Tag Archive | "Breaking"

Breaking into the Real Estate Market – Commercial or Residential?

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While the current economic climate might not make many run to the real estate market for their top career choice, for some, it can be a lucrative business. If you’ve decided to enter the real estate business consider the varying specialties that might help you to succeed. You may want to start as a <a title=Commercial eal estate agent at Royal Commercial! Href=http://www.royalcommercialcorp.com/resources/commercial-real-estate-agent.php>commercial real estate agent</a>, someone who specializes in selling <a title=Commercial real estate at Royal Commercial! Href=http://www.royalcommercialcorp.com/resources/commercial-real-estate.php>commercial real estate</a>. You may also consider becoming an appraiser, the person who determines the value of the home being bought or sold; a broker, who assists buyers with the actual transaction; developer, a person who improves land by adding or replacing or fixing up buildings; property management, someone who manages the property for an owner. With all these choices when becoming a real estate agent you are bound to find something that will be the perfect fit.

When deciding whether or not you’d like to do commercial or residential real estate consider these major differences.  Obviously, commercial real estate agent will focus around office space or other types of commercial properties that are mostly income producing. Most homes will simply be by their owners.  Commercial real estate can encompass leasing office space, owning an apartment complex or selling real property to name a few of the areas that you might be working in.

It’s also important to note that the paperwork involved is very different between the two areas of real estate. Residential deals are given much more consumer protection than commercial deals. Disclosures common to residential are not necessarily required. Commercial real estate buyers are going to need to ask about zoning laws, whether or not the area is suitable for their business, among other business decisions. As a real estate agent you’re going to need to have the skills necessary to meet different needs for the consumer.

No matter the type of real estate you decide to specialize in, each requires a different level of skill and a different level of knowledge. The type of person you are going to be dealing with in residential real estate is going to be quite different than the person you might deal with in a commercial transaction. Consider the types of customers you would most like to work with when comparing the two. Consider the types of goals you have and the types of needs you like to meet for others. It can be exciting helping the first time homebuyer discover and purchase the home of their dreams. Does this get you more passionate than helping the savvy business owner find the perfect space for leasing, a space that can help them meet their business needs. While there are two different goals, helping people meet those goals can be very rewarding.

Committing to becoming a residential real estate agent or a commercial real estate agent can be a big step. Determining that you want to go into real estate can be a difficult decision, especially when the current real estate climate is shaky. However, in the end, it can be a very rewarding career choice and a very lucrative one, depending on the type of real estate agent you become and the area in which you live. If you don’t think commercial or residential real estate is the right move then consider the other types of specialties that might be just the right fit. You have to spend a lot of time in your career so make sure that you are making a choice that is going to be in your best interest for the long term.

Rebecca Beckett is a freelance writer for Innuity. If you would like more information about commercial real estate agent or commercial real estate go to Royal Commercial!

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Technology Vendor Contracting: Breaking the Mold

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Commercial buyers of information technology products and services are locked into a self-defeating pattern of behavior when it comes to negotiating contract terms and conditions with technology vendors, and it is time to move on to a better approach. Better technology vendor negotiations produce better contracts for a technology project, and better contracts produce better project outcomes. So, break the mold and move on to a better way of negotiating contract terms and conditions for your next technology project.

Vendor Contracts – Timing Is Everything

Let us assume that by now you have done a lot of planning and information gathering for your proposed technology project, you have completed a vendor selection process, and now it is time to document your deal with your chosen vendor.

At this stage in the technology procurement process, the most common practice—indeed the almost-universal practice—is to distribute the vendor’s proposed contracts to your project team for review and comment. Then, as if by instinct, everyone starts looking for vendor bias in the contracts. No one has been given this specific directive. You simply assume and expect that everyone knows the drill. Folks on your project team begin striking certain biased provisions and scribbling notes about amending others. For sure, removing or limiting vendor bias in the contracts is a worthwhile exercise, but now is not the time to perform this exercise.

Light bulb on

I had to get several technology deals under my belt before I realized this, but at this early stage of the contracting process, you really need to focus first on terms and conditions that are important to you, not the terms and conditions that are important to your vendor. We know your vendor has included in its specimen contracts (as modified prior to presentation to you) all the terms and conditions of your deal that are important to your vendor. In fact, they are very easy to identify. They are all the contract terms with vendor bias. These provisions are so important to your vendor that it has purposely added bias to them, often with obvious exaggeration and redundancy. Even if your vendor has to bargain down somewhat from these provisions, your vendor is still in a safe position because the starting point was so extreme.

What you should do instead

At this initial stage of contracting, you should ignore your vendor’s proposed contracts. Simply set them aside for the time being, and do this for two reasons.

First, in order to express in writing the terms and conditions that are most important to you, you must actually think of what those terms and conditions might be. Likeable as your vendor may be, your vendor will not have already added to its proposed contracts the terms and conditions most important to you for your particular project. You will have to come up with this stuff on your own.

Second, until you know what terms and conditions are most important to you

for your particular project, you are in no position to challenge your vendor’s biased provisions except in attempt to remove or limit the bias. “I don’t know exactly what impact this provision has on our project, but I know it’s not a provision that helps our cause.” Challenging these provisions in a vacuum does not really help you.

The big picture

Now is the time to start with a fresh, big-picture perspective, and then fill in lots of detail. Circle back to earlier stages of your procurement process and revisit your decisions, your assumptions, and the various things you have learned. As a result of your many meetings and discussions, there may be things that you are now taking for granted: special vendor qualifications, how a particular piece of your project will be orchestrated, acutely risky aspects of your project, and so on. Bring to mind other similar projects within your organization and apply what you learned from those experiences.

Re-acquainting yourself with prior thought processes, discoveries, assumptions, and experiences will help you remember aspects of your project that you previously deemed important—whether because they are critical to project success, they pose a substantial risk within your project, or perhaps both—and it will force you to consider the importance of other elements for the first time. This process will help you build out the terms and conditions for your deal that benefit and protect you, terms and conditions that maximize the probability of project success and minimize project risk.

As part of this process, make a detailed list of list of terms and conditions that are important for your particular project, and:

1) Categorize them by subject matter.

For example, requirements development and prioritization, data mapping, business process issues, software development, application integration, database integration, system integration, testing, implementation, buyer protections, vendor management tools, warranties, etc. When you get around to negotiating the items on your list with your vendor, your project team will have important reference points. “Does this contract item touch implementation? If so, let’s look at our implementation items.”

2) Add qualifiers for each item.

Among other things, qualifiers can include a ranking of particular item’s relative importance within your project (critical to project success, represents substantial risk, wish list, etc.). When you get around to negotiating the items on your list with your vendor, your project team will be less inclined to treat all items on your list as equally important. Almost certainly, not all will be equally important. Your team will have a sense of how hard to push on a particular item, and in terms of the give and take that occurs in any negotiation process, they will have sense of what items to compromise (and by how much) or concede outright if met by strong resistance from your vendor.

3) Add relevant notes and comments for each item.

Among other things, relevant notes to attach to your list items include comments about accountability. Who within your project will be accountable for accomplishing the particular item: your vendor, your internal staff, or some combination? And what should happen if the party with accountability drops the ball?

With this kind of list in hand, you are in a much better position to review your vendor’s proposed contracts. Perhaps most important, you are no longer reviewing the contracts in a vacuum. You are equipped to conduct a truly meaningful review of your vendor’s proposed contracts.

Is there a gap in the vendor’s proposed contracts; that is, an item from your list has not been addressed at all? Is there an inaccuracy in the vendor’s proposed contracts; that is, an item is addressed, but its present treatment does not match your understanding, preference or requirement? Are topics within the contracts miscategorized? Are interrelated items not treated as such? Are accountabilities not clearly established?

An even better approach

Although breaking the mold and adopting the above approach to technology vendor contracting will certainly help you produce better contracts for your next technology project, which contracts should facilitate a better project outcome, there is a way to help yourself even further.

Instead of starting with and working from your vendors’ proposed contracts for your next project, think about developing your own standard agreements to include within your technology procurement process (usually at the RFP stage).

First, develop a neutral or somewhat buyer-favorable Software License Agreement. Find a standard Software License Agreement and neutralize or remove the elements of vendor bias. Then add the buyer-side content that you would normally find yourself negotiating with a typical vendor (were you working from the vendor’s standard Software License Agreement). Next, find a standard Consulting Services Agreement and do the same thing.

You can add your newly-developed standard agreements to your next technology RFP and request that responding vendors either approve your standard agreements as-is, or cite alternative language for provisions they do not find acceptable.

By incorporating your standard agreements into your technology procurement process, you will achieve two important things. First, you will be able—probably for the first time—to evaluate vendor candidates based on one of the most important factors for project success, terms and conditions. You can guage a prospective vendors appetite for terms and conditions that are important to your for your particular project BEFORE you have selected a vendor. It is much harder to win favorable terms and conditions AFTER you have selected the vendor for your project. And second, you will greatly reduce negotiation cycle times.

More and more commercial information technology buyers—of all sizes—are using this approach. It may surprise you to learn that many reputable technology vendors will not only entertain the possibility of working from your standard agreements instead of theirs, they may even welcome the prospect because it saves them time and expense as well.

A word of caution

When you develop your own standard agreements, exercise some discipline. Do not convert a terribly vendor-biased agreement into a terribly buyer-biased agreement. This will not help your cause. Instead, shoot for balance. Software developers, for example, have to protect their rights in their intellectual property, and there a certain limits beyond which they will not venture; for example, an excessively broad license grant. Understand vendor limitations and be fair. Add buyer bias judiciously and only if it is truly important to your organization.

Meet Nuckles at http://www.NucklesLaw.com or visit the firm’s sister site at http://www.TechnologyBuyersAdvocate.com.

© 2008 All rights reserved. Olive Consulting Group LLC / Nuckles Law Firm

Timothy Nuckles is a Wisconsin and Illinois technology attorney who provides legal and advisory support to commercial buyers of information technology products and services.


You may contact Nuckles at http://www.NucklesLaw.com or through its sister site http://www.TechnologyBuyersAdvocate.com.

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Breaking the Technology Barrier: Using Technology in Education

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Running Head: Breaking the Technology Barrier

Breaking the Technology Barrier: Using Technology in Education

Patrick Wellert

ETC 558

Northern Arizona University

Abstract

It has long been difficult for teachers to effectively communicate the objectives and goals in a fun and exciting way that reaches the students.  In the changing times teachers need to find ways to include students into the lesson using the technology made available to them. It has long been believed that teachers need to get over their fear and use technology openly with students in order to meet their educational needs. By including students into the lessons teachers will experience a more positive classroom experience.

 Breaking the Technology Barrier: Using Technology in Education

            Technology and education have always seemed to go together. In order to prepare students for the workplace or college they need to be able to be exposed to it. Teachers in the classroom use technology believing that the students are gaining valuable information and retaining the concepts taught but in reality the students need to be involved in the lesson and actively participating in activities that include technology. Student engagement is critical to student motivation during the learning process. The more students are motivated to learn, the more likely it is that they will be successful in their efforts. (Beeland, 2002).

Uses of Technology

            There are numerous uses of technologies that are available to teachers to include students into the classroom’s lesson. These include Interactive Whiteboards, Proximas, PowerPoint games, interactive DVDs, Ventrilo chat software, Myspace, Blackboard, and scavenger hunts. To put the uses of technology into an effective practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning (Hall, 2006). The following are how some technology is used to help students learn.

Interactive Whiteboards

            There are two different types of whiteboards. The first is a virtual version of a dry erase board. It allows students to see what the instructor or other students write or draw using a special pen. The second functions similar to a normal whiteboard but also contains a projector screen, an electronic copy board or as a computer projector screen on which the computer image can be controlled by touching or writing on the surface of the panel instead of using a mouse or keyboard. They function by connecting a projector to the whiteboard panel with the use of a computer and software. It is important to know the different functions in order to determine which whiteboard is right for the educator. By knowing the difference you can also learn the terminology and understand the basic functions of each.

Proximas and PowerPoint

            PowerPoint is a software program that is being used in the classroom as a tool to incorporate learning activities into the curriculum. PowerPoint enables teachers and students to actively create presentations with graphics, charts, diagrams, and pictures in their slideshows to help make often complicated ideas and lessons more manageable and understandable. It is a way for students to engage in research, and present information to their peers. When students are actively learning, taking an active role in the learning process, they seem to understand the information better, and enjoy the lesson. The use of a game also allowed Jones and Mungai to directly address the learning style needs of the visual (58%) and tactile learner (22%), which represents eighty-percent of those involved in the content related courses. When constructed with different learning styles in mind, games can often accelerate the learning process (Jones & Mungai, 2003). By itself PowerPoint is not a cure-all remedy, but rather a tool that needs to be understood and used properly for it to be effective as an active learning tool. It also has shown that students that did use PowerPoint as a learning tool were more engaged in the discussions (Rowcliffe, 2003). This will encourage teachers to use PowerPoint as a way to involve students into a lesson by stimulating discussion. For PowerPoint to take place in a classroom an Interactive Whiteboard or a Proxima is needed. A Proxima displays a computer screen onto a screen much like a projector at a movie theater. The user is able to display items such as websites, PowerPoint, and interactive games. A way for students to interact using this technology is through games created by teachers and used in the PowerPoint lesson. Games such as Hollywood Squares, Jeopardy, and Who Wants to be a Millionaire are created using slides and links to answer the questions. Teachers may use a blank template and fill them with different answers for the students to use as a review. Teachers may even let the students create their own review using the blank templates. This activity can also be used in a small group or team setting.

 Advantages to the Students

Learning sciences research tells us that students learn much better “by doing” rather than “by listening.” This means that passive learning – the traditional lecture – is being replaced in our classrooms by more active learning activities that emphasize student problem solving, discussion, presentation and other “authentic” learning-by-doing-activities. (Day, 2004). By including students into the lesson it opens up a realm of possibilities because students can retain roughly only 10% of what they write down.

Teacher Apprehension

            So why are teachers not using technology that engages and interacts more frequently with students? There are many reasons why teachers feel apprehensive or uncomfortable using an interactive whiteboard, proxima and PowerPoint. The first of which could be the length of time from their college prep program until now. Teachers often get exposed to and learn new technologies in their teacher prep courses. Some might not have been prepared enough upon entering the workforce. Although the availability of technology in American schools has increased (US Department of Education, 2000), information released by The National Education Association (2004) indicates that less than 35% of public school teachers feel they are “well prepared” or “very well prepared” to use this technology effectively.

            The second reason is blockage from the school’s control or security system. Teachers claim that the firewalls and filtering systems create blockage in their attempts to educate and communicate with others with technology (Murray, 2004). The teachers and other users can become frustrated when they do not understand why a certain item like a website used for a scavenger hunt or a hyperlink in a PowerPoint are not available.

            The inconsistency from school to school is another reason. At one site there may be access to all different types of technology while at another the absence is very evident. The general public perception is that our schools are using technology and managing our resources in that area well. In several surveys done some schools do show nearly 100 percent use of technology while in others the use of technology is nonexistent (Starr, 2003).

Summary

The research has shown that there are proven benefits to using technology in the classroom. The ability to integrate technology into the classroom can add valuable information and ideas to our students.

By facilitating Proximas, PowerPoint, and interactive whiteboards our teachers will be able to reach a broader audience of learners.    

References

Beeland, W.D. (2002). Student engagement, visual learning and technology: can interactive

whiteboards help? Retrieved May 31, 2008, from www.apexavsi.com

Day, J. (2004). Enhancing the classroom learning experience with web lectures. Retrieved May 31, 2008 from http://smartech.gatech.edu/dspace/handle/1853/65

Hall, B. (2008, March 4). Explorations in learning. Message posted to Student Centered Learning, archived at http://secondlanguagewriting.com/explorations/Archives/2006/Jul/Studentcent

eredLearning.html

Jones, D. C. & Mungai, D. (2003). Technology-enabled teaching for maximum learning.

International Journal of Learning, (10), 3491-3501.     

Murray, C. (2004). Teachers: Limited time, access cut school tech use [Electronic version] e School news, 1-5

National Education Association. (2004): Technology in Schools. Retrieved May 31, 2008 from

http://www.nea.org/cet/

Rowcliffe, S. (2003) Using PowerPoint effectively in science education: lessons

from research and guidance for the classroom. School Science Review 84 (309).

Starr, L. (2003). Encouraging teacher technology use [Electronic Version] Education World, pg 1

US Department of Education. (2000). Internet access in public schools. Washington, DC: National Center for Education Statistic.

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