The Dimensions Of Interprofesssional Practice Nursing Essay

The Dimensions Of Interprofesssional Practice Nursing EssayThis reflective definition will way on a uncomplainings spill thinkning tie drawn from my experience in attending a Multidisciplinary team clash (MDT) held at my Elective Placement (Cardiology cellblock) in the context of the dimensions of Interprofesssional Working (IPW) I will preliminary define in the introduction IP lamss recognize policies introduce patient scenario, identify the Reflection Model which I will engage to esteem and analyse the Dimensions of IPW.IPW refers to victors with different training backgrounds ( medical checkup examination, surgical, counselling, psych early(a)apy, occupational Therapist, physi other(a)apist) sharing common goals an objectives barely who introduce a difference only complimentary contribution to the granted customer group in lodge to provide holistic business organization (Leathard, 2003).IPW has been highlighted by the United Kingdom (UK) brass in a series of p olicies which shaped and continue to shape the way services and professionals doing interprofesssionally. In 1998 The Department of Health (DoH) (1998) hike upd vocalise workings(a) by dint of integrated provision. In 1999 papers such as DoH (1999) re-enforced that the effective direction is the product of interagency working, promoting NHS to move to harbors interagency collaborative working or IPW in a shift from institutional to community-based sustenance. The DoH (2000) a ten year programme of redevelopment traffic pattern to design and promotes a patient centered service and promote IP and Holistic distribute. atomic number 53 of the areas the DOH (2000) considered take oned improving was the older generation patient chuck out. To charge this, standard two of The Single Assessment Process (SAP) and Intermediate care services (ICS) was introduced by the National Service Framework for Older concourse by DoH (2001a) and this required services and professionals to w ork unneurotic in a co-ordinated assessment of needs for patients. From this, House of Commons Health deputation (2002) called for a number of rudimentary changes, peerless of them universe a named forethought Manager to coordinate all stages of the patient journey through infirmary, up to and beyond discharge. And this coordination linkup could take the form of an MDT discharge planning clashing (DP).New ways of working have to be found that violate professional boundaries, in order to allow a more plastic advent to care deli real (DoH, 2002). To achieve this, the Government introduced Interprofesssional Education (IPE) in pre-registered students modules and their aim was to integrate IPE into their curriculum, alter students to develop transfer adequate skills that will avail communication and collaboration in the forthcoming (Barr, et al., 2005). Rattay and Mehanna (2008) suggest that as students should make an effort to attend MDT collisions to develop IP.I have u se pseudonyms end-to-end my reflective commentary, to protect self-confidentiality in accordance with the Data Protection coiffure (1998) and the Nursing and Midwifery Council (NMC) (2009). I will refer to the patient as surface-to-air missile.surface-to-air missile is a 74 year old lady who lives solely in a ground floor flat. surface-to-air missile has no family lifetime locally however her neighbour visits on a regular basis. Sam suffers from Chronic shopping centre visitation (CHF). Prior to ingress Sam was fully independent at base cooping with her Activities of Daily living (ADLs) with rebuff difficulty collectable to breathing and myopic balance (which Sam reported to suffering from for years). Sam was originally brought into hospital via accident and emergency by her neighbour as her breathing became more and more worse.There are m some(prenominal) potential models of reflection. I will use Gibbs (1988) Model of Reflection (Appendix 1) as I find it more candid d ue to being depicted as a cycle, encouraging unfavourable evaluation and analysis of the incident. Cyclical models are suggested by Ghaye (1998) to deepen awareness and increase k right offledge and skilfulness from repeated movements around them.Reflection will able me to learn from the experience and identify my accomplishment needs in areas which woo amelioratements (Allen, et al., 2008). As suggested by Price (2006) Reflection makes a uniteion surrounded by theory, policies and behave required to develop evidence-based practice, professional and academic growth passim my career grand in the development of lifelong learning (NMC (2009). commentThe MDT conflux was held at the sisters office. The MDT consisted of a Ward reserve (who was there intermittently due to staff levels), a Heart Failure Nurse specialiser (HFNS). Care Manager (Social Worker), Physiotherapist, occupational Therapist, compensate (Cardiologist Register) and myself. The meeting was led by the Doctor who gave an introductory overview of the Sams sociable situation and medical condition. The Doctor recommended that Sam was medically barrack for discharge with a referral for HFNS community visits, as nonwithstanding health education was necessary. The physiotherapist suggested Sam was regaining confidence in her mobility but recommended further input signal to improve Sams balance and posture. The ward Nurse suggested Sams Nursing needs were stable and no input was required on discharged, upon this, I respectively argued that Sam discussed with myself earlier in the shift that she mat she was non coping at ingleside and would tone of voice more confident if she had minimal assistance with her ADLs at home. The Doctor re-directed the question to the HFNS, who re-directed the question to the Ward Nurse, both dismissing my input. At this evince I respectfully assured the MDT that what I was advocating, it was also documented in Sam care plan. Subsequently, The HFNS requeste d Sams discharge planning to be discussed in a second meeting.. Following to this, The Occupational Therapist recommended she would liaise with Sam regarding any house equipment that would facilitate Sams ADLs. The social worker (Care manager) who would be coordinating all stages of Sams journey through hospital, up to and beyond discharge, organise possible (i) care (ii) meals on wheels. The Doctor summarised the MDT plan and rescheduled the meeting for 2 days to allow professionals to liaise with Sam in order to evaluate the discharge planning in partnership with Sam. Doctor was reluctant to reschedule and to change Sams expected day of discharge (EDD), it protrudemed. In the follow up MDT meeting, Sam was medically fit for discharge, her it seemed, had improved, as had her some her confidence but she could still benefit from further rehabilitation therefore, Sam was referred to Intermediate Care Services (ICS) (Appendix 2) for further rehabilitation in the community, with out-p atient medical follow up and HFNS home visits.FeelingsWhen I asked my Mentor to attend the MDT meeting, I was excited as I was going to be able to see how the IPW provides a positive outcome for the patients. Slightly anxious but machinate to be a Patient advocate. Soon it dawned on me when I was introduced to other professionals and given opportunities to work with them and I felt slightly insecure at the thought of having to expose myself to the criticisms of others. When Discussing Sams DP I commented on her behalf the spirit of slight insecurity was soon overpowered by a feeling of achievement as I was in a position to be her advocate befittingly and contribute in making a difference to her life for better. This feeling overpowered the shuttled frustration I felt when the Doctors dismissed initially my input but understandable due to my still pre-reg position, he needed reassurance as this input was going to change Sam EDD. As the meeting was lead by the Doctor I had inadver tently imposed a sense of pecking order upon the group. I soon felt that the pecking order, even after the incident above, was non actually evident once a patient DP was being discussed as every professional was having a say and all professional seemed to understand distributively others responsibilities, roles and the enfranchisement used convolute all MDT input. I felt that through the discussions each professionals identify was gain and respect was given accordingly, although, I considered there was possibility of gaining a professional personality stereotypes and therefore ultimately a hierarchy may develop in future group meetings. By the end of it, I still felt slightly daunted to be in a MDT meeting working with professionals who knew so much (i) HFNS who developed their careers to a point of extreme knowledge, it overwhelmed me, that I am still just in the beginning of an extraordinary journey.EvaluationIn accordance to Holland, et al. (2005) and Gonseth, et al. (2004) Heart Failure Nurse Specialist (HFNS) input was unsounded as HF patients as Sam require close clinical focus and encouragement to manage their symptoms in order to re principal(prenominal) in the community (James and Sarah, 2008). Furthermore, Blue, at al. (2001) randomised controlled trial suggested that HFN have the ability to focus not only on the clinical needs of the patient, but the educational and supportive needs as well as establishing effective liaison between health and social care. Although HFNS is important in the provision of Sams honourable Health in the community, without front line staff (i) ward prevail to document appropriately and report to the appropriate professional and act as an advocate for patients in meeting such this, the provision of IP working and Safe Discharge Planning would be compromised (Atwal and Caldwel (2006).Record keeping was to be commended as the Discharge planning Form (DPF) (Appendix 3) was filled in from admission and updated regular ly by Sams Multidisciplinary team regarding assessment, planning, and implementation and evaluation goals specific to each professional to establish safe discharge. Effective record keeping is the key factor to effective care and continuation of care of Patient and a Code of Conduct requirement for excellence practice and care (NMC, 2009).The union Rehabilitation/Intermediate Care Services (ICS) Appendix 3. Referral was suggested appropriately in order to meet Sams needs, in accordance with the DoH (2001a, 2001b) agrees that ICS establishes IP working and avoids duplication, get ups communication and allows each team member to view and check the patient notes at all times. Furthermore Godfrey, et al, (2005) suggests that it enhances Holistic care. According to Leathard and Cook (2009) Sams care could be considered Holistic as her physical, psychological, sociological, spiritual needs were addressed, and Sams views were considered alongside any recommendations offered by all the di fferent multi-disciplinary teams in a mutual affaire in a shared decision-making partnership. With changes in Nhs such as patient-centred care (DoH, 1998), and the establishment of sophisticated holistic approach to health and social care, one of the key features of Sams patient centred care is the development andimplementation of integrated care pathways (ii) collaborative care plans such ICS, providing Sam with a continuity of care.MDT meeting structure seemed to reflect The DoH (1998) in its drive for a offset class service as staff seemed to clear understands of how their own roles fit with others in both the health and social care professions. Although, Role pellucidness was predominant and significant, the Status caused distress inwardly the MDT it do some members feel their opinions are not as important as others (Robinson, et al., 2005). Furthermore, at certain points of the discussion the blurring of the boundaries of ones discipline Ward Nurse and (HFSN) (i) Doctor r edirected the question active Sam to the HFSN first instead of the ward Nurse. I agree with Molyneux (2001) is a factor that may create a competitive atmosphere alternatively than a collaborative one. In addition to the group dynamics, the situation of Sam needing care set up also highlighted the tension between professionals and in a sense organizational aims and resources.AnalysisThe DoH (2000, 2006) stressed the need for team working to helping rove the quality of care to patients and encourage role development to meet the demands of IP working. (i) Registered sustain specialists are expanding their roles and skills in numerous clinical areas (DoH 1999, 2006) due to patients diversity of needs in todays golf-club (Furlong and Smith, 2005). According to DoH (2000, 2003) and the National Institute of Clinical Excellence (NICE) (2003) Heart failure care and management is one of this areas which had an increase in nurse specialists (HFNS) in a broad evaluation by Patterden, et al ., (2008) which showed that HFNS reduced (i) all-cause admissions by an average of 35 per cent an average saving of 1,826 per patient is gained after the costs of the nurse have been deducted. Furthermore, a systematic review by Holland, et al., (2005) argues that HFNS management of HF associated with ( bring down readmissions, improving patients quality of life, Like Sam and reducing financial costs is more efficient compared with medical management. In outcome, Hewison (2004) and Abbot, et al., (2005) agree that although the development of roles and increased flexibility is commonly a benefit to many an(prenominal)professions, it can be seen as a threat for their own engage and power status, generating a resistance to IP collaborations. Moreover according to Molyneux (2001) a tribalism sense. This is normally the professional at the top of the hierarchy (i) as when the atomic number 101 was resistant to move the EED. Furthermore, as far back as 1998 when (DoH, 1998) was publis hed, Stapleton (1998) suggested that cooperative working emphasis that demarcations and hierarchical relations between professions are neither sustainable nor appropriate. Although, in Sams MDT it was apparent in agreement with Hean (2006) my preliminary feelings of hierarchy are common and traditionally hierarchies place more power to the medical profession. The tension seemed in a way to be overcome through the structured but blossom forth discussion regarding Sams needs which according to Freeth (2001) open discussion helps develop the team and recognise the benefits and the diversity and development of skills. Martin and Roger (2004) highlight that it is important to premise a clear understanding and appreciation not just for the roles but also for the pressures of other professionals (i) performance targets to meet.The Qualitative methodology questionnaire led interviews and focus group (18 cases studiers across Europe) by Coxon (2005) suggestion that IP working promotes job satisfaction, improved team working, good communication and enhance co-operation with other agencies, and identifies IP difficulties to be due to organizational boundaries and financial limits. Additionally, Hubbard and Themessi-Huber (2005) used the same method as Coxon (2005) although he identified that a main difficulty to IP is managers focusing on policies and changes of services arranging MDT meeting whilst front line staff, as ward nurses need to adapt to practicalities of the IP. Atwal, and Caldwell (2006) argues the splendour of staff ratios as a barrier to nurses developing IP practices, what is more a study carried by both with nineteen nurses in cunning health care ward, it is spotted that in MDT meetings not all the professionals involved in the care of a patient are invited and that nurses did not regularly attend the meetings due to staff ratios. Another conclusion of this study is that nurses not always express their opinion for fear of being made a scapegoat, th e result from the research show as well, that consultants and medical staff usually speak first and with more confidence on all issues. In divergence, Barrett and Keeping (2005) argues that collaborative working should minimise staff pressures from a ward level tocommunity (primary and secondary setting) but research done within this Era of IPW still shows that at a nursing level in a 2005 survey by RCN (2006) found that 49% of nurses left the NHS due to stress/workload problems. Horder (2004) and Pullon and Fry (2005) goes further to suggest to overcome the work pressure, shared decision making is the ultimate hallmark of partnership and this requires dispersal of power or the empowerment of all involved within the multidisciplinary professionals in a manner that would equalize the hierarchy through (i) through IPE. It is inwrought that health and social care professionals realise the important of IPW as it has now been recognised that a single profession can no continuing deliv er the complex patient care that is demanded nowadays, a holistic approach is required (CAIPE, 2007). Rattay and Mehanna, (2008) suggest in summary that structured MDT meeting provides the discharge process with a structure that is organised professionally and timely, allowing patients to return home earlier safely, consequently reducing the NHS cost, minimising the risk of hospital acquired infections, promoting independence and enabling patients to return back to their homes and community, like Sam. Lack of co-operation between agencies has led to a failure of service (Glasby, et al., 2004).Communication within the team is also an important issue to good collaborative working, developing ways to communicate and to work together is the key for successful IP working (Abbott, et al., 2005). The NMC (2004) advises that at the point of registration students should have the necessary skills to communicate effectively with colleagues and other departments to improve patient care. Cook, e t al., (2004) identify that communication and decision making are very important for teams. Larking and Callaghan (2005) argue that teams who do not regularly hold meetings for constitution making and resolutions of differences, should not be considered a team, these findings are also stress by Molyneux (2001) who states that communication is supported with weekly MDT meetings in order to evaluate and plan patient centred care delivery.ConclusionThis reflective commentary allows me to connect policies, NMC requirements, theory and practice. It provided me with the assurance that the dimensions of IPW is complex but possible in practice IPE exists. It highlighted that different professionals have to deal with their own perceptions and adapt to changes. There is no doubt that IPW promotes a better and more holistic care and the documentation in place promotes further patient-centered care. The MDT gave me the opportunity to work closely with other professionals and understanding fur ther their roles. This will help me to effectively work together in the future. execution PlanI will allocate the Action Plans in my professional portfolio to demonstrate achievement in clinical practice linked with theoretical knowledge. All my Action Plan are made SMART Specific, Measurable, Achievable, Realistic and Time (Drew and Bingham, 2004)1. Inter-Professional To develop an awareness of the roles and services provided in the inter-professional team and identify examples of how this is appropriate in delivering appropriate patient/client focused care. 2. Enhance my knowledge about decision-making processes within care management 3. Continue to reflect in and on Practice therefore to accede in further process of reflection to establish my own learning needs (Appendix 4).

The Photovoltaic Energy Calculation Engineering Essay

The Photovoltaic Energy Calculation Engineering EssayWe utilise the design PVSYST in range to answer for accurately the output of our photovoltaic installation. PVSYST was the precisely curriculumme we had access to and it is a really widely known industrial curriculum for sizing and designing photovoltaic corpses. We give the more or less up to date version of 5.0.6.ProcedureFirst from the main menu in a mettlesomeer place we claim project design and we select the stand alone system because ours is non connected with an existing grid (i.e. electrical generator)In sight to create a project in PVSYST, present is the Eco-fri completionly bulk carrier, we fuddle to defineThe project name, which will identify the project in the point list in our data library.The geo chartical location.The hourly Meteo file, which is precondition from the program.A geographical site is delineate byits name, country, and world region,its geographical co-ordinates latitude, longitude, aggrandisement and time-zone, periodical meteorological data.To be used in the simulation, the minimum meteorological data includethe monthly Global horizontal radiationMonthly averages of the ambient temperature.Meteo economic apprize argon displayed and easily delimit on the screen. It is to be noted that for the verification of alternatively uncertain data, the clearness index Kt is in all aspect displayable, which is the irradiation actually received on earth, normalised to extra-terrestrial irradiation in monthly economic values. The monthly average of Kt should ordinarily lie mingled with about Kt = 0.25 and Kt = 0.75 at any place (PVSYST heedlessnesss). Monthly meteo values give the bounce be used as a basis for the generation of synthetic daily data. past we generate a graph for the ad hoc site (i.e. Broome)Where, the blue rail focussing system is the clear side factual day model (irradiation values with clear sky).The above graph shows us graphically the ir radiation sum per month (diffuse and globose) with daily modification values.The Clearness Index Kt for BroomeWe back tooth see that the values range from 0.25 to 0.75The ambient temperature changes through the year.The above graphs were generated by the program from the down the stairs table also it is interesting to show the solar path at Broome or what is the solar height with respect of the knock off through the day in order to belowstand how the sun moves from east to watt. The graph also shows some termination dates (denoted as 1 to 7) where the sun changes heightOur next metre to the program is to find the albedo CoefficientThe albedo coefficient is the fraction of global resultant irradiation reflected by the ground in front of a be given plane. This substance takes place during the reversal computation of the horizontal irradiation onto a tilted plane. The albedo seen by the plane is of course null for a horizontal plane, and increases with tilt.In the project definition, the albedo values can be familiarized each month in order to take any trustworthyistic snow-cover into consideration. The value usually admitted in the urban localities is of the order of 0.14 to 0.22, and can go up till 0.8 for a snow-cover. Ideally, the best value is obtained by a direct measurement on the site. But in practice, except for unsloped planes, this value does not take on any great importance as the albedo component is relatively weak in the incident global irradiation (this contri barelyion can be visualised in the results of the simulation). The following table gives some usual values for the albedoWe used the 0.35 value of the Albedo coefficient because it matches on our material.After defining the above values through the program we proceeded to the orientation of our PV plane. Our project consist a stiff tilted plane (The plane tilt is defined as the shift between the plane and the horizontal), because we considered placing the panels at the hat ches imputable to the fact that they would be candid all day to the suns radiation. PVs are placed onto the hatches of the ship with zero tilt (Azimuth is zero as tumefy because it doesnt affect the global on storage shelling plane output. In northern hemisphere, the plane azimuth is defined as the angle between south and accumulator plane. In southern hemisphere, the plane azimuth is defined as the angle between north and collector plane).As the program calculated, our waiver with respect to an optimum orientation is 3.8% and the gettable irradiation on this tilted plane is 2370kWh/m2We also considered using mixed configurations of panels as to maximise the output per m2 before choosing the above configuration. The below configurations was spurned due to the sun is changing place constantly throughout the day and the ships movement reinforces the situation, we decided that the best configuration was the above due to toughened design (one panel placed along the hatch), high efficiency (sun always hit the panel at any time) and simple installation.Using ii panels on each hatch half, tilted for 25o each having an output of 2445 kWh/m2 and the overtaking to an optimum orientation is 0.7%. Sun hit the panels and east and west when the ship goes north. (Highest efficiency, complex design, not easy installation).Using two panels on each half, tilted for above 25o the output is greatly decreased and we pay great dismissal to an optimum orientation.The next step is to calculate the close to blends effect or shading. Near shadings are partial shadings which affect just a part of the field. The shaded part changes during the day and over the seasons. We call shading divisor the ratio of the illuminated part to the total area of the field, or inversely shading loss is its equilibrize.Through the construction/perspective ray of light we created a model of the ship from the ships particulars with the PVs installed on it in order to calculate the shadin g loss we obligate in various positions of the shipThe real effect of partial shadings on the electrical production of the PV field is non-linear, and depends on the interconnections between the modules. In the PV adjust, the current of each cell string along is bound by the current of the worst cell in the series. That is, when one only cell is shaded the entire string is strongly affected (which has also dramatic effects on the I/V(current/voltage) characteristics of the whole align). Even with by-pass protection diodes, this string does not participate more than slightly in the production of the PV array. This phenomenon is likewise complex to be treated in great detail . Nevertheless, the program provides a simplified method, giving the possibility of partitioning the field into rectangles, each of which supposed to represent a string of modules in series. Then it calculates a Shading factor fit in to strings, stating that as soon as a string is hit by a shadow, the enti re string (rectangle) is considered as electrically unproductive. Although not perfect, this approach should give an upper limit for the real shading loss evaluation. In practice, one a great deal observe that (except for level(p) arrangements like sheds), this upper limit is not so far from the set down limit (that is, the linear loss).And the losings percentage due to shading in any sun height.After we define the natural parameters, we proceeded to the system phthisis during a month in the specific site (BROOME). We cannot gift the supreme load 669.64 kW because it is the 100% and it is impossible to achieve it, barely we apply an acceptable amount of about 20% of the max output which is 140Kw as a fit(p) load for 12 hours.After that we proceed to barrage set and module selectionWhereLOL Loss-of-load probabilityThis value is the probability that the drug users need cannot be supplied (i.e. the time fraction when the battery is disconnected due to the offset charge regul ator security). It may be understood as the complement of the Solar fraction (although it is described in terms of time rather than dynamism). During the sizing process, the LOL requirement allows for determining the PV array size needed, for a given battery mental object. Here the default program value is 5% which is acceptable. impropriety and battery sizingIn the Presizing process, the proposed battery pack capacity is firm according to the required liberty of the system, given in days.The autonomy is defined as the time during which the load can be met with the battery alone, without any solar inputs, starting of course from a full charged battery state. With non-constant loads (seasonal or monthly definition, weekly use), this is accounted as the worst case over the year. The calculation takes the minimum state of charge (SOC) disconnecting threshold, and the battery energy efficiency into account.For our project we decided that 4 days is enough autonomy for our ship.Batter y Voltage ChoiceIn a stand-alone PV system with direct coupling to the user (without inverter), the battery voltage determines the distribution voltage. As now many DC instruments can be found as well in 24V as in 12V, this choice should be make according to system and/or appliance power, as well as the extension of the planned distribution grid to minimise the ohmic outfit losses.This choice should be done from the early planning of an installation, since the existing appliance voltage usually cannot be changed, and voltage translators will be expensive and not 100% efficient.The rated distribution values could be chosen according to the following criteria (inverter supposed directly connected on the battery pack)12V particular systems for lighting and TV tool max power 24V medium size, with fridge and little appliances, or fit out extension to more than 10 m. Appliance max power 48V special industrial or agricultural use Appliance max power Higher powers require either high D C voltages (special appliances) or AC feeding through inverter. Here we choose 440VThe module which we choose was the highest output monocrystalline silicon module in the program database, from SunPower company, constructed in 2009 the specifications of the module areThe batteries specification ,model and ManufaturerContinuing below is a brief sketch of the systemThe battery operating temperature was set to a fixed value of 20oC and the program let us use a default regulator with a DC-DC converter which specs are above. part Losses get losses in PVSYST programArray loss parameters are initially set to reasonable default values by the program, so that modifications only need to be performed during a second step of the system study.PVSYST treats in detail the following loss types in a PV arrayThermal lossesOhmic wire losses staff flavor lossesMismatch lossesIncidence angle (IAM) losses.In the simulation results, the effect of each loss will be in stock(predicate) in hourly, daily or monthly values. They may be image on the Loss diagram.Array Thermal lossesThermal formThe thermic behaviour of the field which strongly influences the electrical performances is decided by a thermal balance between ambient temperature and cells heating up due to incident irradianceU (Tcell Tamb) = alpha Ginc (1 Effic)Where Alpha is the absorption coefficient of solar irradiation, and Effic is the PV efficiency (related to the module area), i.e. the removed energy from the module. The usual value of the submersion coefficient Alpha is 0.9.When possible, the PV efficiency is calculated according to the operating conditions of the module. Otherwise it is taken as 10%.The thermal behaviour is characterised by a thermal loss factor designed here by U (formerly called K-value), which can be splitted into a constant component Uc and a factor proportionate to the swerve speed UvU = Uc + Uv v (U in W/mk, v = construction fastness in m/s).These factors depend on the mounti ng mode of the modules.For free circulation, this coefficient refers to both faces, i.e. twice the area of the module. If the patronize of the modules is more or less thermally insulated, this should be press downed, theoretically up to half the value (i.e. the back side doesnt participate anymore to thermal transfer).Determination of the parametersThe determination of the parameters Uc and Uv is indeed a big question. We have some reliable measured data for free mounted arrays, but there is a severe lack of information when the modules are integrated. What value should be chosen according to the straining duct sizes under the modules, and the length of the air path?One can observe that the heat capacity of the air is very low. Even with large air vents, the flowing air under the modules may quickly attain the equilibrium with the modules temperature at the end of the duct, leading to no heat exchange at all. Therefore for the crown of the array the U value may be the fully insu lated U-value you can have big differences between the regions of the array near the air input, and at the output. The program doesnt take this inhomogeneity of the array temperature into account.On the other hand, the use of the device dependence is very difficult. On one hand the knowing of the wind velocity is extremely rare. On the other hand the meteo wind velocity (taken at 10 meter height) is not representative of the temperature at the array level (there may be a factor of 2 between them). In this respect the Uv value is obviously not the similar for these two definitions of the wind velocity.Default and proposed valuesThe default value is fixed for free-standing arrays, asUc = 29 W/mk, Uv = 0 W/mk / m/sIf you have fully insulated arrays, this should be halvedUc = 15 W/mk, Uv = 0 W/mk / m/sThese values suppose an average wind velocity of around 1.5 m/sec at the collectors level. In very windy regions (larger average wind velocities), you can increase the values but we cann ot say by which amount in a reliable way.NOCT determineSome practicians and most of PV modules catalogues usually specify the NOCT coefficient (Nominal Operating Collector temperature), which is the temperature achieve by the PV modules without back coverage under the standard operating conditions defined asIrradiation = 800 W/m, Tamb=20C, Wind velocity = 1 m/s, Open Circuit.The NOCT factor is related to loss factor U by the thermal balance (from the expression of the top Alpha 800 W/m (1 0) = (Uc + Uv 1m/s) (NOCT 20C).In the definition dialog, the user may define either the U factors or the NOCT. The program like a shot gives the equivalence (using Alpha=0.9 and Effic = 10%, without wind dependence).Ohmic wiring lossesOhmic Loss RatioThe Ohmic Loss ratio is referred to the PV array at standard conditions (1000 W/m, 25C), It is the ratio of the wiring ohmic loss Pwir = Rwir * Isc compared to the nominal power Pnom(array) = Rarray * Isc (SC= short circuit).WhereRarray = Vm p / Imp at Standard Test Conditions (STC)Rwir = global wiring resistance of the full system.This is computed for a given sub-array as the resistance of all strings wires in parallel, in series with the cables from the intermediate connexion box on the roof to the inverter input. The global wiring resistance Rwir is obtained by putting all the sub-array wiring resistances in parallel.Use in the simulationThe Global wiring resistance value finally used during the simulation may be defined here as an Ohmic Loss ratio (the default value is 1.5% at STC) or given explicitly in mOhm.Wire diameter optimization and Wiring ResistanceWire sections are determined by the maximal allowable current and the ohmic resistance. Here the proposed diameters are automatically restrain to the minimum allowable section, according to the European standards for isolated wires mounted in apparent mounting ducts.Now for a given global loss target (at STC, i.e. maximum operating current), the best section cho ice is determined by the program in order to minimiseThe global slovenly person mass,The ohmic losses behave in a quadratic way with the array current (Ploss = R I), so that the ratio diminishes linearly with the output current. Therefore the average wiring losses are more lower during the whole running year.Metal resistivityThe resistivity of wiring metals is strongly dependent on the temperature, which can widely vary due to dissipating currents.For pure metal, one hasCopper Rho = 1.68 E-8 * (1 + 0.0068 * temporary worker C) OhmmDefault value Temp = 50C = 22 mOhmmm/mAluminium Rho = 2.7 E-8 * (1 + 0.0043 * Temp C) Ohmm Default value Temp = 50C = 33 mOhmmm/mWe use copper which have minimum resistivity.Module quality losses / mismatchModule quality lossIt is well-known that most of PV modules series dont match the manufacturer nominal specifications. Up to now, this was one of the greater uncertainties in the PV system performance evaluation.Now, with guaranteed power statements a nd increasing availability of separatist expertise, the situation seems going toward some clarification. Module series are change with a given tolerance, and actual powers usually lie under the nominal specified power, but stay in the tolerance.We decided that the program default was acceptable.Array mismatch lossLosses due to mismatch are related to the fact that the real modules in the array do not strictly present the same I/V characteristics. The graph below helps for visualising the realistic behaviour of such an array, with a random distribution of the characteristics of get about current for each module.This allows for the quantification of power-loss at the maximum power point, as well as of current-loss when working at fixed voltage. (MPP= maximum power point)Array incidence loss (IAM)The incidence effect (the designated term is IAM, for Incidence incline Modifier) corresponds to the weakening of the irradiation really reaching the PV cells surface, with respect to irra diation under normal incidence. In principle, this loss obeys Fresnels Laws, (They describe the behaviour of light when base between media of differing refractive indices. The reflection of light that the equations predict is known as Fresnel reflection), concerning transmission and reflections on the protective layer (the glass), and on the cells surface. In practice, it is often approached using a parameterisation called ASHRAE (as it has become a standard in this American norm), depending on one only parameter boFIAM = 1 bo (1/cos i 1), with i = incidence angle on the plane.For single-glazed thermal solar modules, the usually accepted value for bo is of the order of 0.1. But in a PV module, the lower interface, in contact with the cell, presents a high refraction index and our specific measurements on real crystalline modules actually indicate a value of bo = 0.05.Final Report for Broome for January

The Factors Affecting Teacher Motivation

The Factors Affecting Teacher MotivationThe literature check over is full to the success of academic interrogation. It ensures the researchability of the topic. It is designed to identify related research, to readiness the present-day(prenominal) research project within a conceptual and theoretical consideration.A literature review is a schemaatic, explicit and reproducible method for identifying evaluating and translation the active body of recorded domesticate unveild by researches, scholars and practiti oners, (Fink, 1998, p.3).The review (M come forwardon, 2001) helps to vest the research in the scene of what has already been done, thus, entirelyowing comparisons to be made. It is a captious summary and assessment of the range of existing materials dealing with knowledge and instinct in a give field. Its main aspires be as follows to regain the research project, to depict a rationale for the research, forming its context or background, to provide insights i nto previous work, and to identify a gap, a problem in the existing literature and thus providing a framework for elevate research.A review of literature overly contributes to the ontogenesis of the researchers intellectual capacity and practical skills as it engenders a research attitude, thus encouraging the researcher to sound off rigorously. magazine and enterprise cargonfully spent at this particular stage helps to re acidulate a great deal of travail and vague search.An other(a) purpose of reviewing the literature is to analyse the variant methodologies and data collection methods federal agencyd by previous researchers in similar issues. This would help the researcher to identify the dissimilar fortes and lacunas of the used methods. A thorough review of literature may alter the researcher to answer the several pertinent questions.2.1 INTRODUCTIONA culture of instructors motif consists of devil main themes. The first one identifies the different factors make teachers motivation, while the second aspect analyses how the give lessons heads underside impact on teachers motivation with their lead. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature decisions be reviewed.2.2 Importance of teacher motivation give instructions exist, primarily to educate children. It is for this purpose that teachers are employed in nurtures (Fiddler Atton, 1997). Teachers are, thus, the virtually of the essence(predicate) professionals for any nations future. However, with kayoed adequate protrude and resources, teachers exit not be make although they may be super qualified. It is sad to note that teachers, the most valuable adult male resource, are ofttimes neglected (Abdo, 2001). One should bear in brainpower that a nations strength depends on the laid-backer(prenominal) prime(a) of its education system and the strength of such a system, in turn, relies on qualified a nd incite teachers. Inspired and rund are essential in providing quality education. cultivates would definitely not brook without motivated and dedicated teachers.2.3 Factors affecting teachers motivationResearch (Eimers, 1997) has visual aspectn that teachers are mouldd by twain congenital and extrinsic factors. Further studies on motivation for instruct distinguished amid intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000 Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on training and the activity related to the lineage it egotism. The inherent satisfaction or the joy of teaching is viewed as the unprompted force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other outer rewards connected to the art. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desi re to be part of young peoples growth and sustainment.Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is specifyd less by externally inductd factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. tally to Hallinger and Heck (1998), take aimtime spark advance rout out play a full of life role in the success of educational institutions. To the extent that takehouse leading basin control the outcomes of teachers efforts, they can influence the aims of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies hold lent proof (Hallinger and Heck, 1998 Leithwood and Jantzi, 2005 Leithwood and Mascall, 2008) that School leadinghiphiphip affects the charge teachers teach, and hence, impact placely on enlightenchild performance. Since rail drawing cards can, in one way or the other, affect the intrinsic factors listed, they, thus, play an passing role in motivate teachers.Indeed, in an search to study teachers motivation, Pitre (2003) free-base significant kin between domesticate leadership and teacher motivation. A school head should not unless be an impressive leader, jitney and counselor, but also an in force(p) motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they bewilder job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which make significant link between political, local and agreemental factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are dickens things that are inextricably linked.2.4 Importance of leadership in schoolsFor much(prenominal) of the ordinal ascorbic acid, the role of the school head was that of manager, where he/she was expected to manage force out and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic purpose that in the past, principals were able to succeed, at least partially, by al unneurotic when carrying out the directives of ex limiting administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. agree to Dussault and Barnett (1996), educational organisations are facing many challenges and this strip brings with it dramatic turns in what public education take from principals. School principals must, in that locationfore, evoke the quality of their services they can no longer function only when as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer enough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated Continuing research on effective schools has verified the common wiz observation that schools are rarely effective, in any sense of the word, unless the principal is a wholesome-grounded leader .2.4.1 School leadership and effective schoolsSchool leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal form an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976 Harris, 2005). The research results show that each and all prosperous school possesses a competent and go school leadership. Research (Barber, 1995 Mortimore, Sammons, Stoll, Lewis and Ecob, 1988 Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. match to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), in that respect is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership.In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom statement has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in consanguinity to the context in which the school is operating. Schools are embedded in the education system and their local communities leaders, therefore, have to react to, cope with and support the beginment of the corporation served b y their respective schools. Huber (1997) firmly believes that school leaders question, they are educationally-significant, school leaders do make a difference.Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be alter with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an alone new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the cabaret. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the eruditeness environment for teachers in schools (James McCormick, 2009 Louis, Dretzke, Wahlstrom, 2010).2.4.2 Successful and effective School leadership2.4.2.1 Firm and purposeful leadershipIt has been proven that all aspects of the school rely on a proper School attraction (Stoll and Fink, 1996 Huber, 2004 Mortimore et al., 1988). However, twain the School Leader and individualist teachers are of utmost importance.Leithwood, in concert with others (Leithwood et al., 2004 Leithwood and Riehl, 2003 Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices range directions developing people redesigning the organization and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational variegate is critical for survival since the school environment is a dynamic one. School leadership should incorporate the ability to deal with transmutes occurring in school system structure, specially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system.According to Calabrese (2002) the prototype school leader in the 21st century is a transfer agen t. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in site to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c).Schools, expected to fulfill multi-dimensional functions, are touch by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. thence, they need to be proactive, anticipating problems and should be prepared to counteract these expeditiously and effectively. The role of the School Lea der is not always clearly defined since leading and managing are two intermingling responsibilities.2.4.3 School leadership and teachers motivationLeadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982).According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers travel to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the last mentioned should be the re to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administrationThough, the relationship between School leadership and Teacher Motivation have not directly been give in to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005 Leithwood and Mascall, 2008 Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). Acco rding to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence volition be avail (Richardson, Short Prickett, 2003).2.4.3.1 How can School leaders affect teachers motivationSeveral studies suggest that school leadership is second exactly to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008 Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006 Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Mart in, 2000). It is also about creating forces that power and nonplus their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by up a situation perceived to be difficult by an individual, thereby meeting need. In addition, the school leader can also motivate teachers by providing adequate driving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self- following, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and make them believe that they will satisfy their personal needs if they work efficiently in the school (Yuk sel, 1998), by providing the appropriate conditions.Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and higher up all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with change magnitude teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school fraternity work as a whole and not as staccato units. Thus, the school leaders should not only occupy the authority countersink but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs.2.4.3.1.1 Visible leadershipIndeed, Dinham et al. (1995) found that lowly school principals responsibilities include being visible, maintaining contact with student groups, keeping absolved lines of parley with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is convolute in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high entertain for leaders knowing about the curriculum and who are actively twisting in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in load-bearing(a) improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, including practical assistance and en couragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work.2.4.1 Relationship between school leader and teachersDavis et al. (2002) argue that the relationship between school leaders and teachers is very important the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a s upportive principal-teacher relationship.School leaders (Barnett and McCormick, 2003) must be able to create an environment contributive to the building of positivity, providing the platform for the staff to maintain near(a) relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality.Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of t eacher motivation, for instance, delineate a clear mickle and objectives.Shared mess and goalsScholars (Eyal and Roth, 2010 Barnett and McCormick, 2002) posited that passel probablely offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003).These help define and promote high expectations and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and determine of the school. In such cases, teachers can put these into practice through cooperative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003 Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers research (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who overlap the principals goals and who were able to carry out effectively the principals vision. other researchers (Lee and Smith, 1994) analyzed performance from 820 substitute(prenominal) schools and found that coherent, sustained, and focused reforms resulte d in the best outcomes for students.Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005 Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting pursuit with a value-laden vision is not enough.Leading professionalNo doubt, implementing a vision is not instantaneous it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a goo d administrator or manager, but also a leading professional- a transformational leader.According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones.Transformational Leadership and motivationLeithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010 Park and Rainey, 2008) also concluded that motivation has been shown to be an stimulate atom of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation.Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals.Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productiveness and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, tr ansformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997).They also motivate followers to transcend their own immediate self-interest for the stake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals preferably of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers boldness levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985 Burns, 1978).2.3.5.1 Transformational and Transactional School leadershipBasss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower.Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership c an represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996 Hord 1992 Leithwood, Tomlinson Genge 1996 Wood 1998 Sergiovanni 1992 Conley 1997 Perez et al. 1999 Reed and Roberts 1998).Transformational school leadership and teacher motivation present-day(a) middle school leaders have a vast align of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodernist way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. I t has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture undeniable to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999).Transformational School leadership the four Is and teacher motivationLeithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealize influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers get of motivation (Geisel et al., 2003 Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwo od and Jantzi, 2005). individualised attention-Teachers needs and expectationsIndividualised attention (Blas and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blas and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their lookings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, e nsuring they perform their respective duties in an effective, intense and motivated manner.Blas, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job striving. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blas et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blas (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and support commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school.The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999 Manuel Brindley, 2005 Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists.Idealised influenceIdealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002 Bass, 1998 Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Re searchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals.Principals must, therefore, be good role models supporting best practice (Colley, 2002).

Brand Equity And Luxury Brands

discoloration virtue And sumptuousness put upsMost of successful straines hinge upon their great business strategies. The business strategy gener on the wholey composes of quadruple components the pull up stakes-market investiture decision, the node value proposition, the organizations assets and competencies, and operative strategies and programs (Aaker and McLoughlin, 2007). In terms of organizations assets and competencies, cross appears to be one of the most valuable in plain asset of the company (Keller and Lehmann, 2006). therefore, belief and importance of trademark has been widely discussed amongst both(prenominal) enquiryers and practitioners (Pitta and Katsanis, 1995). bell ringer is unlike from harvest-home (Capon, Mac Hulbert, and Capon, 2009) and to a greater extent than service. A classic interpretation of stigmatise by Kotler (1991, pp.442) dishonor is a call, term, sign, symbol or design or junto of them which is intended to identify the goods o f one seller or group of sellers and to break them from those of competitors. This definition has been discussed as being failed to capture the essence of what give away involves and achieves (Aaker and McLoughlin, 2007). Fifield (2008) well redefines label as a set of consistent meanings which exist in addition to the reaping or service offering. In unfermented(prenominal) words, disgrace is a set of belief and feeling exist in customer minds derive from what they establish been promised. The promises of gull be call fored done with(predicate) the value proposition the speck delivers through with(predicate) ranges of merchandise mix (Fifield, 2008 Moutinho and Southern, 2010). Moutinho and Southern (2010) restate definition of give away as an entity, which offers customers added value based on factors everyplace and above its functional performance. These added values contrastiveiate offer and return basis for customer option and loyalty. Marketers use of goo ds and services the marketing mix to position the mug and to take a shit daub value around a coherent set of for each one marketing mix base on rele cutting edget stimuli. soil draws a deem of benefits to the business in terms of both recruit and retains customers. Aaker (cited in Fifield, 2008) spiritedlights the benefit of the vanes in terms of financial benefits to wit price premium. This financial benefit hauls to sensed spiriteder spirit and perceive loftyer value which provide put of differentiation in consumer mind. It in that locationfore would addition consumer usage which results in increase in return on investment for company at coda (Fifield 2008). In addition to that, place creates customer value by managing both symbols of risk for them including performance risk by providing promise of sameness and predict cleverness, and psychological risk by providing ikon and social acceptability (Keller 2003 cited in Moutinho and Southern, 2010).stigmatisat ion is suggested to be expensive to the business. It is in any case difficult to identify its cost or investment (Fifield, 2008). However, the additional return from smirch appears to be more worthwhile. Fifield (2008) suggests the commodity products without shoping would end up with price war. This would non however set off subtile return to a single company, yet also small value to the whole value-chain. blur EquitySince make appears to be a strategical intangible asset that could allow succeed to the company that costly to do so, the reflection of real value that the differentiate secern curb is essential for further business postion. The reflection of value of the note name is kn witness as measuring differentiate law. thither be a number of researchers has investigated design of differentiate equity since early mid(prenominal)-nineties (Pitta and Katsanis, 1995). In a general scope, concord to Keller (1993), snitch equity is delimitate in terms of mark eting effects unusually dimension to the smirch. This delegacy the certain outcome of marketing a product or service would not happen if that product or service does not hold that name (Keller, 1993). In former(a) word, tick equity is the value that print name gives to a product or service (Pitta and Katsanis, 1995). shit with high denounce equity provides their possessors with belligerent and financial benefits (Aaker and MacLoughlin, 2007). In terms of behavioural viewpoint, brand equity is essential to make point of differentiation which lead to competitive advantages based on non-price competition (Aaker, 1991).Brand equity creates a number of values to the firm and customer. It affect merger and acquisition decision, production line market reply, determinant of brand extension, increase probability of brand quality/willingness to pay premium price/ marketing colloquy utileness/ brand licensing, and decrease vulnerability to competitive marketing action/ elastic r esponse to price increase (Yoo, Donthu, and Lee, 2000)Brand equity has also been defined and incite to be studied in two perspectives financial and consumer perspective. In a financially base perspective, the motivation of studying brand equity is to memorize the value of a brand for the purpose of accounting, investment, or divestment (Keller, 1993). Therefore, it has been defined as the incremental money flow of products or service over the cash flow that comes from the sale of unbranded product or service (Simon and Sullivan, 1993). This incremental cash flow incorporates the value that is evaluated by consumers of branded products and the cost that be saved by brand equity with competitive advantages (Simon and Sullivan, 1993).On the other hand, in the consumer-oriented perspective, the motivation to study brand equity comes from the need to repair marketing productivity (Keller, 1993). In regards to brand equitys definition in this perspective, there are two researchers, A aker in 1991 and Keller in 1993, conceptualizing brand equity concept that is widely accepted by researchers and practitioners.Unfortunately we are unable to provide accessible alternative text for this. If you require assistance to access this ambit, satisfy contact emailprotected or the authorFigure 2.1 Aakers place of Brand Equity (Source Aaker, 1992)Aaker combines behavioral and perceptual approach to assess brand equity (Hsu, 2011). Aaker defines brand equity as a set of brand assets and liabilities tie in to a brand, its name and symbol that add to or subtract from the value provided by a product or service to a firm and/or to that firms customers (Aaker and McLoughlin, 2007). In Aakers representative, brand equity derives from five sources brand cognisance, brand knowledges, sensed quality, brand loyalty, and other propriety brand asset (Figure2.1).Figure 2.2 Kellers mark of Brand Equity (Source Keller, 1993)Meanwhile, Keller focuses on consumer lore (Hsu, 2011). Ke ller (1993) refers the memory principle namely associative network memory part model in defining brand equity. He suggested that an individual dimension of brand is a node in a memory that connects together with radio links that has various types and tips of connector. Therefore, it would leads to different intelligence of brand which representation different level of brand equity (Janiszewski and van Osselelaer, 2000). Keller stated, Brand equity is the differential effect of brand knowledge on consumer response to the marketing of the brand. Keller suggested that brand equity comes from brand knowledge whereby brand knowledge arises from two sources brand awareness (derived from brand give and brand recognition) and brand depict (derived from brand association which influenced by type, favourability, strength, and uniqueness) (Figure 2.2).According to both researchers, their concepts share some common major components namely brand awareness and brand association. In fact, dimension of brand equity in Kellers model find outs to save deeper investigation in the source of brand association dimension in perceptual perspective. The perceptual components of brand equity might be all- great(prenominal) sources of competitive advantage for suppliers that rely weapons-gradely on intangible value. Since sumptuousness brands are more almost aspiration and perception to the brand, Kellers brand equity dimension could fits to the scope of the topic and worth to investigate in detail. Therefore, the following will discuss dimension of brand equity tally to Kellers brand equity model which composing of brand awareness and brand image.Brand AwarenessBrand awareness refers to the strength of brands presence in the consumers memory (Aaker and McLoughlin, 2007). It is reflecting by the ability to identify the brand under different conditions by consumers (Keller, 1993). Brand awareness is important to the business because it yields to more style for the brand to be liked and frequently purchased (Aaker and McLoughlin, 2007). This is because brand awareness influences the randomness and strength of brand association in the brand image (Keller, 1993).There are two main meacertain(p)s of brand awareness according to Aaker and McLoughlin (2007). The initiative measure is prompted awareness. This refers to the consumers ability to recognize the brand from a list of brand name. In fact, prompted awareness is known as brand recognition in Kellers model. The second measure is unprompted awareness. It is the consumers ability to recall the brand name when asked to identify brand in a category (Aaker and McLoughlin, 2007). Brand recall is a synonym of unprompted awareness when looking at Kellers model.Practically, brand recall is more desirable in marketing perspective than brand recognition (Pitta and Katsanis, 1995). This is because it implies that the brand has achieved a dominant awareness level and becomes a member of the consideration set for that category in consumers mind (Aaker and McLoughlin, 2007). This nub brand recall allows consumers to create choice themselves because they do-nothing generate portrayal of the brand in their minds without aiding. Therefore, brand recall could provide higher degree in likability and purchase than brand recognition.Brand awareness is generally created through ranges of marketing in like mannerls, dampenicularly marketing communicating (Aaker and McLoughlin, 2007). This is because parley media provides brand visibility and keep the brand in consumers sights that allows consumer to repeatedly encrypt the brand name.Brand Image and Brand connectionBrand image is a plastic film of the offering in consumers mind that includes symbolic meaning when consumer associate with the special attribute of product or service (Cretu and Brodie, 2007). It is a set of perception about a brand, which consumers form in order to reflect their association to the brand (Keller, 1993). Keller (1993) defines Brand Image as a perception about a brand as reflected by the brand associations held in a consumer memory. Brand image play an important role in the business, oddly where it is difficult to differentiate products or services based on tangible quality features (Cretu and Brodie, 2007). Brand image derives from various dimensions of brand association including type, favorability, strength, and uniqueness.Brand association is anything in consumers memory (Aaker, 1991). It puke be any aspects of brand that consumer relates with the brand (Aaker and McLoughlin, 2007). The aspects of brand come from the product itself as well as other entities that built around the brand. Brand association is important as it provides opportunity for consumer to develop confirmatory relationship with the brand when consumers have ability to connect to the brand in certain circumstance (Aaker, 1991).Types of Brand AssociationTo understand more on the cognitive process that consumers cre ate brand association, Keller (1993) has reason the aspects/attributes of brand into two types and identify the perceived benefits gain from each type of brand aspects/attributes. It therefore leads to certain attitude about brand in consumers minds and influence brand image.Attributes gutter be categorized into two types according to Keller (1993) product-related attribute (intrinsic ( lease, 2009)) and non-product-related attributes ( foreign (Fill, 2009)). The attributes that is product-relating arises from the physical composition of product itself and usually form the perceived functional benefits after consumers use certain product (Keller, 1993). This type of attribute also can build up the perceived experiential benefits when the product attributes satisfy consumers experiential inescapably such as sensory pleasure, cognition stimulation, and variety. (See example in Appendix A)Meanwhile, the non-product-related attributes arise from price, packaging, type of person who u se product (user imagery), and when the product is used (usage imagery). Non-product-related attributes usually profile certain temperament to the brand (known as Brand personality) and generates symbolic benefits relating to the needs of social applause and personal expression to consumer (Keller, 1993). (See example in Appendix A)When consumers evaluate all brand attribute and its benefits, they would profile a specific attitude towards brand known as Brand attitude (Keller, 1993). Brand attitude is important because it influences motivation and evaluation on consumers choices of brand (Keller, 1993). The attitude would leads to specific perception towards brand Brand Image.Favorability, Strength, and Uniqueness of Brand AssociationAccording to Keller (1993), obscure from type of brand association explained above, image of the brand is also influenced by three dimensions of brand association namely favorability, strength, and uniqueness. Firstly, favorability of brand associati ons arises when consumers feel quenched to the attributes (product-related and non-product-related attributes) and benefits (functional, experiential, and symbolic benefits) provided by brand. Therefore, they would create positive attitude towards brand. This would lawsuitually leads to positive brand image.Secondly, strength of brand associations depends on how consumers memories receive and maintain development about brand. It could be both quantity and quality wises of processing randomness that influence the strength. The strength of brand association could ease consumers in recalling the brand. Thus, consumers can portrait the picture of brand in their mind.Lastly, uniqueness of brand association derives from all type of attribute (product-related and non-product-related attributes) and their benefit (functional, experiential, and symbolic benefits) that differ from that of competitors. This would too promote distinct picture of brand in consumers mind. Therefore, it could draw the competitive point of difference which would create unique selling proposition and fortify brand position.To sum up, different types of brand attribute create different perceived benefits then lead to brand attitudes that forms brand image. These three dimensions of brand association assist in creation of positive/negative brand image. This is because consumers have positive/negative attitude toward brand, be able to recall the brand easily, and see the brand different from the other brands in the category. some(prenominal) researchers have proved Kellers dimensions of brand equity. Danes et al (2011) reports that recent branding research measuring brand image via free association method has strand that brand equity increase as the number of associations increase (Chen, 2001 cited in Danes et al, 2011). This is correspondent with traditional construct and scales brand equity measurement, which indicates that functional and non-functional brand associations influence brand perception, and can create differential advantage to the brand.sumptuousness BrandThe word opulence generally connects with extravagance, prestige, elitism (Moore and Birtwistle, 2005) and higher price (Beverland, 2004). It is something nonessential, but provides pleasure and comfort, or some other things that is expensive and associates with an exclusive high-flown lifestyle (American Heritage, 1993). There are the attempts from a number of researchers giving the definition and dimension of luxury brand (Figure 2.3). However, the definition of luxury brand has not been completely defined. Jackson and Haid (2002 cited in Moore and Birtwistle, 2005) purpose that luxury brand consists of high status that grants opportunity for brand owner to charge premium price. These brands give a desirability that extends beyond their function and which provide the user with a perceived status through ownership. Their appeal and desirability is a result of their constructed scarcity in availabil ity (usually as a result of implement restrictions on distribution) and because of their associations with subroutineicular consumer segments. (Jackson and Haid, 2002). In fact, luxury brands are regards, as image in mind of the consumers that comprise association about a high level of price, quality, aesthetics, rarity, extraordinariness, and a high degree of non-functional associations (Heine, 2011).sumptuousness framework.jpgFigure2.3 Key illustration Identifying Luxury Brand Dimensions (Source Fionda and Moore, 2009)Phau and Prendergast (2000, pp. 123-4 cited in Beverland, 2004) suggested that generally luxury brands have four fundamental characteristics perceived exclusivity, well-recognized brand personal individuality, high levels of brand awareness and strong sales, and customer patronage/loyalty. In order to do branding, Beverland (2004) provides a model of a luxury branding which identifies and unites six components that marketers should take into consideration when design marketing activities. The six components are brand heritage (history and culture), product quality/credibility/excellence (product integrity), personality and consumer group support (endorsements), and brand image investments (marketing). These dimensions of luxury branding provide luxury positioning and association through brand marketing decisions (Moore and Birtwistle, 2005). Okonkwo (2009) said luxury branding is about an identity element element, a philosophy, and a culture.Figure2.4 The Components of a Luxury Branding (Source Beverland, 2004)About Parameter for Luxury BrandingProduct integrity This component is dawn with respect to sub-components including product quality, attention to detail, credibility, and product/production integrity (Beverland, 2004)Value-Driven Emergence The reason that luxury brands could be sold in high price is their supplementary perceived value adding to their products (Beverland, 2004).Culture/ History Most luxury brands are linked to the ir history by a number of means which can be grouped as stories (Beverland, 2004). Each brand might use some(prenominal) important stories to define its image, such as stories of people, products, event, and association that retain the link to the past and develop present culture (Beverland, 2004). Heritage or keen-sighted history of brand adds authenticity, and is considered one of the hallmarks of a luxury brand (Fionda and Moore, 2009). This is important for brand promotion incline (Beverland, 2004) as luxury brand identity usually associate with the story that the brand owns (Kapferer and Bastien, 2008)Marketing/ Endorsements Marketing campaign and endorsement could create awareness and positioning of the brand (Beverland, 2004).Understand Luxury BrandingIn building luxury brand, Kapferer and Bastien (2008) suggest that brand identity is more likely to be a major focus for luxury than brand positioning. This is because luxury brands consumption is functioning as a boss for c onsumers superiority (Okonkwo, 2009). Consumers differentiate themselves through possession of luxury brand in order to shows their distinction to be admired, recognized, appreciated, and respected (Okonkwo, 2009). Therefore, consumers use luxury brands in expression of a taste, a creative identity, and an intrinsic passion of a creator. Luxury makes the statement, this is what I am, not that depends which is what positioning implies (Kapferer and Bastien, 2008).Brand identity is the unique set of brand associations implying a promise to customers and includes a core and across-the-board (Appendix B) that the brand charabancs aspire to create or maintain (Ghodeswar, 2008 Srivastava, 2011). Brand identity appears to be similar to brand image in the sense that both are dealing with brand association, but in different perspective. Brand image comes from consumer perception toward the brand, while brand identity is the things that brand manager would like brand to be perceived. In oth er word, brand identity originates from the companys need to differentiate itself in consumers minds with unique features (Srivastava, 2011). Therefore, brand owners are more likely to create and stop that brand identity and brand image of their product are identical through parley process (Srivastava, 2011)..Brand image How the brand is now perceived?Brand identity How brand managers want the brand to be perceived?Brand position The part of the brand identity and value proposition to be actively communicated to a target consultation.To sum up, in accordance to managing brand equity for luxury brand, creating brand association through brand communication with regards to luxury brand components is highly essential to intone luxury brand equity. Additionally, balancing brand image and brand identity is also completely necessary.Luxury Brand 2.0- Role of bare-assedly Media in Luxury Brand CommunicationIn an account to the research on antecedents of brand equity from Yoo, Donhu, a nd Lee (2000), brand equity could be created, maintained and expanded by strengthening dimensions of brand equity through marketing activities. One of crucial marketing activities that draw brand equity is marketing communication such as overt relations (Aaker 1991) or promotional event (Keller 1993). Percy and Elliot, R. (2009) suggest that brand equity is a result of positive brand attitude that could influenced by in force(p) marketing communication strategy. Main purpose of marketing communication in strengthening brand equity is to portray brand identity and create brand image (Winer, 2008).About Marketing CommunicationAccording to Fill (2009), since 1990s, the influence of relationship marketing concept and interactive approach take in additional perspective to marketing communication. The purpose of marketing communication is not only creating awareness and persuasion, but also to develop intellect and preference, reminds, and tell customers about the brand (Fill, 2009) . Marketing Communication becomes a long-term strategic approach with integrative and interactive orientation instead of merely short-term one-way communication aiming at promoting product (Fill, 2009 Pickton and Broderick, 2005). With recent integrated one-to-one/ one-to-many two-way dialogue approach, marketing communications has been defined as a management process that organization try out to engage with audiences by understanding their way of receiving message, then communicate message which audiences value, and aim at audience responses. The response from audiences includes attitudinal, emotional and behavioral responses (Fill, 2009). In short, marketing communication process concerns on three aspects engagement, audience, and response.Marketing communication mix consists of three elements cocks, media, and messages. Tools are methods/ disciplines to convey message through the mean (media) that could reach target audiences (Fill, 2009). There are five principles of marketing communication tools advertising, sales promotion, public relations, direct marketing and personal selling (Fill, 2009). These five tools could be more effective with the support from word-of-mouth recommendation from consumers (Fill, 2009). In regards to media, traditionally, media in marketing communication includes broadcast (television and radio), print (newspapers and magazines), outdoor (billboards, street furniture, transit), In-store (point-of-purchase and packaging), and other (cinema, exhibitions, product placement, ambient, and guerrilla)The natural selection of marketing communication mix includes the degree of control required over the delivery of the message the nancial resources available to pay a third caller to transmit messages the level of credibility that each tool bestows on the boldness the size and geographic dispersion of the target audiencesthe communication tasks each tool is best at satisfying.The key turning point of marketing communication was when th e internet and digital technologies formed the new concept and channel of media. Since mid 1990s, the internet and digital technologies have enabled new interactive forms of communication, where the receiver has greater responsibility for their part in the communication process (Fill, 2009). In terms of new media usage with fundamental interaction to brand, consumers no longer merely seek for entertainment and information, but for discovering, participating, sharing, and expressing themselves (Moore, 2007 cited in Fill, 2009). Therefore, the measurement of success for the brand owner on new media is to measure consumers expectation on brand and their interaction (dwell conviction, dwell quality, and dwell insight (Appendix C)) rather than measuring the reach and frequence of message. Consumers currently consume a mixture of traditional and new media (Fill, 2009). newfangled media definition and characteristicsIn terms of marketing communication, new media includes websites and oth er digital communication and information channels in which active consumer engage in behaviors that can be consumed by others both in real time and in long forwards regardless of their spatial location (Hennig-Thurau et al, 2010). character of new media appears to build around the interactivity and digital (Winer, 2008). Recent research has conceptualizes new media characteristics as being digital, proactive, visible, real-time and memory, ubiquitous, and network (Hennig-Thurau et al, 2010). Each characteristic can be explained as following.Digital means there are no marginal cost for producing additional copies of digital product and easily distribute.Pro-active stands for the plowshare of consumers in all part of the value chains e.g. review, co-creation, and develop the well-defined source, etc.Visible indicates that consumers activities on new media can be seen and bring in by others.Real-time involves no time limit meaning that consumers can access to new media at anytime, w hile Memory is crucial for personalization of proximo interaction.Ubiquitous means consumers can reach and be reached by other whenever wherever through mobile device.Networks represent that new media allows consumers to be part of network sharing, creating, communicating, and building relationship with other through social networks.Shankar and Hillinger (2007 cited in Winer, 2008) have classified new media into three groups intrusive where advertising plays role in interrupting consumers, non-intrusive where the consumers select the communication to receive, and user-generated where the consumers create communications. To name media in each group, firstly, intrusive new media includes internet advertising (i.e. buttons, banners, skyscrapers, rectangles, interstitials, pop-ups), advergames, and M-commerce. Secondly, non-intrusive ones include social networking site, podcasting, sound/viral marketing, and some types of internet advertising i.e. streaming audio/ video, finis site, sponsored search/ paid links. Lastly, user-generated type includes blogs, video sites, rating/ recommendations.Affect of New media on BrandingNew media change the structure of marketing communication with Interactivity that enables new way of engaging, communicating, and delivering benefit to target audiences that traditional media unable to (Winer, 2008). It also increases number of media with internet and digital technology-base. Generally, brand building via marketing communication involves two main constructions identity that managers wish to portray, and image that constructed by audiences perception. Web2.0 and user-generated-content have added a new dimension to managerial-driven perspective of brands in two ways. Firstly, consumers seem to assume greater role in defining what brand means to them and share with their familiar stakeholders as much as with the organization who own the brand (Figure2.5). Secondly, apart from reducing brand managers role in influencing and perem ptory the way brands are perceived, Winer (2008) points out that the coordination of message across a number of new media is also burdensome with new media as the market is fragmented.Figure2.5 special Mass Communications Model (Source Hoffman and Novak, 1996)New Media in Luxury Brand communicationMarketing Communication for Luxury brandLuxury is not just a product, a service, an object, a concept, or lifestyle. It is an identity, a philosophy, and a culture (Okonkwo, 2009). The communication of luxury brand appears to be not only on the intrinsic, but also rely strongly on the extrinsic attributes (Fill, 2009). Luxury brand communication strategies usually associates brand name to consumers aspirational needs and social and psychological motivation (Fill, 2009). Kapferer and Bastien (2008) claim that, for luxury, the role of advertising is not for selling, but aiming at recreating the dream. For example, one executive of BMW stated, My job is to make sure that the 18-year-olds in this USA country decide that, as soon as they have the money, they will be buying a BMW. I have to see to it that when they go to bed at night they are dreaming of BMW. regularity of developing luxury brand includes the combination of advertising, public relations, direct marketing, event (e.g. fashion shows), word-of-mouth, celebrity endorsement, craftsmanship, and a touch of mythology (Fill, 2009 Pickton and Broderick, 2005 Fionda and Moore, 2009). The purpose of powerful marketing communications is to build brand image (Pickton and Broderick, 2005). Each communication tools convey distinct function in building luxury brand and strengthen elements of brand equity. For instance, advertising provides support in establishing the brand image, which consequently assists in creating identity and attraction, and generates awareness (Fionda and Moore, 2009). Direct communication with the customer on a personal level is an area of growing importance as managers ensure that a relationship w ith the customer was developed (Pickton and Broderick, 2005). The investment in PR made the brand interesting and attainable and raised awareness (Pickton and Broderick, 2005). A fashion shows increase fashion element of the brand and help maintaining modish positioning (Pickton and Broderick, 2005).Communicating Luxury Brand 2.0- driver and barrier same to other industries, new media change structure of communication, which create multiple repugn and opportunity for luxury brand. The major driver that pushes luxury brands to present and ingest business online is that consumer is there. In a meantime, communication of luxury brand through new media concerns the issue of incompatibility of media and industry characteristic, overleap of industry reference, and lack of control in message delivery and interpretation.Although luxury industry appears to be associating with innovation, avant-gardism, and creativity, which should compatible with channel of modern business like digital t echnology, characteristics of new media seems to against luxury core value (Okonkwo, 2009). New media in communication, especially Internet, are suggested to be available to the mass consumer base (Okonkwo, 2009). This is becau