Software testing issues Related to project Failure or Success Essay

Software testing issues Related to project Failure or Success - Essay Example Such is the case that if the defects are transferred all the way to the final acceptance testing phase of the project life cycle, the greater risk of time consumption and costing increases. Consequently, small effort advanced towards quality assurance will help reduce expenses to a greater degree with regard to detecting and rectifying the defects. To better understand the effectiveness of the processes of agile software; it is important to gather facts on defects identified in the previous projects and also examine how the same defects can be eliminated following process improvements and application of newer methodologies. This paper presents comprehensive view on the defect prevention techniques and practices that can be followed in agile software development. In handling this topic the paper will look into related work and further discusses the need for defect deterrence. Additionally, the work will address handle issues of improvement workflow along with the illustration of various stages, the root cause analysis and determination of precautionary action. Agile software defect simply refers to â€Å"Imperfections in agile software development process that would cause agile software to fail to meet the desired expectations†. During the long and complex process of agile software development, lot of defects frequently occurs. One misleading notion is that defects crop into the process at the start of the cycle and is eliminated all through the remaining development phases. The truth is that defects form part of the development process from the very beginning to the end, a factor that makes its prevention an essential part in the agile software process quality improvement. Defect prevention (DP) refers to quality improvement process whose aim is to discover regular causes of defects and prevent their reoccurrence through alteration of the relevant process (es).

Lupin Marketing Plan Essay Example | Topics and Well Written Essays - 4500 words

Lupin Marketing Plan - Essay Example Perceptual map has also been prepared to analysis the competitor’s position in the industry so that Lupin can implement strategies accordingly along with the 4Ps. Finally to measure the effectiveness of the business plan, balance scorecard will be used which will determine the working and effectiveness of the strategies adopted and if any changes to be made in the business plan. Contents 1.Executive Summary 2 Contents 3 2. Introduction 5 3. Situation Analysis 5 4. SWOT Analysis 8 5. Evaluation of Alternative Strategies 10 6. Objectives 11 7. Recommended Strategy 12 8. Economic Evaluation 15 9. Implementation and Control 16 9.1 Managing, measuring and controlling 16 9.2 Contingency plan 17 Reference 18 Bibliography 19 Appendix 20 25 2. Introduction With globalization acting as a permanent as well as irreversible part of the economy and economic life providing the firms with both opportunities as well as challenges to prove themselves and compete in the competing market environm ent. Therefore international expansion has become one of the prominent strategic responses towards global dynamics for organizations. International expansion can be defined as a process through which the multinational enterprise enters and also invest in some foreign country in pursuit of strategic objectives (Luo, 1999, p. 5). The project report highlights the process of internationalization and the benefits involved in the process of going global. The company taken into consideration is Lupin pharmaceuticals which is among the top five pharmaceuticals companies in India. Lupin Pharmaceuticals plans to enter America with its product generic, specialty and API. The reason behind choosing America is that US is the largest market for pharmaceuticals and is also global leader in biopharmaceutical research. The US market provides a free pricing market and a favorable and also regulatory environment (Select USA, n.d). By entering the US market particularly America, Lupin aims to capture the market share and build in brand value in the international market. 3. Situation Analysis 3.1 Business Environment Political Pharmaceutical industry has over the years gathered political focus as well as pressure from the government across the globe and its impact has been highly experienced in US industry. The US pharmaceutical industry tends to operates differently as compared to other national industries. Consumers and patients do not pay for their drugs directly, but receive them through government run healthcare systems. Political factors play a huge role in the regulation of distribution, manufacturing and also sale of the pharmaceutical with regards to safety of its consumer. The Food and Drug Administration is the regulatory body in the US and sets a standard of quality (Castner, Hayes & Shankle, 2007). Economic The US pharmaceutical industry has been for decades among the most profitable and also growing sector encountered by the American economy.

Timber Frame Housing Construction

Timber Frame Housing Construction Timber frame housing a viable alternative to masonry Construction 1.1 Introduction Chapter one of this dissertation will review relevant articles of primary and secondary data to evaluate the hypothesis: Timber Frame construction a viable alternative to masonry construction. The main objective of this literature review is to increase the knowledge and understanding of the research and to critically apprise all that has been researched on timber frame construction in comparison to masonry construction. The literature review will be categorised into the following areas: Environmental impact Factors effecting Construction Costs. ( time savings, prelim costs Barriers effecting timber frame Fire resistance, acoustic, Thermal etc The literature review compares the opinion of other researchers and what they have discovered and done in relation to such aspects in timber frame construction 1.2 Environmental impact of timber frame construction in comparison to masonry construction. 1.2.1 Materials Roaf (2004 p.13) quotes buildings are our third skin. To survive we need shelter from the elements using three skins the first is provided by our own skin, the second by a layer of clothes and the third is the building. In some climates it is only with all three we can provide sufficient shelter to survive, in others the first skin is enough. The more extreme the climate, the more we have to rely on the building to protect us from the elements. Just as we take off and put on clothes as the weather and the climate changes so we can alter our buildings to adopt climate change Therefore one must investigate which method of construction is best suited to ones needs taking into account costs, environmental consequences and aspects such as thermal, acoustical and fire resistance so therefore they can life in a comfortable dwelling There appears to a be a huge demand in the construction industry to improve the efficiency in buildings, therefore to control climate change and to make this happen one must look firstly on the construction of our buildings and what method has the best impact on the environment. The author feels there is a strong case for investigating the timber frame approach as it has a potential for creating sustainable homes. Practices such as energy efficiency, recycling and the use of sustainable materials and products need to become inherent parts of the design and construction process and in some cases, displace traditional construction process and practices sustainable homes (2000), As Some materials used in construction can damage the environment: they can create pollution, while others are produced in an energy intensive process. Reclaimed material and products made from recycled material are less likely to cause environmental damage. It is important that materials should be judged on their lifecycle and their performance once they are installed. Buchann and honey, (1994) also suggest that there is a growing awareness that in the choice of building materials, the designer must not only consider the traditional requirements, but also the resource base and the effects on the environment of extraction, manufacture and processing of the building material, as the amount of primary energy used can have huge effects on greenhouse gas emissions. Borjesson and Gustavasson (2000) agrees with this statement as he suggests that, The substitution of sustainability produced wood material for other construction materials can reduce net Co2 emissions, Quack (2001) is in support of this statement with after the results of his study show that the life cycle of each house is independent of the construction materials. Sustainable homes (2000) discuses that timber is possibly the only renewable resource in the construction sector. According to Timber construction (2007) timber frame construction is the only environmentally friendly material available, as it claimed to be a carbon neutral. Claiming 800 kg of carbon dioxide is saved for every cubic meter of wood used. Stating that when comparing a 100m2 timber frame and masonry house, a total of 4 tonnes of carbon dioxide could be saved as a timber frame dwelling contains 5-6 cubic meters mores timber IPCC (1996) agrees that the manufacture of wood products normally requires less energy than that of alternative product which in results compares to the statements made above. Noren (2001) studied timber frame and traditional masonry houses over their lifecycle and claims that timber frame houses are a better environmental change to implement as carbon dioxide is reduced on every stage of the buildings life. Sutton (2007) is in agreement with this statement, claiming timber frame emit 16.5 % less carbon dioxide over the life of the building in comparison to its counterpart masonry construction. But However Brunklaud and baumann (2002) suggest after having examined reports on the environmental impacts of different materials on timber frame and masonry construction that wood has the lowest environmental impact in terms of embodied carbon dioxide emissions, but however over a complete lifecycle, building operational emissions is the most important factor regardless of the materials chosen, and that it is improvements to reduce operational emissions that will benefit the overall environmental impact of a building. Bjorklund and Tillman (1997) also agree as results show that timber frame has a better environmental impact at manufacture stage but however masonry can match timber frame over the life of the building Sustainable homes (2000) indicates that buildings accounts for 50% of all co2 emission and on average a house produces 7.5 tonnes of co2 every year, four tonnes if built to current regulations. It is not therefore, difficult to see the benefits of increasing the insulation capacity of the building envelope as one mechanism for reducing the amount of fossil fuels required in running our homes This statement above agrees to such statements from the majority of authors such as Buchann and honey, Borjesson and Gustavasson, Brunklaud and baumann, that much thought should be put into materials such as the fabric, structure of your house and your insulating materials therefore reducing the need of burning fossil fuels Although timber frame has a better environmental impact at manufacture stage from reports above it can be argued that masonry can achieve as a good an impact on the environment as timber frame over the life of the building. 1.2.2 Waste Impact A dictionary definition of environment waste is that of any substance, solid, liquid or gaseous for which no use can be found by the organisation or system that produces it for which a method of disposal must be devised. (RICS, 2009) However (Mnyani 2003, pg4-5) describes it as any waste that is generated during the process of construction, leftovers that are to be disposed post construction and this includes demolition debris. The construction industry is one of the largest industrial sectors in the UK, Construction and demolition waste represents roughly 17 per cent of total waste production in the UK, making the construction industry the largest generator of controlled waste in the country (DETR, 1999). It is estimated that some 70 million tonnes of construction and demolition waste arise annually (Environment Agency Website, 2000). Ekanaye Ofori 2000 indicate from their study on 230 different building sites, they found that waste levels for specific materials is consistently higher than the estimated level for all materials studied. New purchases to replace wasted materials rework to correct mistakes, delays and dealing with generated waste cause heavy financial losses to the contractor. Therefore the author feels the use of timber frame construction will play a good role in reducing waste as the timber frame panels arrive on site and are erected in a matter of hours in support of this (Glynn, 2000) points out that Arrival on site timber frame kit and erected in less than a week, approx 1 4 days This therefore cuts out on materials been damaged as a result of lying around the site, but however (Johnson, 1981p6) states that Waste occurs on site for a number of reasons, most of which can be prevented, this waste can occur form the Misinterpretation of drawing, Overestimating of quantity required, Faulty workmanship and Careless handing of materials. From this statement timber frame construction exceeds masonry as wastage on site can be reduced significantly by the maximum use of prefabricated units. As well as reducing wastage, quality control and efficiency during manufacture of standard materials in the factory means that the net amount of material required for production of the final component is minimised. Factory conditions make the use of off cuts more likely. Recycling and reuse of materials have long been associated with wise construction practises. Experienced contractors are now reaping the economic advantage of construction waste management. Many of the contractors that have embraced waste management have made changes to their operation and practices to take advantage of reduced waste disposal costs and revenues derived from recycle, reuse and salvage materials. Utilizing, reuse and salvage methods on site reduces materials that end up in the landfill, creates a cleaner and safer project site and improves community relations. 1.3 Factors effecting costs. Mark Windsor spokesperson for Design and Materials Company suggests that costs for masonry are the same for timber frame houses http://www.designandmaterials.uk.com/materials/brick-and-block.html To evaluate this statement Glynn (2000) demonstrates a construction programme in the following charts. Timber Frame Programme Foundations for kit are prepared, approx 1.5 weeks. Arrival on site timber frame kit and erected in less than a week, approx 1 4 days. External doors and windows fitted to seal house from external elements, approx 1 week. During phase three the roof is erected, felted and battened and tiled, approx 1.5 weeks. External cladding completed approx 1.5 weeks. During phase five, first fix electricity, plumbing and carpentry can begin, approx 2.5 weeks. Internal wiring and pipe work to be complete, approx 2 3 days. Drying out period, approx 2 4 days. Start second fix services, approx 2 3 weeks. Decoration can now begin and client takes over. This concludes timber frame programme at twelve weeks. Source (Kenneth Glynn, Prefabricated timber frame construction, 2000) Traditional masonry programme Foundations for kit are prepared, approx 1.5 weeks. Masonry envelope can commence approx 4 5 weeks. About one week after envelope commenced, fixing and glazing the doors, approx 3 weeks. During phase three, the roof is erected, felted and battened and tiled, approx 1.5 weeks. Note scaffolding will be on site for the majority of the above. During phase five, first fix electricity, plumbing and carpentry can begin, approx 2.5 weeks. Internal wiring and pipe-work to be complete, approx 2 3 days. Start second fix services, approx 2 3 weeks. Decoration can now begin and client takes over. This concludes traditional masonry programme at about twenty weeks. Source (Kenneth Glynn, Prefabricated timber frame construction, 2000) In examination of the construction programmes, there is a large differential in time scale between inception and move in dates. It is possible to come to the conclusion based on the solid facts that the programmes portray to us that the development of the timber frame house is by far the most efficient in terms of speed in completion. The difference in weeks is quite substantial with the programme of development comprising of the timber frame method of construction far more efficient with an overall saving of about eight to nine weeks. A timber house is usually watertight by week five of the build; by contrast a traditional masonry house is not watertight for nine or ten weeks. Traditional construction methods are extremely vulnerable to inclement weather conditions. Such inclement weather conditions will cause delay to the overall completion of the project, this is not a factor for timber frame construction as all internal works can began at week five, despite any external weather c onditions. By Glynn 2000 contrasting these two construction programmes it shows that the timber frame programme would offer a rapid development construction to meet market demand thus providing a return on your development almost of immediate effect. In support of Glynn an article in built it magazine states When comparing timber frame to masonry, masonry is generally the slower of the two. However this article indicates one must factor in time it takes to get a timber frame onto site from the date it is ordered, which can take up to 16 weeks ( Build It magazine, published May 2008.) However from examining Glynn 2000 construction programme there are direct costs saving advantages such as reduced construction time, overheads and less waste. Other factors that should be considered when carrying out a cost benefit analysis are the preliminaries costs as early off-hire of cranes and scaffolding due to reduced construction times and also reduced on site labour which saves money. With brick and block, build costs are spread over a longer period of time. However one must consider the overall programme cost reductions by timber frame construction. Timber Frame is touted to have the following advantages: That it is a faster method of construction with the ability to halve the total on-site construction duration; That it requires less on-site labour; That large number of units can be constructed within a short time; That the faster construction and reduced on-site work brings financial benefits to the developer in terms of shorter period of financing the project and completed buildings being put up for sale much faster. Factory-produced homes are usually erected on site in a matter of days. Once up, the internal finishes can be started right away, which can produce further time savings. However, there may be lengthy delays involved in getting the frame built. Also bear in mind that thin-joint masonry promises many of the speed advantages of timber frame. The NHBC estimates up to a three-month time saving by choosing timber. On Price For many years, timber frame used to be thought of as a little more expensive, but advocates claimed that you could claw back any extra expense by shortening the length of the job overall, thus reducing overhead and finance costs. However, more recently the picture has become confused. Blocklayers became very expensive, eroding the cost differential; while timber frame factories became very busy, lengthening the time taken to process the orders, and thus losing much of the speed advantage. The fact is that there really isnt that much cost difference. As a rule, masonry sits better (and cheaper) behind a brick or stone skin, whilst timber frame comes into its own behind a lightweight external skin such as timber. Representatives of both timber frame and brick and block would agree that there is relatively not much of a difference in the cost between the two constructions techniques. If timber frame is chosen for its quick build time, One believes that overall the cost benefits of timber frame houses offer better value as the proposed development would include rapid construction to meet market demand thus providing a return on your development almost of immediate effect. . The speedy construction of timber framed houses enables the contractor to construct a large number of houses in a relatively short period of time. A timber frame house owner would also have the added benefit of a more energy efficient home 1.4 Perception of timber frame and its barriers: The use of timber frame construction of houses has faced many challenges in recent years as other materials such as sandcrete blocks, concrete blocks and brick replaced timber as main building construction materials due to many barriers such as psychological barriers mainly form general public. The public perception of timber frame construction in comparison to the traditional masonry construction. B.k. Baiden, E. Badu, F.S Menz (2004) is as follows Timber can consumed by fire if used in building construction, Durability is relatively poor structural ability The lack of understanding and cynical views expressed by the public on the fire resistance, durability and structural properties of timber frame structures initially made Timber frame construction to received negative comments throughout the last few decades and has came under scrutiny which has influenced the negative perception the general public have adopted The timber frame industry was effectively killed off overnight in the early 1980s, after the world in action programme raised a number of doubts about the standards of construction Barrys (2002) Timber frame construction has received negative comments throughout the last few decades and has come under scrutiny which has influenced the negative perception the general public have adopted. Some members of the public associate timber with been a fuel for fire and therefore timber frame structures are more liable to ignite. The author feels this is a harsh and unjust assessment, which has restricted the growth of timber frame housing during the 1980s and the early 1990s when it could have gained a valuable foot hold in the housing market during this period. However in recent years the only slight concerns remain in the public domain and this has helped timber frame housing to gain a 30% share in the domestic housing market. Many professionals in the timber frame industry believed that consumers no longer had doubts regarding fire, which will be illustrated later in the questionnaire conducted by the author. Government reports indicate that There are some residual reservations about timber frame among architects, engineers, builders, administrative bodies, financial institutions and insurance companies as well as with end users. Perceived problems with timber frame construction in the housing market from both the end users and local authorities would include a perceived greater risk of fire, issues of sound attenuation in a timber structure and the impact such a structure might have on the security of the end user. however Narty 1971 states that Timber constructed houses can be built to last for a period of 40-100 years, this suggests that timber frame construction is every bit as good as the traditional masonry method. Most people perceive a brick block house to be more solid than timber frame http://www.buildstore.co.uk/mykindofhome/events/different-building-systems-weekend-in-detail.html Traditional masonry cavity walls, most commonly brick with an inner structural leaf of concrete block, have dominated house building in the UK for the past eighty years, but there are a number of other systems that are gradually making inroads, including timber frame, http://www.cyprus-property-buyers.com/files/constructionmethods.pdf One question that perpetually raises its head is which is cheapest of the two most prevalent systems timber frame or brick and block? The author will look in great detail at the properties in timber frame buildings to evaluate the perception in the industry towards timber frame and why they think masonry is the better construction overall. 1.4.1 Fire resistance: Barry (1998) states that although timber is a combustible material, it can function as a structural member for a longer period than an unprotected metal member provided it is of adequate section White (1999) agrees with this statement saying The relatively good structural behaviour of timber in fire is due to the fact that it has uniform strength through the mass. The load bearing capacity is therefore reduced in proportion to the loss of the cross section, the unburned section, however, retains a full high strength Forest products research institute (1988) also agrees with this; as the results from a study showed that timber of sufficient size is difficult to burn because of cross sections decompose relatively slowly due to its low thermal conductivity and the formation of charcoal on the outer sections Sustainable houses (2000) agrees with the above as it states that timber frame homes tested to BS476 demonstrate that they exceed these requirements BRE structural survey (2002) indicates that in the TF 2000 BRE project no evidence to suggest that timber frame construction suffers disproportionally form problems of poor workmanship or that it is exposed to higher risks of fire spread than traditional masonry counterpart. In support of this TRADA and BRE fire safety research concluded that Timber frame performs as well as other construction in fire and life safety is at no greater risk. 1.4.2 Thermal: Sustainable (2000) suggests that one of the most commonly identified advantages of timber frame systems in relation to thermal performance, The most important factor by far being the structural envelope. The most basic timber frame home will exceed current building regulations requirements In support of this statement Doran (2008) BRE states timber frame insulation solutions lend themselves to going significantly beyond the minimum thermal performance requirements Timber frame can easily meet current regulations by increasing stud size therefore increasing the amount of insulation, giving a better U-value. With the governments publication of new regulations in 2006 part L relating to energy conservation and ventilation in new homes Timber frame uk suggests that with the introduction of these new part L regulations for new built homes timber frame housing has increased because of its suitability for modern building and it can comply with the new regulations so easily and cost effectively With timber being a poor conductor of heat Barry (1993), the thermal conductivity is very low making it a natural insulator which is two to four times of common insulating materials Simpson (1999) However Doran 2008 indicates that to achieve the expected thermal performance in timber frame dwellings requires good workmanship 1.4.3 Acoustic: Sound is a form of energy which can be transmitted over a distance from its source through a medium, such as air or a solid element of construction e.g. a wall or a floor. A construction based website Homebuilding.Co.uk indicates that heavyweight building techniques have a clear advantage here. But in detached housing, the chief area of concern is noise between floors and most masonry homes actually have timber intermediate floors, so in this respect there is little difference http://www.homebuilding.co.uk/feature/construction-systems-masonry-vs-timber Sustainable (2000) indicates that timber frame masonry outperforms masonry party walls by some margin In support of this Trada (2000) agrees with this statement indicating lightweight timber frame party walls between semi-detached or terraced houses and flats and party floors between flats meet the current requirements of the building regulations for sound insulation. However many authors argue this (.) stating that building mass is the only way to provide high sound insulation. An article by Clive Fewins, published in home building and Renovating magazine agrees with the above statement with regards to the public perception, where the public perception of masonry built is strong and durable A masonry structure gives a house a feeling of solidity, as the density of the blocks provides a high level of acoustic mass Trada state Its interesting that even our standard 140mm timber frame walls are 20 per cent more thermally efficient than current building regulations demand. Sound insulation is more efficient too with a timber frame, compared with other methods of construction. This public perception of the acoustic performance of timber frame has also played a role in hindering the growth of timber frame housing but these unsubstantiated views have been contradicted by a number of independent assessments within the industry. However BRE are in favour of timber frame building stating, If all dwellings had sound insulation as good as that measured in party walls of timber frame homes, the problems of noise from neighbours would be greatly reduced. Just like any other new homes, when built with good standards of workmanship, timber frame homes will meet all current Building Regulations and Standards on sound insulation and acoustic performance. It is commonly assumed that only solid walls that are found in traditional masonry houses can guarantee you peace and quiet. In 2003 tests were carried out by (BRE) the Building Research establishment on Robust Details that can be used by any designer and house builder, this research proved that timber frame houses performed best out of any construction method. This research was also reviewed on the UKs largest database of test cases on sound performance going back over 17 years, by Dr Sean Smith of Napier University who also stated the superior sound performance of timber frame houses. A statement from Dr Sean smith in a recent website article on timber frame construction shows after researching on acoustical performance how he personally feels timber frame can easily outperform current regulations Our research shows that timber frame party walls are the best performing in the industry for current and future regulations. The (Irish timber frame association) suggest the importance of mass has always been perceived as been vital to achieve good sound insulation, however reliance on mass alone would be impractical and a largely unpopular method of improving sound performance. In recent years other characteristics have became more important such as isolation, stiffness, absorbency and air tightness. Isolation makes it more difficult for sound to propagate through the building by introducing physical breaks, this is an important for good sound insulation, and the cavity walls in both house types perform this function. Stiffness of structural members, gives greater resistance to structure borne vibration caused by sound. Absorbency in voids helps dampen sound and finally by ensuring the separating structures are totally sealed, sound leakage through gaps is avoided. It is widely accepted that timber frame construction is exploiting these characteristics and is well ahead of other methods when the regulatio ns change in the future. Noise nuisance within homes is becoming a more widespread concern in modern times as ownership televisions, stereos and game consoles are at an all time high and this is causing conflict among neighbours. The findings of BRE have contradicted the public perception that mass is essential to gain high-quality acoustic performance. Durability: Narty (1971) argues that The Durability of timber is often discussed with reference to fungi, or insect attack. In absence of these, timber is remarkably resistant and will survive for long periods of time; the author has found such evidence as the Egyptian tombs which are over 200 years old. BRE (1996) conducted two large scale independent surveys and found no instances of rot caused by water ingress. And all timber exposed areas (Cavity) that are preservative treated shall cause little trouble In support of this Simpson (1999) agrees with this statement suggesting that timber kept constantly dry does not decay and a large proportion timber used is kept dry and can last for very long periods 1.5 Advantages of timber frame over masonry: Timber frame offers a number of advantages compared to most other forms of construction The previously stated the u turn for the rise in popularity for timber frame methods of construction has not been unfounded, with large benefits to the client and contractor been identified as the basis for this success. Many of the countrys contractors in the housing are now seriously considering this technique because it, provides high quality houses, quickly and cost effectively Source (Prefabrication-solution to an overstretched industry, Nov 2001, The Irish construction Industry Magazine) The greater use of well-designed timber frame houses will help ease the pressures on traditional construction trades, it also has the benefit of helping to speed up projects and help ensure cleaner and safer sites Source (Webb, M., The construction magazine, Prefabrication Report) On Speed Factory-produced homes are usually erected on site in a matter of days. Once up, the internal finishes can be started right away, which can produce further time savings. However, there may be lengthy delays involved in getting the frame built. Also bear in mind that thin-joint masonry promises many of the speed advantages of timber frame. The NHBC estimates up to a three-month time saving by choosing timber.

Free College Admissions Essays: Slacking :: College Admissions Essays

College Admissions: Slacking It's unbelievable how each year, since the beginning of high school, my perfectly laid plans for myself have unavoidably deteriorated. When I entered my freshman year, I had aspirations of being a doctor (something I had wanted to be since I was a child). Now, here I am entering my senior year in high school without any idea of what I want to do. Now seems to be the time to start taking life seriously and making responsible, educated choices. Looking back on it now, I realize that I cannot become the doctor I wanted to be. I have come to realize that, that dream was not only my own, but a dream of my family. My parents often talked of me becoming a doctor and although their enthusiasm continued throughout my childhood and early adolescence, mine slowly diminished; until finally I realized I did not want to become a doctor. I remember how hard it seemed to tell my parents of my decision, I felt as if I was letting them down, but I eventually came to realize that they wanted me to do what made me happy. I am not definite why I changed my mind in regard to being a doctor, I had the grades, the drive, and the willingness to make certain sacrifices, but somewhere I was missing something and I felt that I would not be satisfied in a medical career. So I started thinking about what I wanted to do; I went from teaching to law enforcement, computer programming to astronautics and numerous other professions. Now I come to a crossroad in my life where I must choose what to do with my future, choose what will make me happy. I have always wanted the typical 'American Dream' to have a husband I am in love with, a stable job, loving children, and a house in the suburbs. But now I realize that there are so many other steps I need to take in order to achieve these so-called goals. This includes graduating from high school and college, finding that special someone, and finding that perfect job. I have begun to realize that I have yet to begin my life; everything up until now has been practice, as if I have been in a cage and it is only now that I am beginning to break free and do things for myself.

Teacher Learning Through The Lens Of Activity Theory Education Essay

During recent old ages, teacher larning has gained much attending of principals and school leaders. In many instances schools leaders ‘ effort has been to supply an environment in which the instructors feel supported and accordingly learn efficaciously in their categories. Fuller and Unwin ( 2006 ) have categorized schools ‘ acquisition environments, as either restrictive or expansive in respect to their nature of societal interactions. Concentrating on the impressions introduced by Fuller and Unwin ( 2006 ) , in this paper I analyze these two acquisition environments in an Persian bilingual school, in which Persian and English are the media of direction, through the lens of activity theory. Kutti ( 1996 ) defines activity theory as â€Å" a philosophical and cross-disciplinary model for analyzing different signifiers of human patterns as development procedures, both single and societal degrees interlinked at the same clip † ( p. 23 ) . Sing this definition, utiliz ing activity theory in analysing the Persian school environment, I show how this model and its rule of contradictions can be relied on to steer research in larning environment and educational engineering. Furthermore, this survey provides an penetration into alterations in the instructors ‘ acquisition at workplace when a new technological tool becomes portion of schools ‘ activities and communicating. Keywords: expansive acquisition environment, restrictive acquisition environment, formal acquisition, informal acquisition, activity theory, teacher larning, e-learning1. Introduction1.1 Introduce the Problem Schools are non merely places where pupils learn but besides are they topographic points for instructors ‘ acquisition. Nowadays, school leaders around the universe are seeking to determine a civilization in which acquisition for both pupils and instructors happens in the most effectual manner. Since school principals have realized that instructors ‘ cognition and emotional provinces may impact pupils larning, which is the ultimate end of schools, they try to supply an environment in which instructors upgrade their accomplishments and decide their emotional battles related to their workplace. However, it is of import to detect what â€Å" counts † as workplace larning for instructors. Marsick and Watkins ( 1990 ) defined this as chances for acquisition, both those that are more formalistic and knowing and those characterized as minor expense. The focal point of this survey is on instructors ‘ acquisition and larning environment characterized as restrictive or expansive. Furthermore, analysing a instance through the lens of activity theory by concentrating on contradictions inside the activity systems provides an reliable illustration of both restrictive and expansive acquisition environments. The chief intent of this survey, nevertheless, is to demo how the activity theory can be utile in analysing instructors ‘ acquisition in different acquisition environments. This survey is organized in four subdivisions. The following subdivision provides an overview on the constructs related to instructors ‘ workplace acquisition and the activity theory model, by reexamining some cardinal literatures. The method subdivision describes the types and design of this survey. The consequence subdivision looks at two different larning environments in an Persian school and an e-learning plan through the lens of the activity theory and the last subdivision, which is treatment and decision portion, wraps up the treatment with deductions and sugge stions. 1.2 Describe Relevant Scholarship In this subdivision some surveies are reviewed in order to lucubrate some of the cardinal constructs in the survey such as, â€Å" restrictive † and â€Å" expansive † larning environment, â€Å" formal † and â€Å" informal † acquisition, and the activity theory. 1.2.1 Restrictive and Expansive Learning Environments While this survey is grounded in the context of an Persian school in which two different larning environments were experienced, I believe there is a demand to acknowledge the features of each environment. The thought of restrictive and expansive acquisition environment comes from the surveies of Fuller and Unwin ( 2006 ) on learner acquisition in four different companies. During their surveies Fuller and Unwin developed a conceptual model within which to do sense of chances and barriers in learner acquisition. Pulling on the thoughts of Lave and Wanger ‘s community of pattern theoretical account and Engestrom they classified larning environments as either expansive or restrictive. The following tabular array shows an altered model for instructor acquisition environment. Table 1. Expansive and restrictive acquisition environments for instructors. Beginning: Evans, Hodkinson, Rainbird, & A ; Unwin, ( 2006, p. 53, Figure 3.1 ) Expansive acquisition environment Restrivtive acquisition environment Near collaborative working with co-workers Out-of-school educational chances, including chances to reflect and believe otherwise Explicit focal point on instructor acquisition as a dimension of normal on the job pattern Supported chances for personal development traveling beyond school or authorities precedences Colleagues are reciprocally supportive in heightening instructor acquisition Opprtunities to prosecute with working groups inside and outside of school Opportunities to widen professional individuality through boundry-crossing into other sections, school activities, and schools Support for fluctuations in ways of working and acquisition, for different instructors and sections Teachers use a broad scope of larning attacks Isolated, single working No out-of-school clip to stand back. Merely narrow, short preparation programmes No expressed focal point on instructor larning except to run into crises or imposed enterprises Teacher acquisition dominated by authorities and school dockets Colleagues obstruct or do non back up each others ‘s acquisition Work restricted to home departmental squads within school The lone chance to boundry cross associated with major alteration of occupation Standarised attacks to learning and teacher larning are prescribed and imposed Teachers use a narrow scope of larning attacks 1.2.2 Formal and Informal Learning Since one of the differentiation points between two different larning environments, viz. , expansive and restrictive, is on supplying support for fluctuations on acquisition, it is of import to acquire to cognize different types of acquisition. Marsick and Watkins ( 2001 ) qualify formal acquisition in contrast with informal acquisition as â€Å" institutionally sponsored, classroom-based, and extremely structured † ( p. 25 ) . For them informal acquisition is â€Å" incidental † and non classroom-based and extremely structured, and the control of acquisition is â€Å" chiefly in the custodies of the scholar † ( p. 25 ) . To clear up the impression they defined incidental as â€Å" a by-product of some other activity, such as undertaking achievement, interpersonal interaction, feeling the organisational civilization, trial-and-error experimentation, or even formal acquisition † ( p. 25 ) . As said by Eraut ( 2004 ) informal larning suggests more flexiblene ss or freedom for scholars. He believed that informal larning takes topographic point in a broader scope of scenes than formal instruction. This informal acquisition can take the signifiers of â€Å" conversations in the corridors or when sharing lifts with co-workers to the workplace ; detecting instructors ordaining their functions around a school ; and co-participating in normative patterns † ( Fox, Deaney, and Wilson, 2009, p. 219 ) . Eraut ( 2004 ) believed that nevertheless in informal acquisition, larning from other people is recognized as socially of import, but single bureau is more considerable than socialisation. He declared that informal acquisition plays a important function in professional development. Eraut declared that that in many scenes scholars experience both formal and non-formal acquisition. Although some bookmans acknowledge the significance of informal acquisition in professional development ( e.g. Eraut, 2004 ; Marsick, 2009 ) , Fuller and Unwin ( 20 06 ) pointed to Solomon ‘s concern about the recent accent on informal larning to state that this accent has â€Å" a negative side in that it may be sabotaging the demand to supply employees with chances to prosecute in off-the-job proviso as well † ( p. 29 ) . Fuller and Unwin added that harmonizing to Solomon ‘s position â€Å" supplying fewer off-the-job chances gives employees less opportunity to stand back and reflect critically on their pattern † ( p. 29 ) . 1.2.3 Activity Theory as a Theorietical Model As I mentioned before the instance of the Persian school under the focal point of this survey will be analyzed through the lens of activity theory. Indeed both larning environments, experienced at the school, will be scrutinized utilizing activity theory, in order to demo how each environment works for instructors in footings of acquisition and effectivity. Activity theory has had an germinating alteration from its development by Lev Vygotsky in 1920s. The first coevals of this theory, centered on Vygotsky ‘s suggestion, introduced the thought of mediation ( Engestrom, 2001 ) . Vygotsky ‘s thought of cultural mediation of actions is expressed â€Å" as the three of topic, object, and interceding artifact † ( Engestrom, 2001. P. 134 ) . This coevals of Activity Theory, nevertheless, is located on the degree of the person ‘s actions and does non exemplify â€Å" how cognitive alteration happens within a corporate context † ( Hardman, 2005, p. 2 ) . Vygotsky ‘s co-worker Alexei Leont'ev in 1981 clarified the differentiation between single action and corporate activity ( Engestrom, 2001 ) . The 2nd coevals of activity theory arose so out of Leont'ev ‘s three-level theoretical account of activity with its footing in the differentiation between action, operation and activity ( Engestrom, 1987 ) . However, â€Å" this theoretical account failed to develop Vygotsky ‘s theoretical account into one of corporate activity † ( Hardman, 2005. p. 3 ) . Engestrom in 1987 developed Vygtsky ‘s thoughts and introduced the 3rd coevals of activity theory ( Figure 1 ) : Figure 1. Components of the activity system ( Engestrom, 1987 ) Engestrom ( 2001 ) asserted â€Å" the 3rd coevals of activity theory needs to develop conceptual tools to understand duologue, multiple positions, and webs of interacting activity systems † ( p. 135 ) . Kutti ( 1996 ) defines activity theory as â€Å" a philosophical and cross-disciplinary model for analyzing different signifiers of human patterns as development procedures, both single and societal degrees interlinked at the same clip † ( p. 23 ) . As you see in the figure 2, activity theory is consisted of seven elements: Subject: the histrions engaged in the activity Object: natural stuff or job infinite at which the activity is focused ( Engestrom, 1993 ) . Tools: instruments facilitate the object of activity Community: the topics of an activity system with a common object Division of labor: horizontal and perpendicular division of undertakings and functions, power and position among members of the community Rules: explicit and inexplicit norms that control actions and interactions within the system ( Engestrom, 1993 ) Result: transmutation of the objects ; the overall mark of the activity system ( Jonassen, 2002 ) Engestrom ( 2001 ) uttered five rules that summarise his attack to the modern-day activity theory. In the first rule, he identified the activity system as the chief unit of analysis. In the 2nd rule he emphasized multi-voicedness of activity systems ; he argued that activity systems are communities of multiple points of position, traditions and involvements. In the 3rd rule Engestrom ( 2001 ) pointed to historicity of systems by stating that â€Å" activity systems take form and acquire transformed over drawn-out periods of clip † ( p. 136 ) . In the 4th rule he tried to demo the significance of contradictions by presenting them as beginnings of alterations and development. For him contradictions can ensue in tensenesss but besides transmutation in activity systems. In specifying contradiction Kuutti ( 1996 ) stated â€Å" contradiction is a misfit within elements, between them, between different activities, or between different developmental stages of a individual activity à ¢â‚¬  ( p. 34 ) . In the last rule he talked about expansive rhythm by adverting that â€Å" activity systems move through comparatively long rhythms of qualitative transmutations † ( p. 137 ) .2. MethodBecause this survey seeks to understand how activity theory can be a utile model for analysing larning environments, it adopts an explanatory instance survey design. This is a survey on an Persian bilingual school in which both restrictive and expansive acquisition environments were experienced. In order to supply a better apprehension of the context, the research worker uses her observations and perceptual experiences as one of the instructors in the school upon which the survey is built. In each acquisition environment, either restrictive or expansive, by concentrating on contradictions as dynamic forces of alteration, we can show how we can track transmutation and better understand these transmutations within an activity system. In fact, contradictions can either authorise larning to come on, or they can curtail it, depending on whether or non they are acknowledged and fixed ( Nelson, 2002 ) .3. Consequences3.1 Restrictive Learning Environment From its constitution in 2002 up to its work on 2006, the school had a restrictive acquisition environment in which instructors did non back up each others ‘ acquisition. There were some Teacher Training Courses ( TTC ) for the instructors, every one time in a piece, to order and order some instruction schemes and criterions ; later the instructors had to learn precisely harmonizing to what they had been told. Teachers had to work separately and there was no civilization of collaborative acquisition. However some informal acquisition happened inside the schoolroom for the instructors, they did non hold the opportunity of speaking to the other instructors in order to hold more informal acquisition. Despite some efforts of the supervisors on the manner of supplying chances for instructor acquisition such as category observation and supplying feedback to the instructors, teacher preparation classs, and supplying some text books for the instructors, teacher larning was non admitted explicitly as a critical issue of the school. In such an environment emerging contradictions seemed inevitable. Figure 2 shows the activity system representation of such a restrictive acquisition environment by presenting elements of the system. Figure 2. An activity system representation of restrictive school environment 3.1.1 Contradictions in Restrictive School Environment School leaders ‘ belief was grounded on the thought that individualist acquisition is more effectual for instructors, so the instructors were encouraged to analyze separately. This thought nevertheless, was non in line with the human nature which has disposition toward communicating with others. The instructors were restricted to pass on with each other and this was in contradiction with their established patterns in the society. In the communities out of this school all of the instructors had chances to speak with other people and to larn from them ; so outgrowth of a contradiction between the topics particularly the instructors with the object was obvious ( subject/object contradiction ) . On the other manus the regulations of the school were in a manner that made the instructors stay off from each other. Harmonizing to the regulations, the instructors had to pass their java interruption clip in their categories and there was no chance provided for them to pass on with each o ther ( subject/rule contradiction ) . The school supervisors were supposed to supply such a acquisition environment in which the instructors ‘ acquisition happened in the most effectual manner ; in this manner, nevertheless, they were non supportive plenty. For illustration, one of the undertakings of the supervisors in each school is detecting the instructors ‘ categories and supplying feedbacks to them. In this school nevertheless, the supervisors observed each category merely one time in a twelvemonth, and this did non hold any added value for the instructors ‘ acquisition. In this manner the instructors had to oversee their ain actions and to go supervisors of themselves ( division of labour contradiction ) . Harmonizing to the 5th rule of the activity theory â€Å" as the contradictions of an activity system are aggravated, some single participants begin to inquiry and pervert from its established norms. In some instances, this escalates into collaborative picturing and a calculated corporate alteration attempt † ( Engestrom, 2001, p.137 ) . The contradictions inside this activity system were assumed as barriers in making the school effectiveness so as a consequence of facing these contradictions, the school initiated alterations in the system in order to decide the contradictions for the interest of better results. In this respect, a sort of expansive transmutation happened in the system. As Engestrom ( 2001 ) said â€Å" an expansive transmutation is accomplished when the object and motivation of the activity are reconceptualized to encompass a radically wider skyline of possibilities than in the old manner of the activity † ( p. 137 ) . In this sense, the object of the s ystem changed to expansive acquisition undertakings and consequently the tools changed in order to advance the object to run into the result of the system. 3.2 Expansive Learning Environment Harmonizing to Engestrom ( 2001 ) activity systems take signifier and acquire changed over long periods of clip. He adds that jobs and potencies of an activity system can merely be understood against it ain history. In this instance, the school environment as an activity system changed from being restrictive to being expansive in order to be more effectual in making the end of the system. This means that the instructors were encouraged to hold a close collaborative working relationship with the other instructors. Anchoring on this thought a new e-learning plan was introduced to the instructors as a manner of communicating with the other instructors of their ain school and the instructors of another school in Malaysia. The chief end of this plan was assisting instructors to pass on their jobs with each other and with their supervisors and to upgrade their cognition. In contrast with the old manner of the system, instructors ‘ acquisition was accepted explicitly as a cardinal con struct in the school and it was considered as a chief factor in the school effectivity. The e-learning plan was an on-line plan in which the instructors could entree online classs held by teachers from Malaysia. In add-on to this formal larning some informal acquisition chances were besides provided: the instructors could be involved in voice and picture confabs online with each other and with the other instructors from the Malayan school. They could besides inquire inquiries and discourse around a subject in a treatment forum. Figure 3 shows the activity system representation of such an expansive acquisition environment. Barb, Evans, and Baek ( 2004 ) believe that as one moves toward seeking to plan community, particularly one in which the members are expected to prosecute in new patterns that challenge their current civilization, many contradictions emerge. In this activity system presenting a new engineering and new patterns caused some contradictions in the activity system. Figure 3. An activity system representation of expansive school environment 3.2.1 Contradictions in Expansive School Environment Harmonizing to Engestrom ( 2001 ) one of the rules of activity theory is the â€Å" multi-voicedness of activity systems † ( p. 136 ) . This means that an activity system is a community of different points of position, histories, and involvements. This multi-voicedness as said by Engestrom may do some problems and contradictions. In our instance, after presenting e-program as a manner of communicating and coaction some of the instructors resisted engagement in the plan and some other were actively involved in the plan. This was largely because of their involvements and backgrounds. Some of the instructors were old instructors who had got used to individualist acquisition and treated such plans as a manner of â€Å" wasting clip † . Some others nevertheless, had found it a good manner of join forcesing with the others and work outing their ain jobs and the jobs of the other instructors. While in an expansive environment instructors are supposed to be reciprocally support ive in heightening their acquisition ( Evans et al, 2006 ) , in this instance the older instructors were non supportive plenty because of their background and involvements and this caused a contradiction between the divisions of labor of the system. On the other manus, as all of the instructors were non active scholars and some of them were inactive scholars a contradiction emerged between the topics ( topics contradiction ) . Furthermore, as mentioned before, in the instance that some of the older instructors preferred individualist acquisition and resisted affecting in expansive patterns we see a contradiction between topics and object which was â€Å" expansive acquisition undertakings and patterns † ( subject/object contradiction ) . One of the grounds for the instructors who resist engagement in the new undertakings was their deficiency of cognition in utilizing technological device such as computing machines or cyberspace ( subject/tool contradiction ) . In such a system a contradiction besides emerged between tool and division of labor. The debut of the e-learning plan and computer/internet as a tool required a new division of labor due in portion to the freshness of the tool but besides due to the fact that the supervisors were non able to help all instructors with the computer/internet undertakings. Consequently some instructors who had a better technological cognition became supervisors of the other instructors with the deficiency of cognition in utilizing new devices. One of the patterns in which the instructors were involved was go toing online classs held by Malayan teachers. Since the Persian school was a bilingual school, the teachers had some suggestions for pupils ‘ linguistic communication acquisition betterment. For illustration, they suggested that doing larning groups from the pupils and inquiring them to be involved in some reliable role-playing could better their linguistic communication proficiency. But they emphasized the thought that in each group both genders should be involved. This suggestion nevertheless seemed to be effectual, but was non applicable for an Persian school, because Persian schools are non co-education systems and male and female pupils, because of the Islamic regulations, can non be in a same system. There were besides some other suggestions which were incompatible with the school regulations ( tool/rule contradiction ) . This mutual exclusiveness of the instructions with school regulations made the instruc tors uninterested in the instructions because they thought that those instructions were non utile in their instruction systems ( subject/tool contradiction ) . There were some besides some other issues in the system which caused emerging some contradictions between the elements. One of these issues was low cyberspace velocity in Iran which de-motivated the instructors from utilizing e-program as a manner of communicating ( subject/tool contradiction ) . Harmonizing to Nelson ( 2002 ) contradictions can either ease acquisition to come on, or they can impede it, depending on whether or non they are acknowledged and resolved. Introducing a new plan to the instructors, as we saw, caused some contradictions. When the school system had a restrictive environment, the school leaders tried to decide the emergent contradictions due to the deficiency of communicating. When they decided to present the e-learning plan they believed that this plan could hold been a good manner for the instructors to pass on with the other instructors inside the school and outside of it. By presenting a new engineering, nevertheless, some other contradictions emerged that the school leaders had non anticipated. So alternatively of deciding the new contradictions they decided to eliminate the beginning of them which was the e-learning plan. Despite the huge sum of budget and clip devoted to presenting the new plan, the school leaders stopped the plan because they b elieved that the plan did non hold much added value to the instructors ‘ acquisition.4. DecisionThis article began with the purpose of look intoing contradictions in different acquisition environments through the lens of activity theory. In order to show contradictions happening in different acquisition environments the article introduced a instance survey in an Persian school. However, as said by Hardman ( 2005 ) although â€Å" a instance survey does non allow one to do general statements about how something might be used in different state of affairss † , it does supply a deep description of the procedures underlying the object of the survey. Analyzing restrictive acquisition environment at the school under probe showed that most of the instructors were inclined to pass on with the other instructors for the interest of more acquisition. As one of the elements of expansive larning environment as said by Evans et Al ( 2006, is â€Å" chances to prosecute with working groups inside or outside of school † ( p. 53 ) , the e-learning plan could hold provided such an chance for the instructors. When the object and consequently the tools of the system changed and a new engineering was introduced to the instructors, some contradictions emerged. The lens of activity theory, as we saw, could supply insight into alterations in the instructors ‘ acquisition at workplace when a new technological tool became portion of their activities and communicating. In this instance some of the older instructors had some jobs with the new engineering or even with the new object ( expansive acquisition patterns such as communicating with the other instructors ) . If the school leaders and instructors tried to happen the contradictions and to decide them, the activity system could hold gone one measure in front to its end. For illustration, if merely a few Sessionss were devoted to learn computing machine and cyberspace accomplishments to the instructors, some of the contradictions could hold been resolved ; but when confronting with jobs caused by contradictions the school leaders eliminated the beginning of contradictions ( e-learning plan ) alternatively of look intoing the beginning of the jobs ( contradictions ) and deciding them. A s a affair of fact, presenting a new plan or engineering to any puting shifts participants ‘ established patterns to the new patterns, which causes some contradictions. It is of import that school leaders can place contradictions in their scenes and see how these influence school civilization and how to equilibrate them.RecognitionsI would wish to thank Dr. Alison Taylor, the teacher of my â€Å" Workplace and Learning † class at University of Alberta, who guided me through this survey.

Cultural Dimensions Essay

1)Give the definition and objectives of â€Å"your† cultural dimensions (what does the dimension measure? what do you want to measure? For instance : ability to work in groups, individual empowerment †¦ (for the individual/collective dimension). Diffuse and Specific orientated cultures – The most apparent difference is the ability to separate private from professional life. In diffused cultures, the private and professional lives are closely linked whereas specific cultures keep them separate. Additionally, specific cultures promote directness, precision, and transparency. Also, people from specific orientated cultures are able to remove themselves from a situation in regards to principles and values. This means that specific orientated cultures encourage objectivity. This is in contrast with the diffuse orientated culture that is more indirect and highly subjective. Furthermore, it can be said that this culture is more informal and social-orientated. 2)Illustrate the dimension referring not only to the professional life. Describe situations in which the dimension may impact behaviors. For instance : when somebody cries in the classroom,†¦ (for the neutral/ affective dimension). For example, if a manager is invited to dinner by employees, in a specific-orientated culture, the manager might decline the invitation as he or she wouldn’t feel it is appropriate whereas in a diffuse orientated culture this might be seen as an opportunity to bring informality to the relationship. So in a company based in Germany, this invitation would be seen as inappropriate because Germany has a more specific culture whereas in Finland this wouldn’t necessarily be frowned upon as it is more diffuse orientated. 3)In order to measure â€Å"your† dimension among persons of different nationality, prepare a series or questions (MCQ or Yes/No type are easier to analyze).