Project Management Processes for a Project Essay

In the pursuit to deliver exceptional product software for internal users of the company, the selection of an appropriate process methodology is imperative. One of the departments noticed that the input data in the company’s internal systems did not reflect the actual data in other department systems. A project team was developed to create a new upgraded system that will sustain data from both departments successfully and accurately. The project scope of the project was to focus on the characteristics of each department particulars and merge into a workable system. The project posed certain obstacles that made the decision to which methodology processes to implement an important one. Some of these obstacles were one of the department’s incoming data that did not take the same route compared to other departments to enter the main database. This posed a problem to making sure that the updated software was able to obtain and sustain the data correctly. In addition, the findings had concluded that this particular issue was one of the main reasons for the discrepancies in the old system. The actual discrepancies of data incoming into the old system automatically would cause misrepresentation across all departments that ended up causing quite of confusion. Therefore, the need to use the appropriate process is critical to ensure that the most difficult obstacles unknowns to most would need to be addressed effectively. The process chosen was from the Project Management Institute that uses the concept of Initiate- Plan – Execute – Control – Close to complete the project. The PMI process demonstrated all the areas of focus to better identify, resolve and complete the needed tasks successfully. The usage of the processes created an opportunity to interact with the team members more directly on specific areas that are yet defined. Due to the complex implementation of technology software that needed to communicate data from two different vantage points, the PMI processes methodology allowed for means to dissect certain components effectively. The first stage of the PMI processes to initiate is actually a way to develop a research agenda, in order, to detect any unforeseen issues or concerns. The research is an area that allows all team members to address certain concerns of the project. The IT department played a pivotal role in providing their vantage point of the technology side for a measure to meet in the final analysis. The research initiative provided an opportunity to see thru the different points of view from a technical aspect that could be misinterpreted thru a different means of project processes. The research format provides the initiation to deter any misconception previously connected to the IT department or other departments that could create road-blocks. The PMI process to beginning with the initiating of the project allows for the identification of all criteria’s leading up to subsequent phases. Therefore, the activity definition went hand in hand with the research portion of the project because it reinforces the identification of the desired deliverables to stakeholders. Thereafter the focus on planning allows for the findings from the research to be a smooth transition to designate on whom, what, and when to go further. The actual planning stage assists in being able to separate the tasks from the dependent tasks to ensure completion of the deliverables. The planning stages reinforce the documented data thru the initiation for any pitfalls in successfully implementing a major system upgrade that will support over 5,000 employees. The planning phase guarantees that the next phase of execution by the team members will be conducted in an orderly process due to the initiation on researching the project. Furthermore, the control phase will secure a means to not go over budget on a major and complex project due to initiation previously set in place. The close of the project will assist in the control phases due to the ability to pull all resources together in a timely matter and on target.

Individual Assignment: Interview Report Essay

Cross-Cultural Realities at Work (individual interview report) In this individual assignment, you are required to interview someone who is different from you (see criteria below) so that you may learn from the interviewee and be able to adequately reflect on the questions for analysis as given below. Please make yourself aware of questions for interview and for analysis before conducting the interview. This interview is designed for students who are learning about diversity. Preparation Find someone who meets all three criteria: at least 7 years older or younger than you are; doing work that you may not imagine yourself doing; and culturally distinctly different from you. Conducting the Interview Your goal is to get the person talking. Listen for what is said, what is implied, and what is not said. Try not to insert your opinions and experience. Use the sample interview questions as below; please feel free to add your own. Start the interview by explaining who you are and why you are interviewing him or her. Thank the person sincerely for giving you his or her time and thoughts. Be sensitive throughout the interview regarding whether the person wants to continue. Sample Interview Questions Start with questions that are easy and comfortable to answer. 1. What kind of work do you do? 2. How long have you been doing it? 3. Can you describe a typical workday? Then move to questions that require more thought and rapport with the interviewer. 1. Why did you end up doing this work? What kind of person often does this sort of work? (And would you consider yourself typical?) 2. What do you like about this work? 3. What is difficult about this work? 4. How do [customers, others in the company, etc.] treat you? What do they  think about the job you do? [Adapt this question to fit your particular interview—try to get at how the person thinks he or she is treated based on his or her work.] 5. How does being a [fill in the blank with a salient cultural category: man, older person, African-American, 20-something, etc.] play into the work you do? 6. Has this work changed the way you think about yourself and about the world? 7. What are some cultural values that are important to you? [It can be family, work, or interpersonal.] Do you think these are similar to or different from mainstream American culture? Please explain your ideas. 8. What do you like best about American culture? What do you like least? [Even if the person is American, he or she will have an opinion about this question that gives you some insight about how he or she views things from his or her perspective.] Thank him or her again. Analysis of Your Interview and Writing Your Report Think about your interview, the person, and his or her work. Please consider these questions as you write your report for this assignment. Make sure to present a well thought response based on your interview and these questions. 1. First, state who the interviewee is and how does he or she meet the three criteria (all three should be met). 2. What aspects of this person’s work determine or indicate his or her status relative to others? 3. What are some of the connections between this person’s work experience and gender, race, age, and/or ethnicity, etc.? 4. What kinds of attitudes, values, and behaviors does this person’s work culture encourage? 5. What attitudes and values held by this person are similar to your own, and which are different? 6. From this interview, what can give us insight into communicating across cultures or across work cultures?

Guidance and Counselling Thesis

Comprehensive Guidance Programs That Work II Norman Gysbers and Patricia Henderson A Model Comprehensive Guidance Program Chapter 1 Norman C. Gysbers The Comprehensive Guidance Program Model described in this chapter had its genesis in the early 1970s. In 1972, the staff of a federally funded project at the University of Missouri-Columbia conducted a national conference on guidance and developed a manual to be used by state guidance leaders as a guide to developing their own manuals for state and local school district use. The manual was published in early 1974 and provided the original description of the Comprehensive Guidance Program Model. From the 1940s to the 1970s, the position orientation to guidance dominated professional training and practice in our schools. The focus was on a position (counselor) and a process (counseling), not on a program (guidance). Administratively, guidance, with its position orientation, was included in pupil personnel services along with other such services as attendance, social work, psychological, psychiatric, speech and hearing, nursing, and medical (Eckerson & Smith, 1966). The position orientation had its beginnings when guidance was first introduced in the schools as vocational guidance. As early as 1910, vocational counselors had been appointed in the elementary and secondary schools of Boston, and by 1915 a central office Department of Vocational Guidance had been established with a director, Susan J. Ginn. The vocational counselors in Boston were teachers who took on the work with no financial return and often no relief from other duties (Ginn, 1924). What were the duties of vocational counselors? The Duties of a Vocational Counselor: 1. To be the representative of the Department of Vocational Guidance in the district; 2. To attend all meetings of counselors called by the director of Vocational Guidance; 3. To be responsible for all material sent out to the school by the Vocational Guidance Department; 4. To gather and keep on file occupational information; 5. To arrange with the local branch librarians about shelves of books bearing upon educational and vocational guidance; 6. To arrange for some lessons in occupations in connection with classes in Oral English and Vocational Civics, or wherever principal and counselor deem it wise; 7. To recommend that teachers show the relationship of their work to occupational problems; 8. To interview pupils in grades 6 and above who are failing, attempt to find the reason, and suggest remedy. 9. To make use of the cumulative record card when advising children; 10. To consult records of intelligence tests when advising children; 11. To make a careful study with grade 7 and grade 8 of the bulletin â€Å"A Guide to the Choice of Secondary School†; 12. To urge children to remain in school; 13. To recommend conferences with parents of children who are failing or leaving school; 14. To interview and check cards of all children leaving school, making clear to them the requirements for obtaining working certificates; 15. To be responsible for the filling in of Blank 249 and communicate with recommendations to the Department of Vocational Guidance when children are in need of employment. (Ginn, 1924, pp. 5-7) As more and more positions titled vocational counselor were filled in schools across the country, concern was expressed about the lack of centralization, the lack of a unified program. In a review of the Boston system, Brewer (1922) stated that work was â€Å"commendable and promising† (p. 36). At the same time, however, he expressed concern about the lack of effective centralization: In most schools two or more teachers are allowed part-time for counseling individuals, but there seems to be no committee of cooperation between the several schools, and no attempt to supervise the work. It is well done or indifferently done, apparently according to the interest and enthusiasm of the individual principal or counselor. p. 35) Myers (1923) made the same point when he stated that â€Å"a centralized, unified program of vocational guidance for the entire school of a city is essential to the most effective work† (p. 139). The lack of a centralized and unified program of guidance in the schools to define and focus the work of vocational counselors presented a serious problem. If there was no agreed-upon, centralized structure to organize and direct the work of building-level vocational counselors, then â€Å"other duties as assigned† could become a problem. As early as 1923 this problem was recognized by Myers (1923). Another tendency dangerous to the cause of vocational guidance is the tendency to load the vocational counselor with so many duties foreign to the office that little real counseling can be done. The principal, and often the counselor himself, has a very indefinite idea of the proper duties of this new office. The counselor’s time is more free from definite assignments with groups or classes of pupils than is that of the ordinary teacher. If well chosen he has administrative ability. It is perfectly natural, therefore, for the principal to assign one administrative duty after another to the counselor until he becomes practically assistant principal, with little time for the real work of a counselor. (p. 141) During the 1920s and 1930s, as formal education was being shaped and reshaped as to its role in society, a broader mission for education emerged. Added to the educational mission was a vocational mission. How did education respond to these additional tasks and challenges? One response was to add pupil personnel work to the education system. What was pupil personnel work? According to Myers (1935), â€Å"pupil personnel work is a sort of handmaiden of organized education. It is concerned primarily with bringing the pupils of the community into the educational environment of the schools in such condition and under circumstances as will enable them to obtain the maximum of the desired development† (p. 804). In his article, Myers (1935) contrasted pupil personnel work and personnel work in industry. He then listed eight activities he would include in pupil personnel work and the personnel who would be involved, including attendance officers, visiting teachers, school nurses, school physicians, as well as vocational counselors. In his discussion of all the activities involved in pupil personnel work and the personnel involved, he stated that â€Å"Probably no activity in the entire list suffers so much from lack of a coordinated programs as does guidance, and especially the counseling part of it† (p. 807). In the late 1920s, in response to the lack of an organized approach to guidance, the services model of guidance was initiated to guide the work of individuals designated as counselors. Various services were identified as necessary to provide to students, including the individual inventory service, information service, counseling service, placement service, and follow-up service (Smith, 1951). By this time too, the traditional way of describing guidance as having three aspects – vocational, educational, and personal-social – was well established. Vocational guidance, instead of being guidance, had become only one part of guidance. By the 1940s and 1950s, guidance was firmly established as a part of pupil personnel services with its emphasis on the position of counselor. Beginning in the 1960s, but particularly in the 1970s, the concept of guidance for development emerged. During this period, the call came to re-orient guidance from what had become an ancillary set of services delivered by a person in a position (the counselor) to a comprehensive, developmental program. The call for reorientation came from diverse sources, including a renewed interest in vocational-career guidance (and its theoretical base, career development), a renewed interest in developmental guidance, concern about the efficacy of the prevailing approach to guidance in the school, and concern about accountability and evaluation. The work of putting comprehensive guidance programs into place in the schools continued in the 1980s. Increasingly, sophisticated models began to be translated into practical, workable programs to be implemented in the schools. As we near the close of the 1990s, comprehensive guidance programs are rapidly encompassing the position orientation to guidance. Comprehensive guidance programs are becoming the major way of organizing and managing guidance in the schools across the country. This chapter begins with a brief review of traditional organizational patterns for guidance. Next, the development of a Comprehensive Guidance Program Model that had its genesis in the early 1970s is presented. The content of the model is described, ollowed by a presentation of the structure of the program, the processes used in the program, and the time allocations of staff required to carry out the program. Finally, there is discussion of the program resources required for the model if it is to function effectively. Traditional Organizational Patterns By the 1960s, the evolution of guidance in the schools had reached a peak. The guidance provisions of the National Defense Education Act of 1958 (Public Law 85-864) caused the nu mber of secondary counselors in schools to increase substantially. Later, due to an expansion of the guidance provisions of the act, elementary guidance was supported and as a result, the number of elementary counselors in schools increased rapidly. Counselors put their expertise to work in schools where three traditional organizational patterns for guidance were prevalent, often under the administrative structure called pupil personnel services or student services; the services model, the process model, or the duties model. In many schools, combinations of these three approaches were used. Services The ervices model had its origins in the 1920s and consists of organizing the activities of counselors around major services including assessment, information, counseling, placement and follow-up. Although the activities that are usually listed under each of these services are important and useful, it is a limited model for three reasons. First, it is primarily oriented to secondary schools. Second, it does not lend itself easily to the identification of student outcomes. And third, it does not specify how the time of counselors should be allocated. Processes The process model had its origins in the 1940s. It emphasizes the clinical and therapeutic aspects of counseling, particularly the processes of counseling, consulting, and coordinating. This model is appealing because it is equally applicable to elementary and secondary counselors. However, the process model has some of the same limitations as the services model: It does not lend itself easily to the identification of student outcomes and it does not specify allocations of counselor time. Duties Often, instead of describing some organizational pattern such as the services model or the process model, counselor duties are simply listed (duties model). Sometimes these lists contain as many as 20-30 duties and the last duty is often â€Å"and perform other duties as assigned from time to time. † Although equally applicable to elementary school and secondary school counselors, student outcomes are difficult to identify and counselor time is almost impossible to allocate effectively. Position Oriented Rather Than Program Focused One result of these traditional organizational patterns has been to emphasize the position of the counselor, not the program of guidance. Over the years, as guidance evolved in the schools, it became position oriented rather than program focused. As a result, guidance was an ancillary support service in the eyes of many people. This pattern placed counselors mainly in a remedial-reactive role – a role that is not seen as mainstream in education. What was worse, this pattern reinforced the practice of counselors performing many administrative-clerical duties because these duties could be defended as being â€Å"of service to somebody. † Because of the lack of an adequate organization framework, guidance had become an undefined program. Guidance had become the add-on profession, while counselors were seen as the â€Å"you-might-as-well† group (â€Å"While you are oing this task, you might as well do this one too†). Because of the absence of a clear organizational framework for guidance, it was easy to assign counselors new duties. Counselors had flexible schedules. And, since time was not a consideration, why worry about removing current duties when new ones were added? Origin of the Comprehensive Gu idance Program Model In October of 1969, the University of Missouri-Columbia conducted a national conference on career guidance, counseling and placement that led to regional conferences held across the country during the spring of 1970. Then in 1971, the University of Missouri-Columbia was awarded a U. S. Office of Education grant under the direction of Norman C. Gysbers to assist each state, the District of Columbia, and Puerto Rico in developing models or guides for implementing career guidance, counseling and placement programs in their local schools. Project staff in Missouri conducted a national conference in St. Louis in January of 1972 and developed a manual (Gysbers & Moore, 1974) to be used by the states as they developed their own guides. The manual that was published in February of 1974 provided the first description of an organizational framework for the Comprehensive Guidance Program Model that was to be refined in later work (Gysbers, 1978; Gysbers & Henderson, 1994; Gysbers & Moore, 1981; Hargens & Gysbers, 1984). The original organizational framework for the Comprehensive Guidance Program Model contained three interrelated categories of functions, and on-call functions. The curriculum-based category brought together those guidance activities which took place primarily in the context of regularly scheduled courses of study in an educational setting. These activities were a part of regular school subjects or were organized around special topics in the form of units, mini courses, or modules. They were based on need statements and translated into goals and objectives and activities necessary for the development of all students. Typical topics focused on self-understanding, interpersonal relationships, decision making, and information about the education, work, and leisure worlds. School counselors were involved directly with students through class instruction, group processes, or individual discussions. In other instances, school counselors worked directly and cooperatively with teachers, providing resources and consultation. Individual facilitation functions included those systematic activities of the comprehensive guidance program designed to assist students in monitoring and understanding their development in regard to their personal, educational, and occupational goals, values, abilities, aptitudes, and interests. School counselors served in the capacity of â€Å"advisers,† â€Å"learner managers,† or â€Å"development specialists. Personalized contact and involvement were stressed instead of superficial contact with each student once a year to fill out a schedule. The functions in this category provided for the accountability needed in an educational setting to ensure that students’ uniqueness remained intact and that educational resources were used to facilitate their life career development. On-call functions focused on direct, immediate responses to stu dents needs such as information seeking, crisis counseling, and teacher/parent/specialist consultation. In addition, on-call functions were supportive of the curriculum-based and individual facilitation functions. Adjunct guidance staff (peers, paraprofessionals, and volunteers/support staff) aided school counselors in carrying out on-call functions. Peers were involved in tutorial programs, orientation activities, ombudsman centers, and (with special training) cross-age counseling and leadership in informal dialogue centers. Paraprofessionals and volunteers provided meaningful services in placement and followup activities, community liaison, career information centers, and club leadership activities. The 1974 version of the model focused on the importance of counselor time usage by featuring â€Å"time distribution wheels† to show how counselors’ time could be distributed to carry out a developmental guidance program. A chart was provided to show how counselors’ time could be distributed across a typical school week using the three categories as organizers. REFINEMENTS TO THE COMPREHENSIVE GUIDANCE PROGRAM MODEL In 1978, Gysbers described refinements that had been made to the model since 1974. By 1978, the focus was on a total comprehensive, developmental guidance program. It included the following elements: definition, rationale, assumptions, content model, and process model. The content model described the knowledge and skills that students would acquire with the help of activities in the guidance program. The process model grouped the guidance activities and processes used in the program into four interrelated categories: curriculum-based processes, individual-development processes, on-call responsive processes, and systems support processes. It is interesting to note the changes that had been made between 1974 and 1978 in the model. The concepts of definition, rationale, and assumptions had been added. The model itself was now organized into two parts. The first part listed the content to be learned by students, while the second part organized into four categories the guidance activities and processes needed in a program. The category of individual facilitation was changed to individual development, the word responsive was added to on-call, and a new category – systems support – was added. Also in 1978, Gysbers described seven steps required to â€Å"remodel a guidance program while living in it†: 1. Decide you want to change. 2. Form work groups. . Assess current programs. 4. Select program model. 5. Compare current program with program model. 6. Establish transition timetable. 7. Evaluate. Between 1978 and 1981, further refinements were made in the model. These refinements appeared in Improving Guidance Programs by Gysbers and Moore (1981). By then, the basic structure of the model was est ablished. The terms â€Å"content model† and â€Å"process model† had been dropped. Also, the steps for remodeling a guidance program, first delineated in 1978, formed the basis for the organization the chapters in Improving Guidance Programs and were described in detail. Between 1981 and 1988, the model was being used by state departments of education and local school districts with increasing frequency. During these years, two school districts in particular became involved: St. Joseph School District, St. Joseph, Missouri and Northside Independent School District, San Antonio, Texas. Hargens and Gysbers (1984), writing in The School Counselor, presented a case study of how the model was implemented in the St. Joseph School District. The work in the Northside Independent School District became the basis for much of the most recent description of the model (Gysbers & Henderson, 1994). As the 1980s progressed, a number of states and a number of additional school districts across the country began to adapt the model to fit their needs. In 1988, the first edition of Gysbers and Henderson’s book Developing and Managing Your School Guidance Program was published by the American Association for Counseling and Development, AACD (now the American Counseling Association, ACA). Using the framework of the model presented in 1981, Gysbers and Henderson expanded and extended the model substantially. Building upon the experiences of a number of local school districts and states and with particular emphasis on the experiences of the Northside Independent School District, the planning, design, implementation, and evaluation phases of the model were elaborated upon in much more detail. Sample forms, procedures, and methods, particularly those from Northside, were used extensively to illustrate the model and its implementation. The second edition of the book Developing and Managing Your School Guidance Program by Gysbers and Henderson was published in 1994. DESCRIPTION OF THE COMPREHENSIVE GUIDANCE PROGRAM MODEL Conceptual Foundation The perspective of human development that serves as the foundation for the model and as a basis for identifying the guidance knowledge, skills, and attitudes (competencies) that students need to master is called life career development. Life career development is defined as self-development over a person’s life span through the integration of the roles, setting, and events in a person’s life. The word life in the definition indicates that the focus of this conception of human development is on the total person – the human career. The word career identifies and relates the many often varied roles that individuals assume (student, worker, consumer, citizen, parent); the settings in which individuals find themselves (home, school, community); and the events that occur over their lifetimes (entry job, marriage, divorce, retirement). The word development is used to indicate that individuals are always in the process of becoming. When used in sequence, the words life career development bring these separate meaning words together, but at the same time a greater meaning evolves. Life career development describes total individuals – unique individuals, with their own lifestyles (Gysbers & Moore, 1974, 1975, 1981). The meaning of the word career in the phrase life career development differs substantially from the usual definition of the term. Career focuses on all aspects of life as interrelated parts of the whole person. The term career, when viewed from this broad perspective, is not a synonym for occupation. People have careers; the marketplace has occupations. Unfortunately, too many people use the word career when they hould use the word occupation. All people have careers – their lives are their careers. Finally, the words, life career development do not delineate and describe only one part of human growth and development. Although it is useful to focus at times on different areas (e. g. , physical, emotional, and intellectual), it is also necessary to integrate these areas. Life career development is an organizing and integrating concept f or understanding and facilitating human development. Wolfe and Kolb (1980) summed up the life view of career development as follows: Career development involves one’s whole life, not just occupation. As such, it concerns the whole person, needs and wants, capacities and potentials, excitements and anxieties, insights and blind spots, warts and all. More than that, it concerns his/her life. The environment pressures and constraints, the bonds that tie him/her to significant others, responsibilities to children and aging parents, the total structure of one’s circumstances are also factors that must be understood and reckoned with, in these terms, career development and personal development converge. Self and circumstances – evolving, changing, unfolding in mutual interaction – constitute the focus and the drama of career development. (pp. 1-2) COMPREHENSIVE GUIDANCE PROGRAM MODEL ELEMENTS The model program (see Figure 1. 1) consists of three elements: content, organizational framework, and resources. CONTENT There are many examples today of content (student knowledge and skills) for guidance. The content is generally organized around areas or domains such as career, educational, and personal-social. Most often, the content is stated in a student competency format. For purposes of this chapter, the three domains of human development that are featured in the life career development concept are presented here: self-knowledge and interpersonal skills; life roles, setting and events; and life career planning (Gysbers & Henderson, 1994; Gysbers & Moore, 1974, 1981). Student competencies are generated from these domains to provide example program content for the model. Self-knowledge and Interpersonal Skills In the self-knowledge and interpersonal skills domain of life career development, the focus is on helping students understand themselves and others. The main concepts of this domain focus on students’ awareness and acceptance of themselves, their awareness and acceptance of others, and their development of interpersonal skills. Within this domain, students begin to develop an awareness of their interpersonal characteristics – interests, aspirations, and abilities. Students learn techniques for self-appraisal and the analysis of their personal characteristics in terms of a real-ideal self-continuum. They begin to formulate plans for self-improvement in such areas as physical and mental health. Individuals become knowledgeable about the interactive relationship of self and environment in such a way that they develop personal standards and a sense of purpose in life. Students learn how to create and maintain relationships and develop skills that allow for beneficial interaction within those relationships. They can use self-knowledge in life career planning. They have positive interpersonal relations and are self-directed in that they accept responsibility for their own behavior. See Figure 1. 1 Below The model program consists of three elements: content, organizational framework, and resources. Comprehensive Guidance Program Elements Content Organizational Framework, Activities, Time Resources COMPETENCIES †¢ †¢ †¢ Student Competencies Grouped by domains STRUCTURAL COMPONENTS †¢ Definition †¢ Assumptions †¢ Rational PROGRAM COMPONENTS SAMPLE PROCESSES Guidance Curriculum Structured Groups Classroom presentations Individual Planning Advisement Assessment Placement & Follow-up †¢ Responsive Services Individual counseling Small group counseling Consultation Referral System Support Management activities Consultation Community outreach Public relations †¢ †¢ RESOURCES †¢ Human †¢ Financial †¢ Political SUGGESTED DISTRIBUTION OF TOTAL COUNSELOR TIME Elementary School 35-45% 5-10% 30-40% 10-15% Middle/Junior School 25-35% 15-25% 30-40% 10-15% High School 15-25% 25-35% 25-35% 15-20% Guidance Curriculum Individual Planning Responsive Services System Support Life Roles, Settings, and Events The emphasis in this domain of lif e career development is on the interrelatedness of various life roles (learner, citizen, consumer), settings (home, school, work, and community), and events (job entry, marriage, retirement) in which students participate over the life span. Emphasis is given to the knowledge and understanding of the sociological, psychological, and economic dimensions and structure of their worlds. As students explore the different aspects of their roles, they learn how stereotypes affect their own lives and others’ lives. The implications of futuristic concerns is examined and related to their current lives. Students learn the potential impact of change in modern society and the necessity of being able to project themselves into the future. In this way, they begin to predict the future, foresee alternatives they may choose, and plan to meet the requirements of the life career alternatives they may choose. As a result of learning about the multiple options and dimensions of their worlds, students understand the reciprocal influences of life roles, settings, and events, and they can consider various lifestyle patterns. Life Career Planning The life career planning domain in life career development is designed to help students understand that decision making and planning are important tasks in everyday life and to recognize the need for life career planning. Students learn about the many occupations and industries in the work world and of their groupings according to occupational requirements and characteristics, as well as learning about their own personal skills, interests, values, and aspirations. Emphasis is placed on students’ learning of various rights and responsibilities associated with their involvement in a life career. The central focus of this domain is on the mastery of decision-making skills as a part of life career planning. Students develop skills in this area by learning the elements of the decision-making process. They develop skills in gathering information from relevant sources, both external and internal, and learn to use the collected information in making informed and reasoned decisions. A major aspect of this process involves the appraisal of personal values as they may relate to prospective plans and decisions. Students engage in planning activities and begin to understand that they can influence their future by applying such skill. They accept responsibility for making their own choices, for managing their own resources, and for directing the future course of their own lives. ORGANIZATIONAL FRAMEWORK The model program (see Figure 1. 1) contains seven components organized around two major categories: structural components and program components (Gysbers & Henderson, 1994; Gysbers & Moore, 1981). The three structural components describe the student focus of the program and how the program connects to other educational programs (definition), offer reasons why the program is important and needed (rational), and provide the premises upon which the program rests (assumptions). The four program components delineate the major activities and the roles and responsibilities of personnel involved in carrying out the guidance program. These four program elements are as follows: guidance curriculum, individual planning, responsive services, and system support. Structural Components Definition The program definition includes the mission statement of the guidance program and its centrality within the school district’s total educational program. It delineates the competencies that individuals will possess as a result of their involvement in the program, summarizes the components, and identifies the program’s clientele. Rational The rationale discusses the importance of guidance as an equal partner in the educational system and provides reasons why students need to acquire the competencies that will accrue as a result of their involvement in a comprehensive guidance program. Included are conclusions drawn from student and community needs assessments and statements of the goals of the local school district. Assumptions Assumptions are the principles that shape and guide the program. They include statements regarding the contributions that school counselors and guidance programs make to students’ development, the premises that undergird the comprehensiveness and the balanced nature of the program, and the relationships between the guidance program and the other educational programs. Program Components An examination of the needs of students, the variety of guidance methods, techniques, and resources available, and the increases expectations of policy-makers and consumers indicates that a new structure for guidance programs in the schools is needed. The position orientation organized around the traditional services (information, assessment, counseling, placement, and follow-up) and three aspects (educational, personal-social, and vocational) of guidance is no longer adequate to carry the needed guidance activities in today’s schools. When cast as a position and organized around services, guidance is often seen as ancillary and only supportive to instruction, rather than equal and complementary. The â€Å"three aspects† view of guidance frequently has resulted in fragmented and eventoriented activities and, in some instances, the creation of separate kinds of counselors. For example, educational guidance is stressed by academic-college counselors, personalsocial guidance becomes the territory of mental health counselors, and vocational guidance is the focus of vocational counselors. If the traditional structures for guidance in the schools are no longer adequate, what structure is needed? One way to answer this question is to ask and answer the following questions: Are all students in need of specific knowledge, skills, and attitudes that are the instructional province of guidance programs? Do all students need assistance with their personal, educational, and occupational plans? Do some students require special assistance in dealing with developmental problems and immediate crises? Do educational programs in the school and the staff involved require support that can be best supplied by school counselors? An affirmative answer to these four questions implies a structure that is different from the traditional position model. A review of the variety of guidance methods, techniques, and resources available today and an understanding of the expectations of national and state policy-makers and consumers of guidance also suggests the needs for a different model. The structure suggested by an affirmative answer to the four questions and by a review of the literature is a program model of guidance techniques, methods, and resources organized around four interactive program components: guidance curriculum, individual planning, responsive services, and system support (Gysbers & Henderson, 1994; Gysbers & Moore, 1981). The curriculum component was chosen because a curriculum provides a vehicle to impart guidance content to all students in a systematic way. Individual planning was included as a part of the model because of the increasing need for all students to systematically plan, monitor, and manager their development and to consider and take action on their next steps personally, educationally, and occupationally. The responsive services component was included because of the need to respond to the direct, immediate concerns of students, whether these concerns involve crisis counseling, referral, or consultation with parents, teachers, or other specialists. Finally, the system support component was included because, if the other guidance processes are to be effective, a variety of support activities such as staff development, research, and curriculum development are required. Also, system support encompasses the need for the guidance program to provide appropriate support to other programs in including assuming â€Å"fair share† responsibilities in operating the school. These components, then, serve as organizers for the many guidance methods, techniques, and resources required in a comprehensive guidance program. In addition, they also serve as a check on the comprehensiveness of the program. A program is not comprehensive unless counselors are providing activities to students, parents, and staff in all four program components. Guidance Curriculum This model of guidance is based on the assumption that guidance programs include content that all students should learn in a systematic, sequential way. In order for this to happen, counselors must be involved in teaching, team teaching, or serving as a resource for those who teach a guidance curriculum. This is not a new idea; the notion of guidance curriculum has deep, historical roots. What is new however, is the array of guidance and counseling techniques, methods, and resources currently available that work best as part of a curriculum. Also new is the concept that a comprehensive guidance program has an organized and sequential curriculum. The guidance curriculum typically consists of student competencies (organized by domain) and structured activities presented systematically through such strategies as the following: †¢ Classroom Activities Counselors teach, team teach, or support the teaching of guidance curriculum learning activities or unites in classrooms. Teachers also may teach such units. The guidance curriculum is not limited to being part of only one or two subjects but should be included in as many subjects as possible throughout the total school curriculum. These activities may be conducted in the classroom, guidance center, or other school facilities. †¢ Group Activities Counselors organize large-group sessions such as career days and educational/college/vocational days. Other members of the guidance team, including teachers and administrators, may be involved in organizing and conducting such sessions. Although counselors’ responsibilities include organizing and implementing the guidance curriculum, the cooperation and support of the entire faculty are necessary for its successful implementation. Individual Planning Concern for individual student development in a complex society has been a cornerstone of the guidance movement since the days of Frank Parsons. In recent years the concern for individual student development has intensified as society has become more complex. This concern is manifested in many ways, but perhaps is expressed most succinctly in a frequently stated guidance goal: â€Å"Helping all students become the persons they are capable of becoming. † To accomplish the purposes of this component of the Model, activities and procedures are provided to assist students in understanding and periodically monitoring their development. Students come to terms with their goals, values, abilities, aptitudes, and interests (competencies) so they can continue to progress educationally and occupationally. Counselors become â€Å"person-development-and-placement specialists. † Individual planning consists of activities that help students to plan, monitor, and manage their own learning and their personal and career development. The focus is on assisting students, in close collaboration with parents, to develop, analyze, and evaluate their educational, occupational, and personal goals and plans. Individual planning is implemented through such strategies as: †¢ Individual Appraisal Counselors assist students to assess and interpret their abilities, interests, skills, and achievement. The use of test information and other data about students is an important part of helping them develop immediate and long-range goals and plans. †¢ Individual Advisement Counselors assist students to use self-appraisal information along with personal-social, educational, career, and labor market information to help them plan and realize their personal, educational, and occupational goals. †¢ Placement Counselors and other educational personnel assist students to make the transition from school to work or to additional education and training. Responsive Services Problems relating to academic learning, personal identity issues, drugs, and peer and family relationships are increasingly a part of the educational scene. Crisis counseling, diagnostic and remediation activities, and consultation and referral must continue to be included as an ongoing part of a comprehensive guidance program. In addition, a continuing need exists for the guidance program to respond to the immediate information-seeking needs of students, parents, and teachers. The responsive services component organizes guidance techniques and methods to respond to these concerns and needs as they occur; it is supportive of the guidance curriculum and individual planning components as well. Responsive services consist of activities to meet the immediate needs and concerns of students, teachers, and parents, whether these needs or concerns require counseling, consultation, referral, or information. Although counselors have special training and possess skills to respond to immediate needs and concerns, the cooperation and support of the entire faculty are necessary for this component’s successful implementation. Responsive services are implemented through such strategies as: †¢ Consultation Counselors consult with parents, teachers, other educators, and community agencies regarding strategies to help students deal with and resolve personal, educational, and career concerns. †¢ Personal Counseling Counseling is provided on a small-group and individual basis for students who have problems or difficulties dealing with relationships, personal concerns, or normal developmental tasks. The focus is on assisting students to identify problems and causes, alternatives, possible consequences, and to take action when appropriate. †¢ Crisis Counseling Counseling and support are provided to students or their families facing emergency situations. Such counseling is normally short term and temporary in nature. When necessary, appropriate referral sources are used. †¢ Referral Counselors use other professional resources of the school and community to refer students when appropriate. These referral sources may include: mental health agencies employment and training programs vocational rehabilitation juvenile services social services special school programs (special or compensatory education) The responsive services component also provides for small-group counseling. Small groups of students with similar concerns can be helped by intensive small-group counseling. All students may not need such assistance, but it is available in a comprehensive program. Adjunct guidance staff—peers, paraprofessionals, volunteers—can aid counselors in carrying out their responsive activities. Peers can be involved in tutorial programs, orientation activities, ombudsman functions and, with special training, cross-age counseling and leadership in informal dialog. Paraprofessionals and volunteers can provide assistance in such areas as placement, follow-up, and community-school-home liaison activities. System Support The administration and management of a comprehensive guidance program require an ongoing support system. That is why system support is a major program component. Unfortunately, it is often overlooked or only minimally appreciated. And yet, the system support component is as important as the other three components. Without continuing support, the other three components of the guidance program are ineffective. This component is implemented and carried out through such activities as the following: †¢ Research and Development Guidance program evaluation, follow-up studies, and the continued development and updating of guidance learning activities are some examples of the research and development work of counselors. †¢ Staff/Community Public Relations The orientation of staff and the community to the comprehensive guidance program through the use of newsletters, local media, and school and community presentations are examples of public relations work. †¢ Professional Development Counselors must regularly update their professional knowledge and skills. This may include participation in school inservice training, attendance at professional meetings, completion of postgraduate course work, and contributions to the professional literature. †¢ Committee/Advisory Boards Serving on departmental curriculum committees and community committees or advisory boards are examples of activities in this area. †¢ Community Outreach Included in this area are activities designed to help counselors become knowledgeable about community resources, employment opportunities, and the local labor market. This may involve counselors visiting local businesses and industries and social services agencies. Program Management and Operations This area includes the planning and management tasks needed to support the activities of a comprehensive guidance program. Also included in the system support component are activities that support programs other than guidance. These activities may include counselors being involved in helping interpret student test re sults to teachers, parents, and administrators, serving on departmental curriculum committees (helping interpret student needs data for curriculum revision), and working with school administrators (helping interpret student needs and behaviors). Care must be taken, however, to watch the time given to these duties because the primary focus for counselors is their work in the first three components of the comprehensive guidance program. It is important to realize that if the guidance program is well run, focusing heavily on the first three components, it will provide substantial support for other programs and personnel in the school and the community. Program Time Counselors’ professional time is a critical element in the Model. How should professional certified counselors spend their time? How should this time be spread across the total program? In this Model, the four program components provide the structure for making judgments about appropriate allocations of counselors’ time. One criterion to be used in making such judgments is the concept of program balance. The assumption is that counselor time should be spread across all program components, but particularly the first three. Another criterion is that different grade levels require different allocations of counselor time across the program components. For example, at the elementary level, more counselor time is spent working in the curriculum with less time spent in individual planning. In the high school, these time allocations are reversed. How counselors in a school district or school building plan and allocate their time depends on the needs of their students and their community. Once chosen, time allocations are not fixed forever. The purpose for making them is to provide direction to the program and to the administrators and counselors involved. Since the Model is a â€Å"100 percent program,† 100 % of counselors’ time must be spread across the four program components. Time allocations are changed as new needs arise, but nothing new can be added unless something else is removed. The assumption is that professional counselors spend 100 % of their time on task, implementing the guidance program. What are some suggested percentages? As an example, the state of Missouri (Starr & Gysbers, 1997) has adopted suggested percentages of counselor time to be spent on each program component. These suggested percentages were recommended by Missouri counselors and administrators who had participated in the field-testing of the Missouri adaptation of the Comprehensive Guidance Program Model: Percent ES M/JH HS Guidance Curriculum 35-45 25-35 15-25 Individual Planning 05-10 15-25 25-35 Responsive Services 30-40 30-40 25-35 System Support 10-15 10-15 15-20 Resources Human Human resources for the guidance program include such individuals as counselors, teachers, administrators, parents, students, community members, and business and labor personnel. All have roles to play in the guidance program. While counselors are the main providers of guidance and counseling services and coordinators of the program, the involvement, cooperation, and support of teachers and administrators is necessary for the program to be successful. The involvement, cooperation, and support of parents, community members, and business and labor personnel also is critical. A SchoolCommunity Advisory Committee is recommended to bring together the talent and energy of school and community personnel. The School-Community Advisory Committee acts as a liaison between the school and community and provides recommendations concerning the needs of students and the community. A primary duty of this committee is to advise those involved in the guidance program. The committee is not a policy- or decision-making body; rather, it is a source of advice, counsel, and support and is a communication link between those involved in the guidance program and the school and community. The committee is a permanent part of the guidance program. A community person should be the chairperson. The use and involvement of an advisory committee will vary according to the program and the community. It is important, however, that membership be more than in name only. Members will be particularly helpful in developing and implementing the public relations plan for the community. Financial The financial resources of a comprehensive guidance program are crucial to its success. Examples of financial resources include budget, material, equipment, and facilities. The Model highlights the need for these resources through its focus on the physical space and equipment required to conduct a comprehensive program in a school district. To make the guidance curriculum, individual planning, responsive services, and system support components function effectively, adequate guidance facilities are required. Traditionally, guidance facilities have consisted of an office or suite of offices designed primarily to provide one-to-one counseling or consultation assistance. Such arrangements have frequently included reception or waiting areas that serve as browsing rooms where students have access to displays or files of educational and occupational information. Also, this space has typically been placed in the administrative wing of the school so that the counseling staff can be near the records and the administration. The need for individual offices is obvious because of the continuing need to carry on individual counseling sessions. A need also exists, however, to open up guidance facilities and make them more accessible to all students, teachers, parents, and community members. One way to make guidance facilities more usable and accessible is to reorganize traditional space into a guidance center. A guidance center brings together available guidance information and resources and makes them easily accessible to students. The center is used for such activities as group sessions, student self-exploration, and personalized research and planning. At the high school level, students receive assistance in areas such as occupational planning, job entry and placement, financial aid information and postsecondary educational opportunities. At the elementary school level, students and their parents receive information about the school, the community, and parenting skills; they also read books about personal growth and development. An area for play therapy can be provided in the guidance center. Although the center is available for use to school staff and community members, it is student centered, and many of the center activities are student planned as well as student directed. At the same time, the center is a valuable resource for teachers in their program planning and implementation. Employers, too, will find the center useful when seeking part-time or full-time workers. Clearly, the impact of the center on school and community can be substantial. If community members and parents are involved in the planning and implementation of the center and its activities, their interest could provide an impetus for the involvement of other community members. When parents and community members become involved in programs housed in the center, they experience the guidance program firsthand. Through these experiences, new support for the program may develop. The guidance center is furnished as comfortably as possible for all users. Provision is made for group as well as individual activities. Coordinating the operation of the guidance center is the responsibility of the guidance staff, but all school staff can be involved. It is recommended that at least one paraprofessional be a part of the staff to ensure that clerical tasks are carried out in a consistent and ongoing manner. Political Education is not simply influenced by politics, it is politics. The mobilization of political resources is key to a successful guidance program. Full endorsement of the guidance program by the Board of Education as a â€Å"program of studies of the district† is one example of mobilizing political resources. Another example is a clear and concise school district policy statement that highlights the integral and central nature of the school district’s comprehensive guidance program to other programs in the school district. Putting It All Together What does the Program Model look like when all of the Model’s elements are brought together? Figure 1 (see page 12) presents the Model on one page so that the three program elements can be seen in relationship to each other. Notice that the three program elements (program content, program structure, processes, and time, and program resources) represent the â€Å"means† of the program. Without these means in place, it is impossible to achieve the full results of the program and to fully evaluate the impact of the program on the students, the school, and the community. Some Final Thoughts The Program Model, by definition, leads to guidance activities and structured group experiences for all students. It de-emphasizes administrative and clerical tasks, one-toone counseling only, and limited accountability. It is proactive rather than reactive. Counselors are busy and unavailable for unrelated administrative and clerical duties because they have a guidance program to implement. Counselors are expected to do personal and crisis counseling as well as provide structured activities to all students. To fully implement the Program Model it is important that the program be as follows: 1. Understood as student-development oriented, not school maintenance-administrativeoriented. 2. Operated as a 100 % program; the four program components constitute the total program; there are no add-ons. 3. Started the first day of school and ended on the last day of school; not started in the middle of October with an ending time in April so that administrative, nonguidance tasks can be completed. . Understood as program focused, not position focused. 5. Understood as education-based, not agency or clinic based. References Brewer, J. M. (1922). The vocational guidance movement: Its problems and possibilities. New York: The Macmillan Company. Eckerson, L. O. , & Smith, H. M. (1966). Scope of pupil personnel services. Washington, DC: U. S. Government Printing Office. Ginn, S. J. (19 24). Vocational guidance in Boston Public Schools. The Vocational Guidance Magazine, 3, 3-7. Gysbers, N. C. (1978). Remodeling your guidance program while living in it. Texas Personnel and Guidance Association Journal, 6, 53-61. Gysbers, N. C. , & Henderson, P. (1994). Developing and managing your school guidance program (2nd ed. ). Alexandria, VA: American Association for Counseling and Development. Gysbers, N. C. , & Moore, E. J. (1974). Career guidance, counseling and placement: Elements of an illustrative program guide (A life career development perspective). Columbia, MO: University of Missouri, Columbia. Gysbers, N. C. , & Moore, E. J. (1975). Beyond career development—life career development. Personnel and Guidance Journal, 53, 647-652. Gysbers, N. C. , & Moore, E. J. (1981). Improving guidance programs. Englewood Cliffs, NJ: Prentice Hall. Hargens, M. , & Gysbers, N. C. (1984). How to remodel a guidance program while living in it: A case study. The School Counselor, 30, 119-125. Myers, G. E. (1923). Critical review of present developments in vocational guidance with special reference to future prospects. The Vocational Guidance Magazine, 2 (6), 139-142. Myers, G. E. (1935). Coordinated guidance: Some suggestions for a program of pupil personnel work. Occupations, 13 (9), 804-807. Smith G. E. (1951). Principles and practices of the guidance program. New York: The Macmillan Company. Starr, M. F. , & Gysbers, N. C. (1997). Missouri comprehensive guidance: A model for program development, implementation and evaluation (1997 Rev. ). Jefferson City: Missouri Department of Elementary and Secondary Education. Wolfe, D. M. , & Kolb, D. A. (1980). Career Development, personal growth, and experimental learning. In J. W. Springer (Ed. ), Issues in career and human resource development (pp. 1-56). Madison, WI: American Society for Training and Development.

The Discussion part for paper of Customers and marketers co-creating a Essay

The Discussion part for paper of Customers and marketers co-creating a purchase experience - Essay Example Customer purchases is not only about products and services. The personal experience of the customers upon purchasing a product and/or services also matters. The process of co-creation is important since it could enable the customers to develop a more valuable experience and emotional attachment with the company’s product and/or a specific brand name. This kind of relationship between the customers and marketers is vital in the development and strengthening of customers’ satisfaction and loyalty. The Co-creation theory focuses merely on the relationship between the customers and the marketers. Highlighting the role of employees and customer service manager in co-creation theory could create a more promising effect on the customers’ attitude and behavioural loyalty. Customers’ emotional loyalty is another aspect that can be included in the theory model since it has equally proven to be a result of strengthening the relationship between the customers and the marketers. Another area of consideration is the customer complaint management and service recovery since both could support and strengthen the customers’ satisfaction. Co-creation marketing approach could lead to customer satisfaction and trust that is needed in order to strengthen the relationship between the customers and the marketers. A strong relationship bond between the two is essential in developing and maintaining customers’ loyalty. Based on the research method that was presented in this study, satisfying the customers has more relevance in strengthening the relationship between the customers and the marketers more than establishing ‘trust’ alone. Therefore, marketers should focus more on customers’ satisfaction in order to strengthen the relationship between the two and for the marketers to achieve attitudinal and behavioural loyalty from the customers. Increasing the customers’ satisfaction is not totally dependent on

American history Assignment Example | Topics and Well Written Essays - 500 words - 4

American history - Assignment Example 9. Known as the impeachment of President Andrew Johnson, this was a great event in the political life of the United States. The reasons for his impeachment were based on eleven articles in the impeachment law such as misdemeanors, crimes, and disregard of the tenures of office act. 12. The Scalawags were a group of native white southerners, who during the reconstruction of the United States joined the Republican Party and advocated for compliance with congressional reconstruction. 13. Three requirements set for the Southern states to address before being readmitted to were; to declare that secession null and void, accept the thirteenth Amendment and agreeing to not pay the war debts incurred by them. 14. During the reconstruction period, there were significant changes through the passage of fundamental laws such as the 14th and 15th Amendments. There were 16% African American were elected and served in the Congress. 16. President Ulysses S. Grant’s administration was rocked by several infamous corruption scandals. Among the major scandals was in the gold market which involved two characters who attempted to inflate the price of gold. 17. The North felt that the freed slaves were given too much freedom and rights. They abandoned their participation in protecting the rights of the freed slaves and subsequently this meant the abandonment of Reconstruction. Roark, James L., Michael P. Johnson, Patricia Cline Cohen, Sarah Stage, Alan Lawson, and Susan M. Hartmann. "The Expanding Republic."Â  The American Promise: A History of the United States. 4th ed. St. Martins USA: Bedford,

Psychology Essay Example | Topics and Well Written Essays - 500 words - 7

Psychology - Essay Example But when they look at themselves in the mirror, they see only the imperfections of which they are already well aware. The good news is that if we can’t depend on our own judgment and we’re mistrustful of the reassurances of our friends, it has been established that people have the inherent capability to alter how others perceive the way they look simply in the way they present themselves. â€Å"When you’re convinced you look good, others see you in a more favorable light† (Flora, 2006). People, mostly women, tend to feel more attractive around people who aren’t as appealing as they are and less attractive around people they perceive as having more appealing features. These social comparisons occur constantly and automatically, not only when strangers are deliberately scrutinized. Psychologists refer to this phenomenon as the ‘contrast effect.’ According to Richard Robins, professor of psychology at the University of California, Davis, women universally use a scale for beauty that is unreasonable. For example, in a study, neither gender used people such as Einstein as a comparison when appraising their own intelligence, but women compare a biased view of their own beauty to that of super models. Another study showed how self-awareness of appearance affects cognitive actions. When males and females were given a math test, both genders had similar results but when another test was given with the females dressed in swimsuits, they scored much lower than their male counterparts. When the men wore swimsuits, the difference was negligible. I am not surprised to find that studies show women to be more obsessed with their outward appearance than men. Society has long established the idea that a woman’s only value is reflected in the quality of the man she can attract. Since men tend to base their own preferences upon the outward appearance of women, it becomes necessary for women to be concerned with doing all she can to attract the

Evaluation of critical areas of an information system Coursework

Evaluation of critical areas of an information system - Coursework Example †¦.†¦10 3.1 Capturing International Companies by use of Information Systems†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.11 4.1 Complex Information in IT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 4.2 Solutions to the IT Issues†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.13 5.1 Case study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..13 6.1Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†¦Ã¢â‚¬ ¦14 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.....16 Evaluation of Critical Areas of an Information System 1.1 Introduction Information system is used in management of organizations in order for decisions concerning the organizations to be made. Information systems help the management to improve the performance of the organization in order to expand its production and bring out an understanding of the information in the organization. The Unilever Company is one of the organizations which use information systems for the purpose of bringing in an effective working condition and thus contributing to competitive advantage. An organization may use different information systems which help in improving the performance of the organization. 1.2 Organization u nderstanding of the information system Unilever Company uses the information system to ensure that the business goals and objectives are met. Therefore, the organization uses technologies and techniques which help in planning for the systems which can be used to improve the working environment of such an organization. The use of information systems at Unilever Company brings in an effective and proper working condition... The information system is one of the systems which help the management of an organization to make decisions which have a great effect on the organization’s operations. With proper management in the organization, it means that the decisions made are proper, which have bees accessed, interpreted and evaluated. The various types of information systems are used to ensure that each person in the organization is in a position to come up with the best decision which affects the organization. A successful organization is that those decisions are made effectively and efficiently by the proper individuals. The decisions made are made so as to bring in an effect in the organization’s operations. All the activities in the organization are considered because they affect the success or failure of that particular organization. The information systems affect the human resource and the marketing environments of the organization as well. However, there are issues which come along with th e decision making in the organization, which affect the making of decisions that are well valuated. These issues should be dealt with in order to bring in a better organizational perspective that is able to solve all the organizational problems.

Statistic analysis of an exporting apple company Essay

Statistic analysis of an exporting apple company - Essay Example Statistic analysis of an exporting apple company This is statistically significant for this indicates that in promoting slow moving dog products, these items will be placed on the waist level shelves. This also applies for goods that need to be sold immediately like old stocks and products approaching expiration dates. Through this, inventory and the First-In-First-Out products will be controlled. An apple exporting company is currently retrenching and would like to reduce the number of packers in one of their processing plants from 3 packers to only 2. In finding out the most efficient packers, they conducted a 8 hour study for 6 days based on their speed in packing apples. Below are six study results for the three packers indicating the number of boxes packed in 8 hours. Which packer is best? An industrial psychologist is interested in brainstorming among groups as a means of solving complex problems and she decides to manipulate two types of problem â€Å"sets† or attitudes. She selects 6 groups of four people to participate in the experiment. Three of the groups are given problem â€Å"set† 1 and three of the groups are given problem â€Å"set† 2. In addition, however, two of the participants in each group are males and two are females. She measures number of problems solved by each individual after group discussions at the end of each of three sessions (max = 30). Examine all interesting effects, present important data, and consider problems in the analysis. Total Problem "set" 1 G11 Males S1 8 S2 7 Females S3 27 S4 24 G12 Males S5 20 S6 24 Females S7 27 S8 28 G13 Males S9 14 S10 18 Females S11 27 S12 26 Problem "set" 2 G24 Males S13 26 S14 30 Females S15 4 S16 8 G25 Males S17 26 S18 29 Females S19 15 S20 18 G26 Males S21 28 S22 28 Females S23 8 S24 12 1) sH0 : AProblemSet 1 = 2 G/A 1 = 2 = 3 = 4 = 5 = 6 BGender M = F (A)B 1M = 2M = 1F = 2F sHa : Not sH0 2) Between Subjects Hierarchical S2(G3B2/A2) 2-tailed (A): (1,4) = 7.71 (G/A): (4,12) = 3.26 (B): (1,4) = 7.71 (AB): (1,4) = 7.71 (GB/A): (4,12) = 3.26 3) = .05 4) Final Source Table: Source DF Sum of Squares Mean Square F-Value F-crit A Problem Set 1 13.50 13.50 .29 7.71 G/A Groups 4 187.83 46.95 10.25* 3.26 B Gender 1 48.17 48.17 1.36 7.71 AB Problem Set*Gender 1 1204.17 1204.17 34.12* 7.71 (GB/A) 4 141.17 35.29 7.70* 3.26 S(GB/A) 12 55.00 4.58 T 23 1649.83 A Problem Set, B Gender, and AB Problem Set*Gender F values are different from SAS output. Why 1 - First, have to test to determine proper error term to use; Fcrit (4, 12) = 3.26 , = .05 G/A / S(GB/A) = 46.96 / 4.58 = 10.25* so must use G/A to test A. F ratio for A = 13.50 / 46.95 = .29, NS Fcrit (4, 12) = 3.26 , = .05 GB/A / S(GB/A) = 35.29 / 4.58 = 7.71* so must use GB/A to test B and AB F ratio for B = 48.17 / 35.29 = 1.36, NS F ratio for AB = 1204.17 / 35.29 = 7.70* significant! (Didn't really need to do this because the group error terms were significant at .05 and cannot be pooled) Subsequent Tests: LSDAB = 2.78 [2(35.29) / 6] = 9.53 M Female-P1 - M Female-P2 = 26.50 - 10.83 = 15.67* M Male-P1 - M Male-P2 = 15.17 - 27.83 = -12.66* 5) The data indicate there was no significant main effect for Problem Set, F(1,4) = 0.29, MSe = 46.95, or for Gender, F(1,4) = 1.36,

Art Apprecition IP Week Two Essay Example | Topics and Well Written Essays - 500 words

Art Apprecition IP Week Two - Essay Example The art include famous tombs of emperors and Egyptian drawings (Robins, 2008). Appendix A shows the Sphinx of Senwosret III. The period was between 1878 B.C. to 1841 B.C. The artifact shows that the statue contains the half body of beast. The other part of the beast is the head of a human being. B. The Smithsonian Institution Freer Gallery and Sackler Gallery Ancient Art Sackler Gallery Ancient Art. The Smithsonian Institution Freer Gallery and Sackler Gallery Ancient Art Sackler Gallery Ancient Art contains art artifacts from the Ancient period. The time period includes famour art pieces like the huge Sphinx. The museum’s artifacts, including Appendix B, include collections from several countries. One of the prominent sections of the museum is dedicated to ancient Egyptian Art. The art pieces represent items coming from the time of the Pharaohs. The above sculptural design is typical of Ancient Egyptian Art sculpture (Schatz, 2009). C. The Louvre Museum. The Louvre, France, Museum also includes Ancient Egyptian art artifacts. The museum contains statues and other artifacts that represent the time of the Egyptian Pharaohs. Form of the Artwork. The two art forms have different forms. The hieroglyphic drawing (Appendix C) is two dimensional while the tomb of Pharaoh Perneb is three dimensional. The Ancient Egyptian art form is two dimensional. The pictures of the ancient Egyptian period include simple lines to show the shape of a human being or an animal. However, the Ancient Egyptian sculptures are three dimensional. An example of three dimensional art is the Sphinx statue (Springer, 2010). Additionally, the Appendix D picture shows the tomb of Perneb. It was constructed during 2381-2323 B.C. The tomb is made of stone and other cement-like materials. The tomb symbolizes there is an afterlife. Further, the materials used are plain paper. In the making of the pyramids and the Sphinx, stones were used in the making of the pyramids. Coarse mud

Minorities in Usa Essay Example for Free

Minorities in Usa Essay Background to Immigration 1. Which groups of immigrants made up the American nation at the end of the 18th century? Which waves of immigrants were there in the 19th century? Where did they come from? †¢ English colonists, Pilgrims, who set sail in 1620 on the Mayflower †¢ Swedes began their migration to America in 1638 as an organized group of colonizers sent by the Swedish Government to establish a colony in Delaware †¢ In 1655, the colony was lost to the Dutch. †¢ During the colonial era (1680-1776) most of the immigrants came from Northern Europe. †¢ In the mid-1840s, Swedish migration began and continued up to World War I. †¢ During this wave (1820-1890: â€Å"old immigration†) immigrants from Germany and Ireland came to the U.S, as well as groups, from England, the Netherlands, Spain, Italy, the Scandinavian countries, and Eastern Europe. †¢ In a third wave (1890-1930: â€Å"new immigration†) more immigrants came from southern and eastern Europe and from Mexico, Canada and Japan 2. Characterize immigration from 1900 to 1948. †¢ In 24 years the volume of immigrants rose up to 15.5 million †¢ Americans became afraid of losing their culture, which lead to a more frequent occurrence of racial issues †¢ In the 1920s the Federal Government restricted immigration, what soon led to a decrease of it 3. Which percentage of the American population is non-European in origin today? Which are the largest minority groups and how many members do they comprise? †¢ 35% of the American population is non-European in origin †¢ 35904000 black people make up the largest minority group with 12,8% 4. What is meant by the terms â€Å"melting pot† and â€Å"salad bowl†? What evidence is there for racial tension? Give reasons for this. †¢ They describe the American society along with its cultural and ethnic diversity. †¢ Melting Pot: all ethnicities and their cultures have blended to form a single, diverse American culture †¢ Salad Bowl: many distinct cultures exist side by Each group keeps its own identity and customs. †¢ Racial issues were not addressed until the civil rights movement of the 1960s †¢ Racial tensions have been expressed in a series of race riots †¢ Yet racial prejudices and religious intolerance still exist Immigration Legislation 5. Which measures were taken to regulate immigration during the 20th century (legislation)? What did they aim to do, how effective were they and how do they reflect policy changes with regard to immigration? What laws are in force at present? Era of Restriction: †¢ A policy of restricting immigration ended the open door era. †¢ Immigration Act of 1917: all newcomers over 16 years of age had to pass a literacy test or would have been rejected. Workers from India, Indochina, Afghanistan, Arabia, the East Indies and other smaller Asian countries were not approved. †¢ Quota or Johnson Act of 1921: the number of immigrants from each country was limited to 3% of the foreign-born of that nationality as recorded in the U.S. census of 1910. †¢ Immigration or Johnson-Reid Act of 1924: reduced the annual number of immigrants to 165,000 Era of liberalization: †¢ McCarran-Walter Act of 1952 and the Hart-Cellar Act of 1965 made needed skills the criterion for the first 50% of visas for each country. The Western Hemisphere was provided with 120,000 visas per year, the Eastern Hemisphere was granted an annual number of 170,000. †¢ Immigration Reform and Control Act (IRCA) of 1986: allowed illegal immigrants who had been in the US before 1982 to apply for legal residence, set fines and penalties for employers who hired illegal immigrants. †¢ Immigration Act of 1990: raised the annual number of immigrant visas by 200,000, doubled the annual number of asylum seekers who could become permanent residents. †¢ Immigration Act of 1996: more border barriers, more immigration agents, stiffer penalties for smuggling peoples, easier deportation of illegals and terrorists. 6. What is a â€Å"green card† and how can it be obtained? †¢ A green card is a US permanent residence visa. †¢ It enables any person to live and work permanently and legally in the United States †¢ Three options to obtain a green card: 1.the US Department of State allocates some 50,000 diversity visas per year to applicants from certain, winners are chosen by a random drawing. 2.Non-US-citizens with a special educational qualification can obtain it apart from common application procedures 3.Marriage with an US-citizen or with a green card-holder respectively. 7. What is â€Å"affirmative action†? †¢ It calls for minorities and women to be given special consideration in employment, education and contracting decisions. †¢ I also can call for an admissions officer faced with two similarly qualified applicants to choose the minority or a woman over the white or the man. References †¢ Bernard, William S. (1998), â€Å"Immigration: History of U.S. Policy†, in: David Jacobson, ed., The Immigration Reader. America in a multidisciplinary perspective, Oxford, 48-91. †¢ Bromhead, Peter (1988), Life in Modern America, Essex. †¢ Kleinsteuber, Hans J. (1984), Die USA. Politik, Wirtschaft, Gesellschaft, Hamburg. †¢ Mauk, David, John Oakland (20023), American Civilization. An Introduction, London – New York. †¢ Wersich, Rà ¼diger B., Hrsg., (1996), USA-Lexikon. Schlà ¼sselbegriffe zu Politik, Wirtschaft, Gesellschaft, Geschichte und zu den deutsch-amerikanischen Beziehungen, Berlin. http://www.usa-green-card.com/GC_FormShell.asp?Action=Questions#QuestionWhatIsGreenCard http://www.fbi.gov/ucr/01hate.pdf http://www.cia.gov/cia/publications/factbook/geos/us.html

Building Economics And Life Cycle Costs Construction Essay

Building Economics And Life Cycle Costs Construction Essay Economic understanding regarding building designs usually aim for steering building decisions to achieve for two situations: economic efficiency and/or cost effectiveness. For instance, a building design that, besides assuring to be profitable is promising to be more profitable than other available solutions, can be considered to be the economically efficient choice for an investor. Yet, a building decision that is considered cost-effective, guarantees, for instance, that a design solution with benefits equal or better to those of competing alternatives has lower costs. Cost-effectiveness is thus understood as a subset of economic efficiency; yet, both conditions can appear in one solution, but dont have to. The use of optimization thus reflects the strategy of achieving specific economic goals. Consequently, by minimizing life-cycle costs or maximizing net benefits, an economic analysis is applied to determine the most cost-effective or the economic efficient choice respectively . Overview The reflection and analysis of life-cycle costs (LCC) is an economic evaluation technique that determines the total amount of cost of a product or project over time. Having in common that the role is to provide insight in future matters regarding all occurring costs, LCC assessment in business organizations today, serves mainly three purposes : To be an effective engineering tool for use in design, planning and project execution To be a design and engineering tool for environmental purposes To be applied proactively in cost management. A similar understanding applies to the building sector. With the increasing need to deliver economic solutions, developers, designers, planners, engineers and managers try to foresee, steer and control costs at all stages of a buildings life-cycle. By overseeing a building projects inherent costs and directing attention toward its root causes, building projects can get useful decision support before, during and after its realization, performed on large and small buildings, on partial building elements, or on isolated building systems . Throughout the design, development and operation of building projects, LCC can thus be successfully used to compare alternatives to find the most cost effective solution . With the growing pressure of governments to hold companies responsible for the costs that their products generate to society and its environment, consumers are likely to benefit from the use of LCC assessment. Sustainable building strategies require foreseeing a reduction and control of significant LCC, such as energy costs for projected building designs. Consequently, organizations such as the National Institute for Building Science or the Whole System Integrative Process (WSIP, 2006) demand for early integration of cost related planning issues into the building design process. Eventually, future building designs that are less costly may also be considered better in terms of quality when all costs of a buildings life-cycle are adequately included. A strong commitment of building design is thus to enhance the practical value of buildings. While the value of products is defined as proportionate to the satisfaction of needs divided by the use of resources, its value is proportionate to quality divided by costs . Value-driven building designs therefore require being both: quality driven and cost conscious. In addition, probably the most important condition for resource optimization is appreciation of the built structure by its users: only buildings that are valued will achieve a long lifespan (Eberle, 2007). Proactive cost management is understood as an effort to eliminate product costs before they occur, as opposed to reducing costs after they are incurred, which is considered reactive cost management . Expecting the design and planning of building projects to be proactive view is inevitable, since changes in the later planning and execution phases or even during building operation become more and more difficult to deal with. Especially during initial design stage, the consideration of LCC can help designers to make their decision-making process become more cost efficient . In reality, a proactive involvement of cost might not be the case. Essentially, comparisons or studies on the building design and its influence on the cost of building operations over the life of a building are barely explored during the early design phase. If of any concern, financial aspects during early stages of design are mainly focusing on preventing uncontrolled cost expansion of initial, predominantly constru ction costs. The possibility of actively integrating all LCC members during the early design stages remains difficult to achieve as current methods of sequential design and cost estimation make it hard to foresee the impact of investment and to reduce building operation costs to an extent that would change the perception of these capital costs. In addition, the implementation of such proactive cost management quite often incurs more costs up front, for instance for the extended amount of research and development that projects then require for. Such consequences, and with them the traditional view on cost management can easily challenge the implementation of proactive consideration of LCC assessment, where necessary time and funding for the early stages of design and planning appears insufficient . A consideration of proactive design understanding and its use of LCC assessment thus also involve necessary changes in terms of thinking, such as from a partial focus to holistic thinking (Eberle, 2010), from structure orientation to process orientation or from cost allocation to cost tracing . Life Cycle Cost (LCC) With emphasis on cost-effectiveness the consideration of life-cycle costs (LCC) is used to evaluate competing alternatives primarily on the basis of costs, allowing for choices for a given building, facility or system. The method is to compute the LCC for a particular course of action by summing all significant, time adjusted costs associated with it over the relevant period of time. The method of using LCC is thus applicable to building decisions that require for cost related decision-support, such as system modification, replacements or combinations of interdependent budgets, budget allocations, or lease or buy decisions. Yet, it is also applicable for the evaluation of competing building designs; suitable, when focusing on cost rather than benefits for two or more mutually exclusive project alternatives. Typically, the analysis or assessment of LCC includes all initial and future costs that are affected by the decision and excludes others that are not. The exclusion of costs is no t necessarily required when their contribution can help to better understand the impact between cost consideration and the amount of improvement (Ruegg Marshall, 1990). LCC of building projects are often distinguished according to the building projects phase and are likely to be separated into initial (capital) cost, operational and post-operational costs Pushkar et al. (Pushkar, et al., 2005). Figure 2.x: Life-cycle Costs of a building life cycle The diagram in Figure 2.x illustrates the occurrence of different LCC members of the BVO model over growing operation time. It also demonstrates the increasing significance of continuous, operation costs over a projects running time, as its percentage of the total expenditure steadily increases compared to the initial investments at the project commencement. Net Present value (NPV) Besides LCC considerations of evaluating building designs, economic understanding of monetary systems requires to foresee their change of value over time, due to inflation, its investment to generate future profit, or both. In the building sector, the most commonly used methods of LCC assessment are accounting systems, initially developed to determine the financial worth of an investment; they are as follows : Simple payback: defined as the time taken for the return on an investment to repay the investment. Net present value: defined as the sum of money that needs to be invested today to meet all future financial requirements as they arise throughout the life of the investment. Internal rate of return: defined as the percentage earned on the amount of capital invested in each year of the life of the project after allowing for the repayment of the sum originally invested. LCC analysis is commonly performed using present value currency representation. In the following, the use of net present value is explained more closely as it has been implemented in the BVO model as it complies with the decision to use LCC for the assessment of design and its use allows for appropriate representation of costs elements in reference to their timely occurrence. The use and implementation of Net Present Value (NPV) models enables the adjustment of currency amounts in relation to their time of occurrence. It is thus a considerable measure when include costs elements of different time occurrences. The NPV is thus typically suggested to analyze the profitability of long term investments or projects, or the evaluation of available options (Dale, 1993). Essentially, it compares the value of money today to the value of that same amount in the future, taking inflation and returns into account. Among others, Ruegg (1990) defines the net present value as: (x) , where is the estimated cost in year t, d is the discount rate, and T is the period of analysis in years. The NPV of a building project takes into account all the apparent variables acting upon a cash stream; it is thus sensitive to the  reliability of future cash inflows that an investment or project will yield.  If the NPV is positive, it should be accepted. However, if NPV is negative, the project should possibly be rejected because cash flows will also be negative. Discount rate The discount rate is a method of determining the time value of money. To prevent the value of investment eroding by the effects of inflation, the factor of inflation can be integrated into the discount rate, known as the net of inflation discount rate and calculated as : (x) For instance, if inflation is 5% per annum and interest is received at 10%, then: (x) Thus, to make the influence of the discount rate become realistic it requires for reliable input to foresee the appropriate adjustment of financial aspect of interest and inflation. Similar to the typically practiced modification of construction costs that are based of earlier cases, such modification is necessary for future costs to remain representative. The accuracy of predicting and adjusting the monetary value may appear, however, problematic with growing life-time estimations of a building, as long term predictions become increasingly vague. Setting the study period The consideration of a LCC study period is expected to relate to the following factors such as the investors and stakeholders projected time horizon, the anticipated life time of the building, project, etc., the decision whether to accept or reject the choice, or whether the perspective is individually private or public perspective oriented. For instance, an investor or project developer might only be interested in short term cost as it is intended in creating revenue from the sale of the finished building project, while a building owner or operator might rather focus on evaluation the operative cost of a building design and their involvement over the complete life-cycle. When considering the overall sustainability of a building project, the complete life-cycle must be considered and anticipated. LCC assembly Buildings LCC are categorized by the three phases that they go through during their life-cycle. They are the initial or capital cost (1) at the beginning of a building project that involve its planning, design and realization, the operational cost (2) occurring during the buildings active phase of use, and the post-operational cost (3) that assemble the costs at a building lifes end. Though the three life cycle phases for buildings are clearly defined, their transition at a specific point of time can be vague, for example a building might already be partly operating while other areas of the building are still under construction. Figure 2.x describes the three phases and their overlapping character of transition between them. Figure 2.x: A buildings life-cycle phases In addition, operational phases can be interrupted, or at least obstructed by renovation or refurbishment phases to ensure or reinstall a buildings quality and use. For instance, building developments of industrialized countries with a high demand on energy costs, suggest that a buildings life-cycle performance can be improved when taking a renovation period of 25-30 years with a constant improvement of the buildings insulation properties into account . Figure 2.x describes how the buildings life cycles can be extend through periodic renovations and/or refurbishments. Figure 2.x: Extend a buildings operational phase through periodical renovations and refurbishments Initial (Capital) Cost The initial (capital) cost comprises all the costs necessary that ensure the building realization up to the moment of its active building use. Occurring costs are thus not only the construction of a building but also all related processes of project planning and development that are involved such as: Land costs, such as costs for acquisitions and necessary preparation of land. Professional fees, which apply for involvement of building planning professionals such as architect, engineer, lawyer, etc. Construction Cost, encompass all cost for the erection of the building and installment of projected building systems Commissioning Cost, comprising all cost applicable to certify necessary fulfillment of standards and requirements or the approval for building operations of building systems involved. Promotional and sale cost, for informing the  prospects  about special discounts,  sale, or  schemes. Funding costs, In general,  price  of obtaining  equity capital Management costs, comprising all cost necessary for the organizing  and  coordinating  the  activities  of an enterprise in accordance with certain  policies  and in achievement of project realization. Operational Cost The operational phase encompasses all the cost necessary to utilize and use the building according to its original purpose. Operational cost are becoming more and more noticeable over the life cycle of a project; due to the long period of building use they can grow significantly bigger than initial costs (). For instance, when à ¢Ã¢â€š ¬Ã‚ ¦ According to Ruegg and Marshall (1990), operational costs can be identified as: Energy Costs, includes necessary fuel and all applicable energy costs Operation and Maintenance Cost, includes non-fuel operation costs, such as management, cleaning, servicing, rates and taxes, sewerage, salvage, funding costs, routine maintenance, furnishings, supply à ¢Ã¢â€š ¬Ã‚ ¦ (check Ruegg) Repair and Refurbishment Costs, includes appraisal of all foreseen and estimated cost for repair or replacements of building systems or elements during a buildings use. Post-Operational Cost Post-operational cost includes the collection of all cost necessary cost that may appear at a building end of use. Mostly due to economic needs or owner related circumstances the buildings operational use becomes infeasible and a variety of options require to be considered. Unlike industrial products, the end of a buildings life cycle does not necessarily determine the end of a buildings life but instead refers to the end of a buildings original determined use. A building can thus have more than one operational cycle, when through post-operational interventions a new cycle of building use can be created. Post-operational cost can thus be categorized as Renovations Cost, represent minor repairs and makeovers necessary to maintain or reinstall building quality and use. Refurbishment Cost, include the cost necessary for major overhauls of buildings or building elements that otherwise result in obsolete building conditions. Refurbishment may also include the change of a buildings original use. Demolition, Disassembly and Recycling Cost likely occur at the end of a building life cycle. While in typical product life cycle the terms represent individual strategies involving separate specifications and costs, contemporary building removals mostly include the three them associating to separate treatment of individual buildings elements. Moreover, a number of regained materials and building elements may even create cost reduction due to their existing value possible reuse or recycling purposes. Sale, though the sale of a building does not essentially represent a cost per se, such case can occur when the new owner faces major difficulties for further use of the facility (i.e. due to contamination). Still, even if not a cost, the sale of a building can be used for LCC considerations, for instance if the sale of a building can be seen as a considerable reduction of buildings LCC due to the buildings inherited value. LCC declaration During a programming phase of building projects, cost estimations require to determine individual element of cost or benefits. To do such Tempelmans Plat (2001) points out that each demand and supply requires being determined in terms of quality, quantity, time and money. While quite often there is no or little basis of estimating future cost, estimations of future costs start by reflecting the current cost or benefit values as point of departure. Since cost estimations are subject to time related changes, costs or benefits require thought, whether to expect fundamental changes in the demand and supply of goods and services in question over time, or if considerable change of service or quality of goods are to be expected. If there is no sound basis to believe otherwise, it deems appropriate to assume that changes of prices will be approximately the same as prices in general (Ruegg Marshall, 1990). Still, the estimation of all cost elements usually poses a major difficulty due to their probabilistic nature and the distinctive character between individual costs elements. Common uncertainties for the prediction of long-life projects are: its life-cycles prediction, the interpretation of operation and maintenance costs, revenues and unforeseen or unpredictable factors that affect project economics. Since dealing with so many unknowns, it appears difficult to anticipate cost and benefit related developments. Existing methods of dealing with high risk exposure are best guess, relating to individual risk attitudes and risk adjustment through the introduction of methods using probability and statistics (Ruegg Marshall, 1990). The consideration of a LCC study period is expected to relate to the following factors such as the investors and stakeholders projected time horizon, the anticipated life time of the building, project, etc., the decision whether to accept or reject the choice, or whether the perspective is individually private or public perspective oriented. For instance, an investor or project developer might only be interested in short term cost as it is intended in creating revenue from the sale of the finished building project, while a building owner or operator might rather focus on evaluation the operative cost of a building design and their involvement over the complete life-cycle. When considering the overall sustainability of a building project, the complete life-cycle must be considered and anticipated. Cost estimation during early design stages During a schematic design phase of a building design, traditionally only construction costs are estimated. Such procedure comes with the disadvantage that long term costs that, if considered, may significantly influence design outcomes are usually not reflected. The practice of introducing operational and/or post operational costs thus require for designers specific estimation and understanding to prevent a decision-making and in a premature design situation. Since experiences of cost estimation for construction costs originate from knowledge gained during earlier comparable projects, a case-based oriented approach, such as suggested by Sowa and Hovestadt (2008), can also be used and practiced for other LCC members. Because such estimation and declaration of costs generally requires for extensive experience, the use and creation of databases that allow for differentiation and declaration may not easily compensate for. Cost estimators usually have considerable experience gained through working in the building construction industry, estimating and monitoring building costs through all the stages realization stages of a project (NIBS, 2010). The estimation of cost thus not only require for skills such as a clear judgment and straightforward attitude, but for qualities such as awareness, uniformity, consistency, verification, documentation, evaluation, and analysis . Yet, with the growing complexity of building projects, it seems vital to have the cost estimations involved right from the very beginning to ensure that the project estimations reflect the decisions made. Especially during the early design stage, changes will require estimates to be prepared at different levels during the design process with increasing degrees of information provided. At any point of a design, not all portions of the design would be at the same level of completeness. Yet typical, such contingencies for the aforementioned will be reduced as more design documentation is produced (NIBS, 2010). For instance, the estimation of construction costs typically corresponds to the phases of the building design and development process in a top-down manner, meaning that cost estimates improve their precision and detailing with the progressing stages of design realization. In addition, cost estimates usually try to comply with considered standards within the building industry. In the United States, for instance, a widely accepted system provided for cost estimates is the UniFormatà ¢Ã¢â‚¬Å¾Ã‚ ¢ or, for later planning stages the MasterFormatà ¢Ã¢â‚¬Å¾Ã‚ ¢ (CSI, 2011) system, which allows design teams to evaluate  alternative building designs and systems. In Europe, cost estimates are usually practiced according to DIN regulations such as the DIN 276/277 for cost estimation and declaration of building designs (Frà ¶hlich, 2007). A building projects first cost estimates can already appear during the architectural programming phase with the purpose to facilitate budgetary and feasibility determinations. Usually based on past information with adjustments made for specific project conditions such estimates are prepared to develop a project budget. At such level, design schemes normally do not yet exit, required data for cost appraisals are thus drawn from general functional description, schematic layout, and geographic location, building size expressed as floor-area, numbers of people, seats, cars, etc., and intended use. Respective estimates are thus based on costs per square units, and/or alternatively number of cars/rooms/seats, etc. During the schematic design phase, the purpose of estimate is to create a more complete assessment that is typically based on a better definition of the scope of work. While also compared to earlier budgetary and feasibility determinations, an estimate at this level may be used to price various design schemes in order to see which scheme best fits the budget, or it may be used to price various design alternatives, or construction materials and methods for comparison. The more developed schematic design criteria such as a detailed building program, schematic drawings, sketches, renderings, diagrams, conceptual plans, elevations, sections and preliminary specifications are reflected. Available information is typically supplemented with descriptions of soil and geotechnical conditions, utility requirements, foundation requirements, construction type/size determinations, and any other information that may have an impact on the estimated construction cost. The goal at the end of schematic design is to have a design scheme, program, and estimate that can be contained within budget . Net Benefits (NB) LCC considerations are typically used to make cost-effective choices, as its technique is to compare alternatives competing primarily on the basis of costs (Ruegg Marshall, 1990). Yet, if a building design is planned to generate revenue, a comparison of invested costs to its predicted returns can help to determine advantages between designs options. In such case, the method of calculating the net benefits (NB) of a building option is considered an applicable way of finding the most economically efficient choice among alternatives. In such case, the calculation of NB is achieved by subtracting the time-adjusted costs of an investment from its time-adjusted benefits (Ruegg and Marshall, 1990). In relation to building-volume optimization, because the optimization of cost is generally expected to steer a building-volume design towards minimized volume/surface ratio, window/opening ratio and/or net surface areas, the integration of revenue considerations can help to justify the amount of indispensable volume reduction when practicing BVO. Similar to cost considerations, the estimation of buildings projected revenue can be established by floor-area declarations. In addition, while a buildings annual income is expected to change depended on its market value over the span of a buildings life-cycle; the diagram in figure 2.x shows how a buildings generated income can be perceived as originating from a products marketing perspective, which consists of at least four stages of introduction, growth, maturity and decline . Figure 2.x: A products marketing perspective over a life cycle. Source: Kà ¶nig (2009) The prediction of generating buildings revenue thus requires for understanding and forecasting these changes over a given period; its moments of rise and decline that strongly depend on a buildings perceived value and its decay due to intensity of use (elaborate further, see Koenig). Shown in Figure 2.x, when plotting a typical development of cost and revenue predictions the financial profitability of building occurs at point a, and becomes obsolete when the cost of become larger than the income generated. Such situation appears at operation time b with operation cost appearing higher than the income; at least at this point the buildings economic purpose becomes unsuccessful. Figure 2.x Cost vs. Revenue. Source: Kà ¶nig (2009) When adapting a buildings foreseen lifecycle to this understanding, a buildings lifetime and the creation of revenue can be exceeded by interference of the maturity process through possible renovation or refurbishment measures. In Figure 2.x a buildings generated income during a foreseen life-cycle may thus be illustrated by separating the building operation period by new construction constructions phases that are required for the renovation and/or refurbishment of the building. Figure 2.x: A buildings generated income extended through renovation and refurbishment top. Source: Kà ¶nig (2009) In reality, the periods between theses interventions very much vary from the owners intention to keep high-level building quality or the necessity to prevent a building from becoming obsolete or having higher operation costs that income. From an economic standpoint, interventions to improve the buildings ideally take place when profitability can be increased or maintained. For instance, Kà ¶nig et al. (2009) suggest that, in an industrialized country, a replacement and improvement of buildings insulation performance should take place after a period of 20-30 years. Especially with the amount of operation costs strongly increasing due to continuously rising energy costs, the need for innovations and improvement for reducing buildings energy consumptions became highly prominent. Finally, because a clear definition of a buildings income require for experiences of earlier comparable cases, the use of existing data are necessary to help predicting the revenue curve and the point of interventions for necessary building improvements. An optimization, particularly of passive resource oriented building improvement thus depends on well implemented predictions and assumptions of a buildings foreseen life-cycle and performances. Yet, when of a designer existing experience or the amount available data is not sufficient and/or its quality is questionable, the building-volume optimization process may clearly suffer from it. Conclusion The use of assessing life-cycle costs (LCC) is seen as tool that helps associating estimated costs over a projects foreseen life span. LCC of a building or a building system are defined as the total discounted amount of cost of owning, operating, maintaining and disposing over a defined period of time . The consideration to use life-cycle cost as an objective for the BVO model is based on its ability to include different building costs over a specified period, allowing for comparison and impact analysis between, for instance, initial and operational costs. The establishment of LCC as an objective for building performance optimization thus defines the primary BVO model goal. To be effective, the attempt of reducing overall building costs requires for a cost distribution that allows for effective declaration and activation of significant building elements during early architectural design stages. According to volume geometry, this can be building-volume surfaces as well as building flo or-areas. With the possibility to link costs to selected areas, the model requires a wider variation of costs to be successful. Because early design stages mostly refer to estimated costs; cost distribution and specification is more likely to be based on users experience or existing available data originating from earlier comparable building design cases . For the BVO model currently only initial and operational have been integrated because convincing and direct associations between post-operational costs and building elements at a buildings lifes end are hard to foresee and the available options appear diverse. Still, eventual costs for the renovation or refurbishment of buildings or building parts can be integrated as they are usually more common and estimations based on area declaration exist. While the main aim of the BVO model lies in the improvement of the buildings geometry (volume of the building) and not in the building system that eventually operates it, the induced process is understood as to eliminate or reduce the amount of incurring cost of a projected design before they occur. Once a building-volume design is established, system considerations may then further reduce costs by means of using appropriate technology as practiced by engineers. As mentioned earlier, Eberle (2007) suggested that active and passive design features are responsive towards each other, thus the priority in the design process should aim for optimizing passive design features first as they do not require the use of additional resources. Because constant definitions already include premade assumptions and partial definitions on an incorporated system they should be chosen wisely as not to affect unrealistic results. BVO design is thus understood proactive, as its primary intention is the improving passive design elements of the building-volume. Yet, the integration of LCC helps to understand significance of individual cost members and effectively use the diff