Tobacco in the New World essays

Tobacco in the New World essays When tobacco was first introduced to the New World in the early 1600s, nobody could have imagined the significant impact that it would soon have on the Virginia colony by the 1660s. In fact, Virginia thrived around tobacco, as it soon became the colonys means of making money. Virginia not only became dependent on tobacco, it became too dependent (Morgan 185). Without a doubt, Virginia was a money hungry colony that wanted to get rich fast. At the beginning with tobacco, this was possible because they would ship the tobacco to London, where they would receive a large return. Virginians began to make larger tobacco plantations, believing that they would make more money. Instead the amount of tobacco that was produced by the colony was so large that the planter had to sell for half or less (Morgan 185) of what he received in the past because of the large supply. Until Virginia would begin to plant different crops and make the most out of the land available, it would fail. This was a problem for Virginia because instead of producing more crops in the land, tobacco remained to be their only form of income until the 1660s when William Berkeley came into the picture. Until then tobacco was used as money for some, and even used to purchase indentured servants, another outcome of the vast amount of tobacco in the land. The first indentured servants were brought to Virginia in 1619, because of tobacco. After seeing how much more tobacco Virginia could produce with the indentured servants, a very large amount of blacks were brought into Virginia. A problem that arose because of indentured servants was that the servants became free men after seven years of work, and then became fierce competition in the tobacco market for the white planters. Colonists decided that it would be cheaper to do away with indentured servants, and instead get slaves who would not require payments, and also be t...

The Youth and AIDS and HIV essays

The Youth and AIDS and HIV essays I dont think that its just the young people of Americas fault. Some of it we have to blame on the music we listen too and the things we see on TV. Granted we can block or restrict what we watch and listen too. But young people still do watch it and listen to there favorite actors or musicians either saying this stuff or acting it out. After being presented with the statistics and facts, I am astonished and horrified that so little attention is given to this issue. I think that people think that they can hear something and do nothing about it because it doesnt pertain to them, or they dont know enough about it to do anything about it. We really should start to take things in our world seriously and not just take them as an individuals problem. We cant just leave it as it is because more and more people will start to obtain the disease and it will become an epidemic. In conclusion us as citizens of Elkhart Indiana the county with the highest AIDS and HIV rate in Indiana we should inform others of the discoveries that we have made in the discussion we had with the speakers. If everyone would just become more educated in that subject the world would be a better place with less unneeded deaths. I also think that if teens and adults alike were to shut off the TV sets and turn off the radios and think for themselves they might be able to end this epidemic for good. ...

The methodology of scientific research programmes Coursework

The methodology of scientific research programmes - Coursework Example The main weakness of Popper’s account of scientific method is that it is not historically accurate. This is because a look at the history of science shows that science grows through the development or the improvement of the existing scientific theories, rather than through the refutations of the existing scientific theories. According to Thomas Kuhn, on the other hand, science does not grow through linear accumulation of knowledge. For Kuhn, science grows through major revolutions; according to Kuhn, a revolution occurs in science when an old paradigm is replaced by a new paradigm. Kuhn held that revolutions in science are precipitated by anomalies in the existing paradigms; for Kuhn, therefore, revolutions or paradigm shifts in science occurs to correct or to overcome the anomalies in the existing paradigm. The main weakness of Kuhn’s account of scientific method is that, just like Popper’s account of scientific method, Kuhn’s account of scientific method is also not historically accurate. This is because a look at the history of science shows that science grows in other ways, other than through revolutions; for this reason, therefore, Kuhn offered only one mode of growth of science. In his account of scientific method, Lakatos taught that the appropriate unit of appraisal of scienfific method is not an individual theory, as Popper and taught, but a sequence of related theories, i.e. a scientific research programme. The Lakatos’ research programme has a hardcore, the protective belt, negative heuristic, and the positive heuristic. For Lakatos, the hardcore is the theoretical hypothesis that forms the basis upon which the research programme is developed; Lakatos’ hardcore is comparable to Kuhn’s paradigm. Protective belt, on the other hand, refers to the auxiliary hypotheses which are adjusted so as to save the research programme from refutation. Negative heuristic for Lakatos stipulates the

Assignment Coursework Example | Topics and Well Written Essays - 250 words

Assignment - Coursework Example A three-step test was established to determine whether Meiorin encountered direct discrimination or adverse effects of discrimination in her lay-off. The test is designed that determine if on balance of probabilities, prima facie discriminatory is a bona fide occupational requirement (Catano, 2010). First, the arbitrator must have established that aerobic standard is rationally connected to job performance. In this case, the research conducted in establishing the aerobic standards were not substantive since they were descriptive and failed to distinguish between male subjects and female subject (Catano, 2010). Second, the arbitrator should have established that the forest service established the aerobic standard in honest and good faith and was essential for the performance of the job. The government honesty in establishing the standard is not disputed since there was no intention to discriminate Ms Meiorin (Catano, 2010). Third, the arbitrator should have established if the standard is reasonably necessary for the accomplishment of the work-related purposes. This means that it will be impossible to accommodate any individual employee sharing similar characteristics as Meiorin without imposing unnecessary hardship to the forest service (Catano, 2010). In this case, the arbitrator should have established that Meiorin posed significant safety risks to herself and the public. In Meiorin, it is clear that she could have performed her duties efficiently without posing significant risks to herself or the public even without meeting the aerobic standard 9 Catano, 2010). The Supreme Court observed that individual testing of Ms Meiorin did not constitute discrimination, but the government had failed in establishing that the aerobic standard is a minimal requirement to efficiently perform the duties of a firefighter. Aerobic discrimination was a prima facie discrimination and Ms

Change of sign method Essay Example for Free

Change of sign method Essay I use the same method to keep doing decimal research. to work out a more accurate answer. Take increments in size 0. 1 within the interval [1. 5,1. 6] From the above we can see that must lie between [1. 52,1. 53]. It can be very clear if I use graph. I will do a better research this time by using the same method to prove my result is correct. Now I can find a more accurate result from the research which lies between [1. 521,. 1522]. Here is a graph to prove the interval is right. However, I will take 4 decimal places to improve the accuracy of the interval. Also I will use the same method again. As we can see the root is between [1. 5213,1. 5214] Same again. Autograph is used to prove my solution is right. Error bounds This is the process which check how the accuracy of the roots are. From those 4 decimal search I have done so far, I can say that the answer is between 1. 5213 and 1. 5214. These can be improved the accuracy. Assume X=1. 5213 f(x)=(1. 5213)^3-1. 5213-2=-0. 00047 X=1. 5214 f(x)=(1. 5214)^3-1. 5214-2=0. 000121 Because the answer is -0. 0004700. 000121. So the answer must between 1. 5213 and 1.5214. However , these are not the exact answer so I have to estimate them. In this case, X=1. 5213. 5, so the error bound is . Because this is the middle point between the interval. Fail example by using Exel It is not guaranteed to use this method, because there still has some problems in it. See the graph below: As we can see the curve touches the x axis. The root lies between 0 and 1. I am going to use Exel program to prove it. There is no change of sign of this equation. So we can say that the change of sign method is failed. Newton-Raphson method This is another fixed point estimation method, and as for the previous method it is necessary to use an estimate of the root as a starting point. The process can be repeated to give a sequence of points x2, x3 I am going to use the following equation. As we can see there are 2 roots in this function. The first root lies close to +1. But I will estimate the first root is x1 = +2. I will show it in graphical as +2 is a starting point. There is a technical way to do Newton-Raphson method by using Autograph. I will do it step by step with showing the graph. I click the curve then right click it and chook the Newton Raphson Iteration option. I have entered the value that I estimated, then press the right side button. The solutions appear automatically. The answer that I got is 1. 27202. Error bound Because my solution is 5. bp. So the answer will be x=1. 27202 The numbers that I squared shows how close to the real answer. So we can say there are some error in it. I am going to try another root of the equation. I have estimated the x1 = -2. As I can see from the graph, -1. 27202 is the best answer I can get. Then I will check whether the solutions are correct.

Cryonics :: essays research papers

Cryonics   Ã‚  Ã‚  Ã‚  Ã‚  If you’ve ever seen the Austin Powers movie I’m sure you remember the part where they cryogenically freeze Austin and then thirty years later thaw him out to save the world. While we all know Austin Powers isn’t real, I’m sure you wondered if this freezing could be done in real life. Today we will look at what exactly cryonics is, what businesses claim to provide it, the procedure and its risks.   Ã‚  Ã‚  Ã‚  Ã‚  Cryonics is the freezing of humans to preserve them for a later time. Yes, it is a possibility. In fact there are several businesses that offer these services. Two of these businesses are â€Å"The Cryonics Institute† and â€Å"The Alcor Life Extension Foundation.† Alcor Life Extension Foundation calls this process Cryotransport. The cryotransport process begins, according to their website, as soon as possible after legal death. The patient is prepared and cooled to a temperature where decay stops, and is then kept in this cooled state called cryostasis until medical science has advanced enough to bring the person back to life when life extension and anti-aging have become a reality. However, there is a lot of damage done to the body during this freezing, says Dr. Ralph Merkle, a professional in the field of cryonics. First there are fractures that form in the frozen tissues caused by thermal strain, if you were warmed up you’d fall into pieces as if cut by thousands of sharp knives. And Second, the Cryotransport is used as a last resort because legally the Cryotransport can’t even begin until the patient is legally dead. So when the patient comes out he is already sick and may have a hard time coming back from the injuries of being frozen. Even after knowing all this Dr. Merkle says Cryotransport will almost surely work. Why? He says because basically people are made up of molecules and if they are arranged right then the person is healthy, if not the person is either sick or dead. With technological advances he thinks we will be able to make and rearrange the molecular structure of the frozen tissue. In the future, we will be able to stack and uns tack these molecules like Lego blocks. Once the molecules are arranged correctly the person is healthy.   Ã‚  Ã‚  Ã‚  Ã‚  Death, once we have this technology, really won’t be the same. You couldn’t be truly dead unless cremated; torn apart or destroyed in some other way that there would be no way to tell where these molecules are supposed to go.

Project Management – the Importance of the Planning Process

An individual assignment under the topic: „Project Management – the Importance of the Planning Processâ€Å" Teacher: Maria do Sacramento Basilio Student: 2012 Beja Content Content2 Introduction4 Project Management5 The Life Cycles of Projects7 PLANNING PROCESS8 Project Plan Elements11 Project Control13 Project Termination14 Conclusion16 Literature17 Introduction Each organization‘s activity in its own way contributes to organization‘s goals. It is not always easy to assess the impact of the work or the decision to achieve these objectives in the context of a complex organization of activities.Common to assume that what unites all the organizations processes to the general population and focus their efforts on a defined term direction, is a strategy. Project work is one of the extraordinary management forms. Each project is progressing to a certain stage, which is called the project life cycle. Despite the widely different names can be said that all projects are characterized by four main phases: initiation, planning, realization, finishing. An object of the Project: the planning process. The aim: to analize the essential part of Project life cycle – planning process.My essay will consists of two parts. In the first part I am going to introduce the Project Management and Project Life Cycle, in the second part of the project I will analyse the planning process and will make a conclussion about it‘s importance. Project Management In order to understand project management, one must begin with definition of a project. A project can be considered to be any series of activities and tasks that: * Have a specific objective to be completed within certain specifications * Have defined start and end dates * Have funding limits Consume resources (money, people, equipment) Project management, on the other hand, involves project planning ant project monitoring and includes such items as: Project planning: * Definition of work requiremen ts * Definition of quantity and quality work * Definition of resources needed Project monitoring: * Tracking progress * Comparing actual outcome to predicted outcome * Analyzing impact * Making adjustments Successful project management can then be defined as having achieved the project objectives: * Within time * Within cost * At the desired performance/technology level While utilizing the assigned resources effectively and efficiently * Accepted by the customer The potential benefits from project management are: * Identification of functional responsibilities to ensure that all activities are accounted for, regardless of personal turnover * Minimizing the need for continuous reporting * Identification of time limits for scheduling * Identification of methodology for trade-off analysis * Measurement of accomplishment against plans * Early identification of problems so that corrective action may follow * Improved estimating capability for future planning Knowing when objectives canno t be met or will be exceeded Unfortunately, the benefits cannot be achieved without overcoming obstacles such as: * Project complexity * Customer’s special requirements * Organizational restructuring * Project risks * Changes in technology * Forward planning and picking Project management can mean different things to different people. Quite often, misunderstand the concept because they have ongoing projects within their company and feel that they are using project management to control these activities.In such a case, the following might be considered an appropriate definition: Project management is the art of creating the illusion that any outcome is the result of a series of predetermined, deliberate acts when, in fact, it was dumb luck. Although this might be the way that some companies are running their projects, this is not project management. Project management is designed to make better use of existing resources by getting work to flow horizontally as well as verticall y within the company.This approach does not really destroy the vertical, bureaucratic flow of work but simply requires that line organizations talk to another horizontally so work will be accomplished more smoothly throughout the organization. The vertical flow of work is still the responsibility of the line managers. The horizontal flow of work is the responsibility of the project managers, and their primary effort is to communicate and coordinate activities horizontally between the line organizations.The following would be an overview definition of project management: Project management is the planning, organizing, directing, and controlling of company resources for a relatively short-term objective that has been established to complete specific goals and objectives. Furthermore, project management utilizes the systems approach to management by having functional personnel (the vertical hierarchy) assigned to a specific project (the horizontal hierarchy). The above definition requi res further comment. Classical management is usually considered to have five functions or principles: * Planning Organizing * Staffing * Controlling * Directing In the above definition, the staffing function has been omitted. This was intentional because the project manager does not staff the project. Staffing is line responsibility. The project manager has the rigt to request specific resources, but the final decision of what resources will be committed rests with the line managers. Talking about the meaning by a â€Å"relatively† short-term project, not all industries have the same definition for a short-term project.In engineering, the project might be for six months or two years; in construction, three to five years; in nuclear components, ten years; and in insurance, two weeks. Long-term projects, which consume resources full-time, are usually set up as a separate division (if large enough) or simply as a line organization. The Life Cycles of Projects All organisms have a life cycle. They born, grow, wane, and die. This is true for all living things, for stars and planets, for the products we buy and sell, for our organizations, and for our projects as well.A project’s life cycle measures projects completion as a function of either time (schedule) or resources (budget). This is life cycle must be understood because the PM’s managerial focus subtly shifts at different stages of the cycle. During the early stages, the PM must make sure that the project plan really reflects the wishes of the client as well as the abilities of the project team and is designed to be consistent with the goals and objectives of the parent firm. As the project goes into the implementation stage of its life cycle, the PM’s attention turns to the job of keeping the project on budget nd schedule – or, when chance interferes with progress, to negotiating the appropriate trade-offs to correct or minimize the damage. At the end of the project, the PM turns into a â€Å"fuss-budget† to assure that the specifications of the project are truly met, handling all the details of closing out the books on the project, making sure there are no loose ends, and that every â€Å"i† is dotted and â€Å"t† crossed. Many projects are like building a house. A house-building project starts slowly with a lot of discussion and planning. Then construction begins and progress rapid.When the house is built, but not finished inside, progress appears to slow down and it seemingly takes forever to paint everything, to finish all the trim, and to assemble and install the built-in appliances. Progress is slow-fast-slow, as shown in figure: It used to be thought that S-shaped curve of figure represented the life cycle for all projects. While this is true of many projects, there are important exceptions. This is about the project that approaches completion by a very different route that the tradidtional S-curve, as shown in this figure:T o make a conclusion of the topic about product life cycle, there are two different paths (life cycles) along which projects progress from start to completion. One is S-shaped and the other is J-shaped. It is an important distinction because identifying the different life cycles helps the PM to focus attention on appropriate matters to ensure successful project completion. PLANNING PROCESS The most important responsibilities of a project manager are planning, integrating and executing plans. Almost all projects, because of their relatively short duration and often prioritized control of resources, require formal, detailed planning.The integration of a planning activities is necessary because each functional unit may develop its own planning documentation with little regard for other functional units. Planning, in general, can be best described as the function of selecting the enterprise objectives and establishing the policies, procedures, and programs necessary for achieving them. P lanning in a project environment may be described as establishing a predetermined course of action within forecasted environment. The project’s requirements set the major milestones, and the line managers hope that they can meet them.If the line manager connot commint because the milestones are perceived as unrealistic, the project manager may have to develop alternatives, one of which may be to move the milestones. Upper-level management must become involved in the selection of alternatives during the planning stage. Planning is, of course, decision making, since it involves choosing among alternatives. Planning is a required management function to facilitate the comprehension of complex problems involving interacting factors. The project manager is the key to successful project planning.It is desirable that the project manager be involved from project conception through execution. Project planning must be systematic, flexible enough to handle unique activities, disciplined through reviews and controls, and capable of accepting multifunctional inputs. Successful project managers realize that project planning is an iterative process and must be performed throughout the life of the project. One of the objectives of project planning is to completely define all work required (possibly through the development of a documented project plan) so that will be readily identifiable to each project participant.This is necessity in a project environment because: * If the task is well understood prior to being performed, much of the work can be preplanned. * If the tas is not understood, the during the actual task execution more knowledge is gained that, in turn, leads to changes in resource allocations, schedules, and priorities. * The more uncertain the task, the greater the amount of information that must be processed in order to ensure effective performance. Without proper planning, programs and projects can start off â€Å"behind the eight ball† because o f poorly defined requirements during the initial planning phase.Below is a list of the typical consequences of poor planning: * Project initiation * Wild enthusiasm * Disillusionment * Chaos * Search for the guilty * Punishment of the innocent * Promotion of the nonparticipants * Definition of the requirements Obviously, the definition of the requirements should have been the first step. There are four basic reasons for project planning: * To eliminate or reduce uncertainty * To improve efficiency of the operation * To obtain a better understanding of the objectives * To provide a basis for monitoring and controlling work Planning is decision making based upon futurity.It is a continuous process of making entrepreneurial decisions with an eye to the future, and methodically organizing the effort needed to carry out these decisions. Furthermore, systematic planning allows an organization of set goals. The alternative to systematic planning is decision making based on history. This ge nerally results in reactive management leading to crisis management, conflics management, and fire fighting. Effective total program planning cannot be accomplished unless all of the necessary information becomes available ant project initation. These information requirements are: * The statement of work (SOW) The project specifications * The milestone schedule * The work breakdown structure (WBS) The statement of work (SOW) is a narrative description of the work to be accomplished. It includes the objectives of the project, a brief description of the work, the funding constraint if one exists, and the specifications and schedule. The schedule is a â€Å"gross† schedule and includes such things as the: * Start date * End date * Major milestones * Written reports The last major item is the work breakdown structure. The WBS is the breaking down of the statement of work into smaller elements so that better isibility and control will be obtained. Project Plan Elements The project master plan should contain nine elements: a project overview, a statement of objectives, a description of the technical and managerial approaches to the work, all contractual agreements, schedules of activities, a list of resource requirements or a project budget, personnel requirements, project evaluation methods, and preparations to meet potential problems. These are the elements that constitute the project plan and the basis for a more detailed planning of the budgets, schedules, work plan and general management of the project.Once this basic plan is fully developed and approved, it is disseminated to all interested parties. I would like to describe each element. * Overview. This is a short summary of the objectives and scope of the project. It is directed to top management and contains a statement of the goals of the project, a brief explanation of their relationship to the firm’s objectives, a description of the managerial structure that will be used for the project, an d a list of the major milestones in the project schedule. * Objectives. This contains a more detailed statement of the general goals noted in the overview section.The statement should include profit and competitive aims as well as technical goals. * General approach. This section describes both the managerial and the technical approaches to the work. The technical discussion describes the relationship of the project to available technologies. For example, it might note that this project is an extension of work done by the company for an earlier project. The subsection on the managerial approach takes note of any deviation from routine procedure – for instance, the use of subcontractors for some parts of the work. * Contractual aspects.This critical section of the plan includes a complete list and description of all reporting requirements, customer-supplied resources, liaison arrangements, advisory committees, project review and cancellation procedures, proprierty requirements , any specific management agreements, as well as the technical deliverables and their specifications, delivery schedules, and a specific procedure for changing any of the above. Completeness is a necessity in this section. If in doubt about whether an item should be included or not, the wise planner will include it. * Schedules.This section outlines the various schedules and lists all milestone events. The estimated time for each task should be obtained from those who will do the work. The project master schedule is constructed from these inputs. The responsible person or department head should sign off on the final, agreed-on schedule. * Resources. There are two primary aspects to this section. The first is the budget. Both capital and expense requirements are detailed by task, which makes that a project budget. One-time costs are separated from recurring project costs. Second, cost monitoring and control procedures should be described.In addition to the usual routine elements, the monitoring and control procedures must be designed to cover special resource requirements for the project, such as special machines, test equipment, laboratory usage or construction, logistics, field facilities, and special materials. * Personnel. This section list the expected personnel requirements of the project. Special skills, types of training needed, possible recruiting problems, legal or policy restrictions on work force composition, and any other special requirements, such as security clearances, should be noted here.It is helpful to time-phase personnel needs to the project schedule. This makes clear when the various types of contributors are needed and in what numbers. These projections are an important element of the budget, so the personnel, schedule, and resources sections can be cross-checked with one another to ensure consistency. * Evaluation Methods. Every project should be evaluated against standards and by methods established at the project’s inception. T his section contains a brief description of the procedure to be followed in monitoring, collecting, storing, and evaluating the history of the project. Potential Problems. Sometimes it is difficult to convince planners to make a serious attempt to anticipate potential difficulties. One or more such possible disasters such as subcontractor default, technical failure, strikes, bad weather, sudden required breakthroughs, critical sequences of tasks, tight deadlines, resource limitations, complex coordination requirements, insufficient authority in some areas, and new, complex, or unfamiliar tasks are certain to occur. The only uncertainties are which ones will occur and when.In fact, the timing of these disasters is not random. There are times, conditions, and events in the life of every project when progress depeneds on subcontractors, or the weather, or coordination, or resource availability, and plans to deal with unfavorable contingencies should be developed early in the projectâ⠂¬â„¢s life cycle. Some PMs disdain this section of the plan on the grounds that crises cannot be predicted. Further, they claim to be very effective firefighters. It is quite possible that when one finds such a PM, one has discovered an arsonist.No amount of current planning can solve the current crisis, but preplanning may avert some. Project Control The two fundamental objectives of control are: 1. The regulation of results through the alteration of activities. 2. The stewardship of organizational assets. Most discussions of the control function are focused on regulation. Physical Asset Control Physical asset control requires control of the use of physical assets. It is concerned with assets maintenance, whether preventive or corrective.At issue also is the timing of maintenance or replacement as well as the quality of maintenance. Physical inventory, whether equipment or material, must also be controlled. It must be received, inspected, and possibly stored prior to use. Records of all incoming shipments must be carefully validated so that payment to suppliers must also be applied to suppliers from inside the organization. Even such details as the project library, project coffee maker, project room furniture, and all the other minor bits and pieces must be counted, maintained, and conserved.Human Resource Control Stewardship of human resources requires controlling and maintaining the growth and development of people. Projects provide particulary fertile ground for cultivating people. Because projects are unique, differing one from another in many ways, it is possible for people working on projects to gain a wide range of experience in a reasonably short time. Measurement of physical resource conservation is accomplished through the familiar audit procedures. The measurement of human resource conservation is familiar audit procedures.The measurement of human resource conservation is far more difficult. Such devices as employee appraisals, personnel performan ce indices, and screening methods for appointment, promotion, and retention are not particularly satisfactory devices for ensuring that the conservation function is being properly handled. The accounting profession has worked for some years on the development of human resource accounting, and while the effort has produces some interesting ideas, human resource accounting is not well accepted by the accounting profession.Financial Resource Control Though accountants have not succeeded in developing acceptable methods for human resource accounting, their work on techniques for the conservation of financial resources has most certainly resulted in excellent tools for financial control. This is the best developed for the basic areas needing control. It is difficult to separate the control mechanisms aimed at conservation of financial resources from those resources from those focused on regulating resource use. Most financial controls do both.Capital investment controls work to conserve the organization’s assets by insisting that certain conditions be met before capital can be expended, and those same conditions usually regulate the use of capital to achieve the organization goal of a high return on investments. The techniques of financial control, both conservation and regulation, are well known. They include current assets controls, and project budgets as well as capital investment controls. These controls are exercised through a series of analyses and audits conducted by the accounting function for the most part.Project Termination As it must to all things, project termination comes to every project. At times, project death is quick and clean, but more often it is a long process. The process of termination is never easy, always complicated, and, as much as we might wish to avoid it, almost always inevitable. The problem is how to accomplish one of the several levels of what is meant by project termination with a minimum of trouble and administrative dislo cation. A project can be terminated in one of four ways: * by extinction * addition * integration * starvation y Extinction: * The project has successfully completed scope and the client has accepted it. * It has been superseded by the external developments like technological advancement, market crisis etc * It has failed to achieve it’s goal. * It has no longer support from the Senior Management. It is also sometimes referred to as â€Å"termination by murderâ€Å". The important point to notice is that all project activity ceases in this kind of termination. by Addition: * The project is a major success. It becomes the formal part of the parent organization. The transition or   transfer of the resources such as the project personnel, materials and equipment to the newly created unit within the parent   organization. by Integration: * The project is successfully completed. The   project product is integrated to the operations of the client. This is the most common mo de and most complex operation. The resources are   released   and   disturbuted in the parent organization. by Starvation: * The project is terminated by budget decrement. * It is also known as   withdrawal of â€Å"life support†. The reason of this termination is generally to shadow the failure of non-accomplishment of the goals.This can save face of the senior management and avoid embarrassment. The Project Final Report incorporates the process knowledge gained from the Project. In addition to preservation of Project records, the Final Report embodies the experience from which we learn. It should include: Project performance comments, administrative performance comments, organizational structure comments, personnel suggestions, possibly a confidential section. Conclusion Project planning is probably the most time-consuming project management activity.Project planning continues from the initial idea through to the system delivery. Plans must be regulary updated using the new available information. There are many techniques for developing a project plan. They are fundamentally similar. All of them use a systematic analysis to identify and list the things that must be undertaken in order to achieve the project‘s abjectives, to test and validate the plan and to deliver it to user. Planning is an essential function in the success of any project. Planning does not refer simply to pulling out a calendar and recording things to do on random dates.Planning is all about actively plotting a course to meeting goals. Goals are really the start of any discussion about planning in a successful project. Literature 1. Harold Kerzner „Project Management. A Systems Approach to Planning, Scheduling, and Controllingâ€Å" sixth edition 2. Samuel J. Mantel Jr. Jack R. Meredith, Scott M. Shafer, Margaret M. Sutton „Project Management in Practiseâ€Å" second edition 3. Jack R. Meredith, Samuel J. Mantel „Project Management. A Managerial app roachâ€Å" third edition 4. V. Buda, A. Chmieliauskas „Projektu valdymasâ€Å" 2006

Common Core Standards Essay

Much like the runways of Paris with its changing fashion trends, the world of education follows trends as well. Educators cringe when they hear â€Å"No Child Left Behind† some ten years beyond its advent. Now, the phrases â€Å"Common Core† and â€Å"Student Learning Objectives† have teachers seeing red. However, despite the latest and greatest trends to boost student achievement, the very same students in the United States continue to underperform on a global scale in Mathematics. In 2012, the Program for International Student Assessment (PISA) bore out results that â€Å"29 nations and jurisdictions outperformed the United States by a statistically significant margin,† (Heiten, 2013). In order for our students to rise to a position high on the performance scale of nations, students must master the basics in all subjects, but more specifically in the area of Mathematics. In an effort to develop students with a deeper understanding of mathematical and language and reading concepts, forty-five states (my home state of Maryland being one of them) and the District of Columbia have adopted the Common Core Standards, a system of expected benchmarks for students in grades K-12. According to the Common Core State Standards Initiative website, the standards â€Å"define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs,† (Common Core State Standards Initiative, 2014). The local statistics mirror the national data. Both present conditions which are symptomatic of a larger systemic problem; American students are not mastering mathematical concepts at any level. The learning environment is a fourth grade inclusion classroom in a neighborhood school in the suburban Washington, D.C. (Maryland) area. Students in the class are differently abled. The class has students with Individualized Learning Plans (IEP) to accommodate varying needs from Asperger’s Syndrome to mild intellectual disabilities. There are also students who have been tested and identified as Talented and Gifted (TAG), as well as on grade level learners. Students are taught in whole group, differentiated small groups, and occasional pull out sessions with specialists. Current Conditions There are twenty-one students in the fourth grade inclusion classroom. All students took a standardized unit test in October 2013 that tested the Common Core Standards taught in the first quarter of the 2013-2014 school year. Of these, Standard 4.OA.B – Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite, (Common Core State Standards Initiative, 2014), only 20% scored at a level of â€Å"proficient† on standardized (MUST Test Result Data, 2013). The lack of proficiency in this standard is symptomatic of the underlying condition I have encountered; students have not yet mastered basic multiplication facts. Without mastery of basic multiplication facts 0-12, students are unable to manipulate and perform operations on fractions and decimals and subsequent pre-algebra concepts in the latter half of fourth grade and continuing into following grades through high school. Desired Conditions The current conditions for the fourth grade class is at 20% of students who have performed at a â€Å"proficient† level of mastery in basic mathematical facts. This is equivalent to a grade of 80%, or a â€Å"B†, in traditional percentage and letter grading systems used in the US. The desired state of performance is the inverse of the current statistics; 80% should have mastery at a level of proficient or advanced and 20% performing at minimal or below grade level standards. After mastering basic facts, students will be able to not only identify multiples and factors of numbers 1-100, they will also be able to perform operations on fractions and later, algebraic statements. Data Collection Processes Discussion of Data Collection Instruments The designer developed a survey for teachers of grades three through five in order to help determine where problems or areas of deficiency are in current math. The first two questions asked the percentage of their students who are currently proficient in accuracy and automaticity in multiplication facts. In other questions, respondents ranked their responses using a Likert Scale,  which helped to identify their attitude on the necessity of students mastering basic multiplication facts currently in order to develop a deeper understanding of current and future mathematical concepts. In the questionnaire, respondents were asked to rank what they believe to be their students’ biggest challenges in mastering this specific standard. Questions also asked the extent to which computer aided instruction is used in helping aid in mastery of multiplication facts. In getting answers to these questions, I will use the data to identify several factors; impact of teacher’s attitude t oward remediating students in basic facts that should have been mastered in the previous grade, and time dedicated to instruction and practice in this particular standard. Discussion of Sources of Data Six intermediate elementary (grades three through five) classroom teachers who instruct students in mathematics answered the survey and questionnaire. Students of these teachers range from those with special needs, general education needs, and also students identified as â€Å"Talented and Gifted† (TAG). Data Gathered Through Other Sources Quantitative data was gathered from the Prince George’s County Public Schools Mandatory Unit Systems Test (MUST) in Mathematics administered countywide to fourth grade students in 146 elementary schools. Specific data used in this needs analysis was limited to one fourth grade inclusion classroom, Lake Arbor Elementary, where the designer is the teacher. The designer collected further quantitative data from the same inclusion class on timed multiplication tests where twenty-two students answered 100 multiplication facts (0-12) problems in five minutes. Data Analysis Techniques Used The survey and questionnaire were designed to gather data that would substantiate the need for students to master basic multiplication skills in intermediate elementary grades. The survey was used to gather both qualitative and quantitative data based on teachers giving percentage results of students’ current level of performance. Teachers also ranked what they believed would improve their teaching of mathematics in the classroom. The questionnaire was designed to gather data on teachers’  attitudes of the importance of student mastery of basic multiplication facts. The questionnaire also served as a tool to gain input on the challenges the believe limit their students from performing on grade level in mathematics, particularly in mastering basic multiplication facts. Finally, teachers were given the opportunity to answer an open-ended question, which gauged their attitude toward the importance of mastery of basic multiplication facts in the modern world and classroom . Results of Analysis Question one of the survey asked what percentage of your students can answer basic multiplication facts with accuracy on most occasions. Findings of Needs Analysis While a majority of respondents determined mastery of basic multiplication facts as â€Å"essential for success in their current grade,† it is of note that two teachers said mastery of basic facts are â€Å"desirable, but not as important as in past year.† This information would indicate teachers’ attitudes are moving away memorization of facts, possibly due to the  widespread availability of technological applications that students can or will use in the classroom and later in life. The attitude towards the lowering of importance of rote memory skills for facts reflects the larger societal dependence on technology. Applications on smartphones and mobile devices are becoming increasingly used in place of mental math and are utilized both by the current generation of students in elementary school now, but also by the newer generation of teachers who instruct them. To further deepen the understanding of the philosophical shift in importance of memorization of multiplication facts, teachers were asked if they administered timed multiplication tests in their classroom. Furthermore, teachers were asked if they encourage an atmosphere of healthy competition for mastery of the facts amongst their students. While all six respondents reported that they do administer timed multiplication tests, only one teacher stated that there was an atmosphere of â€Å"healthy competition† amongst her students where they challenge one another to higher levels of performance. The information suggests that while teachers are still administering the tests as part of regular instruction, the instructors’ attitude of the importance of them as a way to aid in student mastery of facts is evidenced in the lack of encouragement by both teacher and students to achieve at higher levels. Finally in the questionnaire, teachers were asked to rank factors they believe to be the biggest challenge(s) their students face that prevent them from performing on grade level in their current math instruction. The two most common responses amongst all respondents cited both a lack of support from parents in practice of math facts and a lack of basic understanding and mastery of basic mathematical facts from addition and subtraction up to division and multiplication as the biggest barriers to student success. Goal of Instruction Given practice in automaticity and accuracy, fourth grade students will be able to independently complete 100 multiplication problems of basic facts 0-12 in five minutes time with an increase in automaticity and accuracy of 50% over a ten-week period as measured by a pre-test and post-test assessments. Having this knowledge will enable students to manipulate and perform operations on fractions and mixed numbers, as well as deepen their knowledge of factors and multiples for future instruction.

Cupones de alimentos para inmigrantes y ciudadanos

Cupones de alimentos para inmigrantes y ciudadanos El programa del gobierno federal de cupones para alimentos - conocido como food stamps- ayuda a alimentar a  46.7  millones de personas en Estados Unidos. Para los migrantes es importante conocer en quà © consiste este beneficio de los cupones de alimentos, quà © migrantes pueden solicitarlo, cà ³mo se pide y cules son las opciones para las personas que no pueden aplicar para los food stamps. Datos bsicos sobre los cupones de alimentos o SNAP Este programa es administrado por cada uno de los 50 estados y es conocido como SNAP por sus siglas en inglà ©s (anteriormente como Food Stamps). Casi la mitad de los beneficiados son nià ±os. La cantidad a recibir mensualmente por cada beneficiario o por cada familia se ingresa en una tarjeta electrà ³nica conocida como EBT que funciona como una tarjeta de dà ©bito. Se puede utilizar en miles de supermercados, tiendas y cooperativas de alimentos. El gobierno se gastaba unos $70 mil millones (billones) al aà ±o en este programa. El beneficiario medio recibe en torno $1.40 por comida. Una familia media compuesta por cuatro personas recibir $632. Cada familia o individuo recibe una cantidad distinta segà ºn sus necesidades, pero en la actualidad la media por persona es de $130 al mes, aproximadamente. Requisitos migratorios para solicitar los cupones de alimentos Todos los ciudadanos estadounidenses pueden solicitar este beneficio, incluidos los nià ±os nacidos en Estados Unidos cuyos padres son inmigrantes, tanto los legales como los indocumentados. Los progenitores pueden solicitar los cupones de alimentos para sus hijos. En el caso de inmigrantes sin estatus legal, debern decir simplemente que no pueden presentar ciertos documentos. Es fundamental entender que la ayuda se pide y debe ser disfrutada por los nià ±os ciudadanos. Los residentes permanentes legales, es decir, los titulares de una green card, tambià ©n tienen derecho a los food stamps, pero hay requisitos diferentes dependiendo de ciertas circunstancias. La regla general es que los migrantes que son residentes permanentes legales y son  mayores de 18 aà ±os debern haber vivido en Estados Unidos por un mà ­nimo de cinco aà ±os. Este tiempo puede ser menor si han acumulado al menos 40 crà ©ditos de trabajo (se puede verificar en la Administracià ³n de la Seguridad Social). Sin embargo, si el residente es ciego, incapaz, miembro activo de las Fuerzas Armadas o veterano o cà ³nyuge o hijo de un militar en activo o veterano no tiene que cumplir con ese requisito de los cinco aà ±os de residencia o 40 crà ©ditos de trabajo computados. Tampoco aplica a los residentes legales menores de 18 aà ±os. Es decir, los nià ±os residentes tienen derecho a la ayuda inmediatamente, no necesitan haber vivido en EEUU por ningà ºn periodo de tiempo Algunos estados como Nueva York, Connecticut o California ofrecen beneficios alimentarios a residentes permanentes aunque no lleven  cinco aà ±os de residencia. Eso es asà ­ si demuestran cumplir todos los otros requisitos necesarios para recibir este beneficio. Asimismo, tambià ©n pueden solicitar inmediatamente los cupones de alimentos los asilados y refugiados y, tras cinco aà ±os de residencia en EEUU, las personas que hayan entrado al paà ­s condicionalmente asà ­ como las và ­ctimas de violencia domà ©stica (cà ³nyuge, hijos, padres del abusador) que tengan un procedimiento pendiente. No pueden aplicar los extranjeros que estn temporalmente en EEUU, como son los estudiantes, ni tampoco los indocumentados. Si estas personas obtienen cupones de alimentos a pesar de que la ley se lo prohibe tienen que saber que cuando esto se descubra tendrn aà ±adido un nuevo problema migratorio por haber sido una carga pà ºblica. Quià ©nes pueden aplicar por cupones de alimentos: requisitos econà ³micos Los ingresos y medios econà ³micos con los que se cuenta como propiedades, cuentas bancarias, etc., deben ser reducidos. Se puede verificar si se tiene o no derecho a recibir este beneficio por internet y esta es la là ­nea de la pobreza sobre la cual se hace el clculo. Dà ³nde aplicar por SNAP Se puede solicitar en cualquier oficina del Programa de Asistencia Nutricional Suplementaria. Muchos estados permiten aplicar por internet. Cunto tiempo tarda en procesarse la solicitud En un mximo de 30 dà ­as la peticià ³n ser aprobada o denegada. Si el solicitante tiene muy poco dinero disponible se resolver la solicitud en siete dà ­as. Quà © comprar con los cupones de alimentos Se puede adquirir productos lcteos, frutas, vegetales, panes, cereales, pescados, carne y pollo. Est prohibido comprar tabaco, licores, cerveza, vitaminas, medicinas y artà ­culos de hogar como jabones o alimentos para mascotas. Tampoco se puede pagar con los cupones comida en un restaurante, salvo casos muy excepcionales en los que hay autorizacià ³n para proveer con comida caliente a bajo precio a personas sin techo, ancianos o personas con una incapacidad declarada legalmente. CONSEJOS A TENER EN CUENTA Si los padres indocumentados se encuentran con problemas para solicitar cupones de alimentos para sus hijos ciudadanos, pueden pedir ayuda a las organizaciones de defensa de los derechos de los inmigrantes para que les ayuden en el proceso. Tener en cuenta que en algunos estados en las familias mixtas con personas documentadas e ilegales puede que estos à ºltimos tengan que estar excluidos en los cà ³mputos. No debe confundirse el programa de cupones para alimentos con Asistencia a Familias Necesitadas, TANF por sus siglas en inglà ©s. Es beneficio por el que se entrega una cantidad de dinero en efectivo a las familias con nià ±os en situacià ³n econà ³mica muy precaria. Las condiciones varà ­an de estado a estado y en la actualidad ms de cuatro millones de personas se benefician mensualmente de esta ayuda. Por à ºltimo, el solicitar cupones de alimentos no afecta negativamente a una posible peticià ³n posterior de la ciudadanà ­a. Recibir esta ayuda no convierte al inmigrante en una carga social. Si necesitas ms ayuda para alimentos, puedes solicitarla en los bancos de alimentos de tu localidad. Para ello no necesitas ningà ºn requisito legal. Este es  un directorio de bancos de alimentos por estados, pincha en el nombre del tuyo y se abrir una pantalla con la informacià ³n que buscas.   Otras posibilidades que aplican a todos los migrantes Embarazadas, lactantes, madres recientes, infantes y nià ±os menores de cinco aà ±os pueden recibir ayuda nutricional en forma de alimentos mediante el programa WIC. Puede calificar cualquier persona que cumpla con los requisitos, sin que importe su estatus migratorio puede  calificar para esta ayuda WIC. Test de respuestas mà ºltiples Se recomienda tomar este test de respuestas mà ºltiples  sobre el permiso de residencia para verificar que conoces puntos bsicos sobre la greencard: cà ³mo obtenerla, conservarla, causas comunes de rechazo, etc. Este es un artà ­culo informativo. No es asesorà ­a legal.

Defining Active and Passive Transport

Defining Active and Passive Transport Active and passive transport processes are two ways molecules and other materials move in and out of cells and cross intracellular membranes. Active transport is the movement of molecules or ions against a concentration gradient (from an area of lower to higher concentration), which does not ordinarily occur, so enzymes and energy are required. Passive transport is the movement of molecules or ions from an area of higher to lower concentration. There are multiple forms of passive transport: simple diffusion, facilitated diffusion, filtration, and osmosis. Passive transport occurs because of the entropy of the system, so additional energy isnt required for it to occur. Compare Both active and passive transport move materials and can cross biological membranes. Contrast Active transport moves materials from lower to a higher concentration, while passive transport moves materials from higher to lower concentration.Active transport requires energy to proceed, while passive transport does not require the input of extra energy to occur. Active Transport Solutes move from a region of low concentration to high concentration. In a biological system, a membrane is crossed using enzymes and energy (ATP). Passive Transport Simple Diffusion:  Solutes move from a region of higher concentration to lower concentration.Facilitated Diffusion: Solutes move across a membrane from higher to lower concentration with the aid of transmembrane proteins.Filtration: Solute and solvent molecules and ions cross a membrane because of hydrostatic pressure. Molecules small enough to pass through the filter may pass.Osmosis: Solvent molecules move from lower to higher  solute concentration across a semipermeable membrane. Note this makes the solute molecules more dilute.Note: Simple diffusion and osmosis are similar, except in simple diffusion, it is the solute particles that move. In osmosis, the solvent (usually water) moves across a membrane to dilute the solute particles.

Mitigation Strategies Assignment Example | Topics and Well Written Essays - 500 words

Mitigation Strategies - Assignment Example The levees broke, leading to flooding 80 percent of the city. If levees continue to be used, Hurricane Katrina or an equivalent can reoccur. Thus, after each reoccurrence the levees network will have to be rebuilt. This will result to waste of resources and will inconvenience the people by displacing them or even causing deaths (Kapucu et al. 2013). In addition, the hurricane slayed about 1,500 inhabitants along the U.S. Gulf Coast and caused huge damage, making it the most expensive natural disaster. The continued use of levees will mean people to continue dying as a result of this catastrophe yet it can be avoided by use of a different and a better mechanism to counter this calamity. As Hurricane Katrina established, that the risks of inundation and flooding never can be completely eliminated by protective structures. Substantial dangers of living in flood susceptible to areas were not ever visibly communicated to people before Hurricane Katrina, it stated, and simply the reconstruction of New Orleans and its tempest protection system back to pre-Katrina heights would leave the city susceptible to another flooding catastrophe (Baltimore, 2009). Moreover, the first floor of buildings in flood susceptible parts of the city should be elevated at least to the 100 year flood level, which the report named a "crucial flood insurance standard." But for deeply populated metropolises like New Orleans, that standard is insufficient, said the report, part of a 5 part study by the conservatories in the event of Katrina (Baltimore, 2009). Furthermore, the 100 year standard essentially specifies protection based on the supposed worst damage of the foulest flood in the last 100 years. It regulates insurance tariffs for the National Flood Insurance Program controlled by the federal government. However, structures in New Orleans most flood susceptible areas have a 26%

Olympic 2012 Essay Example | Topics and Well Written Essays - 2500 words

Olympic 2012 - Essay Example The purpose of the study is to determine whether or not a net benefit, either from economic gain or legacy, or both, is likely in the case of the London Olympics. The concept of regeneration is often associated with the idea of ‘renaissance’ which means ‘being reborn’. This means, however, that the location which is the target of ‘regeneration’ has at some point in the past ‘degenerated’ or degraded to a point where it requires more than simple restoration or repair (Binns, 2005). Officially, the term ‘regeneration’ is described as ‘the positive transformation of a place – whether residential, commercial, or open space – that has previously displayed symptoms of physical, social and/or economic decline’ (Dept. of Culture, Media and Sports, 2004; Smith, 2004 p.165 ). What one might pick up from the definition is that the cause of degeneration may be traced in particular to industrial decline. Therefore, it used to be that mostly developed countries are the ones that undertook regeneration, while those countries still in the process of development do not . Formerly, ‘regeneration’ referred almost exclusively to developed Western countries; however, more recently ‘regeneration’ has already been used to refer to the modern cities in the developing countries, such as Hong Kong, Tokyo, Hanoi, Kuala Lumpur and Bangkok, in the context of their economic, environmental and social development programmes (Smith, 2004, p. 166). The direct and detailed meaning of ‘regeneration’ is not easy to put into words, since it is a concept made of several aspects brought together in a single process that displays ‘economic, environmental, social, cultural, symbolic, and political dimensions’ (Bianchini, 1993, p. 1). The different aspects of regeneration and activities undertaken under each are given in Smith (2009), p. 167 as