Quantity Surveyor Role Description

Quantity Surveyor Role Description Quantity surveyor is the person/ firm who manage the cost relating to the construction projects, such as new constructions, maintenance work and renovations. A quantity surveyor monitors the cost of every aspects of a construction project as a cost expert, as well as seeks to minimize the costs of the project and to make more cost savings while ensuring the total cost of project does not exceed the estimated cost. Historical background of quantity surveying Origin of Quantity Surveying According to the AIQS Publication, by article of A Brief History of Quantity Surveying; It is believed that the ancient Egyptians used a system of quantity surveying but it was not until the 17th century restoration of London after the Great fire that Quantity Surveyors developed as an occupation. In these early days the quantity surveyor acted for the master tradesmen, measuring the work after completion. (Blackburn, 1998, p3) Although Quantity Surveyors were probably active in Australia, South Africa, Sri Lanka, Singapore, USA, Some Europe country, and all Asian county since lone ago. Generally, Historical background of quantity surveying is based on; Functions of bill of quantities, Contract documentation, Processes used in quantity surveying work, Other measurement approaches, Agreed rules of measurement, National standard building elements, etc. In the seventeenth century the architects were responsible for the erection of buildings, as well as their design, and they employed a number of master craftsmen who performed the work in each trade. (Seeley and Winfields Building Quantities Explained) Up to the middle of the nineteenth century it was the practice to measure and value the building work after it had been completed and bills of quantities were not prepared. (Seeley and Winfields Building Quantities Explained) Key Roles and Responsibilities in Traditional systems In previous days quantity surveyors duties were limited to measuring quantities for find out the value of proposed work or value of completed work. This traditional role specially involve for small and medium size project based on measure and value system. Also the prepared Bill of Quantities for tendering, interim valuation and final payment process purposes. Generally, when study significant role and responsibility of traditional Quantity Surveyor can be described as follows (Pre Contract stage and post contract stage); Elemental Cost Estimate. Measurements. Bill of Quantity Preparation. Tender Document Preparation. Analyzing. Estimating and Tendering. Tender Evaluation. Tender Clarification Meetings. Negotiation Meetings. Kick of Meeting. Progress on Site. Variation Order Calculations. Variation Order negotiation. Payment Certifications. Financial Statements. Final Accounts. Hence, The Contractor or Consultant/ Clients Quantity Surveyors were involved with these roles and responsible for look after financial interests as they expected in his investment. Procurement methods In older days also quantity surveyors had knowledge concerning specific procurement methods involving with quantity surveying role, it can describe simply as follows; Form of Contracts; JCT form (Joint Contract Tribunal), FIDIC form, NEC form, ICTAD form of contract in Sri Lanka. Types of Contract are; Traditional Methods such as Cost Reimbursement (Cost plus contract, Cost plus fixed price contract, Cost plus target contract, etc.), Lum-sum Contract, Measure and pay contract, Measurement and Preparation of BOQ; they were used standards method of measurements for preparation of Bill of Quantities and required quantification process (SMM7, CESSM3, POMI, etc.) Preparation of Tender/Contract Documents; according to the standards of form of tender (Bid), Form of agreement, instruction to tenders, condition of contract, general conditions, specification, drawings, BOQ, Specimen standard forms (Bonds and Guarantees), Contract documents, Tendering Estimating; involved with calling tenders, opening tenders, tender evaluate based on predetermined estimate, preparing final report for tender award. Cost Control; during the construction period, Quantity surveyor prepared cost report for advice the client by predicting expected final account. Interim Valuation/ Final statements; prepared by Contractor Quantity surveyor in order to all work done under original scope and engineer / client Quantity surveyor were certified. Settlement of Contract claims and dispute resolution; Giving notice, contemporary records, disruption claims, EOT clams Contemporary Background of Quantity surveying The quantity surveying profession largely developed through the 20th century and up to this century, According to the PP presentation moss construction cost management inc as Contemporary Role; Client advocate and representative Construction design and economics Construction planning procurement Construction administration and management Project management Pre-Contract Cost Planning and Cost Control process are also very important process involving use in this level. It is a pre-costing method of a project. As well as Quantity surveyor monitors the cost of every phases of a construction project as a cost manager to minimize the costs of the project and make more cost savings for the project success. What is background of modern Quantity Surveyor practice? The Modern quantity surveyors provide services that cover all aspects of procurement, contractual and project cost management. They can either work as consultants or they can be employed by a contractor or sub-contractor. As well as newly developing areas of project management and value management (Definition of Quantity Surveyors Surveyors.com). Quantity Surveyors will become outmoded unless they find a new role. (Egan, 1999, p1) The role of the Quantity Surveyor has changed thus considerably in recent years, so then in several project employ themselves as cost consultants and project managers, mostly due to the recession. As well as engage to advice on the cost implications of construction. However, QSs are moving away from their traditional role and are now offering services such as Value Engineering, Business Risk Management, Management Consultancy, Facilities Management and Project Management. What are the significant key roles which have been changed as modern practice? There are some specific roles that identified has being changed into modern quantity surveyor role since in resent period. Those are as follows; Investment appraisal Investment appraisal is an essential part of capital budgeting, hence within modern Quantity surveyor practice would worry final returns of the investment. Advice on cost limits and budgets When entering to construction investment need well defined budget, it is imperative that you know your construction budget limits. Hence clear advice on cost limits and budget need to be changed. Whole life costing Whole-life appraisal or life-cycle costing, also known as cost-in-use, describes the modeling technique aimed at coping with the mixture of capital and running costs of buildings and the effect on ownership of a building.(Ferry and Brandon, 1991: 43-44). Value Management Value Management is a systematic approach and process earlier referred to as value engineering, to ensure delivery of a function or product at the lowest cost without detriment to quality, performance or reliability (Ashworth, 2004: 409- 421; Green, 1992). Hence under modern practice of QS Value management/ engineering is vital process respectively find out unnecessary cost on each activity. Risk analysis Identification of possible risks in advance is an important and major responsibility. The Quantity Surveyor is able to take necessary actions to avoid or minimize the risks by identifying them early. Safety of work, Economic matters, Weather conditions, political matters, etc; also includes in risk management under modern practice. Insolvency Services The quantity surveyor is cost expert, hence in modern practice, he should support to perform the insolvency services, such as, bankruptcies and liquidations. Cost engineering Services The quantity surveyor should ensure that continuous, accurate cost information, analysis, Cost reporting, and Cost planning, Cost control, Cost Checking and cost influences are reported to the client design team. The quantity surveyor should include all costs in the cost plan or estimate of final cost. The cost planner should have a clear understanding of cost and budget targets to enable him to advise the developer about possible future over-runs and pro-actively to provide alternative solutions (Ferry and Brandon, 1991: 9). Sub contract administration Quantity Surveyor should have ability to select, control and mange them review the progress of subcontracts and keeps senior management up to date. Technical management Apply all techniques for check the final bill with contract bills, examine the records available, discuses aspects with relevant staff, and examine the procedure used. Project management Presently quantity surveyor significantly involve with project management service since cost factor is vital important facts for quality, Time and Cost manage. Facilities management This is the new field for quantity surveyor, involves for all building management services. Advice on contractual disputes Quantity surveyor should give advice always to the client to minimize contract dispute according his special knowledge of contract conditions. Employers agent Quantity surveyor should act as client agent according to the RICS professional regulation and consumer protection guide 2000. Contract Procurement methods and process Since reason days construction industry use managing contract, Design build contract, Construction management and Build operate and transfer contract procurement methods for the contract process. Hence as modern practice of Quantity surveyors role has to change their traditional role with thorough knowledge of this methods and process. What are the important influence factors that changed role? The future development of quantity surveying services is likely to be influenced by the following important factors: (Source: Powell 1998) Client focus; Construction cost is very important component for client to build his project within allocated budget, including whole life costs, hence Quantity surveyor role would be changed based on project cost to archive the client aspire. Information and communication technologies; The Quantity Surveyor should continuously touch in field of IT developing and applying them day to day works. Upgrading knowledge such as; cad application, spreadsheet application, management application, valuation, drawings, financial application, etc. as well, Information technology applies not only to using computers for their work but also in terms of communicating with the outside world through the internet and the electronic exchange of information amongst the team and the different professions involved. Somerville and Craig (2003) have clearly shown that cost savings are achieved when moving from a paper-based system to an electronic document management system. However under communication, Quantity surveyor should improve communication skill based on the personal qualities included, as example: Independency, Adaptability, Initiative taking, A willingness to learn An ability to reflect on what has and what has not been achieved. Research and its distribution; A research on past work in the field will help to establish or confirm facts, repeat the results of previous work, solve new or existing problems, support premise, or develop new theories. Graduate capability; According to the RICS publication, it examined the needs of quantity surveyors education, training and continuing professional development are an important component on all undergraduate and postgraduate courses. It is essential facts to continue to develop if it wished to maintain its role within the construction industry. Special they identified requirement of to be developed areas such as; Construction technology, Measurement rules and conventions, Construction economics, Financial management, Business administration, Management, Documentation, Analysis, Appraisal, Quantification, Communication. (The Future Role of the Quantity Surveyor, RICS 1971) Practice size; Quantity surveyors have work experience in multi-disciplinary practice for many years. Davies, writing in RICS Business (2006), refers to quantity surveyors now being the key advisers on construction and development strategies, but that they must continue to reinvent themselves to remain in this position. The QS practices that survived then looked overseas, especially to the boom in the Middle East and at the same time began extending their services. Complete understanding of the procurement process; The Quantity Surveyor should have very clear understood concerning selected procurement methods to avoid dispute during the implementing stage arise from stakeholders due to discrepancies in procurement systems. Wide-ranging on mechanical and electrical installations; Generally in the world, daily meet new technology into MEP field of construction industry, hence it directly influences to change the traditional role of quantity surveying practice. Effective change management; Change management involves integrating and transforming behaviors, attitudes and actions to support organizational sustainability. The most effective change management techniques involve proactive communication with all stakeholders. Why required to change as Modern Quantity Surveyor The quantity surveyor should understand the challenges and opportunities presented by the needs of clients in relation to cost, contracts, communication and claims and perhaps focus their development on the important links between these functions. As well as, the future direction of quantity surveying will be influenced by industrialization, structural transformation of economies, information technology breakthroughs and increased globalization of construction markets. Requirement of a deliver a new range of added value services to clients, based upon increased client focus and a greater understanding of the function of built assets including, why new buildings are commissioned. Also many clients who operate in highly competitive global markets, base their procurement strategies on the degree of added value that can be demonstrated by a particular strategy. In order to meet these criteria quantity surveyors must get inside the head of their clients, fully appreciate their business objectives and find new ways to deliver value and thereby conversely remove waste from the procurement and construction process. Cost Management: The quantity surveyor should be able to utilize all the methods, tools and techniques to best effect and to the advantage of the project as a whole. Contracts: Quantity surveyors should be able to analyze the clients needs as well as the designers approach and the environmental influence when suggesting alternative procurement methods. Quality contract documentation remains a non-negotiable part of future services. Although many new methods may be used in the future, the quantity surveyor should continuously ensure that contractual expertise remains part of the service provided. Communication: This is an area where the quantity surveyor may need development, but effective communication with all role players will be a major part of future day-to- day activities. One has to note the importance of communication aimed at achieving results as one negotiates for client and also contractor-satisfaction in an industry which is known for its claims, disputes and conflict. Claims and disputes: The quantity surveyor must know, understand and be able to advise, use and apply claims-adjudication and dispute-resolution methods. This is an area of growth because an effective dispute-resolution process will enable the parties  and all role players to spend more time, money and energy on the project. Ethic Value of a Quantity Surveyor RICS has introduce significant ethics for all quantity surveyors and professionals Such as; Act with integrity, Always be honest, Be open and transparent, Be accountable, Act within your limitations, Be objective at all times, Always treat others with respect, Have the courage to make a stand.

Implications Of Cognitive Learning Styles On Training Design Education Essay

Implications Of Cognitive Learning Styles On Training Design Education Essay Cognitive Styles are described as individual differences in modes of organizing and processing information in memory. Often, cognitive styles are described as the link between personality and cognition (Sternberg and Grigorenko, 1997) or a missing piece in understanding self (Riding and Rayner, 1998). Over thirty different style labels are classified into two style families, the Wholist-analytic (WA) and the Verbalizer-Imager (VA) dimensions. These dimensions of cognitive styles are fundamental as they develop early in life and are pervasive as they affect social behavior, decision making and learning behavior (Sadler-Smith and Riding, 2000). The general idea while designing learning materials and trainings is that all individuals learn in a similar manner. Hence learning materials and trainings, while designing, are standardized and fail to accommodate cognitive styles and learning styles in the design process. Moreover, training design methodologies although acknowledge learning styles, but they lack the theoretical and empirical bases to accommodate the important role played by cognitive styles in determining learning performance. The assumption that all individuals learn in a similar manner ignores individual differences in cognitive styles. Streufert and Nogami (1989), and Hayes and Allinson (1994) suggested that one of the causes for differences in performance of individuals across a variety of organizations is the effect of cognitive style. Therefore, the research question the paper attempts to answer is: Cognitive styles play an important role in determining the learning performance of trainees. Hence designers of trainings and learning materials need to accommodate cognitive style in training design methodologies in order to improve the effectiveness of trainings. Research proves that accommodating individual differences in cognitive styles has a beneficial effect on learning performance. The research by Hayes and Allinson (1996) also argues that cognitive style may be an important factor in determining how individuals operate at each stage of the learning cycle. Literature Review Conventional training design methodologies fail to acknowledge the important role played by cognitive style in determining learning performance. Hence, it is necessary to consider the relationship between learning performance, learning strategies and cognitive style. It is also necessary to suggest ways in which human resource development practitioners may accommodate individual differences in style such that the effectiveness of training and development interventions may be improved (Riding and Sadler-Smith, 1997). Kim Buch and Susan Bartley (2002) investigate the relationship between learning style and preference for training delivery mode. The study explores the topic by using the Kolb Learning Style Instrument to measure training delivery mode preference. The results showed a relationship between the two variables depicting that convergers showed a stronger preference for computer-based delivery and assimilators showed a stronger preference for print-based delivery. The results also revealed an overall preference for classroom-based delivery for adults on the study, regardless of their learning styles. The article also discusses the implications of these results for training design and delivery, thereby implicating the importance of learning styles in the design process of trainings. The type of learning style is not significantly effective on the students achievement and learning performance in different learning environments (Yilmaz-Soylu and Akkoyunlu, 2002). The study investigates the effects of learning styles on students achievement and learning performance in different learning environments designed according to principles of Generative Theory of Multimedia Learning. The inferences were made by studying a study group in three different learning environments at different times. The research made use of two different learning instruments including a pre-post test experimental method to identify students achievement score and Kolbs Learning Style Inventory to measure students learning styles. The design and application of distance learning is of central concern to many educators. Research has been conducted from a variety of perspectives in this area. The paper by Yuliang Liu and Dean Ginther (1999) explores ways to adapt the design of distance education to students cognitive styles. The paper provides an overview of the construct of cognitive styles along with the major dimensions and characteristics of cognitive styles. The researchers also present some applications of cognitive styles to the design of distance education. The research by Steven John Simon (2000) indicates that trainees whose learning style matches training methodology are more successful in training outcomes, have higher computing satisfaction, and have higher levels of computer use. The study examines the relationship of learning style and training method to computer satisfaction and computer use. The researcher uses structural equation modeling to examine and understand the results of a field experiment to determine the optimum method of training beginner computer users, and to assess the role of learning styles in computing system training. Trainees learning style was determined using Kolbs Learning Styles Inventory. The study by John Hayes and Christopher W. Allinson (1997) reviews the research on the interaction effect of learning style and the learning style orientation of the learning environment on learning outcomes, and discusses how the findings from educational research can improve training and development practice. The paper attempts to indicate the effect of cognitive learning styles on training and development practice and discusses the need for more research in work settings and the dearth of valid and reliable measures of cognitive learning style. The presence of a valid and reliable measure of cognitive learning style can be easily administered to employees and is considered as a factor which may have inhibited research in this area. Additionally, the advantages and disadvantages of a number of measures that could be used in work settings are also discussed in the paper. Christopher W. Allinson and Lucinda Willis (2010) examine the range of business learning styles in a population consistency of American and international business students. The research uses the Productivity Environmental Preference Survey to determine learning styles in both working and learning environments. Research findings indicate that learning styles are uniquely related to geographic locations. Research suggests that individuals differ in the way they process information due to their learner characteristics. It also suggests the presence of 11 dimensions of learner characteristics. Lynna J. Ausburn and Floyd B. Ausburn (1978) use a fresh approach to instructional design and emphasize the importance of cognitive style as a learner characteristic. Noting that cognitive styles are stable, resistant to change by training and bear little relation to general ability, the authors advocate assisting the learner whose information processing pattern is not compatible with the task to be learned by involving explicit alteration of the task requirement with which the learner is having difficulty. Therefore, the study proposes to design the training so as to accommodate learning styles by a three-step instructional design plan with which to move beyond individual instruction to individualized instruction. Such a plan would allow for differences in learners to not result in differences i n learning. In order to optimize individual performance, managers and human resource practitioners have a crucial role to play and a number of human resource interventions are required to facilitate a versatility of style at both the individual and the organizational levels (Sadler-Smith and Beryl Badgera, 1998). The research describes cognitive style as an important determinant of individual behavior and considers it imperative to organizational learning and the innovation process. The researchers argue that it is a fundamental determinant of individual and organizational behavior and manifests itself in individual workplace actions and in organizational systems, processes and routines. The paper presents a number of propositions which raise some implications for research into cognitive styles and its impact upon innovation and organizational learning and training. The study by Eugene Sadler-Smith (1996) argues that learning style along with learning preferences and cognitive styles may be included under the term personal style. The paper reviews each aspect of the personal style framework and considers its relationship to learning performance at the reaction, learning, behavior and results level. It also describes the instruments which may be used for profiling personal style and suggests that personal style profiling is of value to human resource development practitioners as it may help them identify their own styles, become aware of any bias or imbalance in the training and learning methods which they employ and design and develop learning events which accommodate or acknowledge the personal styles of the learners. Eugene Sadler-Smith (1996) explores ways in which individual differences between learners regarding their cognitive styles (Riding, 1991) and experiential learning model (Kolb, 1984 and Honey and Mumford, 1986, 1992) may be accommodated while designing self-instructional learning materials. The study provides suggestions to develop balanced instructional materials that acknowledge each stage of the learning cycle and individual differences between learners in terms of verbalizer-imager (VI) and wholist-analytical (WA) dimensions of cognitive style. It also reviews the learning cycle, the associated learning styles (Kolb, 1984; Honey and Mumford, 1986, 1992) and the verbalizer-imager/wholist-analytical model of cognitive style (Riding, 1991) to make suggestions. The research argues that the learning cycle notions suggested by Kolb and Honey and Mumford and the cognitive style model by Riding may provide useful guidelines for accommodating individual differences between learners while designing self-instructional materials which may enable; learning difficulties to be anticipated and addressed, the effectiveness and efficiency of self-instruction to be improved, learners to become aware of the learning process enabling them to be self-reliant and autonomous, and learners and designers to adopt a whole-brain approach. Implications of cognitive style for management practice especially while designing and delivering trainings is studied by John Hayes and Christopher W. Allinson (1994). The paper identifies some important dimensions of cognitive style, addresses semantic issues associated with the nature of cognitive style and examines ways in which styles can be classified. Research regarding learning styles is emerging from a variety of disciplines and is conducted in domains outside psychology from which many of the central concepts and theories originate. These domains primarily include medical and health care training, management, industry, vocational training and education. Moreover, the applications of these concepts are very broad due to the importance of learning in every field and to every aspect of life. However, the topic has become fragmented and disparate due to the varied aims of the research and the diversity of disciplines and domains in which the research is conducted. Therefore, this has rendered the topic to be complex and difficult to comprehend and assimilate. Hence, it is necessary to present an account of the central themes and issues surrounding learning styles and to consider the instruments available for the measurement of style. The paper by Simon Cassidy (2004) reviews the theories, models and measures related to learning sty les. The study attempts to clarify common areas of ambiguity in particular issues surrounding measurement and appropriate instruments. It also aims to bring together necessary components of the area so as to allow for a broader appreciation of learning styles and to inform readers regarding possible tools for measurement of learning styles. The paper anticipates promoting research in the field by making it more accessible to new practitioners and researchers and by developing a greater appreciation for the area across disciplines. The paper by Samuel Messick (1984) examines characteristic features of cognitive styles and the ways in which learning styles differ from one another. These distinctive characteristics are integrated to form a framework that serves to define cognitive styles in contrast not only to abilities but to other types of stylistic variables. The paper also discusses implications of cognitive styles in terms of improving instructional methods, enriching teacher behavior and conceptions, enhancing student learning and thinking strategies, expanding guidance and vocational decision making, broadening educational goals and outcomes and tuning the stylistic demands of educational environments. The author also addresses the reasons why cognitive styles have educational impact and why such educational benefits are difficult to realize. The study by Eugene Sadler-Smith (2001) explores the construct validity of learning style as defined in the Learning Styles Inventory (LSI) and its relationship with cognitive styles as measured by using the Cognitive Styles Analysis (CSA) by R. Riding (1994). The study also examines the relationship between styles and learning preferences and suggests that the LSI assesses two dimensions as defined by Kolb (comprehension and transformation) and that the learning style and cognitive styles are independent and the relationship between style and preference is mediated by gender. Adrian Furnham (1991) reports three studies concerned with personality correlates of learning styles. The Eyesenckian dimensions of Extraversion, Neuroticism, Psychoticism and Lie correlated with three different measures of learning style; the Honey and Mumford (1982) Learning Style Questionnaire (LSQ), the Whetten and Cameron (1984) Cognitive Style Instrument (CSI); and the Kolb Learning Style Inventory (LSI). Personality measures, especially extraversion and psychoticism were strongly correlated with learning/cognitive styles in each case. The study also discusses the implications for assessing learning and cognitive styles in terms of the incremental validity of using learning style instruments. The effect of text-plus-text versus text-plus-picture computer presentation conditions and the students cognitive styles on the learning performance is investigated in the paper by R. Riding and G. Douglas (1993). For the study, fifty nine 15-16 year old students in a secondary school were randomly assigned within sexes to one of the conditions. In the text-plus-text condition, the learning material content described the working of car brake systems while the text-plus-picture condition consisted of text with additional pictorial information. The students were given a post-test overall learning performance along with the Cognitive Styles Analysis (CSA) (Riding, 1991) which measures an individuals position on two cognitive style dimensions; Verbal-Imagery and Wholist-Analytic. The study concluded that the Verbal-Imagery cognitive style and presentation condition interacted in their effect on overall learning performance. In the text-plus-picture condition, Imagers were superior to Ver balizers, while in the text-plus-text condition the Verbalizers did better than Imagers. The authors also observed that Imagers used more diagrams to illustrate their answers than Verbalizers. The study also discusses the results in terms of their implications for instruction. Elizabeth R. Peterson, Ian J. Deary and Elizabeth J. Austin (2003) assess and examine the reliability of Ridings Cognitive Styles Analysis test (CSA) by comparing the performance on the original CSA test and a new parallel version. Both test versions were completed twice by 50 participants, however, the second time the test was completed approximately a week later. The reliability of the test was measured using parallel forms, test-re-test and split half analysis. Correlations of the Verbal-Imagery (VI) and Wholist-analytic (WA) ratios from both test versions were low. However, when the CSA and parallel form data were combined, the split-half analysis of the Wholist-Analytic (WA) style ratio was stable but the Verbal-Imagery (VI) style ratio remained unreliable. Management education and development practitioners should recognize that individuals learning preferences are likely to vary as a result of cognitive style and that this diversity should be acknowledged and accommodated by practitioners through the use of a variety of instructional methods. Researchers also argue that management education and development will benefit from adopting a variety of modes of presentation which will enable individuals to process information in their habitual modes (i.e. visual or verbal) and using instructional devices (overviews, summaries and different types of advance organizers) which compensate for the weaknesses of individuals habitual modes of organizing and structuring information in memory. In order to encourage self-awareness and hence facilitate learning and strategy development, management education and development practitioners should use the notion of style and its assessment. Therefore, it is now imperative to fully utilize the notion of styl e in the education and development of managers in the 21st century. The study by Eugene Sadler-Smith and Richard Riding (2000) aims to consider the implications of the Wholist-Analytic (WA) and Verbalizer-Imager (VI) dimensions of cognitive style for management education and development. The study presents and examines that at a practical level, the style may exert an influence over learning behavior in a number of ways; by interacting with the mode or structure of the presentation of information; by influencing an individuals propensity to engage in particular types of learning behavior (learning preferences) or through using an awareness of individuals personal styles as a basis for meta-cognitive awareness (learning strategy development). The paper by Eugene Sadler-Smith and Peter J. Smith (2004) presents strategies for accommodating individuals styles and preferences in flexible learning programs. The paper argues that considerable growth and development has taken place in the use of flexible methods of delivery for workplace learning and development. However, while designing programs for flexible learning, the designers often assume that learners exhibit uniformity in their ability to process and organize information (cognitive style), in their tendency towards particular learning formats and media (instructional preferences) and the conscious actions that learners employ to deal with the demands of specific learning situations (learning strategies). Due to such assumptions, the designers of learning materials and trainings may risk ignoring important aspects of individual differences in styles, preferences and strategies. The paper aims to consider some aspects of individual difference that are significant to the d elivery of flexible learning in the workplace, identify some of the challenges that may raise for instructional designers and learning facilitators based on differences in styles and preferences between individuals and suggest ways to accommodate and acknowledge individual differences in styles and preferences in the models of flexible learning design and delivery through the use of a range of instructional design, learning and support strategies. The paper by Pat Burke Guild (2001) examines the effects of diversity, learning styles and culture on the learning performance of learners. The author argues that educators do not believe that all learners learn in the same manner, yet, educators throughout the world continue to treat all learners alike while acknowledging diversity. Educators, today, are aware that students learn in different ways. Theories and extensive research illustrate learning differences among individuals. Learners bring their own individual approach, talents and interests to the learning situation in terms of learning styles, cognitive styles or multiple intelligences. Moreover, individual learners culture, family background and socioeconomic level also affect the learning process. Hence, these theories and principles have an important effect on the opportunities for success for every student in schools. The paper by Teng Pei-Shan, DengchuanCai and Yao-Jen Fan (2009) investigates the relationship between design thinking and design performance in different types of cognition. Designers have the responsibility to understand and care about users cognitive habit to distinguish the difference between thinking and performance in different cognitive styles. The study uses the Cognitive Style Index (CSI) and classifies it into two groups; Analysis and Intuition. The research uses experience and questionnaire methods to test two groups with different cognitive styles, to show the difference of design process performance in thinking and sketch ability while executing the same mission. The study uses 134 design major students. The primary results of the study concluded for the design process that; people in intuition group prefer image thinking and those in analysis group prefer word thinking; people in intuition group have better performance than those in an analysis group. Finally, cognitive style can be applied to design education and work such that educators respect the learning modes of different users and utilize proper ways to gain better learning performance. The paper by James B. Wells, Benjamin H. Layne and Derek Allen (1991) examines the appropriateness and applicability of multimedia instructional strategy in the management development training. The paper also reveals significant differences in the learning styles of supervisors, middle managers and upper managers. It also provides some reasons for the existence of learning style differences and suggests training media and instructional strategies most suited for the dominant learning style of each level of management. The study presents various methodologies and media approaches that can be planned to meet the needs of the training participants. The paper by John Hayes and Christopher W. Allinson (1998) reviews the implications of cognitive styles on the theory and practice of individual and collective learning in organizations. The study evaluates and asses aspects of two contrasting literatures from adjacent fields of individual and organizational learning. The study focuses on the extent to which the individual level construct of cognitive style can be applied covertly to aid understanding at the organizational as well as at the individual level. The paper identifies nine categories of intervention and also focuses on ways in which consideration of cognitive style can improve the effectiveness of interventions designed to improve individual and organizational performance. The paper by David Cook (2005) studies the effects of learning and cognitive styles in web-based learning and presents application of cognitive and learning styles in web-based learning. Web-based learning can reach large, heterogeneous audiences and adaptation to cognitive and learning styles increases its effectiveness. The study uses cognitive and learning style constructs to predict relationships between cognitive and learning styles and the web-based learning. The study suggests that teachers and educators develop web-based learning activities that consider assessing and adapting to accommodate learners defined by the Wholist-Analytic (WA) and active reflective constructs.

The Most Dangerous Game by Richard Cornell Essay -- Richard Cornell Th

â€Å"The Most Dangerous Game†, by Richard Cornell was a story which Mr.Cornell used 8 aspects of fiction to show his point of view that one who has intellect can overcome one who has intelligence or instinct. The character’s used in the story gave the author a way to make his point of view come clear to his audience. The story uses sequence of events. The plot is how the story goes about. The setting is the surroundings of the story, or where it takes place. The suspense is the temporary holding of the information to keep the reading interested, and to keep the reader guessing and wanting to know what will happen so they will continue reading your story. Foreshadowing is the readers way of telling the ‘future’, in other words the writer is giving clues out to the reader so that the reader can produce a hypothesis of what will happen, usually the reader is right, it’s like suspense, when the reader wants to find out if he is right or wrong, it keeps the reader interested. Fantasy is when the reader suspends his disbelief in the story in order to enjoy the work of fiction, in other words the reader just stops disbelieving that some of the things in the story are impossible, and cannot happen. Images are symbols used by the author to reflect the point of view. These 8 aspects of fiction were used by Richard Cornell, in the, â€Å"Most Dangerous Game†, to reveal his point of view that one who has intellect can overcome one who has intelligence or instinct. The characters in the story were Sanger Rainsford and General Zaroff. Now in the story Sanger Rainsford is the victim, and General Zaroff is the predator. Now Sanger Rainsford was a hunter, he was fearless, brave, strong, and smart. He claim’s that he is superior to the animals that he kills. But when he is being hunted himself, his point of view changes. General Zaroff is a hunter, now he hunt’s animals for sport. So he goes on a deserted island and hunts animals. A while has passed and it looks like all the animals on the island have been hunted and killed. General Zaroff then finds Sanger Rainsford washed up onto the island and he thinks, â€Å"why don’t I hunt him†, so that’s what he does. So General Zaroff becomes a people hunter, and Sanger Rainsford becomes his victim. Now the story as I have said before gave the author a way to express his moral or lesson. So he puts Sanger Rainsford on a ship, which sinks at sea... ... examples of images and all the other aspects of fiction.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, The 8 aspects of fiction used by Richard Cornell in the, â€Å"Most Dangerous Game†, was mainly to reveal his point of view that one who has intellect can overcome one who has intelligence or instinct. The characters played a part of the story, in which you can find the good guy and the bad guy. The story at the end, the hunted, Sanger Rainsford makes it out alive using his knowledge and reason. The plot used by the author makes sure the story makes sense and goes in order. The setting gives scenes very important in making the story viewable in the mind of the reader. The suspense keeps readers attracted to the story until the end. The foreshadowing is the clues given out by the author to help the reader make inferences about the story. Fantasy makes the reader suspend his/her disbelief that all the things that are happening in the story are in fact real and have actually happened. And Finally Images were given to the reader to help him/her p icture the story in their mind. So I can say that the authors hypothesis was proven, that one who has intellect could overcome one who has intelligence or instinct.

Chlamydia :: essays research papers

Chlamydia Chlamydia is the most common sexually transmitted infection in the United States. It strikes about 4 million people a year in the U.S.. 100,000 women become infertile each year from a pelvic inflammatory disease (PID), which plugs up or scars the filopian tubes, so the egg can’t reach the uterus. 45% of sexually active teenagers are exposed to the disease at least once. Clamydia is caused by a bacterium, named chlamydia trachomatis. The pathogen enters the body through sexual activity, or when some comes in contact with the infected persons bodily fluids, such as blood, semen, or vaginal fluid. Chlamydia is often unnoticed because the symptoms are often inconspicuous or not present at all. When symptoms do arise, in men, it is usually a clear or white discharge from the penis or a swelling of the testicles, which can lead to infertility if left untreated. 75% of women with the disease show no symptoms. In those that do, it is usually a yellow discharge from the urethra, painful urination, or painful sex. Â ½ of all cases of pelvic inflammatory disease, which leads to an ectopic pregnancy in pregnant women, is caused by chlamydia. Ectopic pregnancy is the leading cause of death of pregnant teens in the inner city and poor neighborhoods. Chlamydia also causes conjunctitis. This is a swelling of the eyes which can lead to blindness. The bacteria also can lead to pneumonia. Although it is the most easily treated STI, most people in danger won’t get checked until complications show, and that is why the disease is spread so much. It takes about three weeks for most people to see symptoms. In that time, they have sexual contact with others and not know they are spreading it. This process goes on and on and some day it could turn into an epidemic. This is why it is called the "silent epidemic". Chlamydia s simple to cure. Physicians prescribe a one day course of an antibiotic, azithromycin, and it’s gone.

Hamlet as a Tragic Hero :: Shakespeare Hamlet Essays

Hamlet as a Tragic Hero William Shakespeare, the greatest playwright of the English language, wrote a total of 37 plays in his lifetime, all of which can be categorized under tragedy, comedy, or history. The Tragedy of Hamlet, Shakespeare's most popular and greatest tragedy, displays his genius as a playwright, as literary critics and academic commentators have found an unusual number of themes and literary techniques present in Hamlet. Hamlet concerns the murder of the king of Denmark and the murdered king's son's quest for revenge. Its main character, Hamlet, possesses a tragic flaw which obstructs his desire for revenge and ultimately brings about his death. This tragic flaw makes him a tragic hero, a character who is destroyed because of a major weakness, as his death at the end could possibly have been avoided were it not for his tragic flaw. Hamlet's flaw of irresolution, the uncertainty on how to act or proceed, is shown when Hamlet sees a play and the passion the actors had, after Hamlet's third soliloquy, in Hamlet's fourth soliloquy, and in Hamlet's indecisive pursuit in avenging his father's death. First, Hamlet's flaw of irresolution is shown when he sees a play and the passion one particular actor had. A group of players has arrived and Hamlet arranges a personal viewing of The Murder of Gonzago with a small portion of his own lines inserted. Hamlet then observes one portion of the play in which one of the players put on a great display of emotion. Hamlet, besieged by guilt and self-contempt, remarks in his second soliloquy of Hamlet of the emotion this player showed despite the fact that the player had nothing to be emotional about. Hamlet observed that he himself had all the reason in the world to react with great emotion and sorrow, yet he failed to show any that could compare with the act of the player. Hamlet calls himself a "rogue and peasant slave" and a "dull and muddy-mettled rascal" who, like a "John-a-dreams", can take no action. Hamlet continues his fiery speech by degrading himself and resoluting to take some sort of action to revenge his father's death. Next, Hamlet's flaw of irresolution is shown after his third soliloquy, the famed "To be or not to be†¦" lines. Hamlet directly identifies his own tragic flaw, remarking of his own inability to act. Hamlet, unsure whether or not the his uncle Claudius was responsible for his father's murder, schemes to have The Murder of Gonzago presented to the royal court, with a few minor changes, so its

Balancing School Essay

The biggest challenge for many of us is how to balance our studies, work and family demands. While we want happy fulfilling lives outside of family, work and school, we have to make personal sacrifices in order to be successful in life. Since time is precious, keeping a balance between three worlds can be a challenge. Fortunately, with proper planning, balance is possible. Every day, I have to make choices and manage my time incredibly well in order to be able to balance my online studies, my work and family demands. In my opinion family demands, work and studies balance are a process, not a static achievement. So, it is important to make the decisions selecting careers and jobs, timing children, allocating roles and responsibilities etc, that will provide the opportunity for balance. The real task of balance takes place on a weekly and daily basis, even from hour to hour . To help me balance and organize my studies, work and family demands, I bought a daily planner. The daily planner comes in very handy and I would recommend it for everyone to use it. It is very practical, its small so you carry it everywhere you go. It helps you organize your daily life, write down assignments and manage your time. Many people do not have the time to go to a classroom when you have a job and a family to spend time with. It can be very challenging when you have to work and take care of your family while you try to go to school. Penn Foster is a good decision that I have made when deciding which school to attend because it is online and the classes are self pace. The field that I have chosen is Paralegal because the job availability is high and the pay is good also. I feel that in this field I will be able to take care of my family a whole lot better and make everything easier for me and my family. I feel that the decision I have made is the right one. My family and friends help me maintain a positive attitude when I get discourage or overwhelmed. I have learned to prioritize things in my life and that helps me achieve my goals. Always plan ahead. First, the most important thing is to use your time wisely. Figure out how you typically spend your day. Make a list of time commitments that cannot be changed. Then, figure out how you spend your unscheduled time. It is important to include all the shifts and upcoming assignments and exams in the schedule. I use Microsoft Outlook calendar for time planning. It is user friendly and a convenient tool for time management. Accurate scheduling helps me to manage time efficiently whereby freeing up time to spend with my family. The first step to achieving balance in your time is to get your family to agree on what the priorities should be. Make them understand that studying often requires long hours. In these instances, support from your family has to be there. Additionally, when children are involved; you may have to re-balance your time so you have time to spend with children. Plan on having a little family time every day and schedule some special family event once a week. So you see balancing work, studies and family can be a challenging but if you put your mind to it you can to it.

Employee Handbook Essay

When employers are putting together the employee handbook, they need to include some legal issues that may apply when there are any disputes or how go along with some procedures. The handbook is used to familiarize the employees with the policies and procedures that are to be followed in the organization. Employers may include certain provisions that dictate how the employees may carry out certain activities without putting the employer’s business in jeopardy. The employers should ensure that they use the right language that will be later be interpreted by the employees in the right manner and that may not be violating employee organizational rights. Most employers ensure that the employee handbook has certain restrictions that prevent employees from sharing the employer’s confidential information with outsiders. Such information is not usually available to the public and if it happens that it is leaked out, it would cause some damages to their business. However, it is under the National Labor Relations act (NLRA) that the employees are free to discuss details about their compensation or conditions against which they have been employed with other people who are not part of the organization. The NLRB prohibits employers from giving policies of this nature. One of the Sections in the NLRA states that employees have a right to join or form unions or even be engaged in concerted activities. However another section states that there are unfair labor practices that may be faced by an employer if employees join or form these unions or engage in other concerted activities. There may be problematic employee organizational rights that are under the NRLA but the employers can draft them in such a way that they are lawful according to the Act. The employers may include some anti-union statements that may be used when employees engage in unfair labor practices. Whatever provisions are included in the handbook about legal considerations such as how the employer may violate the rights of the employees and generally how each party should conduct its activities without hurting each other. ETHICAL CONSIDERATIONS With many and different types of employees from different parts of a nation or even region, there is always a need for the employers to have certain considerations concerning the ethical culture of the organization. The ethical culture of an organization defines how the employees are to carry out all the operations in the organization. Employees are supposed to treat customers with much respect since they are the major source of profits for the organization. They are supposed to take care of the interests of the employers and at the same time take care of their own interests. These interests should not be in conflict since they depend on the employer and the employer also depends on their efforts. The ethical considerations may also involve how to pass information to their core workers or the line managers or even to the top management. They are supposed to use a certain communication channel that has been specified in the employee handbook. Communication is one of the important aspects in a business and therefore employers may consider this as one of the elements that determine the public image that they depict to the general public. Privacy is also a matter of ethical consideration whereby the employees are obligated to keep information about their employer to themselves and not discuss their terms and conditions of their employment. Each organization and employer will have their own considerations to include in the employee handbooks but they should conform to the Acts of the National Labor Relations Act. Roger K. G. , Bankovich, C. & Browning,J. (2005). What’s in Your Employee Handbook? Some Provisions May Be Harmful Rather Than Helpful Under the National Labor Relations Act. ASHHRA/IRI 24th Labor Activity Report. Papademetriou, L. (2003). Employee Handbook: We Scare Because We Care. London: Random House Publishers.