Rural Lives Versus Urban Lives Essay Example for Free

Rural Lives Versus urban Lives EssayUrban and rural living each receive their own benefits and drawbacks. A persons personality, work status, financial situation and his or her age may influence the choice of environment where he or she likes living. In my opinion, the rural life-time is somehow suitable for the elderly messs modus vivendi while the urban life always inspirit the way young people live.Its easier and more comfortable for old people to keep up with the rural style in daily life. Firstly, cities atomic number 18 more crowned and faster- gradationd while rural living is often more relaxed and less congested. The slower pace of rural beas provides a sense of community and the openness makes people seem accessible to each other. Secondly, cities have fewer homes with yards, but those living in rural areas have more access to open berth and nature. A close link to the nature is considered as the around important part of old peoples lives. In contrast, cities ha ve state-of-the art skyscrapers and office that serve to create walls. Finally, cities are a hub for industrialization. at that place are more factories and businesses, making the areas more polluted. Additionally, the increased population in cities makes the ground more presumable to be marred by litter and heavy use. These would have a bad influence on elderly residents health.Read moreRural Area vs Urban Area hold in a lively city is always a sparking desire of young people. City life gives inhabitants the ability to be exposed to more culture. Museums, theatre, and monuments are often easily accessible in cities. Additionally, most cities have a broad range of multicultural restaurants accessible by public transportation or walking. In contrast, entertainment in rural areas may be more limited or make travel. These conveniences are main attractiveness to young people and let them try to become a complete urban resident.City life, like rural life, has its share of advantages a nd disadvantages. Peoples lifestyle choices which are different in separate stages of peoples lives dictate where they choose to live.

Prison Food Essay Example for Free

Prison Food EssayAccording to Faulkner (136-137), the need for correctional institutions to rehabilitate offenders has been highlighted by the increase cost of operations as well as recidivism statistics indicating that majority of offenders escalate in crimes committed and the overlook of social participation or integration released offers are able to attain upon release (Hepburn Griffin, 57-59). This perspective suggests that reformation is linked to offenders productive and social potential.At the same time, Holmes (9) believes that the relationships and competencies developed by the offender during incarceration git serve as foundation for social reintegration and long- verge rehabilitation. Thus many correctional facilities much(prenominal) as the northeast Correctional Center, have undertaken programs that are designed to better equip offenders upon their release by lovable them in the institutions kitchen crew (Terris). Their objective is not solitary(prenominal) educating inmates in the food trade industry for doable employment but also to reinforce social bonds and self-development (Hepburn Griffin, 63-66).Background Terris points out that the programs is neither novel nor incomparable to the north Correctional Center. However, unlike general kitchen duties, inmates mentored in the institutions Fife and Drum restaurant found on methods from the Culinary Institute of America by its head chef Eddie Jacobs. When the program started in 1983, the objective was to explicate participants in the preparation of economical meals but since then has evolved into popular and even fine dining cuisine.Furthermore, accord to the programs managers, participation in the program provides participants practical and commercial skills that have stable assume and daily applications. The program has had achieved success both from the perspective of prison house administrators and inmates. According to the former, the programs do not only engage significan tly the interest of participating inmates but has also been enhancing the responsiveness and participation of non-participating inmates in subsisting programs.Terris also relates insights from participating inmate Idris Forde Forde believes that his in working in the Fife according to real world scenarios reinforces the evaluate of work as well as their role in the operation of an enterprise and in turn, their readiness to become productive and benefits not only the Northeastern Correctional Center but also any other stakeholders of the institution. Evaluation According to Currie (185-187), studies of repeat offenders, return to felonious behavior is inversely related to the take of social integration and productivity upon reentry to society.Thus, establishment of programs enhancing inmates competency, productivity and social participation have the potential of fall the risks of recidivism. This opinion is also supported by the National Institute on Drug Ab engagement. Their research indicated that the use of social reinforcement, whether in the form of social exclusion, direct support or mentoring and competencies or skills development, decreases susceptibility to criminal behavior by increasing the personal and social risks of re-incarceration.There is no doubt that there has been greater realization of the role of correctional facilities in rehabilitation, which in contemporary perspectives implies successful reintegration and limiting recidivism. However, it should also be noted that undertaking such a program has also significant challenges. In the slip of the Northeastern Correctional Center, their relatively small population and their prison classification, allow for better margins for such programs. In the case of high-risk facilities which may be in lockdown except for a few hours a day, implementing the program is unlikely.Furthermore, the availability of instructors or mentors for the programs is also a consideration. Moreover, prison progr ams and objectives have to be evaluated if they are consistent with such perspectives. Otherwise, such penal reforms can not be effectively applied or implemented as an usable directive for correctional institutions. Recommendations One of the first tasks to establish the significance of the success of the Fife program is to compare its take aim of success to similar programs in other correctional or rehabilitation facilities.A range to specialize the degree of effectiveness has to also be established to map the competency or effectiveness of the programs. The adjoining task is to identify the common components or strategies of the best programs which can then be utilized to mollify requirements for programs that are to be developed. Regardless of the content, there should be sensitivity towards the constraints of implementation based on prison population, modality of offenses and psychiatric evaluation.Ironically, there should also be realization that despite the level of inpu t or statistical relevance of programs outlines or requirements, there is still a need for frequent sensitivity analyses to adjust the variety of stakeholders and degree public concern afforded such initiatives. In conclusion, despite the level of success that the Northeastern Correctional Center has achieved in its kitchen program, there is still a need to evaluate its long term effectiveness and level application efficiency to determine the critical components for wider application and implementation.

Parental Involvement Essay Example for Free

P arental Involvement EssayThe goal of lordly and amentiferous family and biotic friendship involvement is on every aim purifyment list, just few domesticates fork over go across comprehensive rows of partnership. Research suggests that this goal is an authorised one to establish beca habituate families and communities contribute to childrens breeding, development, and school supremacy at every grade level.Studies are accumulating that show that well-designed programs of partnership are important for dishing on the whole families incarnate their childrens education in unproblematic, center, and high schools. That is, if schools plan and implement comprehensive programs of partnership, therefore many much families respond, including those who would not become involved on their own. Three questions need to be addressed to help educators choke from believing in the importance of family and federation involvement to conducting effective programs of partners hipWhat is a comprehensive program of school, family, and biotic connection partnerships? How do family and community partnerships link to opposite aspects of successful schools? How apprise tout ensemble schools develop and parent productive programs of partnerships? Components of a Comprehensive Program of PartnershipsA frame draw of six types of involvement guides schools in establishing honorable and productive programs of school-family-community partnerships. This section summarizes the six types of involvement and discusses a few sample practices that are being implemented in schools across the country that are working to purify and increase family and community connections. Also remark are some of the ch anyenges that either schools must overcome to create successful partnerships, along with examples of results that bath be expected from each type of involvement for students, families, and educators.Comprehensive programs of partnerships include activities for al l six types of involvement. Because there are many activities to choose from, elementary, middle, and high schools can tailor their programs of partnerships by selecting activities that match specific school goals and the interests and of necessity of students and families. pillowcase 1Parenting. reference 1 activities are conducted to help families lace parenting skills, view child and juvenile development, and set home conditions to support learning at each school level. image 1 activities too enable families to provide propoundation to schools so that educators understand families backgrounds, cultures, and goals for their children. prove practices. Among slip 1 activities, elementary, middle, and high schools whitethorn conduct workshops for parents provide short, comport summaries of important information on parenting and mug up opportunities for parents to exchange ideas with former(a) parents, educators, and community experts on topics of child and adolescent develo pment. Topics whitethorn include health, nutrition, discipline, counsel, peer pressure, preventing drug abuse, and planning for the future. typesetters case 1 activities also provide families with information on what to expect and how to prepare for students transitions from pre-school to elementary school, elementary to middle school, and middle to high school.Additional topics for successful parenting may concern family roles and responsibilities in student attendance, college planning, and other topics that are important for student success in school. Schools also may offer parents General Educational Development (GED) programs, family support sessions, family computer classes, and other learning and social opportunities for parents and for students. To ensure that families provide valuable information to the schools, teachers may want parents at the start of each school year or periodically to share insights active their childrens strengths, talents, interests, take, and g oals.Challenges. unmatchable argufy for successful face 1 activities is to get information from workshops to parents who cannot come to meetings and workshops at the school building. This may be done with videos, tape recordings, summaries, newsletters, cable broadcasts, phone calls, and other print and nonprint communications. Another Type 1 challenge is to design procedures that enable all families to share information easily and as needed just almost their children with teachers, counselors, and others.Results expected. If useful information flows to and from families about child and adolescent development, parents leave behind increase their confidence about parenting, students leaveing be much sensible of parents continuing guidance, and teachers go out correct understand their students families. For example, if practices are targeted to help families enthral their children to school every daytime and on time, then student attendance forget improve and lateness w ill decrease. If families are part of their childrens transitions to elementary, middle, and high school, then more students will adjust well to their new schools, and more parents will remain involved across the grades.Type 2Communicating. Type 2 activities increase school-to-home and home-to-school communications about school programs and student progress through and through notices, memos, conferences, report cards, newsletters, telephone calls, e-mail and computerized messages, the Internet, open houses, and other traditional and innovative communications.Sample practices. Among many Type 2 activities, elementary, middle, and high schools may provide parents with clear information on each teachers criteria for report card grades how to interpret interim progress reports and, as necessary, how to work with students to improve grades or behavior. Type 2 activities include parent-teacher conferences parent-teacher-student conferences or student-led conferences with parents and teac hers. Student involvement in conferences helps youngsters declare personal responsibility for learning. Activities may be designed to improve school and student newsletters by including student work, a feature column for parents questions, calendars of important events, and parent response forms. Many schools are beginning to use e-mail, voice mail, and websites to raise two-way communication between families and teachers, counselors, and administrators.Challenges. One challenge for successful Type 2 activities is to make communications clear and understandable for all families, including parents who take for less formal education or who do not read English well, so that all families can understand and respond to the information they receive. Other Type 2 challenges are to know which families are and are not receiving and understanding the communications in order to design ways to reach all families develop effective two-way impart of communication so that families can easily con tact and respond to educators and make sure that students understand their roles as couriers and interpreters in facilitating school and family connections.Results expected. If communications are clear and useful, and if two-way channels are easily accessed, then school-to-home and home-to-school interactions will increase more families will understand school programs, follow their childrens progress, guide students to maintain or improve their grades, and attend parent-teacher conferences. Specifically, if computerized phone lines are used to communicate information about homework, more families will know more about their childrens daily assignments. If newsletters include respond-andreply forms, more families will send ideas, questions, and comments to teachers and administrators about school programs and activities.Type 3Volunteering. Type 3 activities are designed to improve recruitment, training, and enumerations to involve parents and others as volunteers and as audiences at the school or in other locations to support students and school programs.Sample practices. Among many Type 3 activities, schools may collect information on family members talents, occupations, interests, and availability to serve as volunteers. These important valet resources may help enrich students subject classes improve career explorations serve as language translators observe attendance and call parents of absent students conduct parent patrols and morning greeters to increase school safety and ready and improve activities such as clothing and uniform exchanges, school stores, and fairs.Schools may organize volunteers to serve as home-room parents, neighborhood representatives, and sports and club contacts and may establish telephone trees to help parents communicate with each other about school programs and events. Schools may establish a corps of volunteers to offer a wel-come wagon of information about the school to students and families who enroll during the school year. Schools also may create opportunities for mentors, coaches, tutors, and leaders of after-school programs to ensure that students beget experiences that build and expand their skills and talents and that keep them safe and supervised after school. Some Type 3 activities may be conducted in a parent room or family center at the school where parents procure information, conduct volunteer work, and meet with other parents.Challenges. Challenges for successful Type 3 activities are to recruit volunteers widely so that parents and other family members feel welcome make hours flexible for parents and other volunteers who work during the school day provide needed training and enable volunteers to contribute productively to the school, classroom, and after-school programs. Volunteers will be better integrated in school programs if there is a coordinator who is responsible for matching volunteers available times and skills with the needs of teachers, administrators, and students.Another T ype 3 challenge is to change the definition of volunteer to mean anyone who supports school goals or students learning at any time and in any place. This includes parents and family members who voluntarily come to school as audiences for students sports events, assemblies, and musical or drama presentations, and for other events that support students work. It also includes volunteers who work for the school at home, through their businesses, or in the community. A related challenge is to help students understand how volunteers help their school and to encourage students to interact with volunteers who can assist them with their work and activities.Results expected. If tasks are well designed, and if schedules and locations for volunteers are varied, more parents, family members, and others in the community will assist elementary, middle, and high schools and support students as members of audiences. More families will feel comfortable with the school and staff more students will tal k and interact with varied adults and more teachers will be informed of and use the time, talents, and resources of parents and others in the community to improve school programs and activities.Specifically, if volunteers serve as attendance monitors, more families will assist students to improve attendance. If volunteers conduct a hall patrol or are active in other locations, school safety will increase and student behavior problems will decrease because of a better studentadult ratio. If volunteers are well-trained as tutors in particular subjects, student tutees will improve their skills in those subjects and if volunteers discuss careers, students will be more aware of their options for the future.Type 4Learning at home. Type 4 activities involve families with their children in schoolman learning activities at home that are matching with students classwork and that contribute to student success in school. These include interactive homework, goal-setting for academic subjects, and other curricular-linked activities and decisions about courses and programs.Sample practices. Among many Type 4 activities, elementary, middle, and high schools may provide information to students and to parents about the skills needed to walking each class, course, or grade level and about each teachers homework policies. Schools also may implement activities that can help families encourage, praise, guide, and monitor their childrens work by using interactive homework strategies student-teacher-family contracts for long-term projects pass home-learning packets student-led at-home conferences with parents on portfolios or folders of writing samples or work in other subjects goal-setting activities for improving or maintaining adept report card grades in all subjects and other approaches that keep students and families talking about schoolwork at home.Family fun and learning nights are often used as a starting point to help parents and students focus on curricular-related to pics and family interactions. These meetings require parents to come to the school building. A systematic approach to increasing academic conversations at home is found in the Teachers Involve Parents in Schoolwork (TIPS) interactive homework for the elementary and middle grades.Challenges. One challenge for successful Type 4 activities is to implement a regular schedule of interactive homework that requires students to take responsibility for discussing important things they are learning, interviewing family members, recording reactions, and sharing their work and ideas at home. Another Type 4 challenge is to create a schedule of activities that involve families regularly and consistently with students on short-term and long-term goal-setting for attendance, achievement, behavior, talent development, and plans for college or careers.Results expected. If Type 4 activities are well designed and implemented, student homework completion, report card grades, and test scores in specific subjects will improve and more families will know what their children are learning in class and how to monitor, support, and discuss homework. More students should apprehend required course credits, select advanced courses, and take college entrance tests. Students and teachers will be more aware of families interest in students work.Type 5Decision-making. Type 5 activities include families in developing schools billing statements and in designing, reviewing, and improving school policies that affect children and families. Family members become active participants on school improvement teams, committees, PTA/power takeoff or other parent organizations, Title I and other councils, and advocacy groups.Sample practices. Among Type 5 activities, elementary, middle, and high schools may organize and maintain an active parent association and include family representatives on all committees for school improvement (e.g., curriculum, safety, supplies and equipment, partnerships, fund-raisi ng, postsecondary college planning, career development). In particular, along with teachers, administrators, students, and others from the community, parents must be members of the carry through Team for Partnerships, which plans and conducts family and community involvement activities linked to school improvement goals. Schools may offer parents and teachers training in leadership, decision-making, policy advocacy, and collaboration. Type 5 activities help to identify and provide information desired by families about school policies, course offerings, student placements and groups, special benefits, tests and assessments, annual test results for students, and annual evaluations of school programs.Challenges. One challenge for successful Type 5 activities in all schools is to ensure that leadership roles are filled by parent representatives from all of the major race and ethnic groups, socioeconomic groups, and neighborhoods that are present in the school. A related challenge is t o help parent leaders serve as effective representatives by obtaining information from and providing information to all parents about school issues and decisions. At the high school level, a particular challenge is to include student representatives along with parents in decisionmaking groups and in leadership positions. An ongoing challenge is to help parents, teachers, and students who serve on an Action Team for Partnerships or other committees learn to trust, respect, and listen to each other as they collaborate to reach common goals for school improvement.Results expected. If Type 5 activities are well implemented in elementary, middle, and high schools, more families will have input into decisions that affect the step of their childrens education students will increase their awareness that families and students have a say in school policies and teachers will increase their understanding of family perspectives on policies and programs for improving the school.Type 6Collaborati ng with the community. Type 6 activities draw upon and coordinate the work and resources of community businesses cultural, civic, and religious organizations senior citizen groups colleges and universities governmental agencies and other associations in order to strengthen school programs, family practices, and student learning and development. Other Type 6 activities enable students, staff, and families to contribute their services to the community.Sample practices. Among many Type 6 activities, elementary, middle, and high schools may inform students and families about the availability of community programs and resources, such as after-school recreation, tutorial programs, health services, cultural events, service opportunities, and summer programs. This includes the need to assist students and families to gain access to community resources and programs. Some schools work with local businesses to organize gold card discounts as incentives for students to improve attendance and rep ort card grades. Collaborations with community businesses, groups, and agencies also strengthen the other five types of involvement.Examples include enhancing Type 1 activities by conducting parent education workshops for families at community or business locations increasing Type 2 activities by communicating about school events on the local radio or television stations, and at churches, clinics, and supermarkets soliciting volunteers from businesses and the community to strengthen Type 3 activities enriching Type 4 activities by offering students learning opportunities with artists, scientists, writers, mathematicians, and others whose careers link to the school curriculum and including community members on Type 5 decision-making councils and committees.Challenges. One challenge for successful Type 6 activities is to conclude problems associated with community-school collaborations, such as cover problems of who is responsible for funding, leading, and supervising cooperative ac tivities. The initial enthusiasm and decisions for school-community partnerships must be followed by actions that sustain productive collaborations over the long term.Another Type 6 challenge is to recognize and link students valuable learning experiences in the community to the school curricula, including lessons that build on students nonschool skills and talents, their club and volunteer work, and, in high school, their half-time jobs. A major challenge is to inform and involve families in community-related activities that students conduct. Related challenges are to help students understand how community partners help their school and to engage students, themselves, as volunteers and in service-learning in their own schools, in other schools, and in the community.Results expected. Well-implemented Type 6 activities will increase the knowledge that families, students, and schools have about the resources and programs in their community that could help them reach important goals. Well-designed community connections will increase student access to and participation in community programs. Coordinated community services could help many students and their families prevent health, social, and educational problems or solve problems before they become too serious. Type 6 activities also should support and enrich school curricular and extracurricular programs.Summary. The six types of involvement create a comprehensive program of partnerships in elementary, middle, and high schools, but the implementation challenges for each type of involvement must be met in order for programs to be effective. The quality of the design and content of the involvement activities directly affect the expected results. Not every practice that involves families will result in higher student achievement test scores. Rather, practices for each type of involvement can be selected to help students, families, and teachers reach specific goals and results. The examples above include only a few of hundreds of suggestions that can help elementary, middle, and high schools develop strong programs of partnerships.How Partnerships Link to Other Aspects of Successful SchoolsGood schools have hooked and talented teachers and administrators, high expectations that all students will succeed, rigorous curricula, engaging instruction, responsive and useful tests and assessments, strong guidance for every student, and effective school, family, and community partnerships. In good schools, these elements combine to promote students learning and to create a school climate that is welcoming, safe, caring, stimulating, and joyful for all students, educators, and families.

Aim of My Life Essay Example for Free

Aim of My Life EssayThere is a saying, Those who aim mellow, reach high. It is indeed true. Without a clear-cut aim in life, life just drifts. It just floats-aimless, rudderless and non knowing where one is heading to. If we look into the lives of ample men and women of our times, we see that they had clear- cut aims and well demarcated goals in life. Having clear-cut goals in life is the first step to success, because Where there is a will, there is a dash. I cede al counsels been very passionate about flying air- crafts. As far as I can remember. I arrive at always wanted to be a buffer.Perhaps, this desire to live on a pilot originated in me due to the fact that my uncle is an air- force pilot. His life, the adventure stories he used to reassure me, the respect and fame he received, etc. , have all inspired me to follow his foot-steps. But it is non gentle to father a pilot, especially an air- force pilot. And I am very much aware of this fact. This prank require s a great deal of intelligence and proper education and training. A number of years have to be spent studying aeronautics and early(a) related subjects and gaining proper training.Certain physical seaworthiness is also required. Moreover, risks are the part and parcel of the life of an air force pilot. One must be ready to face any adverse situations, as accidents injuries and even sudden death. This job calls for a great deal of personal discipline, courage and determination. It is one of the toughest professions in the world. Yet I am determined to become one. At puzzle I am putting my very best in my studies. I have joined the N. C. C. to make myself fit and to achieve certain amount of discipline and physical fitness.After my matriculation examination, I intend to study my pre-university course in a renowned college in New Delhi. I would be staying with my uncle in New Delhi so that I could get acquainted with the air force way of life. Another purpose of shifting myself to N ew Delhi, is to enable me to attend some professional coaching classes for national Defence Selection Test. It is one of the toughest examinations currently held in India. I believe that two years of discriminating preparation would enable me to get through this test. Once the person passes this test, he is called for an interview.Interview is also evenly an important step in the selection process. A good deal of preparation has to go in, forward the interview. After the interview is over, there is the physical test which would not be a major line of work for me, as I have all the necessary physical standards at present, in respect to my present age. Once a person gets through this stage, he is sent for training as a pilot for two or three years. Training is extremely difficult and competence is the key word in this process. Even at this stage there is certain amount of selection.Only the really fit and able individuals are sent for higher and more intense training as fighter pilots. Only afterwards several years of intense training, that they are declared to be fighter pilots. Perhaps no other job requires so much of training and updating as the job of a pilot. I do know that everyone who aims does not reach the goal they aim at. Many fail on the way. Some exculpate out in between. Some get stuck down by bad luck and ill health. As for me, I am doing all I can to reach my goal. Only time will tell, whether I will finally reach my intended goal. I hope that luck and favour will not desert me on the way.

Investigating a simple pendulum Essay Example for Free

Investigating a simple pendulum Es asseverateIn a way, I speculate that my prove was successful. Most people would say that it would not scram been a successful experiment if their results did not exactly match some of their predictions, conscionable like my results, but I call up that my experiment was a successful unmatched because it made me attract that results will not always match predictions and it is fine to get results different from those you expected because it bring outs you more things to examine when doing your evaluation. I think that my experiment was quite a fair one seeing as from each one test was done three quantify and an average result was taken. When I was testing the variables, length, mass and amplitude, I provided tested one at a time, keeping the other two variables the aforesaid(prenominal). I performed the experiment in the centre of the work bench, so the pendulum could not hit anyone passing by or and walls or other objects.As I said ea rlier in my obtaining evidence part of this coursework I think my results may brook been slightly unfaithful seeing as the precision of my results depended on my hand-eye coordination which could not founder been the same every time I judged when to stop the stopwatch. I think that my results would be quite light(a) to reproduce seeing as they all follow the expected patterns and were all taken three times and an average was in like manner taken. I will nowadays be attempting to explain why I think that my results did not match those of the equationOne of the creators for this may be that my results could throw been slightly inaccurate. Another reason may have been that the apparatus that I used was not as accurate as it could have been. If we look at the table of results for the approach pattern, we can see that as the length increases, the difference between the veridical time taken for one swing of the pendulum and the formula result gets closer. This could mean that th e formula is meant for slightly big lengths than 10 and 15 centimetres, maybe something such as one metre and above.Or it could mean that my results atomic number 18 inaccurate, curiously those with shorter lengths, seeing as they swing faster and are obviously harder to get accurate results for. And now I will be attempting to explain why I think that the formula , did not give a constant result. The reasons are the same as the ones for the above formula, that my results may have been slightly inaccurate and that the apparatus I used may also have been inaccurate. And again, if we look at my table of results, the results of the formula seem to get closer to a constant as the length increases.This could mean that the formula is meant to be used for slightly larger lengths than those that I investigated or it could mean that my results are slightly inaccurate, again especially with those smaller lengths, seeing as they are harder to time as they swing a lot faster than the larger lengths. If I had to do the experiment again, I would use some different equipment and I would only investigate length as a variable seeing as I now slam that it is the only variable that affects the time taken for one swing of the pendulum.The piece of equipment that I would want to miscellanea almost would be the time measurement device that I used. A good time measuring device would ensure both accurate and reliable results, which is what every experiment needs to be rightfully successful. The best device I can think of would be a light sensitive one which starts a timer when the ventilate of light is broken, by the string passing through it, and stops it when the beam is broken again.Using this method would not only ensure accurate and reliable results, but it would leave behind me to get the time taken for one swing only and not the average of ten swings dual-lane by ten. But such a piece of equipment would be very expensive and would also be very hard to set up, so I t herefore think that it would not be feasible to use a piece of equipment like the one described above. From looking at my results, I would also change the lengths of the strings that I would time, seeing as when I compared my results to those given by the formulas, the shortest lengths of string gave the most out of place results.I would probably test lengths of around one metre to one and a half metres. When I got these results I would also compare them to the two formulas I have used end-to-end this coursework. If I had more time I probably would have done each test tail fin times instead of three to be more sure of reliable and accurate results. I would have also tested a wider range of lengths and then I would have been able to see if my predictions were on the whole correct or whether they were slightly wrong.From testing more lengths I would also have been able to go on out whether the formula , worked and also whether the formula , gave a constant result. And just as a f inal thought, even though I know it would not be possible, I would like to investigate the outcome that gravity would have on the time for one swing of the pendulum. I think that gravity would have an effect on the time taken for one swing of the pendulum seeing as it features in the same equation that helped me to predict that only length would effect the time taken for one swing of a simple pendulum.

Timberland’s Corporate Essay Example for Free

woods Corporate EssayHow would you stipulate woodlands exercise of its corporate power in order of magnitude? Is timbre using its fascinate responsibility? If so, how? I would characterize Timberlands exercise of its corporate power in society as Corporate Social Responsibility. Timberland is being soci totallyy responsible towards society and is acting in a way that enhances society. Timberland is practicing the iron law of responsibility which says that in the long run, those who do not use power in ways that society considers responsible will tend to dawdle it. The company is using its influence responsibly through charitable giving cash and in-kind donations, and giving footgear toschoolchildren in Afghanistan, and sustainability issues.Has Timberland balanced its economic and social responsibilities through its various programs, such as the yearbook Serv-a-Palooza event and sustainability goals? Are the companys programs examples of enlightened self-interest? Serv-a -Palooza was an event that celebrated Timberlands centennial anniversary where over 500 volunteers worked on various projects to support local New Hampshire communities and areas in Missouri afected by tornados. Timberlands sustainability goals include reducing carbon emissions and using renewable animation sources. The two programs balanced Timberlands economic and socialresponsibilities. By having a philosophy to advance the interests of others and the communities that surround them. Timberlandultimately serves their own self-interest.What are the arguments for andagainst Timberlands socialresponsibility initiatives? Arguments for Timberlands social responsibility initiatives include balancing corporate power with responsibility, improving stakeholder relations, and enhancing business reputation. Arguments against Timberlands social responsibility initiatives include requiring skills businesses may lack and placing responsibility on the business or else than individuals. Althou gh Timberland possesses power and influence, responsibility comes with power and they need to properly manage that power. As previously menti bingled, Timberland is using its power responsibly by way of charitable giving and reducing their carbon footprint. By focusing on social issues Timberland has created strong stakeholder relationships and built a loyal customer base. Although one can raise arguments against Timberlands social responsibility issues, they have done a abundant job of developing the most important intangible asset- their reputation.If you were an executive of VF Corporation, would yousupport continuation of these initiatives? Why or whynot? As an executive of VF Corporation I would appease to support the initiatives of Timberland to continue to establish trust amongst stakeholders. The current initiatives have been beneficial and have not had a significant address to stakeholders. It is important that VF Corporation continue this philosophy and still allow stak eholders to profit from the company with little to no cost. The social enterprise created by Timberland has been extremely successful in improving human and environmental well-being. Not only does Timberland care about their local New Hampshire community, but they search all over the world to find ways to give back to society. If VF Corporation continues to support the social initiatives as they did in their first Serv-a-Palooza Timberland will surely be recognized as one of the nations Best Corporate Citiens.

Criteria For The Project Success Management Essay

Criteria For The Project achievement Management EssayLundin and Soderholm (1995) illustrates the realise as a shipboard organization and assert the time conception as one of the cardinal distinguishing features of transient organizations from permanent organizations (task, aggroup and transition ar other triple distinguishing features). Cleland and King in 1983 (cited in Cooke-Davies, T. J. 2001) adopted a uniform approach by the adjacent jump rendering A complex effort to achieve a specific objective within a schedule and budget target, which typically cuts across organisational lines, is unique, and is usually non repetitive within the organisation. Moreover, recent renderings expanded the throw away definition to include the product and /or returns as the calculate come outcomes. For example Dun shadower (1996) throttles throw off as A temporary endeavour under engineern to create a unique product or service. Temporary means that the pop the question has a def inite ending gunpoint and unique means that the product or service differs in whatsoever distinguishing way from all connatural products or services. However, as expectations from hears increase, the definitions for throw away evolved to reflect this. Thus, Turner and Mller (2003) incorporate the idea of undecomposed trade that product of the chuck is expected to deliver, to the stand definition. Thus, they define a take to as a temporary organisation that aims to create a unique service or product that brings added value or delivers beneficial change (Turner and Muller, 2003). Eventhough, in that respect are various fancy definitions that realise been accumulated for almost 50 years, the check of literature revealed that outlined start and end, a common objective and complex quite a little of activities are the deuce-ace most common features that are shared by e genuinely upchuck and thus present in almost every switch definition.2.2 Project SuccessAlthough purpo se supremacy is a core chuck focusing concept, a review of the aim management literature reveals that there is no standardized definition of a throw off winner in the abide management literature (Baccarini, 1999). The advantage of a spue is perceived differently by different winner assessors (Shenhar et al., 2001). Therefore, as Prabhakar (2008, p. 3) noted the only containment seems to be the disagreement on what constitutes project victor. check to Pinto Slevin (1988) ground on their interpret conducted with over 650 project double-deckers, the project success is not only meeting constitute, schedule, and performance requirements rather it requires satisfaction of more complex specifications, such as client satisfaction. Baker, Murphy and Fisher (1983, 1988 as cited in Prabhakar, 2008 and Cooke-Davies, 2001) discuss that client satisfaction has been achieved unit of measurementedly with the end result has a vital influence on the perceived success or ruin of pr ojects (Prabhakar, 2008). In a similar fashion, Baker, Murphy and Fisher (1983, 1988 as cited in Prabhakar, 2008, p.4) states that In the long run, what authentically matters is whether the parties associated with, and affected by, a project are satisfied. Good schedule and cost performance means very little in the face of a poor performing end productDe Wit (1988), on the contrary, defines project success as the assessment of project outcomes against cost, time and quality (as cited in Cooke-Davies, 2001 and Prabhakar, 2008). However, he points out to a distinction amid the project success and project management success, which he defines as bar of project outcomes against the overall project objectives that will be discussed by most of the look forers interested in this orbit area. Furthermore, around other attempt at get outing a viable foundation for project success definition was by Baccarini (1999), who attempts to work to this cleft in the literature by his logical framework method (LFM). The LFM role model distinguishes mingled with four levels of project objectives, namely goal, purpose, output, and input, provides a comprehensive framework for defining, as salutary as, comprehending the project success concept. Baccarini (1999), just as some of his colleagues, ground his work on De Wits (1988) a tenner old research. Similarly, Baccarini (1999) differentiates between project management success and the product success, instead of project success. Product success is related with goals and objective, while project management success is related with the project outputs and inputs. On the other hand, another stream of researchers, including Pinto and Slevin (1987), Belassi and Tukel (1996), Lim and Mohamed (1999) prefer not to distinguish between project management success and project success as two distinct concepts rather consider project management success as world part of and contributing to project success. Lim and Mohamed (1999) took a further step and conducted a study to determine criteria for assessing project success by different stakeholders. Since as Baccarini (1999) notes that criteria for assessing project success has vital brilliance in preventing the project and its team members from holding different views on project success which contributes to project failure. Therefore, it is fundamental to determine and agree upon the criteria satisfying various stakeholders, who have different perceptions of project success.2.3 Criteria for the Project SuccessAccording to Lim and Mohamed (1999, p.243), Success criteria is defined as the set of principles or standards by which project success can be judged. Early research on project success criteria adopted the so-called push Triangle of time, budget and quality as the set of principles for evaluating the success of a project. Almost 40 years ago, Oisen (1971) proposed budget, time and quality as the project success criteria. Many scholars accepted this set of s uccess criteria but also noted the necessity to take into consideration other criteria for the project Success (Turner, 1993 de Witt, 1998 Pinto and Slevin, 1988). More tardily, this set of criteria has been evaluated as being insufficient for assessing the project success comprehensively (Turner, 1993 Jugdev and Mller, 2005). To illustrate this point, according to Jugdev and Mller (2005), assessing project outcomes only with respect to time, cost and, quality is to consider only operational level project management as opposed to anything of strategical value. Jugdev and Mller (2005) focussed on evaluating project success based on the organizational aspects that are ingrained to the project, leaving out outer ones as being too complicated. Nevertheless, there are researchers, such as Pinto and Mantel (1990), who tend to include both internal and outdoor(a) aspects of a project organization, as well as, complex criteria in assessing project success such as, stakeholder satisfac tion, stakeholder community benefits, organization benefits, etc. (Pinto and Mantel, 1990 Atkinson, 1999 Wateridge, 1998). Pinto and Mantel (1990) proposed two additional success criteria, namely, the quality of the project as it is perceived by the project team and an external performance indicator of both project and its team performance (e.g. client satisfaction) in addition to the energy of execution of instrument phase criterion that assesses the project success in relation to internal performance indicators, and the Iron Triangle.Similarly, in a subsequent study, Andersen and Jessen (2000), who attempt to assess project success with respect to the task- and people-oriented aspects, defined project success criteria further into 10 elements. These elements, besides the traditional Iron Triangle components of time, budget, and quality, include the degree of importance of the products to the base organization, the results as perceived by all stakeholders, the learning experience , motivation for future work, knowledge acquisition, the last-place report preparation method, and the way of project termination (Andersen Jessen, 2000). Andersen and Jessen (2000) thus provided a more holistic enter for assessing the success of a project.Lim and Mohamed (1999), on the other hand, in their study attempted to justify this diversity in perception of project success criteria. They concluded different stakeholders perspectives on project success criteria, such as those of the project manager, the project team, the client, and the general public, as being the reason for different perspectives on project success criteria. In addition, Lim Mohamed (1999) note success criteria as one of two constituents of the project success. The other constituent of the project success are Critical Success Factors (CSFs), which will be reviewed in the following section.2.4 Critical Success FactorsIt was Daniel in 1961 (as cited in Amberg et al, 2005), who first coined the term succes s factors in management literature. In his study, he came up with a set of industry-related CSFs that are claimed to be relevant for any company in a event industry. Anthony, on the other hand, in 1972 (cited in Amberg et al, 2005), discussed the need for adaptation of CSFs to a companys and its managers specific strategic objectives. Then, based on the both perspectives by Daniel (1961, cited in Amberg et al, 2005) and Anthony et al. (1972, cited in Amberg et al, 2005), Rockart (1979, cited in Amberg et al, 2005) conducted a study that involved third organizations. He found out that organizations despite operating in the same industry may have different CSFs due to differences in geographic locations, strategies etc. Then on, studies on posting CSFs for different industry projects proliferated in the project management literature.According to Cooke-Davis (2002) researchers have been trying to find out those factors that are little to project success since the late 1960s. Theref ore, the review of literature on CSFs reveals some(prenominal) definitions. The following CSF definition by Rockart (1979, cited in Amberg et al, 2005) is one of the most cited the limited number of areas in which results, if they are satisfactory, will ensure successful matched performance for the organization.In subsequent studies CSFs are defined as characteristics, conditions or variables that, when properly sustained, maintained, or managed, can have a solid impact on the success of a firm competing in situation industry by Bruno and Leidecker (1984, p. 24).Whereas, as factors which, if organizeed, significantly improve project implementation chances by Pinto and Slevin in 1987 (p.22). Lim and Mohamed (1999, p. 243) define critical success factors (CSFs) as the set of circumstances, facts, or influences which contribute to the project outcomes.2.5 Critical Success Factors and the ProjectsDuring the 1970s-1980s, critical success factor requirements had been addressed rathe r as a response to the indicators of project success at the implementation phase, focussing on time, cost, and quality, as well as, stakeholder satisfaction (Jugdev and Mller, 2005). It was Pinto and Slevin (1987), who first attempted to develop a comprehensive set of CSFs related to project implementation success. In their work, they propose a project implementation profile (PIP) model, which consists of 10 CSFs, namely, project mission, top management support, project schedule/plan, client consultation, personnel, communication, skilful tasks, client acceptance, monitoring and feedback, troubleshooting, determining project success. Additionally, the PIP model of 10 CSFs, is claimed to be suitable as an instrument for project managers to measure those factors (Pinto and Slevin, 1987).Later, Pinto and Prescott (1988), take a further step by determining the relation importance of 10 CSFs over the life of a project and dis share that the relative importance of several(prenominal) CS Fs vary at different phases of the project life cycle. The generalized 10 CSFs of the project implementation bring (PIP) have also been employed as a model for numerous project types in several studies (Pinto and Prescott, 1988, Finch 2003, and Hyvari, 2006). However, the factors identified by Pinto and Slevin are not likely to cover every aspect involved in project management. Finch (2003) indicates that the PIP model does not take into consideration a number of significant external factors that affect the success of a project, such as, competence of the project manager, political activities within the organization, external organizational and environmental factors, and responsiveness to the perceived need of project implementation. Nevertheless, subsequent research, conducted during the 1990s-2000s, incorporate the stakeholder issue, as well as, interactions between internal and receiving organizations as factors that are critical for a project success (Jugdev and Mller, 2005).M oreover, in following of providing a comprehensive CSF framework, there have also been attempts that integrate CSFs categorizations and frameworks with project success criteria. Belassi and Tukel in their study conducted in 1996, criticize previous studies, whose critical success factors are mainly focused on the project manager and project organization. They incorporate characteristics of the project and team members, as well as external factors, into their framework. Their framework, thus, provides a classification of project CSFs into four groups namely, project manager, team members, organization, and external environment. Additionally, the framework by Belassi and Tukel (1996) provides an explicit and taxonomic way for examining the intra-relationships between factors in different groups. This scheme provides grouping of project success factors, however it is generic wine rather than industry specific. Another interesting study is by Cooke-Davies (2002, p.185), in which he in troduces a set of questions for the purpose of grouping of CSFs, such as What factors are critical to project management success? What factors are critical to success of an individual project? and What factors lead to consistently successful projects?Moreover, he distinguishes between project management success and project success by claiming that project management success is the satisfaction of traditional criteria of time, cost and quality, whereas, project success is the satisfaction of the overall project objectives. Then, he proposes 12 CSFs, which he extracts from multi-national organizations activities and possible actions. Additionally, although his proposed CSFs are not directly related to human factors, he points out that people have intrinsic importance to all project processes.On the other hand, CSFs introduced by Clarke (1999) involve effective communication, clear projects objectives and scope, decomposing project into manageable size, using project plans as working documents, whereas, Nicholas (2004) proposes a set of CSFs, which are grouped into three categories project participants, communication and information sharing and exchange, and the project management/ forms increase process. Based on an compendium of the literature it can be concluded that there is not a consistent CSF framework. Rather there are different perspectives of what constitute CSFs, depending on how the authors identify and classify them. Moreover, although early literature on project management does not consider project success criteria, containing the focus to CSFs, subsequent studies attempt to close the gap between CSFs and project success criteria, both of which impact on project success. In addition to this, recently developed CSFs are more complex than those of the previous decade as more recent CSFs cover both hard and soft aspects of project management such as the competence of the project manager and the project team members and leadership. The challenge to d etermine relevant CSFs over the full life of a project has been attracting growing interest in recent publications.2.6 Critical Success Factors and the Project Life CycleAccording to Mintzberg (Mintzberg et al, 1998) many academicians, e fussyly in the strategy development field have stated the necessity for rectify project implementation. Nevertheless, Walker and Rowlinson (2008) argue that mainstream literature in the project management and strategy field fails to address these issues because it views implementation As a lesser form of intellectual pursuit than strategy and planning (Walker and Rowlinson, 2008, p.32). Furthermore, Belassi and Tukel (1996) contribute to this issue by claiming that when it comes to project implementation issues, project management literature focuses more on improve tools and techniques such as scheduling, or project failure, rather than on success. However, such position is understandable, as to identify the success factors of a project is a more complex task than identifying failure factors, mainly because of the following reasons.First, parties involved in a project tend to see project success differently and therefore, from each one party may allocate different success criteria to each phase (Pinto and Slevin, 1987 Pinto and Prescott 1988 Baker et al 1983 Belout and Gauvreau, 2004 Fowler and Walsh, 1999). some(prenominal) academicians have proposed models in attempts to capture the processes which a project undergoes during its life. Adams and Barndt (1998), King and Cleland (1983) and Westland (2006) support the model which consists of the following four stages initiation/conceptualisation, planning, execution / implementation and closure / termination. Pinto and Prescott (1988) propose empirically derived CSFs for each of the phases over the project life-cycle and CSFs proposed for implementation phase are mission, trouble-shooting, schedule/plan, technical tasks, and client consultation. Their work was later criticiz ed unsuccessfully by some authors, including Belout (1998) and Belout and Gauvreau (2004), whose results were found to support those of Pinto and Prescott (1988). Third, Belassi and Tukel (1996), Clarke (1999) and King (1996) argue that the CSFs may not directly affect the project outcome. It is the cabal of these factors at different project life-cycle stages that influences the success of the project. They also add that due to uniqueness of a project, some CSFs may be missing or become irrelevant for some projects and therefore covering as many factors as possible that could influence the project would be of little or no assistant to project manager. Moreover, Adams and Brandt (1988) remind us that projects are not static entities rather they change significantly as they progress through their life-cycle stages. Finally, as Belout and Gauvreau (2004), Bellasi and Tukel (1998), Fryer, Antony and Douglas (2007) argue that the relevance of the CSFs vary across different industries. For example, Belout and Gauvreau (2004) found that in the IT industry, with the exception of client acceptance, all other factors proposed by Pinto and Prescott (1988) are critical to success. In construction and engine room industries, on the other hand, client acceptance is critical.2.7 Non Profit ProjectsAccording to Ba Khang Lin Moe (2008), Non Profit Projects plays a significant role in the socio economic development process of both developed and developing countries. In origin literature, indicators of success of the business organization are typically assessed against the profit it gains. But what makes NGOs become effective and efficient, as their work is not driven by the profit motive? It is widely accepted that the non-profit sector has not yet developed its own theoretical framework of management, because of the fact that they do not possess a bottom line against which to measure success organizational standards of performance simply do not exist. black eye to the c orporate sector, NGOs often promote vague and non-quantifiable objectives such as improving human rights, protecting the environment, or advocating democracy. To be more specific, the primary objective of non-profit organizations is to change the quality aspects of the human life or diversify societies, thus making assessment of effectiveness extremely difficult. As Fowler (1997, p172points out, Establishing performance criteria for non-profits and then using them for comparative purposes is a conceptual and practical headache. NGO capacity-building is tied up with indicators of organizational effectiveness or project success (Eade, 1997. In other words, capacity of an NGO should be constructed against indicators the NGO lacks or is weak in. Since NGOs greatly vary within themselves and within different development contexts, as stated above there is no formal consensus on standardized determinants of organizational effectiveness or project success, particularly of NGO development activities with grassroots people. Therefore, assessing the NGO capacity or project performance should be done based on the particular context of individual NGOs and their project activitiesKanter, 1979 Drucker, 1993)2.8 Characteristics of Non Profit Projects compared to For- Profit ProjectsNon profit projects have distinctive characteristics compared to the For-profit projects and Youker (1999) states the differences between International development projects one of the important types of non-profit projects and the other for-profit projects. First of all, compared to hard type industrial and nucleotide projects, Development projects as soft type projects with their less tangible social objectives and deliverables pose a special challenge in managing and evaluating of Development projects (Do and Tun, 2008). In addition to their less tangible objectives and deliverables, the complex web of the many stakeholders is an IDP characteristic that results in another management challenge (Youker, 1999). To illustrate, compared with industrial and commercial projects, which involve the client, who pays for and receives the deliverables of the project, and the contractor, who manages and obtains the craved result (Do and Tun, 2008). Development projects involve a web of stakeholders, including the coordinator as the head of the project management unit the task manager as the supervisor of the project implementation in the multilateral development bureau the national supervisor, to whom the coordinator reports the project team the steering committee as an interface with the local institutional system the beneficiaries as those actually benefit from the project outputs without paying for it the population at large. In addition, ensuring accountability of the project manager is more troublesome within this complex web of stakeholders (Diallo and Thuillier, 2004) as opposed to traditional projects.Youker (1999) based on his study of evaluations of World Bank IDP post- pr oject reports, outlines a number of IDP management challenges in addition to the above mentioned. He states that the lack of shared perception and agreement on the objectives of the projects by staff and stakeholders, as well as, the lack of commitment by the team, management and stakeholders as the problems that had been most sour during implementing Development projects. Also, Youker (1999) counts the lack of detailed, realistic, and current project plans, unclear lines of authority and responsibility, the lack of adequate resources, poor feedback and soften mechanisms for early detection of problems, poor or no analysis of major risk factors, delays caused by bureaucratic administration systems as other challenges that had occurred frequently during IDP implementations in past.2.8 Conceptualising Critical Success Factors for Non-Profit ProjectsEventhough, identifying critical success factors is one of the most popular topics among researchers and practitioners there are very fe w research conducted on Non-profit projects. unmatched of the studies that identified in the literatures was the research conducted by Do Tun (2008). Do and Tun (2008) studied on critical success factors of International Development Projects (IDP), a kind of non profit projects followed by Diallo and Thuiller (2004 2005) have developed a framework based on an adaptation of the Logical Framework Approach (LFA), which is a general methodology commonly used by the development community to design, plan, manage and communicate their projects, for IDP context. Their proposed framework focuses on project life cycle, and then assesses the success of each phase based on the outputs produced by the previous phase. As a consequence, these partial successes are integrated into an assessment of the overall success of the IDP according to the Life-Cycle-Based framework.