Shirley Jackson's The Lottery Essay Example | Topics and Well Written Essays - 1000 words

Shirley Jackson's The Lottery - Essay Example The plot of â€Å"The Lottery† and The Lottery differ slightly. The plotline in â€Å"The Lottery† revolves around a yearly important event, which occurs on June 27. Everyone assembles in the normal town, as for a typical local festival, but in this case a sacrifice is to be made to ensure a good harvest for the coming year. Each family have to draw a slip at random from the all-important black box, and that which is marked denotes the family from which the sacrifice will be taken. Each family member then draws again, highlighting the specific person to be stoned to death; in this case, Mrs. Hutchinson. In The Lottery, this yearly event is still occuring, which the protagonist Jason returning to the town (which he left when he was very small) with his father’s ashes. It is discovered that Jason is one of the Hutchinson’s referred to in the short story version. The plot of the film adaptation is largely based around flashbacks in which Jason remembers the significance of the gravestones, which all bear the same date at death in yearly intervals. As the townsfolk are so desperate to keep the tradition going, it is difficult for Jason to expose the truth; he winds up mentally ill. Perhaps the reason that both â€Å"The Lottery† and The Lottery are so chilling for American readers and viewers is because it is set within a typical small American town of around 300 residents. Additionally, Jackson effectively mixes the conventions of the small town with the outlandish lottery ritual; for example, the residents â€Å"in the square, between the post office and the bank, around ten o'clock† (Jackson, 1948, p1), establishing the normalcy of the town. This is used in juxtaposition with the ritual that would not be familiar to readers of the New Yorker or viewers of NBC. In The Lottery, too, the town to which Jason returns is extremely normal and could even be described as idyllic despite the snippets of memory it brings back. The main similarity between the two media used to tell the story of the lottery is that they revolve around many of the same themes. Perhaps the main theme is of ritual. The lottery in both â€Å"The Lottery† and The Lottery are fiercely protected rituals that hold a large importance to the townsfolk. There are a number of customs that must be observed before the actual process of drawing the lottery must begin; the â€Å"swearing-in of Mr. Summers† (Jackson, 1948, p7), and â€Å"a recital of some sort† (Jackson, 1948, p7), for example. The film and print versions also show that the local people are fiercely protective of their lottery. The townsfolk also seem to follow a herd mentality, as there seems to be no real explanation for the lottery or the sacrifice, but everyone continues to follow along with the practice as usual. Despite this, the ritual itself is unimportant in many ways as â€Å"the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones† (Jackson, 1948, p71). This quote is important in many

Migration Experience from the west Indies ti the US Essay

Migration Experience from the west Indies ti the US - Essay Example once they reach here are faced with challenges which they have to conquer if they are to have an easy life and eventually succeed in their new environment. This research examines the challenges immigrants go through with the discussion focusing on a family from Haiti. The paper will expound on how immigrants go about in settling in their new homes, general receptiveness of neighbors, race discrimination, jobs, deciding whether to assimilate or acculturate and young ones schools life. Marie Lafont, who is my aunt, migrated to the United States of America from Haiti in 1976, she settled in Brooklyn New York with her husband and three children. The area was predominantly black with a large Haitian community therefore the general reception they got was a warm one. Portes and Rumbaut state that once here, some immigrants enjoy better conditions than back home (18). This is demonstrable in my aunt’s case where the house they were to live in was bigger than what they had been accustomed to back in Haiti. In their new home they had a front yard and the rooms were much larger than what they were used to. Transitioning into their new way of life was not easy with things like speaking English with a French accent being an issue but with the help of the community around them, transitioning was made simpler. Upon their settling down in Brooklyn, my aunt discovered that the race factor was a major problem in the US, an issue that had not crossed her mind back in Haiti and was a major defining factor in her new home. She found out that due to her skin color, certain barriers were erected for example being discriminated against when applying for her nursing job. This new dimension added on to the everyday difficulties she was starting to face. All of a sudden the complexion of her skin became a problem and to make matters worse, this was an issue she had no control over. Through her interaction with her neighbors, she found out that Haitians who had preceded her had faced and

Development of Project Management Plan

Development of Project Management Plan LITERATURE REVIEW Having seen in the previous chapter about the Project management is a carefully planned and organized effort to accomplish a specific (and usually) one-time effort, for example, implementing a new computer system. Project management includes developing a project plan, which includes defining project goals and objectives, specifying tasks or how goals will be achieved, what resources are need, and associating budgets and timelines for completion. It also includes implementing the project plan, along with careful controls to stay on the critical path, that is, to ensure the plan is being managed according to plan. Project management usually follows major phases (with various titles for these phases), including feasibility study, project planning, implementation, evaluation and support/maintenance. Comninos and Frigenti (2002 p.72) defines Project management as â€Å" The application of knowledge, skills, tools and techniques to project activities to meet project requirements. Further Haynes (1995 pp. 623) defines project management as â€Å" Project management concentrates on the project . A project is an undertaking that has a beginning and an end and is carried out to meet established goals within cost , schedule and quality objectives . Project management brings together and optimizes the resources necessary to complete the project successfully . These resources include the skills , talents and co-operative effort of a team of people , facilities , tools and equipment ; information systems and techniques and moneyâ€Å" Duncan (1995 pp. 742) has a similar view â€Å"Project management is the application of knowledge, skills, tools and techniques to a broad range of activities in order to meet the requirements â€Å" Harrison ((1988 pp.62) states these definition as â€Å"The application of modern management techniques and systems to the execution of a project from start to finish, to achieve predetermined objectives of scope, quality, time and cost, to the equal satisfaction of those involved† Cleland and Gareis (1993 pp.58) states that â€Å"Project management is the ability to define, schedule and assign project activities; record project issues; monitor progress and report changes in activity accomplishment and issue resolution; and maintain and control changes to designs, plans and issue lists† Similarly Morris (1997 pp. 221) defines as â€Å"Planning, monitoring and control of all aspects of a project and the motivation of all those involved in it to achieve the project objectives on time and to the specified cost, quality and performance† Ciborra (2002 pp. 525) defines Information System (IS) as â€Å"†¦the system of persons, data records and activities that process the data and information in a given organization, including manual processes or automated processes. Usually the term is used erroneously as a synonym for computer-based information systems, which is only the Information technologies component of an Information System. The computer-based information systems are the field of study for Information technologies (IT)† Project management is concerned with managing the entity called ‘People. There is no single universal definition of a software project , although some definitions do have similar structure. â€Å" Projects consume a variety of resources , Projects have a specific start and end point (or life cycle), Projects have a owner (i.e. consumer ), Projects have a specific budget , Project have a clear method , Projects have finite objectives. â€Å"A unique undertaking with a concise life cycle , start and end dates , a finite budget , resource allocation and defined outcome or objective † (Gary 2001 p.25) 2.1 Preview of software industry in India The software industry is one of the fastest growing industries and highest earners of foreign exchange in the Indian economy. With help from the Indian Government including tax benefits and the development of infrastructure links, the software sector has grown over 56% annually since 1995. Software exports currently reach about 95 countries and account for 10.5% of Indias total exports.There is, therefore, significant interaction on the global level between IT companies and other countries and companies, which might account for the lead Infosys has taken amongst its peers in the field of CSR (Narayana Murthy CEO Infosys , 2006 15/02/07) The India Software Industry has brought about a tremendous success for the emerging economy. The software industry is the main component of the Information technology in India. Indias pool of young aged manpower is the key behind this success story. Presently there are more than 500 software firms in the country which shows the monumental advancement that the India Software Industry has experienced (IIT,2002 p.4) 2.2 Infosys and its relation to software project management Founded in 1981 in Bangalore by Narayana Murthy and six colleagues, Infosys is positioned to integrate the needs of vendors and service providers, using existing solutions or relying on new product development. The company does the necessary integration, software development, feature enhancements testing, release and third level support. It provides solutions to the financial sector the biggest chunk of its business- as well as to 460 other clients across a broad spectrum of other industries. (www.infosys.com 14/02/08) In terms of project management, software project work is split into two components: onsite and offshore, according to where it can be best done, at the lowest cost, and with the lowest level of acceptable risk, thereby de-coupling capability development and delivery. Although Infosys was not spared by the dotcom crash in 2001, thanks in part to the loyalty built up among employees the business bounced back, and by 2006 its market capitalization was US$18 billion. For Murthy, leading by example is what counts. This translates into three core values: respect for the individual, data-based decision making, and embracing constant change by forcing people to share their innovations. Infosys has established a systematic pattern of succession planning whereby board members remain in the vanguard but are underpinned by a three-tier leadership structure for high-potential managers. Younger employees are viewed as the eyes and the ears of the company, bringing to the forefront contemporary issues that might otherwise be overlooked (Manfred , Vries, Agrawal and Florent-Treacy 2006 p.121) Since incorporation, Infosys annual revenue has rapidly increased and it reached 1 trillion in 2006. Unlike many other Indian IT companies Infosys has concentrated on building software applications and this has contributed to its global success Infosys Technologies employs nearly 17,000 people worldwide, almost 10,000 of whom are software professionals. 116 new clients in the financial year (FY) 2002 added to the already prestigious list that includes Airbus, Cisco, Nordstrom and Boeing. Retail banking services account for around 4% of total revenue. The company vision is to be the best globally, commercially and ethically. As such, Infosys has developed a C-Life principle of core values that it aims to honour in all aspects of its business conduct . C LIFE represents Customer delight , Lead by example , Integrity and transparency , Fairness and Excellence (www.infy.com 15/06/07) 2.3 Project Management Processes (Infosys based approach) Turner J and Rodney (2005 p..43) states that ‘ A project management process is the management process of planning and controlling the performance or execution of a project ‘ Although all projects are different and have unique features m there are elements which are common to most . A process model needs a set of features which Are adaptable to a wide range of applications Provide a complete and adequate definition of any project to which they are applied Are easy to assimilate , with the key tasks and points of interest highlighted Are suitable to act as a memorandum and checklist to ensure that everything is covered Do not impose any unnecessary constraints on the use of tools , techniques and methods during the projects A process model can be helpful to a project manager in planning the project but obviously cannot be followed blindly and must be tailored to meet the requirements of the project . Not all the elements of the process model will be appropriate , but the model can be used as a checklist to ensure that nothing important is missed from the project . The process model is also used to help define what is required of the project manager at each stage in the project and to define the inputs and outputs of each stage . (Van Vliet , 2004 p.52) Infosys executes hundreds of projects each year. Full responsibility for executing a project rests with the project manager, who must make sure that the project team delivers high-quality software to the customer on time and within cost. To help the project manager fulfill this responsibility, support from the organization is necessary. (Mahajan and Ives , 2006 p.231) This section provides a brief background Infosys support for managing software projects. For a project team to successfully execute a project, it must perform hundreds of tasks, many of them interdependent. Effectively managing this process is extremely important for success. (Harvey 2003 p.52)At Infosys, the set of activities executed by a project manager is specified in the project management process. It is fairly standard, having three main stages: Software project planning Software project execution Software project closure 2.3.1 Software Project Planning The key to a successful software project is in the planning. Creating a project plan is the first thing one should do when undertaking any kind of project. Often project planning is ignored in favor of getting on with the work. However, many people fail to realize the value of a project plan in saving time, money and many problems. A project is successful when the needs of the stakeholders have been met. A stakeholder is anybody directly or indirectly impacted by the project. (Lackman 1987 p.57) As a first step it is important to identify the stakeholders of software project. It is not always easy to identify the stakeholders of a project, particularly those impacted indirectly. (Lewis J 1995) Examples of stakeholders are: The project sponsor The customer who receives the deliverables The users of the project outputs The project manager and project team Once understanding who the stakeholders are, the next step is to establish their needs. The best way to do this is by conducting stakeholder interviews. Considerable time can be utilized during the interviews to draw out the true needs that create real benefits. Often stakeholders will talk about needs that arent relevant and dont deliver benefits. These can be recorded and set as a low priority. ( Berlick 1992 p.72) The next step once after all the interviews done and have a comprehensive list of needs it is now to prioritize them. From the prioritized list its important to create a set of goals that can be easily measured. A technique for doing this is to review them against the SMART (specific, measurable, agreed upon, realistic and time-based ) principle. This way it will be easy to know when a goal has been achieved. Once having established a clear set of goals they should be recorded in the project plan. It can be useful to also include the needs and expectations of the end users- stakeholders. (Thomsett 1989 p.51) At Infosys , in the project planning stage, as revealed by Marsh (1998 p.17) , the project manager reviews contractual commitments and creates a plan to meet them. Creating a project plan involves defining a life-cycle process to be followed, estimating the effort and schedule, preparing a detailed schedule of tasks, and so on. It also includes planning for quality and configuration management as well as risk management. In this phase, the major activities of the project manager are as follows: According to McManus (1997 p.69) , the project manager performs startup and administrative tasks and creates the project plan and schedule. He is also responsible for defining the objectives of the project . The suitable standard process for the project execution is identified . Also the standard process to meet project requirements are tailer . Also a process for managing changes in requirements is designed . The estimation of effort involved is undertaken . Also the plan for human resources and team organization is determined . The project milestones are defined and schedules created accordingly. Also the quality of objectives and a quality plan to achieve them are determined . A defect prevention plan in designed. The risks are identified and plans are made to mitigate them. A measurement plan for the project is defined .A training plan for the project is designed . The project-tracking procedures are analyzed for effective execution . Also a review of the project plan and schedul e are performed . Authorization from senior management is obtained . The configuration management plan and defined and reviewed . Also orientation of the project team to the project management plan is executed In addition to the project manager, this phase involves the customer, an SEPG representative, and the business manager for the project. The entry criterion is that the contract or project authorization is available. The exit criterion is that the project plan has been documented and group reviewed (Morgon 1986 p.19) 2.3.2 Software Project Execution According to ,Harvey ( 2003 p.167) ,the purpose of Project Execution and Control is to develop the product or service that the project was commissioned to deliver. Typically, this is the longest phase of the project management lifecycle, where most resources are applied. Project Execution and Control utilizes all the plans, schedules, procedures and templates that were prepared and anticipated during prior phases. Unanticipated events and situations will inevitably be encountered, and the Project Manager and Project Team will be taxed to capacity to deal with them while minimizing impact on the projects CSSQ. Project Execution and Control Kick-off is where the project manager conducts a meeting to formally begin the project execution and control phase, orient new project team members, and review the documentation and current status of the project. The purpose of Project Execution and Control Kickoff is to formally acknowledge the beginning of project execution and control and facilitate the transition from project planning. Similar to project planning kick-off, project execution and control kickoff ensures that the project is still on track and focused on the original business need. Many new team members will be introduced to the project at this point, and must be thoroughly oriented and prepared to begin work. Most importantly, current project status is reviewed and all prior deliverables are re-examined, giving all new team members a common reference point. (Rodney 1999 p.123) Manage CSSQ is where the project manager must manage changes to the project scope and project schedule, implement quality assurance and quality control processes according to the quality standards, and control and manage costs as established in the project budget. (SEI 1996 p.4)The purpose of Manage CSSQ is to manage changes to project scope , control the project schedule and manage schedule changes , implement quality assurance and quality control , processes according to the quality standards revised during project planning control and manage costs established in the project Monitor and Control Risks, where the project manager and project team utilize the risk management plan prepared in previous phases, and develop and apply new response and resolution strategies to unexpected eventualities.Risks are potential future events that can adversely affect a projects Cost, Schedule, Scope or Quality (CSSQ). In prior phases, the project manager defined these events as accurately as possible, determined when they would impact the project, and developed a risk management plan. As the impact dates draw closer, it is important to continue re-evaluating probability, impact, and timing of risks, as well as to identify additional risk factors and events. When the risk event actually occurs, the risk (which is by definition a future, potential event) becomes an issue (which is by definition a current, definite condition) and issue monitoring and control takes over. The purpose of monitor and control risks is to deploy the risk management plans prepared in prior phases to anticipate project challenges, and to develop and apply new response and resolution strategies to unexpected eventualities. (Humphrey 1989 p.92) Manage Project Execution, where the Project Manager must manage every aspect of the Project Plan to ensure that all the work of the project is being performed correctly and on time.Project Execution is typically the part of the lifecycle of a project when the majority of the actual work to produce the product is performed and the majority of the project budget is expended. The purpose of manage project execution is to manage every aspect of the project plan as work is being done to make certain the project is a success. This process is performed concurrently with the manage CSSQ and monitor and control risks processes. The tasks in this process are performed concurrently and repeatedly as various aspects of the product of the project are constructed, tested, and accepted. (Dion 1994 p.172) Gain Project Acceptance, where the Project Manager, customer decision-makers and project sponsor acknowledge that all deliverables produced during project execution and control have been completed, tested, accepted and approved, and that the product or service of the project has been successfully transitioned to the performing organization.The purpose of Gain Project Acceptance is to formally acknowledge that all deliverables produced during project execution and control have been completed, tested, accepted, and approved by the projects Customers and the Project Sponsor, and that the product or service the project developed was successfully transitioned from the Project Team to the Performing Organization. Formal acceptance and approval also signify that the project is essentially over, and is ready for Project Closeout. (Duran 1988 p.49) At Infosys , the second phase, as in the words of Finney ( 1999 p.193) , project execution, involves executing the project plan, tracking the status of the project, and making corrections whenever project performance strays from the path laid down in the project plan. In other words, it involves tracking and controlling the implementation of the project process. This phase is the longest in the project management process, incorporating periodic tasks such as monitoring project status and quality and taking any needed corrective steps. In this phase, as said by ( Harvey 2003 p.62) , the project manager executes the project as per the project plan. , tracks the project status., reviews the project status with senior management. , monitor compliance with the defined project process. , analyze defects and perform defect prevention activities, monitor performance at the program level and conduct milestone reviews and replan if necessary. Other members of the team also participate in this stage. The entry criterion is that the project plan is complete and approved, and the exit criterion is that all work products delivered are accepted by the customer 2.3.3 Software Project Closure The Project closure report is produced at the end of the Project, and provides the Project Board with a review of the overall Project and an assessment of how successfully the Project has met its objectives. This report will be presented at the final Project Board meeting, and must be signed off by the Project Board as part of the process of formally closing the Project. (Watts 1987 p.122) As said by Sanders and Curran (1994 p.623) , a carefully structured project closure phase should ensure that the project is brought to a controlled end. The project manager should prepare the end project report, which details the main findings and outcome of the project and represents a formal review of the projects degree of success. The project manager should organize the project closure meeting and draw up a list of who should attend. This meeting is concerned with reviewing the project and ensuring the completeness of all of the major project deliverables. It is the final formal control point apart from the post implementation review; and should be attended by the project owner and the overall project manager. The basic question facing the attendees is: Did the project deliver its intended end-product within the time and budgetary limits set? According to Thomsett (1989 p.62) , The last stage of the project management process, project closure, involves a systematic wind-up of the project after customer acceptance. The main goal here is to learn from the experience so that the process can be improved. Post-project data analysis constitutes the main activity; metrics are analyzed, process assets (materials, such as templates and guidelines, used to aid in managing the process itself) are collected for future use, and lessons are recorded. Because learning from the project is the main goal, this is a group activity that involves the project manager, the SEPG, and other members of the team. The entry criterion is that the customer has accepted the work products. The exit criterion is that a post project meeting has been conducted. The main outputs of this phase are the project closure report and the collected process assets. 2.4 Capability Maturity Model CMM is a development methodology thats designed to help projects make use of reusable processes . There are some pain involved in making the switch , but the benefits to development staff and the organization make it worthwhile The CMM describes a continuum of characteristics based on how well your company or organization follows common and repeatable processes to get your work done. CMMs have been developed for software acquisition, people, and software (Paulk 1993 p.342) Although the SEI continues to enhance and expand the scope and breadth of various CMM models, the primary focus for most companies continues to be software development. Perhaps the biggest reason for looking at software development is that the process uses a fair amount of creativity, which can lead to unpredictable results. However, much (but not all) of the software development process can be standardized using a common set of processes. Common processes can be set up for the project management side Moving up the CMM levels allows an organization to standardize its software development processes in areas that can be successfully repeated from project to project Organizations that use the CMM for software development describe their level of standardization against CMM benchmarks using a scale of 1 to 5. The low end of the scale describes companies that arent using repeatable processes; much of their work is chaotic and ad hoc. The high end describes companies that use defined and re peatable processes, collect metrics to help them continuously improve their processes, and look for creative ways to do things better on an ongoing basis.(Watts 1987 p.79) Many companies are seeing that they can drive business value by implementing good, reusable processes throughout their organizations. The CMM provides a framework that companies can use to measure themselves on a standard 1 to 5 scale. Most companies today are at level 1 and would love to get as high as level 2. Most managers and organizations realise that they should have common and repeatable processes. However, pain will definitely be involved (Gilb 1998 p.122) Infosys has been assessed at level 5 (the highest level) of the Capability Maturity Model (CMM). By extracting project management processes from the set of processes at Infosys, this book also illustrates how projects are managed in a high-maturity organization. Through this illustration, I hope to bring the benefits of the CMM to project managers who have not studied it because of lack of time, because they regard it as being for process folks or because they have found it difficult to relate the CMM to project management practices. (www.infosys.com 02.07.07) 2.5 KPAs and its importance in Project Management Each KPA specifies goals that the processes of the organization must meet to satisfy that KPA. In addition, each KPA specifies a group of activities, called key practices, that collectively satisfy the goals of that KPA. In many senses, the goals for each KPA capture its essence. They specify the objectives that the CMM has set for the processes relating to the KPA. To illustrate the KPAs associated with project management, we briefly discuss here the goals of these KPAs. These goals are taken from the CMM,with some minor changes in the wording of some goals. ( Cooper and Woolgar , 1994 p.589) 2.5.1 Goals of KPAs at Level 2 2.5.1.1 Requirement Management RM Requirements management is all about balance, communication, and adjustment along the way. To prevent one class of requirements from over-riding another, constant communication among members of the development team is critical. For example, in software development for internal applications, the business has such strong needs that it may ignore user requirements, or believe that in creating use cases, the user requirements are being taken care of. (Bevan 1992 p.165) 2.5.1.2 Software Project Planning SPP The purpose of Software Project Planning is to establish reasonable plans for performing the software engineering and for managing the software project. Software Project Planning involves developing estimates for the work to be performed, establishing the necessary commitments, and defining the plan to perform the work (Barker 1992 p.522) 2.5.1.3 Software Project Tracking and Oversight SPTO The purpose of Software Project Tracking and Oversight is to provide adequate visibility into actual progress so that management can take effective actions when the software projects performance deviates significantly from the software plans. Software Project Tracking and Oversight involves tracking and reviewing the software accomplishments and results against documented estimates, commitments, and plans, and adjusting these plans based on the actual accomplishments and results (Budlong and Peterson 1996 p.523) 2.5.1.4 Software Subcontract Management SSM The purpose of Software Subcontract Management is to select qualified software subcontractors and manage them effectively. Software Subcontract Management involves selecting a software subcontractor, establishing commitments with the subcontractor, and tracking and reviewing the subcontractors performance and results. These practices cover the management of a software (only) subcontract, as well as the management of the software component of a subcontract that includes software, hardware, and possibly other system components (ISO 9000-3 p.5) 2.5.1.5 Software Quality Assurance SQA Software Quality Assurance (SQA) is defined as a planned and systematic approach to the evaluation of the quality of and adherence to software product standards, processes, and procedures. SQA includes the process of assuring that standards and procedures are established and are followed throughout the software acquisition life cycle. Compliance with agreed-upon standards and procedures is evaluated through process monitoring, product evaluation, and audits. Software development and control processes should include quality assurance approval points, where an SQA evaluation of the product may be done in relation to the applicable standards. (Kontonya and Sommerville , 1998 p.212) 2.5.1.6 Software Configuration Management SCM In software engineering, software configuration management (SCM) is the task of tracking and controlling changes in the software. Configuration management practices include revision control and the establishment of baselines (Keller et al 1990 p.521 ) 2.5.2 Goals of KPAs at Level 3 2.5.2.1 Integrated Software Management ISM The purpose of Integrated Software Management is to integrate the software engineering and management activities into a coherent, defined software process that is tailored from the organizations standard software process and related process assets, which are described in Organization Process Definition. Integrated Software Management involves developing the projects defined software process and managing the software project using this defined software process. The projects defined software process is tailored from the organizations standard software process to address the specific characteristics of the project (Saiedian Hossein and Kuzara 1995 p.321) 2.5.2.2 Intergroup Coordination IC Intergroup Coordination involves the software engineering groups participation with other project engineering groups to address system-level requirements, objectives, and issues. Representatives of the projects engineering groups participate in establishing the system-level requirements, objectives, and plans by working with the customer and end users, as appropriate. These requirements, objectives, and plans become the basis for all engineering activities (TickIT Guide p.21) 2.5.2.3 Peer Reviews PR In software development, peer review refers to a type of software review in which a work product (normally some form of document) is examined by its author and one or more colleagues, in order to evaluate its technical content and quality When performed as part of each Software development process activity, peer reviews identify problems and fix them early in the lifecycle. That is to say, a peer review that identifies a requirements problem during the Requirements analysis activity is cheaper and easier to fix than during the Software architecture or Software testing activities ( Gentleman 1996 p.92) 2.5.3 Goals for KPAs at Level 4 2.5.3.1 Quantitative Process Management QPM Quantitative Process Management involves establishing goals for the performance of the projects defined software process, which is described in the Integrated Software Management key process area, taking measurements of the process performance, analyzing these measurements, and making adjustments to maintain process performance within acceptable limits. When the process performance is stabilized within acceptable limits, the projects defined software process, the associated measurements, and the acceptable limits for the measurements are established as a baseline and used to control process performance quantitatively (Daly-jones and Thomas 1997 p.142) 2.5.3.2 Software Quality Management SQM Its here were the projects software quality management activities are planned . Measurable goals for software product quality and their priorities are defined . Actual progress toward achieving the quality goals for the software products is quantified and managed (Broad

Ophelias Weakness Essay -- essays research papers

In classic works of literature, all characters have certain flaws, and Shakespeare’s tragedies’ characters in particular have faults that ultimately lead to their ruination. In Hamlet, Ophelia’s flaws eventually kill her. In the beginning of the play, it is clear through her thoughts and actions that that Ophelia is an obedient person. But upon closer inspection, the audience can see that she is not merely an obedient, but completely dependent and weak character. In fact, her needy nature is unmistakable from the beginning. OPH: â€Å"I do not know, my lord, what I should think.† POL: â€Å"Marry, I will teach you. Think yourself a baby†¦Ã¢â‚¬  (Act I, Scene III, lines 105-106) Her cruel clashings with Hamlet, which go against her feelings for him, demonstrate her absolute obedience to her father. For example, from the start Ophelia told her father that she is fond of Hamlet: â€Å"My lord, he hath importuned me with love / In honorable fashion.† (Act I, Scene IV, lines 111-112) In relating this to Polonius, she implies that Hamlet is a decent and honorable man, and that she does have feelings for him. Ophelia’s later actions sacrifice these personal feelings by order of he r father, proving her total submission to his authority. Ophelia specifically agrees with her father not to see Hamlet again: â€Å"I shall obey, my lord†¦Ã¢â‚¬  (Act I, Scene IV, line 136) This shows that Polonius has complete control over his daughter, with her desire to please her father as the direct cause. Ophelia has an innate desi...

Reflective Essay Essay

This essay aims to critically review my strengths and weaknesses as a self-regulated learner, in relation to key skills which demonstrate my ability to use reflective practice. Also, the essay will identify and implement the learning skills required to complete the modules in Year 2 of the programme. It will produce and make use of individual learning plans that reflect how I could improve upon my interpersonal skills and implement a personal development plan. Furthermore, a demonstration of application of key skills together with learning and interpersonal skills in a variety of settings will be made. The framework this reflective essay will follow has been adapted from the work of Borton (1970) Reach, Teach and Touch; along with Boud et al (1985) Turning Experience into Learning. A reflective essay is a piece of writing that basically involves your views and feelings about a particular subject. The goal of a reflective essay is to not only discuss what you learned, but to convey the personal experiences and findings that have resulted, Spinello (2012). However in order to critically evaluate and reflect the individual, must become a self-regulated learner. Students who are self-regulated learners collaborate with other students in exchanging ideas, eliciting assistance when needed, and providing support to their peers. They see the connection between their efforts and learning success, Trejos (2010). Zimmerman (2000) points out that, self-regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills. These learners will monitor their behaviors in terms of their goals and self-reflect in order to increase their effectiveness. Self-regulation is important because a major function of education is the development of life-long learning skills, Zimmerman (2002, p. 66). In relation to the following key skills of, communication, numeracy, use of information technology, learning to learn and working with others, I have been able to identify my strengths and weaknesses. One of the areas in which I considered to be competent in was written communication, as I could  express myself more openly and creatively, this has been evident by the use blackboard discussions, emails and academic writing. Linked to this, my IT skills are also one of my biggest strengths, as I am able to utilize these skills to support and further develop communication, interpersonal and academic skills. My empathetic listening skill enables me to gain mutual understanding and supports me to work with others, where new knowledge and experience can be exchanged, which contribute to my ongoing learning. On the other hand, the identified areas that I need improvement in are my confidence in verbal communication, although one to one communication is not a problem, but communicating and presenting to larger groups is where I feel nervous. Building up confidence in this area is vital, as it is a key component of nursing practice, to ensure effective communication between patients, team members and multidisciplinary teams. From year one of the nursing programme to year two; I have seen an improvement in my general math’s skill, however I required further practice in this area, which will supported me to pass my drugs calculation exam for year 2. Additionally, exam preparation and revision techniques were another area which I needed to work on, as a result it facilitated towards preparing me for module 6 – immediate and continuing care examination. Last but not least, my academic writing skills which also required to be developed so that I would be able to produce work at level 5 standard, for additional module two – examining health and social care needs of vulnerable adults and module five – understanding evidence-based nursing. Once I identified my strengths and weaknesses, I was able to set three goals for the academic year and produce an action plan for each goal, which was implemented in a personal development plan. A personal development plan is described as â€Å"a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development†, (LMU, 2001). The three chosen goals for year 2 of my nursing programme were specific, measurable, attainable, realistic and timely (S.M. A. R. T). Goal one, was set out to help me become competent in critically appraising evidence and literature, which supports the learning skills of being able to produce academic work at level 5 standards. This goal required gaining understanding and knowledge of critical appraisal, as well as thoroughly comprehending the elements of critical appraisal and correctly identifying and using tool, frameworks and guidelines to critically appraise evidence and literature. The significance of achieving this goal was to help me complete year 2 modules of understanding evidence-based nursing and examining health and social care needs of vulnerable adults and achieving an overall good grade in both modules. What I generally thought was, for the understanding evidence based nursing essay I did not perform well with my critical appraisal, as most of my time was spent on formulating a PICO question and did not have sufficient time to write a powerful essay. However results showed that I gained an overall 55% mark, and comments that were given by the moderator were as follows ‘Critical appraisal – You have identified the framework and the article for critical appraisal. In this part you have detailed the research process as reported in the article; although you have attempted to analyse the research validity and reliability but they should have been further developed. You should have critically analysed the quantitative research rigor – validity, reliability and generalisability of the study findings supported with relevant literature’. So the importance of having constructive feedback is to make sure that I know which areas that I am potent in and which areas that I need to improve for the next essay, in order for me to critically appraise more coherently. As a result of this, for my examining health and social care needs of vulnerable adults module essay; which also involved critically appraising three research articles, I received an overall mark of 66%. The moderator’s comments for analysis and synthesis were that ‘You have made a good critique of the limitations of the studies. ’ And the quality of expression was indicated as ‘generally good. ’ Now I feel more confident in my critical appraisal skills, I believe with further practice I will be able to appraise articles and gain higher marks to help me progress on to year three. Goal two was aimed at preparing and passing module 6 – immediate and continuing care unseen examination, based on three patient journeys of diabetes, coronary heart disease and rheumatoid arthritis. This goal was linked to learning skills of exam preparation and revision techniques. The  steps that were taken in achieving this goal were to create a revision timetable to manage time; to use different revision and rehearsal techniques i. e. flow charts, mind-maps, revision cards, rehearsing exam papers in timed condition and having a study buddy. Combined with this, whilst reading literature and gathering information, I collected relevant references to create a reference list for the examination. What I thought was the daunting part of this goal was practicing exam papers in timed condition, as three hours seemed like a long time. What was interesting is that once I had all the suitable materials and information and began to do a timed essay, three hours seemed shorter than expected; with continuous practice this helped me to pick up my writing speed and also managing time per essay. With the use of mind maps and flow charts I was able to access information quick and easy, rather than going back to textbooks and online resources. Having prepared in this way prior to the exam made me feel confident and relaxed and I was able to manage my time efficiently. So the significance of preparing ahead is that it helps me to become proactive; managing time helps me to prioritise what is important and what needs to be attended in sequence. And using relevant resources is essential for learning success and achievement. Now I feel that I have generally performed well in my exam, as much of what I revised came up and I was prepared. Although time felt like an issue, I was able to use my time productively and efficiently. What I think I could improve for next time, is begin planning and revision sooner and rehearse more timed essay as practice makes perfect. Additionally, what I have learnt throughout this module I will be able to apply to clinical practice, and as an individual be prepared and have the ability to act accordingly when foreseen and unforeseen circumstances arise. Goal three demonstrates my ability to use my existing general maths skills with further practise, to pass drugs calculation examination for year 2. For this goal, the steps that were taken in order to achieve the goals were to use Authentic World (SafeMedicate) to revise for the exam, to do online mock exams in timed condition, and revise on general maths skills. What I didn’t realise was that the drugs examination was compulsory for every year throughout the nursing degree programme. However, as I had already passed my year one drugs calculation exam with full marks of 90/90, I didn’t find year two to be too difficult as it was on three areas from the previous year of tablets & capsules, liquid medication and Injections. I found that accessing authentic world and revising the areas and completing the mock exams were easily within the comfort of home. I was able to revise where I wanted and when I wanted, support was available from other maths revision sites. So after revising the key areas and doing timed questions, I felt confident in sitting the actual exam. I completed the exam within the time limit, reviewed my questions and answer and received my final mark of 90/90 on first attempt, which I was very pleased with. Now that I have achieved full marks on my first attempt I am able use this knowledge of drug management to aid my drugs administrative skills whilst on second year placement. What I will aim to do for year three drugs calculation exam is to refresh and revise over previous areas, and also read ahead on the additional section that will be added to year three exam. On achievement of these three developmental goal, I have been able to make connection between the learning and interpersonal skills to a variety of settings. From goal one I understand being able to critically appraise in nursing practice means that patients can benefit from the best possible outcome with backup from reliable and valid researches that have been carried out. Thus, as a healthcare professional I am able to gain knowledge to ensure and/or provide effective and dynamic care. From goal two of understanding long-term illness of coronary heart disease, diabetes and rheumatoid arthritis from journeys of simulation patients. I have been able to prepare myself to have knowledge and have the ability to cooperate in a situation where I will work with real patients with these types of conditions. Long-term illnesses and conditions affects vast majority of the population and therefore keeping knowledge update is an essential way to promote health and provide information to others. With support from goal three of safely calculating drug dosages for supporting drug administrative skills, is essential part of nurse training. To ensure that the right patients receive the right dose of the right medication, at the right time, through the right route, as drug errors can be fatal to the outcomes of the patient. In conclusion, this module has helped me to develop from being an independent learner to a self-regulated learner. Where I am able to identify my strengths and weaknesses in relations to key skills; and critique my competency and incompetency towards creating goals, and reflect upon the process in achieving these goals. Overall for year two of this programme I have achieved my set goals, and I have developed the ability to use key skills along with learning and interpersonal skills in providing best judgement in different settings. References: Borton, T (1970) Reach, Teach and Touch. McGraw Hill, London Boud D, Keogh R & Walker D. (1985) Reflection: Turning Experience into Learning. Kogan Page, London. London Metropolitan University (LMU) (2001) Personal development planning (Online) available at: www. londonmet. ac. uk/library/z62053_24. doc. [Accessed last: 11 January 2012] Spinello, S. (2012) what is a reflective essay? (Online) available at: http://www. ehow. com/about_4576779_reflective-essay-paper_. html. [Accessed: 09 February 2012] Trejos, C. M. A. (2008) Using journals for learners’ reflection and self-assessment. The internet TESL journal. 14 (10). (Online) available at: http://iteslj. org/Techniques/Arciniegas-LearnersJournals. html. [Accessed last: 10 February 2012] Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds. ), Handbook of self-regulation (pp. 13-39). San Diego, CA: AcademicPress. Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into practice, 41 (2), p. 64-70.

Foreign Policy on Pakistan-India Relation

An aggressive, liberal and a pro-active foreign policy makes way for improved ties with the nations of the world. Predictably, the regional scenario of South Asia, particularly of the region encompassing the countries of Pakistan, India, Afghanistan, China, Iran, Nepal, Bangladesh and the Central Asian States is likely to remain volatile in the near future. Pakistan is a stakeholder in the scenario and regional instability is inadvertently going to have a decelerating influence on the country road to peace and progress.With Pakistan and Indian's relation being strengthened via the tools of negotiations ND diplomacy, it can be expected that inter-regional cooperation will be catcalled. Thus, better ties between the two most significant neighbors in the region, Pakistan and India, symbolize enhanced cooperation in the South Asian region on the whole. The document sets out a two-faceted goal, Short-Term and Long-Term and bridges the proposed solutions to the principal issues between Pak istan and India, through a road-map.Cotton is charged at RSI. 108/kilogram; Tariff on the Dairy Products is from 40-60%, Garments are charged at RSI. 85/piece, Agriculture Items at a Tariff of 35%. These rates are generally considered to be unfairly high. [It must be mentioned that Pakistanis high-quality products like Cotton/Lawn Fabric and Bed Linens are in popular demand in the Indian markets] (g) Pakistani exporters complain that India continues to exercise country-specific Imitation Import Barriers in Pakistanis case, (h) India argues that these NTIS (Non- Tariff Barriers) are the same for all of its trading partners, I) Pakistan itself does not have a standardized import regime.Indian exporters, therefore, have to deal with fewer restrictions of product quality and specifications, O) In August 2012, India lifted its ban on Pakistani businessperson to invest in India. Proposed Solution: Trade between Pakistan and India has the potential to reach US $ 10 Billionaire, thus: (a) P akistan should upgrade its manufacturing industry and improve the value- addition processes of exportable items. Better-Quality products are more likely to have greater access to the Indian markets, (b) Pakistani manufacturers and businessperson are at a disadvantage because Indian exporters have fewer product restrictions in Pakistan while Pakistani exporters have to deal with strict product-quality specifications in India.Pakistan should regulate its import regime and maintain better standards for the quality of import items, (c) Pakistan should urge India to abide by the 3 landmark trade agreements (signed in February 2012) and simplify the following trade requirements: – ) Custom Documentation formalities, – ) Tariff Structure, – ) The whole procedure of obtaining and renewing the Bureau of India Standards (IBIS) License, (d) Pakistan should also urge India to ease the requirement of agricultural permits ND automobile licenses on imports coming from Pakistan , (e) State Bank of Pakistan and Reserve Bank of India should open cross-border branches on the basis of mutual benefits, (f) Both countries should work towards the opening of the Nabob-Cockroach Route (in Kinds, Pakistan) as a feasible trade route, (g) Pakistan and India should finalize liberationists in the Visa Regime, including Multiple-Entry and Greater-Duration Visas for businessperson. Indian Home Ministry has agreed to relax its previous stance that it will not allow relaxations in the business and civilian visa regime, unless Pakistan takes action against the Iambi 6/11 terrorists], (h) Visa relaxations will help Pakistani rice exporters in learning technical expertise for rice cultivation. Pakistani automobile (specifically tractor industry) and cement industry can have strong potential in Indian markets if Pakistani manufacturers will themselves visit India frequently and explore the market of 1. 2 billion people, (I) The Economic Zone between Karts (Pakistan) and Amorist s (India) should be established, O) Pakistan must go ahead with granting the MFC Status to India on 3 conditions: – ) That Pakistan will maintain a well-prepared ‘Sensitive List' for items which can not be imported from India.This will ensure the safeguard of Pakistanis local industry, – ) That India will reciprocate by reducing its ‘Sensitive List' on items which can not be imported from Pakistan, including tariff relaxations on Pakistanis Textile, – ) That India should lift its ban from Indian investors on investing in Pakistan. (II) SIR CREEK Out of all other bilateral disputes between Pakistan and India, the Sir Creek Dispute can be expected to have a relatively quick solution. The settlement of this dispute can be used as an important Confidence-Building Measure to build on to resolve other pending disputes. Sir Creek is a 96 km strip of water. It is made up of marshes which makes it water-logged for most of the year. It runs in the Ran of Ketch area.The Ran of Ketch area lies between the south of Kinds in Pakistan and the State of Gujarat in India. Historical evidence (specifically the 1908 Imperial Gazetteer of India) clearly indicates that during the British Rule in India, the Ran of Ketch was part of Kinds. Later, when India was partitioned in 1947, Kinds became a part of Pakistan (therefore Sir Creek also became a part of Pakistan). According to Paragraphs 9 and 10 of the ‘1914 Bombay Resolution' (which was signed teen the Government of Bombay and the Ruler of Ketch), the ‘Green Line' as indicated in the map clearly demarcated the boundaries of Sir Creek and included the whole of it in Kinds.India then argued that from the technical aspect, the ‘Green Line' is not a boundary but Just an ‘indication of a boundary. India claimed that the boundary of Sir Creek lies manhandle into the water and that exactly half of Sir Creek is part of India. To validate this claim, India endorses the ‘Thales Principle'. In 1965, Indian forces unfairly attempted to seize Sir Creek because India wanted to establish its naval base n the Gulf of Ketch. As a result, India gained control off part of Sir Creek. When the prospect of important mineral resources (oil/gas) was discovered in the subsurface of Sir Creek, Pakistan and India became more serious about their respective claims.Both countries now realize that if they loose one kilometer of Sir Creek on ground, it would subsequently mean a loss of hundreds of square nautical miles of the resourceful economic zone under-water. Indian's current stance is that boundaries should first be marked under-water and according to the under-water boundaries, the land boundaries shall be demarcated. Pakistanis current stance is to first demarcate on the ground and then under-water. Pakistan wants the adoption of the 1914 Bombay Resolution. Pakistan was willing to invite international arbitration because it believes it has a strong case. But India alwa ys wanted to keep this issue bilateral.Proposed Solution-1914 Bombay Resolution: (a) Indian's endorsement of ‘Thales Principle' is not applicable in the case of Sir Creek because Sir Creek is Water-logged and not navigable' for most part of the year. The Thales Principle holds applicable only for navigable areas. (b) The demarcation of land boundaries shall be done first. The demarcation of the under-water maritime boundaries will then follow. (c) Indian's unreasonable argument that demarcation shall first be done under-water will have to be countered. Hydrosphere from both Pakistan and India have declared that environmental changes have occurred over the years and it is not possible anymore to distinguish between territorial waters without demarcating the land area first. D) During the process of demarcation, the ‘1991 Pakistan-India Agreement on Advance Notice on Military Exercises, Maneuvers and Troop Movement' will be strictly followed by both sides to ensure peace a long the coastline of Sir Creek. E) After demarcating Sir Creek, both countries will submit their respective boundary limits to the ‘Commission on the Limits of the Continental Shelf (CLC). The CLC will consider and evaluate the data submitted by each country. (f) Here, Pakistan will automatically have a stronger case because according to the rules of CLC, India can not mention Sir Creek as a part of its continental shelf in the documents which it will submit to CLC. (g) 3 factors will further strengthen Pakistanis case. First, Sir Creek was a major water distributors of River Indus and Pakistan has an undisputed right over River Indus.Second, the ‘Green Line' shown in the maps of 1914 Bombay Resolution clearly brings Sir Creek in Pakistanis territorial domain. Third, the tail of Sir Creek terminates in Baden which is a district in Pakistan. (h) Pakistanis claims are very strong and it is very likely that the CLC will eventually favor Pakistan. According to the United Na tions Convention on the Law of the Sea (UNCLES), both countries are time-bound to resolve this dispute because unless this dispute is resolved, neither side will be eligible to exploit their respective Exclusive Economic Zones in the sea. (Ill) PRISONERS The settlement of Sir Creek Dispute can be followed with another important Confidence-Building Measure. The area of Sir Creek is concentrated with fishermen.Since territorial borders in water (and on land) are not properly marked, fishermen from both sides end up mistakenly trespassing into each other's territorial waters. They are then arrested. The laws which are used by Pakistan and India to govern their seas and arrest these fishermen have not been conformed by UNCLES. Pakistani fishermen are arrested by India under the ‘Maritime Zones of India Acts, 1976 and 1981'. India is a signatory of he UNCLES but its maritime zone acts do not conform to the United Nations Convention on Law of the Seas (UNCLES). The Pakistan Maritime Security Agency (AMPS) and the Indian Coast Guard (ICC) shall resume the negotiations which were called off after the Iambi attacks. These negotiations will ensure: a.That whenever Pakistani fishermen are detained in India, the Indian maritime agencies will immediately inform the Pakistani maritime agencies and vice versa. B. That the ships and boats of the detained Pakistani fishermen will be handed over to the Pakistani maritime agency by the Indian maritime agencies and vice versa. Two concrete steps can be taken: a. Joint Judicial Commission on Prisoners, 2007: Recommendations of this Commission (which was constituted by both governments and comprises of 4 superior retired Judges from each side) must be given immediate consideration and implemented. This Joint commission (if adequately empowered) can almost resolve the issue of prisoners. B.Agreement of Counselor Access, 2008: Under this Agreement, prisoners (in both, Pakistan and India) must be provided access to a Counselor i mmediately after being arrested. The major role of the counselor is to verify the nationality of the prisoner. This process, however, often gets delayed unnecessarily. Often, this delay is from the country to which the prisoner belongs. Interior/Home Ministries, Foreign/External Ministries and the High Commissions of Pakistan and India must therefore promptly strive to avoid any delays in the verification of the nationality of their respective citizens present in each other's Jails. In June 2012, Pakistan released 311 Indian fishermen. There are 21 deaf, mute and mentally unstable Pakistani prisoners in Indian Jails. These prisoners have also completed their sentences.The Indian Supreme Court is coking into the matter of their release but it is encountering a lot of technical hurdles. Likewise, there are 18 Pakistani Prisoners of War (of 1965 and 1971) still in Indian jails. The next round of talks between the Foreign Ministers of the two countries is expected from September 7 to 9 (2012). There, the return of these 39 prisoners should be a top priority on Pakistanis agenda. If the Sir Creek issue is resolved, it becomes a moral binding on both parties to simultaneously release ALL those prisoners, who were arrested on the charges of ‘Mistaken Trespassing'. THE WATER ISSUE Between the two countries, it is India which is the upper-riparian state.And therefore, in this case it is India which is required to take sensible decisions to protect our peace negotiations from untimely termination. [The Water ‘Issue' must not be treated as a ‘Dispute' because calling it a dispute will have its own repercussions. The solution is already in place in the form of ‘Indus Water Treaty, 1960' and only a re-interpretation of the treaty is required] The ISSUE: (a) sass's Indus Water Treaty gave 3 western rivers to Pakistan. India was allowed to use some water from these 3 rivers before they enter into Pakistan. B) India was permitted to use the water for h ydrophone generation. The condition was that Indian usage must not alter the natural timing of flow and the quantity of these waters as they enter Pakistan. C) With Indian hydrophone projects, the only concern for Pakistan is the timing of flow because hydrophone does not ‘consume' water so the quantity remains unaltered. The timing of the flow is critically important for agriculture in Pakistan. (d) In the 1960 Treaty, India was only allowed limited water storage. This was applied to all the dams which India will build on Jelled and Chance. E) The problem began with the installation of ‘physical gates'. India was allowed to install these gates to flush out the silt/waste (coming from glaciers), but India began using it to unfairly ‘stop' and unfairly ‘release' water into Pakistan. (f) The problem will get more severe when India will complete the construction of Bursar Dam, Shanghaiing Dam, Peaceful Dam, Kowalski Dam, Deal Hustle Dam.In case India decides to go for ‘Cumulative Storage' or ‘Cumulative Release' of water from these dams, Pakistan will be completely vulnerable to mass destruction (which was allegedly the case with the 2010 floods). Words of John Brioche (World Banks Senior Water Advisor and Neutral Expert on Baggier Dam case) must be cited for reference : He says, â€Å"A Journalist colleague in Delhi told me that the Indus Treaty is considered an integral part of Kashmir and when it comes to Kashmir, the Indian Ministry of External Affairs instructs newspapers on what they can and cannot say, and often tells them explicitly what it is they are to say†. Proposed Solution-Negotiations and Negotiations: Pakistan will have to diplomatically assert the right amount of pressure on India for the re-interpretation of the 1960 Indus Water Treaty.Right amount of pressure' on India can be exerted by Pakistan in the form of legal hurdles and calls for international arbitration for Indian power projects being built o n rivers Jelled and Chance. If the two countries can keep ego aside, there can be numerous ways in which the 1960 Treaty can be implemented to benefit both sides. A Joint monitoring system can also be formulated to ensure timely discharge of water from India to Pakistan. But this is only possible when relations are more cordial and more trust has been developed on both sides. In fact, India has the potential to ‘increase' this flow during difficult planting seasons n Pakistan. This is not an unrealistic suggestion.India does have this potential and can do it without effecting its own power generation. But focuses, this can only be made possible when relations between both countries are friendlier. Joint Power Projects (a) Indian's power outage of 31st July 2012 affected 670 Million Indian citizens, and has considerably reduced the Foreign Direct Investment coming to India. (b) This scenario can trigger further collaborations and can get India on board for the Iran-Pakistan Gas Pipeline Project. (c) USA is particularly interested to normalize relations between Pakistan and India so hat Pakistan can retreat its forces from its Eastern border and redeploy them on the Western borders along Afghanistan. D) On the other hand, why India is reluctant to rejoin the Iran-Pakistan Gas Pipeline Project (which was called Iran-Pakistan-India Gas Pipeline Project until India backed of is because India is a close ally of the USA and the USA did not want India to be a part of this project because of its own concerns with Iran's nuclear program. (e) But now, Pakistan can seek an advantage from USA. (f) Pakistan shall diplomatically convey this to America that the Iran-Pakistan Gas Pipeline Project is very essential, not only to address the acute power shortage in both Pakistan and India but also very specifically to enhance developmentalcollaboration between the two countries. (g) After this, it will be America's call to realize that it must not continue to become an unfa ir player between Pakistan and India. Assuming that USA decides to stop exerting pressure on India, it will then entirely be Indian's decision whether or not to pursue the Iran-Pakistan Gas Pipeline Project. H) After the episode of Indian's biggest power failure (dated July 31 , 2012), chances are hat India will now be willing to resume talks on the IP Gas Pipeline Project. (I) Also, India aspires to become the regional power-house of South Asia and in the long term, it aspires to out-do China in this quest. If India actually aspires to become the regional power, it should start acting like one and must play its part in enhancing regional collaborations. This, is another reason why India should be more willing to pursue the IP Gas Pipeline Project. KASHMIR Kashmir Stance: In the words of Mir WAIS Muar Faro (Chairman All Parties Hurray Conference), â€Å"Kashmir is not a bilateral issue between Pakistan and India, but a trilateral one which also involves the people of Kashmir† .SELF Momma Kashmir Liberation Front) Chairman Yak's Mali believes that the option of a deep freeze (that is, to freeze the matter in its current position for a few years before relations become stronger between Pakistan and India) is not feasible, without stopping the Indian operation in the Indian-occupied Kashmir. India can not afford to ‘deep-freeze' the matter because of the suspicion that the freedom movement will take over as soon as the Indian operation is stopped. Three-e-Hurray Chairman Seed All Shah Gelling strongly advocates Kashmir ‘Right of Self-Determination' and purports Kashmir alliance with Pakistan. However, he once said: â€Å"Pakistan has morally, diplomatically and politically supported the struggle of the people of Jam & Kashmir, but this does not mean Pakistan can take a decision on our behalf†.APPC (All Parties Hurray Conference) Chairman Miramar Muar Faro demands: a) ‘Armed Forces Special Powers Act (PAPPAS, 1990)' shall be repealed (UN has called it ‘A Violation of International Law and has asked India to revoke it), b) Indian troops shall be withdrawn from populated areas of the Valley, c) Political Detainees shall be leased, if India wants a peaceful resolution of the dispute. International Community Stance: The International Community wants to resolve the dispute of Kashmir because it sees it as a threat to regional stability in South Asia if two nuclear states, Pakistan and India, are involved in such a tense dispute and are not engaging in economic collaborations with each other.Indian's Stance: India has a two-fold agenda on Kashmir: a) Propagate that unrest in Kashmir is basically ‘Pakistanis Proxy War' and Pakistan is logistically supporting the Kashmir Freedom Fighters, ) Make the Line of Control (LoC) the international border between Pakistan and India. India is intelligently floating the LoC-Solution in the international community; U. S and U. K are also supporting Indian's stance as th e ultimate solution for Kashmir. By proposing the LoC-Solution, India is suggesting that both Pakistan and India should enjoy sovereignty over their respective part of Kashmir and that the Kashmir people can be allowed to travel between both parts more freely.Proposed Solution-plebiscite: (l) If Pakistan wishes to avoid the situation in which the International Community egging exercising diplomatic pressure on Pakistan to accept the Indian formula to settle the Kashmir Dispute, it must come up with more realistic alternatives that take into consideration the popular demands of the people of Kashmir. (II) Pakistan believes that the main issue is not the territorial control' of the land of Kashmir but the ‘right of self-determination' of the Kashmir people. Pakistan should continue to advocate this stance. (Ill) Pakistan should use the global forums to remind its international partners that Indian forces deployed in Kashmir, are violating the very basic human rights by imaging i n acts of rape and child molestation. ‘V) Pakistan should also use the global forums to remind its international partners that so far, the Indian Government has been unable to get any political set-up accepted by the Kashmir people. (V) Pakistan should reiterate its support for the All Parties Hurray Conference (APPC) as the most prominent representation of the Kashmir people. Pakistan should also remind the international community that the APPC comprises not only of Islamic fundamentalists but also of liberal and progressive factions like Jam Kashmir Liberation Front GOLF) and the Miami Action Committee. VI) Pakistan strongly condemns Indian's accusations that the Kashmir freedom struggle is sponsored by Pakistan.In order to counter these allegations, we invite Indian's consent on requesting the United Nations to deploy more international observers along the Line of Control. (VI') Pakistan should counter Indian's LoC-Solution by terming it a ‘military solution which doe s not serve the purpose of the freedom movement. Pakistan believes that even after LoC is made the international border between Pakistan and India, the Kashmir people will not stop their freedom struggle. (VI†) Series of Bilateral & Trilateral Talks: Pakistan should be proactive in the current on-going negotiations between Islamabad and Delhi and should diplomatically ensure that these talks do not come to any momentary halts.Pakistan believes that time is of essence and the bilateral dialogue with India should not be allowed to be influenced and stopped by other factors that govern the relation between the two countries. (a) Pakistan would like to begin the Series with Secretary-Level Talks between the Foreign Secretaries, and then, the Defense Secretaries of the two countries. (b) The Indian Government shall commit to freeze the military operation in the Unanticipated Kashmir for the duration of this Series. (c) The next level of talks will include the Political Leadership ( Government + Opposition) of Pakistan, of India and of Kashmir. (d) To ensure the true representation of the people of Kashmir, an election shall be conducted under international monitoring, to choose the political leadership from all states of Jam & Kashmir.This political leadership will then represent the territory at the negotiation table. (e) Pakistan strictly reaffirms that it will simply not entertain any third-party other than the United Nations, for the role of a mediator between Pakistan and India. In the unlikely scenario that India proposes to invite the U. S on board as the thirdly, Pakistan will rule it out by proposing the name of China. Pakistanis argument is that the U. S is not a neutral choice because it already favors Indian's LoC-Solution on the matter and has greater strategic interests with India. China, on the other hand, is the regional power-house and is a greater share-holder in South Asia.Chances are, that India will not agree to the name of China. Eventual ly, in case of a deadlock, both parties will retreat to the name of United Nations] (XX) Pakistanis principal stance is to vive the Right of Self Determination to Kashmir people via a Plebiscite. This stance will be achieved by implementing UN Resolution 47, according to which: (a) Pakistan will withdraw its nationals (if any) from Kashmir, (b) India will withdraw the excessive military personals from Kashmir, (c) UN observers will be deployed to ensure that withdrawal from both sides, is of a reasonable proportion, (d) Once the withdrawal process is completed, the ‘Owen Dixon Model' will be adopted.This model divides Kashmir into 2 zones: – ) Kashmir Valley + Muslim Areas of Jam + Muslim Areas of Ladder + Muslim Areas of Cargill, – ) Remaining Districts of Jam, Ladder and Lee. (e) Once the Owen Dixon Model is adopted, Plebiscite can be conducted under United Nation's trusted supervision. The people will vote either in favor of Pakistan or India, (f) A 3rd option of ‘Complete Independence' can be included in the Plebiscite. [This option is favored by some Kashmir freedom parties, like Manually Khan's SELF. However, both Pakistan and India are reluctant about the inclusion of this option because that will ignite demands of independence from various areas within India

Organisation Behaviour

Organisation Behaviour

How to Find ACT Scores by High School and District

How to Find ACT Scores by High School and District SAT / ACT Prep Online Guides and Tips Searching for the perfect high school or school district for you or your child? You've come to the right place. When looking at different high schools or different school districts, average ACT score can be a helpful comparison tool. Average ACT score can help estimatethe quality of education and quality of students at a particularhigh school or schooldistrict. There are a few different ways to find averageACT scores by high school or district. I’ll explain the different methods and why you should care about average high school ACT scores. How to Find a District orHigh School’s Average ACT Score: Your Options Beloware four methods fortracking downa public school’s average ACT score. The best option for you will depend on your homestate: Searchthe Department of Education website. (Note: This only works for PUBLIC high schools. Also, this is the ONLY way to find average ACT scores by school district.) Searchthe school’s website (however, not all schools publish this information on their websites). Emaila school administrator. Google search, "[High School Name] Average ACT Score." The best method is to use the Department of Education’s website for your state. Later on, I’ll explain how to find a district’s or specific public high school’s average ACT score using this method.This is the only way to guarantee you’re getting up-to-date, correct, unbiased information. This method will notwork for the following states: Alabama Arizona Arkansas Connecticut* DC Delaware* Hawaii Idaho* Iowa Maine* Massachusetts* Nebraska Nevada New Hampshire New Jersey* New Mexico New York* North Carolina* North Dakota Ohio Oregon Rhode Island* South Carolina* Vermont* Virginia* Washington* * While these states don't provide ACT data, they do provide SAT data by high school. For information on how to find SAT data, read our guide to SAT scores by school. For private high schools or in states listed above, you could try to look on the high school’s website, do a Google search, or send an email to an administrator at that high school asking for the average ACT score. Be aware that there may be obstacles tofindingACT scores by high school.Websites and internet searches can often have outdated information (i.e. ACT score averages from three years ago)ornot even post this data.Additionally, administrators may also give you outdated information if they haven’t seen the most recent statistics. Also, it may take some administratorsa while to respond to your request if they have abusy schedule or are on summer vacation. How to Use the Department of Education’s Website to Find ACT Scores byHigh School or District Do a Google Search for your state’s Department of Education.Search â€Å"[State Name] Department of Education.†I did so below for Florida’s Department of Education.The state’s Department of Education website will usually be the first search result: After opening the Department of Education website, you should see a search box in the upper right-hand corner of the screen. In this box, type â€Å"ACT score† or â€Å"ACT data.† That search should bring up the ACT data for the state (see below). Typically the first result will be the one you want to view. Select the option that will provide you access to the most recent ACT data. The first link above says ACT, ACT, and AP Data while the second link says ACT, ACT, and AP Data Archive. This suggests the first link will have the most recent data while the ACT, ACT, and AP Data Archive most likely provides the data from previous years. The first link brought me to the page below: NOTE: for Florida, the most recent ACT data was from 2013. Other states may have 2014 ACT data available already. If you’re looking for data for a specific public high school, select the option that will show you ACT School Means.It will probably not be labeled the same for your state, but it should haveâ€Å"ACT† and â€Å"School† in the title. This link will provide you with school specific data. If you’re looking for data to compare different districts, select the ACT District Means spreadsheet. The district option only provides you with the average ACT scores for each district in the state (without breaking it down by high school). You’ll have to download the spreadsheet to your computer (which it should do automatically when you click on the link).A large excel spreadsheet should open that looks something like this: The exact informationthis document shows will vary by state, but all of them should list high school names and corresponding ACTscores (typically as a composite score). Sometimesthe state lists both the average composite score and the average sectionscores (English, Math, Reading, and Science). The Florida document does this, and it also provides information onthe number of 12th-grade students enrolled, the number of ACT test-takers, and the percentage of ACT test-takers by high school. To find the average ACT score for the public high schools you’re interested in, type Command + F function on your keyboard to search the spreadsheet. If you’re unable to get to this ACT data through your state’s Department of Education website, you should contact your state’s Department of Education (the contact information should be on their website).Usually, the Department of Education has a specific phone number or email to contact if you’re in search of data. If you’re unable to get in contact with the Department of Education or if you want ACT data for private high schools, then you should email or call the high school you're interested in. Why Care About a High School’s Average ACT Score? You should care about a high school’s average ACT score because higher ACT scores can indicate a better quality of education and a better quality of student at that school. While the ACT explicitly measures a student’sacademic ability, it can also measure how much a student cares about his or her education. ACT preparation can drastically change a student's score.If a student has slightly above-average intelligence, he or she can get a very high or even perfect ACT score with enough practice. Therefore, a student’s ACT score reveals both their academic ability AND how hard they’re willing to work. Since the ACT measures academic abilityand your education is largely responsible for what information you learn, the better your education, the better you’ll perform on the ACT. Though, as I said above, your ACT score is also affected by how much you prepare for the test. If a high school’s average ACT score is above-average, I’d venture a guess that the students at that school are more invested in their education and more committed to getting into a good 4-year college than students at other schools.These students likely study more and invest more time in preparing forthe ACT,and they are thereforemore likely to get accepted into selective colleges in the future. If you're concerned aboutyour child receiving a quality education and beingsurrounded by hard-workingstudents, consider sending them to a school or school district with a higher average ACTscore. Devil’s Advocate: Why Shouldn’t You Rely Too Heavily on Average ACT Score? While a school’s average ACT score can give an estimate ofthe quality of education and caliber of students at that school, average ACT score may not tell you the full story. For instance, some public high schools have magnet (or gifted) programs that you apply to that are separated from the â€Å"regular† track at that high school. These programs often have a higher caliber of student and better teachers than the rest of the school. My public high school had an International Baccalaureate magnet program. The admissions requirements for this program were high while there were norequirements for students on the â€Å"regular† high school track. This program had better teachers who only taught IB classes.For these reasons, I’d guess that the average ACT score for IB students was higher than the average ACT score for students on the â€Å"regular† high school track. However, the published average ACT score for my high school does not distinguish between IB and non-IB students. Instead, the number incorporates the scores of all students at the school.For this reason, you can’t figure out what the caliber of education and student will be within this specific magnet program at my school. Another reason average ACT score should not worry you too much is that a big part of your ACT score is how much effort you put into preparing for the exam.If you ultimately decide to attend a high school with a low average ACT score, you’re not necessarily going to have a low ACT score yourself.It doesn’t matter which high school you attend, you can still work hard, learn the test format and strategies, and achievea high score on the ACT. That being said, you should try to attend the high school with the highest caliber of students and teachers.That way, you receive the best education you can, you’ll be challenged in school, and you’ll be well prepared for the ACT. What’s Next? Trying to decide where to go to high school? Consider an IB school. Not sure what extracurriculars to do in high school? Learn about how to join Student Council, how to start a club, and how to pick a sport. Interested in doing a summer program? Learn about medical summer programs, summer sports camps, volunteering, Emory's Pre-College Program, and Boston University Summer Challenge. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Expert Strategy Guide SAT Question of the Day

Expert Strategy Guide SAT Question of the Day SAT / ACT Prep Online Guides and Tips One great way to insert some extra SAT prep into your daily routine is to do a free SAT Question of the Day. College Board and other websites offer a daily question online and on mobile devices to keep you practicing whenever and wherever you want. In this article we’ll point you towards the best SAT Questions of the Day, both how to find them and how to use them effectively as you prep for the SAT. Where can you find SAT QOTD? Even though a few companies offer Question of the Day, College Board’s website is by far the best place for SAT QOTD. As the producers of the test, they release the highest quality questions. You can find their official practice question of the day online here: http://sat.org/qotd. In addition to the practice question, this site will tell you how many students answered it and what percentage answered it correctly. If you need a hint, it will give you one, as well. If you missed a question in the last thirty days, you can access that, too. Finally, College Board will give you an explanation of the correct answer. College Board has discontinued emailing practice questions, but you can pair up with a friend and email each other using their â€Å"Challenge a Friend† feature. Another site that offers free SAT questions of the day online is Number2.com (link to https://www.number2.com/exams/sat/daily/question/). This site offers a question a day, but does not have the other features (the answer hint, statistics, or share with a friend) that College Board offers. Do you tweet? College Board does too. You can follow @SATQuestion on Twitter. College Board links you back to their main site, along with some inspirational quotes or helpful tips about the test. How about QOTD on your phone? You can download College Board’s free apps to your phone, iPad, and Kindle. Here are their links for free apps: iPhones and iOS: https://itunes.apple.com/us/app/official-sat-question-day/id361264754?mt=8. Android and Google Play:https://play.google.com/store/apps/details?id=org.collegeboard.qotd Amazon:amazon.com/gp/mas/dl/android?p=org.collegeboard.qotd How do you use QOTD effectively and get the most from them? While answering QOTD questions is helpful, there are a few ways to get the most out of your time to improve your score the most. Make sure you understand your mistakes Did you answer it correctly? Read the explanation to make sure you understood the whole concept or skill being tested. The following example explains the answer to the math question above. Did you answer it incorrectly? Write that question down in your notebook. Figure out why you got it wrong and what concept or skill you need to work on to answer it correctly in the future. Figure out your weaknesses and drill them Whether the QOTD is math, reading, or writing, you should understand why you missed a question deeply. If you get stuck on a math question, seek out similar questions that test the same concept. If the vocabulary words are unfamiliar, look them up and shore up your vocabulary. Here’s an example of a Critical Reading sentence completion question from College Board. We'll hide the answer from you until you're ready. . . . .Did you choose C, â€Å"volatile...liable†? If you didn’t choose C, what was your mistake? Were you unfamiliar with the vocabulary words? Did you not think about the relationship between the words or correctly interpret to the context of the sentence? Through carefully analyzing your answers and working on your mistakes, you can turn your weaknesses into strengths. When a similar question comes up on the SAT, you can rest easy with the knowledge you’ve seen it dozens of times before. There are some limitations to SAT QOTD. First, because they are short questions, they usually don’t include passage-based reading or improving paragraph questions. Instead, they tend to be math multiple choice, sentence completions, improving sentences, and identifying sentence errors. Secondly, the difficulty levels of the questions are random. You can’t choose whether the practice questions of the day are easy, medium, or hard. However, you will get to answer a variety and see how you do on each questions of each difficulty level. This way you can figure out what skills and knowledge require further study and practice. Questions of the Day are a helpful tool and motivator, but they are not a replacement for more extensive study. To sum up†¦ Pros: -SAT Questions of the Day ensure that you’re preparing every day. -They’re easy to access online or on your cell phone or other devices. -They can be a launching point to help you identify your strengths and weaknesses. Cons: -There usually are no passage-based reading or improving paragraph questions. -The questions are random, so you can’t choose whether they’re easy, medium, or hard. SAT Questions of the Day are a free and easy way to get in some extra practice, learn new words, and most importantly, root out the areas you need to work on the most. Plus with the mobile apps, they’re conveniently right there in your pocket or bag. Just don’t get caught looking at your cell phone during class! What's Next? Now that you know how to prep using QOTD, there's a lot more you can learn about the SAT. What's a good SAT score for you and your goals? Read our step-by-step guide to figure our your own SAT target score. Planning to study with SAT books? Read our in-depth guide to the best SAT prep books. Want to improve your SAT score by 240+ points? Download our free strategy guide for the most important things you need to make big score improvements.

Narrative Analysis of Assessment Assignment Example | Topics and Well Written Essays - 1250 words

Narrative Analysis of Assessment - Assignment Example Experience in Administering the Pre-Test and Post-Test to the Student(s) during the IPPR Lessons Each of the IPPR lesson presented different experiences to the teacher. There was a common trend in almost all the lessons. The students were not performing well in the pre-test. This is despite the fact that they had internalized and understood the concept properly during the previous lesson. However, the performance of the students improved markedly during the post-test. For example, at the end of lesson 1, topic on place value, every student was expected to place numbers of up to four digits in the correct place mat to the thousand place with 100% accuracy. The students were assigned 2-digit problems without regrouping using base ten blocks on the overhead Place Value Mat to activate their prior knowledge. In this test, only five students managed to solve the problems correctly. As this was the first lesson, the students were not well acquainted with the teacher. They exhibited nervous ness and uneasiness when doing the pre-assessment test. Most of the students had not conceptualized the topic resulting in poor results in the pre-test. At the beginning of the lesson, students also demonstrated difficulty in using the teaching aids. The students were not very confident when using the place mat value, the deck index cards, and the base blocks. In addition, the students were unprepared for the lesson. Most of them had not removed their books when I first stepped into the class. When I was administering the pre-test, some of the students had not fully settled. In the post-test, there was a significant improvement from the pre-test. 15-20 students met the objective. They solved 8 or more problems correctly with 10 students out of them solving all problems correctly. Through guidance and continued reassuring by the teacher and a healthy student-teacher interaction, the students understood the concept properly. The students appeared more relaxed when doing the post-test. The use of teaching aids and teacher’s demonstration in the course of the lesson helped the students understand the concept thus improved performance in the post-test as compared to the pre-test (Schoenfeld, 2002). In lesson plan 2, students were supposed to learn computation of whole numbers. At the end of the academic year, the students were expected to multiply or divide 2-digit numbers with 80% accuracy with a calculator and add different digit numbers with regrouping without using a calculator with 80% accuracy. In pre-test, the students were assigned addition and subtraction to activate their prior knowledge. The students demonstrated significant improvement in the pre-test during IPPR 2 as compared to IPPR 1. The students were at ease. They were well acquainted with their teacher. Since the teacher had clearly stated what he expects from each student from the beginning to the end of the lesson, the students were well prepared for the lesson. They had all their books a nd reading materials ready when the teacher entered the classroom. In addition, the student had prior knowledge today’s lesson. However, the students performed poorly in the pretest as compared to the post-test. The teacher encouraged student participation in the class. The teacher called a group of ten students to the front of the class, one at a time, to demonstrate the concept of addition. As each of the ten students walked to the front of t

Curriculum Theory Essay Example | Topics and Well Written Essays - 750 words

Curriculum Theory - Essay Example The curriculum theory of the nineteenth century, with its emphasis on mental discipline through rote learning , as portrayed by Charles Dickens in his book 'Hard Times' has undergone a sea change in the modern times. In the nineteenth century America, the teacher was the center of the education system. Ill trained and ill-equipped, the teacher struggled on to teach the three R's to his dwindling students. But by 1890, the rapid industrialization and urbanization of the country led to a change in the role of the school and the teacher. By then society had also begun to change from the mostly agrarian communities to industrial communities. More attention was now given to curriculum in schools, as the 'monitorial method' which was adopted in cities like New York, did not last long. The main curriculum theory until the last part of the nineteenth century was that of 'Mental Discipline', a theory followed from the time of Plato The tremendous expansion of the railroad and the newspapers and magazines in the 1890s brought about more changes in the curriculum theory according to the book "The Struggle for American Curriculum 1893-1958" by Herbert Kliebard. Articles in some of the popular journals described schools as "joyless and dreary places" (Kliebard 6), calling for a more suitable curriculum. In 1837, with the creation of the State Board of Education with the eminent Horace Mann as the head, the first milestone was laid for compulsory education. The first Compulsory Education Law was enacted in Massachusetts in 1852. In 1947, the state passed a law requiring every town to run a grammar school to which attendance was compulsory for the children. Parents were fined if they did not send their children to school. The classical, rote form of learning with its harsh discipline and verbatim recitation was opposed by psychologists like William James and Edward Thorndike causing a national debate. The society itself was becoming interested in more useful knowledge being imparted to the students. In the early twentieth century, the Great Depression caused the educationists to consider using schools for social reform. When in 1918, John Dewey advocated Progressive education, his ideas that the schools should reflect the society had a tremendous impact on the curriculum. There was a renewed emphasis on the teaching of mathematics and sciences during the World War, citing military needs. The wartime decline in high school attendance was attributed to "the continued prominence of academic school subjects" (Kliebard202)Vocation oriented curriculum was advocated after the National Defense Act of 1947 which was of great significance There was blending of subjects, with a need-based "core curriculum" In 1954, the landmark decision of the U.S Supreme Court .in the case of Brown v. Board of Education of Topeka, prohibiting the establishment of separate schools for black and white children had a tremendous impact on curriculum theory, paving the way for civil rights and a multicultural curriculum.. In 1989,the goals for the beginning of the next millennium were formulated, with a forward looking curriculum. Works cited Kliebard, Herbert M. (2004). The Struggle for the American Curriculum, 1893-1958 (3rd ed.). New York: