referred to as interpretive sociology or interpretivist. This is when the researcher interprets the elements of the study and uses their own thoughts, opinions and believes in order to arrive at a conclusion. This method of study usually focus on meaning and may employ multiple methods in order to reflect different aspects of the issue. (Dudovskiy, Interpretivism (interpretivist) Research Philosophy, 2017) Critical theory suggests action research methods to explore the current field knowledge. This is generally used to solve problems immediately. This form of research will form from the back of the interviews when interviewing site level members of the project team. Table 4 The three research paradigms and the various methods (Dr. Nirod K. Dash, June 2005) Research paradigms Research approach Research methods Examples Positivism Quantitative Surveys: Questionnaires longitudinal, cross-sectional, correlational; experimental, Survey of procurement managers into the percentage of late procured packages per major project. Anti-positivism Qualitative Biographical; Phenomenological; Ethnographical; case study Reviewing the literature which is already been written. Completing interviews with different sectors an interpreting their responses. Critical theory Critical and action-oriented Ideology critique; action research In field questionnaires and interviews 3.3. Data Collection Various different types of data will be collected from the different research methods that have been proposed above. These different methods where chosen in order to gain an increased understanding of the industry as a whole, not just from an academic or site level. The different methods will also allow a large amount of different data to be collected, analysed and reviewed. Positivism research will lead to primary data through the surveys and questionnaires. 3.4. Methods 3.4.1. Objective 1 In order to explore the various types of procurement in the private UK Construction Industry the author will complete an extensive literature review. This review will examine the data from research which has been complete by other academics, this will secondary data. Secondary data will be reviewed as this will provide an alternative opinion on the current and past industry. A wide range of opinions will be critical when reviewing the primary data which will be collected from interviews and questionnaires The emphasis of this objective is also to evaluate how much change has happened in the procurement practise to see if the role of a specialist subcontract has been considered when developing the process. In order to understand this the interview with the Main Contractor Procurement leaders will help explain from a practical level whether the theory mentioned in the literature review is completed in the field. The only issue with this method of research is that the academic literature may be one sided or based on past practice and not reflective of the current UK construction industry. 3.4.2. Objective 2 Determining what classes as late procurement and understanding the main and most common reasons for late procurements will be achieved through primary data, the data will be collected by different members of the UK construction industry completing interviews. In order to achieve a rounded and diverse set of responses the author will also aim to interview difference companies in the same sector. The interview questions will be created following an extensive literature review and a review of the questionnaires. The interview questions will contain the same core questions for each sector in order to achieve a broad understanding of the different opinions of late procurement. There will be different role specific questions which will be directed towards the environment that each interviewee works in. 3.4.3. Objective 3 Exploring the perception of late/early procurement and what effects it has on the construction industry will be the hardest objective to complete. The author will create various surveys aimed at different disciplines to understand the different effects and issues caused by the delay in procurement. The questionnaires for the procurement team will try to gain an understanding into the procurement procedure they follow and whether it is by personal choice, company procedure or effected by time critical requirements. The questionnaires will be sent to colleagues in the authors working environment which will then be passed on to their colleagues, this is referred to as snowball sampling. This method has many benefits including; Reaching members of the construction industry in high positions which would have been previously unachievable. Saving time, as other people are sending the questionnaire around the various other individuals No large scale pre planning required, the author will just have to speak to the various key members about the request. However, there are also some disadvantages to this technique; Lack of control over who takes part in the survey Sampling bias as the initial subjects will pass the questionnaire onto their close colleague who may be in similar positions or have the similar options. (Explorable, 2017) 3.5. Research model The model displayed below highlights the various stages which will be completed during the research stage of the project. The first 3 stages have already been completed, along with the definition of the aims. The next stage is to complete the objectives and then review and analyse the data collected. Figure 4 A flow chart depicting the dissertation process 3.6. Gantt chart displaying target project dates Table 6, Gantt chart displaying the target dissertation timeline In summary the author has shown that there has been previous research into the proposed topic, however this research has been into the various procurement strategies and the benefits of early contractor involvement. There has not been much research into the effects of late procurement or the reasons for late procurement. This is where data from the interviews and questionnaires will be harnessed. The methodology clearly portrays that the results from the questionnaire and literature review will be used to create the interview questions. This method will allow any gaps in information to be capture in the interviews, it will also allow some of the more challenging questions to be clearly answered by the interviewee. The main challenge that the author will face is participation with members of the industry for the questionnaires and interviews. The benefit of working in the industry and on major construction site is that the author will have personal links to various members on the industry, this should aid in the response rate. References Banwell. (1964). Banwell Report The Placing and Management of Contacts for building and Civil Engineering Work. London: HMSO. Bower, D. D. (2003). Management of Procurement. London: Thomas Yelford Publishing. British Standards Institution. (2011). BS 8534:2011 Construction procurement policies, strategies and procedures. BSI Standards Publications. Cambridge Dictionary. (2017, March 01). Paradigm. Retrieved from Cambridge Dictionary: http://dictionary.cambridge.org/dictionary/english/paradigm CIRIA. (1998). Selecting Contractors by Value. London: Construction Industry Research and Information Association. Construction Industry Council 2017. (2017, March 7). Retrieved from Construction Industry Council: http://cic.org.uk/ Dr. Nirod K. Dash, I. (June 2005). Module: Selection of the Research Paradigm and Methodology. Manchester Meropolitan University. Dudovskiy, J. (2017, Feb 28). Interpretivism (interpretivist) Research Philosophy. Retrieved from Research Methodology: http://research-methodology.net/research-philosophy/interpretivism/ Dudovskiy, J. (2017, March 01). Positivism Research Philosophy. Retrieved from Research Methodology: http://research-methodology.net/research-philosophy/positivism/ Explorable. (2017, March 05). Snowball Sampling. Retrieved from Explorable: https://explorable.com/snowball-sampling Harris, F., McCaffer, R. (2013). Modern Construction Management. Chichester: Wiley-Blackwell. JCT CE Guide. (2006). JCT Constructing Excellence Contract Guide. London: Sweet Maxwell. Laycock, E., Howarth, T., Watson, P. (2016). The Journey to Dissertation Success. Oxon: Routledge. Morledge, R., Smith, A. (2013). Building Procurment. Chichester: Wiley-Blackwell. Mosey, D. (2009). Early Contractor Involvement in Building Procurement- Contracts, Partnering and Project Managment. Wiley Blackwell. Specialist Sub-contractor. (2016, Jan 21). Retrieved from Designing Building Wiki: https://www.designingbuildings.co.uk/wiki/Specialist_contractor Please find attached at the end of the report the following documents 6.1 Research Ethics Checklist for Students (Page 19 to 25) 6.2 Participant Information Document (Page 26 to 27) 6.3 Participant Consent Form (Page 28 to 29) RESEARCH ETHICS  CHECKLIST FOR STUDENTS (SHUREC7) This form is designed to help students and their supervisors to complete an ethical scrutiny of proposed research. The SHU ResearchEthicsPolicy should be consulted before completing the form. Answering the questions below will help you decide whether your proposed research requires ethical review by a Designated Research Ethics Working Group. The final responsibility for ensuring that ethical research practices are followed rests with the supervisor for student research. Note that students and staff are responsible for making suitable arrangements for keeping data secure and, if relevant, for keeping the identity of participants anonymous. They are also responsible for following SHU guidelines about data encryption and research data management. The form also enables the University and Faculty to keep a record confirming that research conducted has been subjected to ethical scrutiny. For student projects, the form may be completed by the student and the supervisor and/or module leader (as applicable). In all cases, it should be counter-signed by the supervisor and/or module leader, and kept as a record showing that ethical scrutiny has occurred. Students should retain a copy for inclusion in their research projects, and staff should keep a copy in the student file. Please note if it may be necessary to conduct a health and safety risk assessment for the proposed research. Further information can be obtained from the Faculty Safety Co-ordinator. General  Details Name of student Katherine Louise Walter Course or qualification (student) MSc Construction Project Managements Title of proposed research The effects of late procurement for specialist subcontractors in the Uk Construction Industry Proposed start date January 2017 Proposed end date October 2017 Brief outline of research to include, rationale aims (250-500 words). This dissertation sets out to explore the various reasons why there are delays in the subcontractor procurement process in UK Construction industry. The dissertation will be focusing on purely the private sector of the industry and determining what effects the late procurement can have on the project, both in terms of the commercial and program implications. The main aims of the dissertation are; 1.To explore the various types of procurement in the private UK Construction Industry 2.To determine what classes as late procurement and understand the main and most common reasons for late procurements 3.To evaluate what are the major effects on late procurement and do they aid or hamper the three key feature of a successful project a) Time b) Quality c) Cost. d) BREAM/Sustainability 4.What can be done to improve the procurement processes Where data is collected from individuals, outline the nature of data, details of anonymisation, storage and disposal procedures if required (250-500 words). Data will be collected from individuals in the construction sector via interviews and questionnaires. The nature of the data will be both opinions and facts. The opinions will be taken from various sectors of the construction industry in order to gain a wide range of data. The questionnaires will also be sent to various different employees for different companies. This approach will try to avoid results being effected by one companies practice. The data received from the questionnaires will then be used to generate questions for interviews. These interviews will try to focus down into some of the trends displayed in the questionnaires. The interview will also ask questions about the company procedures as well as the individuals thoughts and opinions on how the system could be improved. 1.  Health  Related Research Involving  the  NHS  or  Social Care/Community  Care  or  the  Criminal Justice  Service  or  with research  participants  unable  to  provide  informed  consent Questi

Graduation Speech: Strive to Succeed :: Graduation Speech, Commencement Address

This is it. In less than five minutes we'll be done with high school But you know I've got to say something before we go. When I moved here in eighth grade my plan was to go back to live with my Dad in Washougal to be with my friends that I had for ages. But I stayed, I got to know you guys, and heard stories about you and your life-long friends. And I even got implanted in some of your memories. Actually, in this year cheerleader ... who was it, oh Jason Jons wrote something proving this in my yearbook. This is what he wrote, "There's too much to be said here man. We've been friends sine 7th GRADE. (Eyebrows and smile.) Remember those times," apparently not, "with the bass rebels." Now Jason who are they? Something along the lines of Desperado. Then he continues to tell me how I shouldn't anything especially that which I've never experienced. But along with all the stories and memories, I learned so much more from all of you. Burke you taught me how to work hard and work with confidence, and for those that know Burke they know that confidence is not something he is in short supply of. And Josh you prov ed that white guys can bust a move. Kira showed that a smile with a laugh can move a mountain, and Randy like Einstein you have displayed that all geniuses have messed up hair dos. I mean really, one day he comes up to me pulls out a lock of hair and cuts it off with a pair of scissors and said, "Christian, you can't tell where it came from." And I didn't say it then, but I really couldn't. However, ladies and gentlemen, parents, faculty, and administration the observation that is most prevalent about this class, the thing that I have learned the most from the, is that hope is something that only dies when you give up, and it is something that will never dies in this group of people. I don't think I need to mention how many times this class, in spite of its numerous accomplishments, has emotionally hit rock bottom. But these graduates here tonight, the people that I am honored to call my class with aide of each other pick themselves up, smile, and know that tomorrow is coming with a promise, a promise that if we do not relent we will succeed.

one :: essays research papers

One flew over the cuckoo's nest One flew over the cuckoo's nest One Flew Over the Cuckoo's Nest For as long as time could tell, whenever and wherever there is a corrupt ruling system in place, there will always be an opposing force trying to over throw it. This ruling system can be a variety of things. In some cases it is the government, a boss, or basically anything or anyone that has some type of control or authority over something else or someone else. In some cases the opposition can successfully take over control of these corrupt systems, while in other incidents the opposition is pitifully pounded back to silence. In other cases, the opposing force will be beaten, but in their shadowy remains lye a path for future generations to follow. In the case of Mc Murphy and the Big nurses a power struggle, the opposition (Mc Murphy) gets beaten silent, yet his words will continue to ring throughout the halls of the ward. Mc Murphy has been made a martyr, and has ultimately stripped Big Nurse of her abused powers and paved the way for fellowmen to escape her entrapment. Based on the novel One Flew Over the Cuckoo's Nest by Ken Kesey, it seems that the authors' perspective on this issue is that the system in place during this time period is in need of change. Ken seems to like the revolutionist characteristics found in his main character, and emphasizes the idea of questioning the authority power. His belief seems to be that even if you are not successful in changing the system in entire, the effects of a person trying can still be very effective. In fact, if all you manage to accomplish is changing a small aspect of the system, it was still all well worth the fight. For as seen, the effects of a minor victory, ripple into much larger victories in the battles to come. As a revolutionist, you set an example for others to follow and in essence pave the way for others to follow. In One Flew Over the Cuckoo's Nest, the main character, Randle Patrick McMurphy, fights to change the system in a mental hospital. McMurphy is very outgoing, loud, rugged, manly, a leader and a rebel. From the first couple scenes of the book, there is a constant power struggle between the patient's new found savior McMurphy, and the evil Nurse Ratchet who rules their wing of the hospital with an iron fist.

Definition of Command Economy :: essays research papers

THE COMMAND ECONOMY A command economy is one in which a central authority has control of the resources of the economy and makes most of the economic decisions. TODAY : DICTATORSHIPS OR CUBA OR CHINA IN THE PAST: NEW FRANCE & THE WARTIME ECONOMY OF THE 1940'S NEW FRANCE New France was discovered by accident while explorers were searching for shorter trade routes to India and China, where they hoped to find rich sources of gold and spices. By accidentally discovering central and South America they did discover gold and silver produced by the Aztec civilization. In Canada the first resources to be exploited were - FISH & FURS. New France, as a colony, was to serve 2 purposes. 1. a source of NATURAL RESOURCES for the people of France. 2. A place where the FINISHED MANUFACTURED GOODS could be sold. The King had ABSOLUTE POWER until 1663, then he appointed officials. The main one was the INTENDANT, who ran the economy of the colony the way the King wanted it. The industry was AGRICULTURE & FUR TRADING. Furs, fish and other raw materials were sent back to France. In New France, LAND = WEALTH. Land was given to the Lords (Seigneurs) of the King in return for Taxes and a promise to settle the land. The Lords got farmers (habitants) who paid the Lord taxes and if the farmer didn't pay the taxes the Lord would take his land. GOODS PRODUCED = WHEAT, TOBACCO, OATS, HEMP (a plant used for making sails). THE BRITISH COLONIES OF THE TIME WERE RUN IN MUCH THE SAME MANNER. WHAT WAS THIS TYPE OF ECONOMIC ACTIVITY CALLED? CANADA'S WARTIME ECONOMY OF THE 1940's. The entire economy of Canada was involved in the WAR EFFORT. North America became a very important resource area for the Allies. 1941 - The WARTIME PRICES AND TRADE BOARD set maximum prices that goods could be sold for in Canada. 1942 - Goods were rationed such as food and fuel. THE GOVERNMENT HAD ABSOLUTE POWER There was an increased demand for resources to supply the war effort such as materials for PLANES, SHIPS, TANKS, BOMBS. The war was destroying economic resources in Europe. 1. soldiers, as well as others were killed 2. factories, roads and rail lines were being destroyed 3. dams and oil tanks were bombed 4. bridges were destroyed 5. land and crops were burnt or otherwise destroyed

Character Study: Scott Hastings Essay

The film strictly ballroom directed by Baz Lurmann is a drama/comedy about peoples attitudes towards dance and other cultures. A character that makes a dramatic change is Scott Hastings. He changes from being smug and self centred to being accepting of other cultures and that other people can be successful with the help of family and friends. Scott is a very arrogant, self centred person before he properly meets Fran. His mother Shirley has a great influence on his behaviour. â€Å"Half of the trophies in this room were won by Scott.† Shirley shows Scott that is alright to be rude to people and that the world only revolves around him. In Les Kendall’s dance studio, Scott is irritated by les and Shirley because they showed their disgust about Scott dancing his own steps and rebelling against Les and Shirley. This causes Scott’s partner Liz start dancing with the dancing champion Ken Railings, also Scott’s arch enemy. â€Å"I don’t want us to end up like that drunk Ken Railings. The director shows Scott’s reaction to this by using extreme close ups to show his facial expressions and mid shots to show his body language to the people around him. At the end of the scene Fran approaches Scott and asks to dance with him. This triggers the changes that Scott starts to make. Scott changes due to Fran approaching him and asking o dance with him, â€Å"Look what you’re carrying on about? You’re going to wake up tomorrow and feel like a real idiot about it.† Scott decides to give Fran a chance at dancing and realises that Fran can really dance. In the Fiesta scene Baz Lurmann uses the opportunity to reveal Scott. Rico confronts Scott about the kind of dancing Scott is doing with Fran and Scott lies to Rico and says that he has been practising the Pasa Doble, Scott then tries dancing the Pasa Doble, but soon learns that it is the wrong dance because the people at the Fiesta start to laugh at Scott for dancing the wrong dance. â€Å"What, why are you all  laughing at me?† Rico starts to dance the Pasa Doble and Scott joins in. The director uses this dance off to reveal the fact that Rico is Scott’s contrast and the extreme close ups on both of the dancers feet. This symbolises that Scott respects Rico and learns that he has to earn respect and not be given it like a handout. In this scene Rico is wearing a genuine matador’s jacket to show Rico has an upper hand on dancing the Pasa Doble. Scott also realises how he acted before he met Fran and Rico and his behaviour towards people ho he thinks are ‘below’ him. The ending sequence is another sequence that also changes Scott. This is the scene where Shirley pressures Scott into dancing with Liz after her new partner Ken Railings dumps her. Fran sees Scott and starts dancing in beginners dancing. â€Å"Fran is back in beginners where she belongs. Scott sees Fran upset and shows his true colours and feelings about Fran. Finally Scott realises Fran is the right dancer for him and this is also the time when Doug tells Scott the truth about his and Shirley’s past. â€Å"Son, can I bend your ear for a tick.† In the dance sequence following what Doug revealed to Scott, he realises that Fran and her culture is important. The matador jacket which Rico wears in the earlier Fiesta scene is now worn by Scott to symbolise the respect and knowledge he has gained through Rico and Fran. Scott now reveals his feelings for Fran by kissing her. Therefore the character Scott changes from an arrogant self-centred boy to a courageous admiral character. This is shown though the three main scenes when Scott feels challenged. In the opening scene Scott thinks of Fran and all of the people who cannot dance as good as him like they should look up to him but in the Fiesta scene, Rico and the Spanish community laugh at Scott proving his theory wrong. Scott’s new sense of respect leads through to the ending sequence when Scott portrays freedom and the sense to respect everyone, no matter what culture they are.