Why Marco and Rodolfo came to America Essay Example

Why Marco and Rodolfo came to America Essay The play A view from the scaffold the creator, Arthur Miller, is introduced to the crowd as a catastrophe yet not a traditional, another, cutting edge disaster. I despite everything utilizes the components notable to old style catastrophes however then it is set in the docks of America where illicit workers are normal to cover up. There are numerous social issues encompassing the play and the cutting edge disaster type like the way that various societies treat equity; in America there are laws and any individual who breaks them goes to prison yet these laws are not in every case adequate as Alfieri says on Eddies first visit to him the law is unmistakable, it doesn't manage each circumstance; The Sicilians treat equity by going rogue and settling the score in their own particular manner. The Sicilians showed up in America in any case to scan for the American Dream of an occupation, cash, welcome and trust in the individuals deserted back home. We will compose a custom paper test on Why Marco and Rodolfo came to America explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Why Marco and Rodolfo came to America explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Why Marco and Rodolfo came to America explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer The class of present day catastrophe utilizes a hero, similar to old style disasters, as Eddie. Mill operator utilizes him to concentrate on the feebleness of human instinct, how people regularly don't have the foggiest idea about their own emotions so can't perceive what they are fouling up: Eddie, when advised by Alfieri she needs to get hitched, Eddie. She cannot wed you, can she? , his answer of Whatre you talkin about, wed me! I dont recognize what the heck youre talkin about is angry and the crowd sees that Alfieri has seen what Eddie simply doesn't see about himself. The sad components used to make A View from the Bridge into an advanced disaster are taken from the old Greek old style catastrophes; there is a hero who has a disastrous imperfection driven by enticement followed by a defeat; an impetus unavoidably impacts the result of the play; there is a melody who offers remarks all through the play, notice the crowd of future happenings; the hero has destiny all through the play; the dramatization contains a brutal component; the crowd become engaged with the show as though they are truly there; after the activity, the crowd encounters purge going before quiet being reestablished into oneself. Mill operator likewise utilizes heartbreaking subjects to go with the awful components previously utilized in the play. These topics are love, unwaveringness, disloyalty, respect, vengeance, envy and demise and through them is shown the two societies; one which used to be Sicilian however has been shaped after some time adjusting more to the American lifestyle yet at the same time established with Sicilian convictions; the other being totally Sicilian. Marco and Rodolfo for the most part come to America to stay away from the downturn which was leaving numerous individuals without occupations, cash or food. The time wherein the play was set, a downturn was upon Italy, the land in the south and Sicily was so useless there was hunger wherever as Marco portrayed my significant other she takes care of [the children] from her own mouth. Numerous Italians and Sicilians understood that so as to get cash for food, they would need to emigrate. Marco has a spouse and three youngsters, the more seasoned one is debilitated in his chest. Marco came to America to get cash to convey to his better half and youngsters to pay for food and prescription. Marco is energized when Eddie reveals to him how much cash he can win in a year and he is urgent to send his better half cash: my significant other I need to send immediately perhaps twenty dollars.

Case Study Assignment The Rape Case

Chapter by chapter list Power Influences on the Rape Case Risk Issues in the Rape Case Disciplinary Technologies engaged with the Rape Case Consent in the Rape Case Scripts of the Rape Case Reference List Footnotes The Cherly Moss assault instance of November 2009 included Moss, a multi year elderly person and a single parent of four youngsters who announced of having been assaulted by a multi year elderly person in Bournemouth along the St Peter’s street. She demanded that she had attempted to stop the man who she distinguished as Devine. The examination from the CCTV demonstrated that the sex was consensual.Advertising We will compose a custom appraisal test on Case Study Assignment: The Rape Case explicitly for you for just $16.05 $11/page Learn More She later dropped the case and was thusly accused of making bogus claims of assault and was sentenced in Bournemouth court to fifteen months of detainment. When giving the sentence on sixth of August, 2010, Judge Wiggs Samuel a sserted that the assault charges Moss had made were intense and that extraordinary amount of police assets and time had been squandered in the examination. Furthermore, the charges were probably going to mentally influence the man blamed for the assault claims. Greenery Cherly was depicted in various pictures by the media and the general public. She was introduced as not exclusively being unbridled however having squandered state assets incorporating $5,500 in type of taxpayers’ cash and 180 hours of the police. She was seen as having been embarrassed about engaging in sexual relations in the back street. The media introduced her as a jobless housekeeper, a single parent battling to bring up her four kids. She was seen as indiscriminate that was depicted by her intoxication state and her supposed commitment through telephone contacts with the man blamed for the assault. The media never demonstrated inclusion of the assault story, yet accentuation was given on the bogus claims . The image depicted by the media through the age contrast of Moss and the multi year old fighter indicated that she was searching for methods of procuring salary for her family and the general observation was that she started the sexual occasion. The tone introduced during the case was that of disdain and disturb. The features guaranteed she engaged in sexual relations with different fighters in the rear entryway, in this manner delineating an image of a whore. The portrayal went past expected cultural standards that a whore can be assaulted as announced. Obviously, inclusion was not offered to the case charges and her first announcing indicating that the media was not in concurrence with her cases. Force Influences on the Rape Case Foucault (1997) sees power as being all over and thus it very well may be inside us.[1] He further attests that the ideas of a subject are made through force relations with the accentuation on human chronicled conclusions which decide the acknowledgment of the authenticity of intensity relations. The part of assault is seen from alternate points of view. Force is uncovered in the Moss assault case from various perspectives.Advertising Looking for appraisal on customary law? How about we check whether we can support you! Get your first paper with 15% OFF Learn More First, introductory detailing of the case was not given media inclusion, yet on the conviction of Moss for bogus charges, huge media inclusion was gotten with such warmed headings as â€Å"woman imprisoned over bogus assault claim,† â€Å"UK mum of 4 Moss Cherly has rear entryway sex with fighter, at that point cries rape,† â€Å"rape lie mother is caged,† and â€Å"warning after Bournemouth lady imprisoned for bogus rape† among others. For this situation, men are seen to be in charge of the sexual relations while ladies are seen to be subjects subsequently restricting the accentuation on assault cases detailed. In the assault case, Moss was s aid to have started the sexual trial and that the demonstration was consensual. Despite the fact that very little was said of the CCTV video recording, the report was that Moss was a consenting partaker with the sexual occasion (Marhia, 2008).[2] This makes disarray on what sort of rape is reportable as assault since constrained sex is seen in an unexpected way. Thus, despite the fact that Moss professed to have attempted to make the blamed stop the experience, she was seen as ready to participate in the demonstration. While assault has been found to have mental impacts of injury on ladies (Gill, 2007), the questioning of the occurrences wipes out the estimation of the victim.[3] For this situation, no thought was accounted for of the injury that Moss could have experienced. Conversely, upon her conviction of bogus claims, focal point of the media was moved to the injury and outrageous mental impacts on the blamed trooper. The media said that the man more likely than not been alarme d of the case. Indeed, Judge Miggs said that the more awful impact of the claims of assault by Moss was on the denounced man. It is additionally contended that when ladies disapprove of sex, they don't generally mean it; ladies who have had intercourse with different accomplices before are probably going to have it with another; ladies who are explicitly unbridled are probably going to be deceitful in regards to their assault charges; ladies who are explicitly indiscriminate have less rights in picking who to have sexual relations with; and ladies have the inclination of inciting men to sex thus ought to be accused for assault. It is additionally contended that assault is normally portrayed by bogus charges. Every one of these statements uncover the observations and the spot of intensity in assault (Kelly, 2001).[4] The police and law authorization in assault uncover the component of intensity where Moss as a survivor of assault was exposed to cross examinations.Advertising We will compose a custom appraisal test on Case Study Assignment: The Rape Case explicitly for you for just $16.05 $11/page Learn More This is finished utilizing the chronicles of the CCTV cameras, with the police attempting to guarantee that she kept up her story before examination. On conviction, the accentuation is on the burnt through assets of police and time in examination in this manner demonstrating that the police never imagined that there was any assault in any case. Influence is additionally uncovered for this situation by the media which attempts to dodge obligation (Marhia, 2008).[5] Risk Issues in the Rape Case Estrich (1987) declares that the component of hazard in assault is influenced by factors emerging from cultural and social understandings which contrast from one setting to another.[6] However, she contends that the media shows chance in assault as a component of threat and dread that should be kept away from. Further, dangers are likewise spoken to through the individu al attributes of the person in question in order to decide whether the casualty knew about the hazard and in the event that they could have stayed away from it. Kelly (2001) reports that the assault cases which get feelings and much media inclusion are those described by dangers which incorporate different types of viciousness, for example, abducting, murder, numerous aggressors just as the contribution of weapons.[7] This shows the purposes behind the non-inclusion of the assault instance of Moss in the underlying phases of examination. As spoke to for the situation by the media, there is no component of hazard that is distinguished that could be connected to the assault declarations. To start with, the youthful fighter is portrayed as a blameless officer in a preparation program and a lot more youthful than Moss. Furthermore, Moss is spoken to have been smashed and along these lines was liable for her conduct (Marhia, 2008).[8] Risk for this situation is just seen by the attestati on that the blamed man is in danger of being blamed for an off-base he didn't submit. Furthermore, the generalizations of assault for this situation are incorporated through the attributes of the casualty, for example, age, sexual practices, method of dressing, relations with the culprit and the spot of the offense (Gill, 2007).[9] For this situation, the time of Moss delineated by the media makes a recognition that she was not prone to be assaulted. The portrayal of Moss as a mother along with her tanked state and the way that she was out around evening time negates the impression of society towards a mother character. This thus inspires sentiments that she was not in danger in the assault occasion. Disciplinary Technologies engaged with the Rape Case According to Foucault (1997), discipline not at all like discipline is intended for right preparing through the control of behaviour.[10] Disciplinary estimates taken in assault cases vary contingent upon the legal framework however t hey are spurred by the media reporting.Advertising Searching for evaluation on custom-based law? How about we check whether we can support you! Get your first paper with 15% OFF Find out More The measures taken in assault, as most organizations concentrated on tending to assault affirm, should stop the wrongdoing and help both the wrongdoer and the person in question. In examination of the assault instance of Moss, the denounced man was in reality not captured however just inspected. Be that as it may, upon the dropping of the charges against him, Moss was summoned in court and indicted. The disciplinary measures in assault are introduced as being alarming and causing trouble. Despite the fact that the order measures should support the wrongdoer, the assault claims are spoken to as a result of the activities by Moss. The arrangement of judgment likewise tries to utilize the measure taken not as control fundamentally yet more as discipline for the wrongdoing resolved to dodge such occasions happening later on. While the measure fills in as discipline, the media presents it as a repercussion yet no worry is given for the injury experienced by Moss. Further, the media will i n general spotlight on the qualities of the guilty party to pick up the reason for their activities that are typically credited to mental issues which limit order to mental additions (Estrich, 1987).[11] For the situation of bogus assault charges, this isn't mulled over as uncovered by the instance of Moss. Assent in the Rape Case The issue of assent in sexual relations decisions has been seen to be devil

At The Ends Of Tunnels

At The Ends Of Tunnels So much has happened academically in the last month! A while ago, I coded a ray caster for 6.837, the computer graphics class that has been sporadically ruining my social life every two weeks. Each lab takes roughly ten to fifteen hours to finish. When we emerge from our cyclic periods of total isolation, we are often pasty and atrophied, our voices hoarse from underuse, our hands trembling with carpal tunnel, our freshly sprouted beards disheveled with sorrow. Also, when you build your own ray caster from scratch, its notthat great. But I digress. I actually wrote the bulk of this post a month ago, so in the interim, Ive also built a ray tracer. A ray caster, if you care, is one of the most basic conceptual layers of a non-real-time graphics engine. In real life, photons bounce off of objects and the ones that make it into our eyes are the ones that comprise the image we end up seeing, but if you modeled rendering that way, youd waste a lot of computation because most photons wouldnt end up making it into your camera. To save computation, you cast light rays in reverse, from your camera, and see what objects they hit. And by bounce and light rays, I actually mean arcane-looking linear algebra. A ray tracer, on the other hand, builds upon a ray caster, but traces rays recursively so that you can detect things like shadows and reflections. The high-level gist of it is pretty simple; on a low level, we had to build in tons of individual components like image anti-aliasing, refraction and reflection, and behaviors for different types of light sources, cameras, and objects. There was also a lot of C++ compiler wankery to deal with, because we built it almost from scratch. After collapsing, exhausted, at the end of the long gauntlet of coding, I rendered squashed and textured spheres and triangular meshes of all configurations and sizes, illuminating them with glaring, primary-colored lights, reaping the meager rewards of my labor with a mixture of childlike joy and awe. Then I remembered my laptop had programs on it with actual, beautiful graphics engines that took organized legions of real people tens of thousands of hours to build, and bitterly logged out of the Athena machine Id tied my existence to for the entire day, cursing under my breath. 6.170 (web development) has been progressing much more enjoyably. The last time I was hunched over an assignment, a mechE, in passing, expressed his empathy for my suffering. No, no, I said, its actually really fun. Confusion ensued. They throw like three new web frameworks at us every lab and we have to learn them and build apps with them. Confusion persisted. I fail to understand your masochism, quoth he. But dude, thats the best part of CS labs when you use a new framework or paradigm, it goes in your mental toolkit and stays there (hopefully), and when youre done, you usually end up with code that you can keep and play with forever. (Blog post forthcoming about the totally awesome and useful final project my 6.170 partners and I glued together over two sleepless days.) And after countless hours of projects and final projects and papers and final papers, in a bizarrely anticlimactic denouement (Im aware of the redundancies), I had the two easiest finals Ive ever taken at MIT. Almost as if to alleviate my workaholic guilt, Reese, with that special touch that only a cats intuition can provide, made a crumpled nest of my most important notes while I was cramming and insisted on sunning himself atop them no matter how many times I relocated him to an extremely comfortable pillow. On a much more impressive note, CONGRATS QIAOCHU on your last (undergraduate) final ever! It seems like we were FPOPing just yesterday, but Qiaochu is graduating a semester before me, with a far higher GPA on harder classes. And hes way cooler. When he first told me he was going into the final for the last and most basic of math major requirements Sadoway-style, I was both excited and terrified for him. My imagination ran amok and overflowed onto my digital paper: But I heard of the legend of that last final through the frosh grapevine on my hall, so it must have gone as planned. You turned out alright, man. You turned out alright. At the culmination of this penultimate semester, Im looking forward to tons of sleep and a crazy IAP. Freshly minted prefrosh: keep chugging away, you dont have far to go. Hope to see you at MIT soon!

Office Romance Essay - 2407 Words

It is not morally acceptable for employers to make generalized rules against dating in the workplace. Such rules violate the employee’s personal rights and may act against a company’s best interests. There are morally and legally acceptable exceptions, however, when specific romantic relationships, such as those between supervisors and subordinates, are likely to create a financial and legal liability for a company, and hamper the company from conducting business. In these cases, it would be morally irresponsible not to have a specific policy forbidding the romantic relationships in question. The Privacy Spectrum The right to privacy can be seen as a spectrum with each end of the spectrum representing positions with which very few†¦show more content†¦The employee should be asked to cease the offending at-work behavior. If the employee is having trouble distinguishing between appropriate and inappropriate methods of inquiring about interest in the club, then the employer can ask that the employee simply refrain from mentioning the Lyon’s Club at work. In addition, the employment contract between the employee and employer should indicate that termination is a possible result of violating the company’s policies. The employee agreed to follow the company’s behavioral guidelines; he or she did not agree to give up membership in a private club. The point of this example is to illustrate the boundaries of the employer’s rights. The employer has the right to regulate at-work behavior, but attempting to regulate after-work personal time is generally beyond the scope of an employer’s legal and moral rights. This scenario does not fall within the scope of the courts assessment about when a company can violate a person’s rights. This situation of personal privacy is not as clear-cut as the first example of someone expecting privacy while showering at one’s own home. But, the argument that it is acceptable for employers to forbid employees from joining the Lyon’s Club is a difficult argument to support. Do not Date the Boss Compare this example to that of two employees who have chosen to engage in a consensual romantic relationship. One of the employees is the CFO of a large manufacturing firm and supervisors the other,Show MoreRelatedOffice Romance and Creating an Ethical Culture1071 Words   |  5 PagesGail Zellman, and Stephen J. Hirschfeld, â€Å"Office Romance: Are the rules changing?† Reviewed by, Robert Nzioka, 09-0199, Feb 2010. The corporate world has for a long time been bedeviled by the issue of office romance. In addition to meeting corporate challenges, companies must effectively deal with the likely impasse posed by office romance. 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The social cognitive theory suggests that people who watch romantic comedies glean some understandingRead MoreEssay To My One Love1256 Words   |  6 Pagescome in unexpected situations.   I believe she achieves this through the genre brought up, the tone of her details, an emotional pull, and the last words. Chimamanda’s essay is more effective because it contains a genre that readers respond to more, romance, as opposed to John’s essay containing the family love to a sibling.   Professor Xiaochu Zhang, a professor of the University of Science and Technology of China, led a study of scanning people’s brains with fMRI’s.   100 men and women were studied in

Education, Geography And Religious Education - 2696 Words

Within the relation to teaching and learning in a Primary School, Grigg and Hughes (2014) argue that there has been a continual focus around the Humanities subjects (History, Geography and Religious Education). Further suggesting when the subjects are well planned and instructed, they can teach children about the wider world promoting their ‘spiritual, moral, social and cultural development’. On the other hand, according to Ofsted (2011), there has been a reduced amount of allocated time for the subjects, which has been evident throughout my experience as a Humanities specialist. I have found that although the three subjects develop alongside each other, playing an important role in the overall curriculum for primary schools, they do not take as much precedence as the core subjects. According to Erickson (2012), teaching through concepts helps children to gain a deeper understanding of the subject being taught with a higher order of thinking skills. Alongside this, Erickson (2007) expressed that children gain understanding through the experiences the gain, having relevant knowledge taught enabling children to actively respond to their learning. This is due to concepts providing children with knowledge and skills of the society we live in today. The work of Erricker (2010) supported concept†led enquiry and broke down the Religious Education (RE) key concepts into three categories; type A, B and C. Type A are the concepts people will experience at some point in their lifeShow MoreRelatedThe Education System in Saudi Arabi1093 Words   |  5 PagesThe education system in Saudi Arabia Education in Saudi Arabia is segregated by sex and divided into three separately administered systems: general education for boys, education for girls and traditional Islamic education (for boys). 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Mgmt 404 Project Free Essays

MGMT 404 Project Campus Bookstore self-checking Register December 12, 2011 Professor Chuang Table of Contents Scope statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3-4 Work breakdown structure†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Network diagram†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Mgmt 404 Project or any similar topic only for you Order Now 6 Risk management plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7-8 Resource management plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Communication management plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9-10 Scope Statement Project Overview Statement Executive Summary ________________________________________ Project Name: Self-checking registers Department: Bookstore Last Updated: November 11, 2011 Project Manager(s): Carol Johnson, Nancy Drew, David Winner Project Department Owner: Student Body Community ____________________________________________________________ ____________ Project Overview Installation of a self-checking registers in Campus bookstore. Project should not exceed $23,000. Deliverables 1. Gather Requirements a. Discuss current system with Bookstore Representatives b. Understand the requirements c. Understand the budget available d. Research any permits that are required 2. Self-checkout system development a. Outsource the development to external agency b. Install the self-checkout system at the exit of the Bookstore c. Discuss with IT department the process of inputting barcode information d. Contract contractor about installation requirements 3. Communication with Stakeholders a. Inform students about the new process b. Inform Bookstore staff/security about the new process c. Inform staff/security about their responsibilities 4. Implement the process a. Set a launch date Milestones 1. Systems approved—November 25, 2011 2. Permits approved—November 21, 2011 3. Electrical outlets installed—December 9, 2011 . Construction completed—December 22, 2011 5. IT installs software and training completed—January 13, 2011 6. Completion date—January 20, 2011 Technical Requirements 1. Confirm staging area for self-checkout counter 2. Obtain permits 3. Approval of building codes Limits and Exclusions 1. Contractors reserves the right to contract outside service s 2. Contractors responsible for any subcontracted work 3. Site hours set for Monday through Friday, 8:00 a. m. to 6:00 p. m. ____________________________________________________________ __________________ Prepared by: Carol Johnson—Project Manager Nancy Drew David Winner Work Breakdown Structure Task Name| School Register| 1 Requirements Gathering | 1. 1 Discuss the current system with Book Store Representatives| 1. 2 Understand the requirements with stakeholders| 1. 3 Understand the budget available for developing the new system| 2 Process Design| 2. 1 Design high level process map| 2. 2 Request feedback from stakeholders| 2. 3 Design detailed level process map | 2. 4 Identify the roles of different stakeholders in the Process| 3 Self-checkout system development| 3. 1Outsource the development to an external agency| 3. Install the self-checkout system at the exit of the Bookstore| 3. 3 Collect the details of all stakeholders using Bookstore from the Admin Office| 3. 4 Design and Development of access cards| 3. 5 Collect the access cards from external agency| 3. 6 Distribute access cards to all the stakeholders| 4 Communication to stakeholders| 4. 1 Communicate to Students| 4. 1. 1 Inform students about the new process| 4. 1. 2 Inform students about their roles expectations| 4. 1. 3 Request students to verify their access cards| 4. 2 Communicate to Faculty/Teachers| 4. 2. Inform faculty about the new process| 4. 2. 2 Inform faculty/teachers about their roles| 4. 2. 3 Request Faculty/Teachers to verify their access cards| 4. 3 Communicate to Book Store Staff / Security| 4. 3. 1 Inform the staff/security about the new process| 4. 3. 2 Inform the staff/security about their roles and responsibilities| 4. 3. 3 Request Staff/Security to verify their access cards| Implement the Process| 5. 1 Develop a common message about the date of launch| 5. 2 Encourage participation and adherence from the stakeholders| Network Diagram Risk Management Plan Risk Event| Response| Contingency Plan| Trigger | Person Responsible| Completion before new semester| Accept| Work around| Time frame off| Carol | Material out of spec| Mitigate| Contact Manufactory | Programming not working| IT department Nancy| Employee training| Share| Work around| Management advisory| Management Carol| IT programing equipment (barcodes)| Share| Work around| Not resolved in 24 hours| IT department Nancy| Equipment interface| Mitigate| Work around| Not resolved in 36 hours| IT department Nancy| Wrong equipment | Mitigate| Order new equipment| Not fitting in define space| IT department Nancy| Available space in bookstore| Transfer| Re-arrange bookstore| Contractor information| Store management Carol | Hardware malfunction| Mitigate| Order | Equipment falls| IT department Nancy| Contractor schedule conflicts| Transfer| Work around| Late showing up| David| Available work hours (school closing)| Transfer| Work around| Bad weather/holidays| David| Risk Management Analysis | |   |   |   |   |   |   | |   | RISK EVALUATION|   | Risk| Probability| Cost| Schedule| Scope | Quality| Risk Score|   |   |   |   |   |   |   | Completion before new semester| 30%| 4| 2| 2| 2| 3. 0| Material out of spec| 20%| 1| 2| 5| 1| 1. 8| Employee training| 20%| 3| 2| 2| 1| 1. 6| IT programing equipment (barcodes)| 15%| 2| 3| 3| 2| 1. 5| Equipment interface| 20%| 1| 2| 2| 1| 1. 2| Wrong equipment | 10%| 2| 3| 1| 4| 1. 0| Available space in bookstore| 20%| 1| 1| 2| 1| 1. 0| Hardware malfunction| 10%| 2| 2| 2| 1| 0. 7| Contractor schedule conflicts| 5%| 1| 4| 1| 1| 0. 4| Available work hours (school closing)| 5%| 1| 3| 1| 1| 0. 3| Defined Conditions for Risk Management Analysis| Project Objective| Relative or Numerical Scales| Very Low – 1| Low – 2| Moderate – 3| High – 4| Very High – 5| Cost| Insignificant cost increase| 10% cost increase| 10-25% cost increase| 25-50% cost increase| 50% cost increase| Time| Insignificant time increase | 5% time increase| 5-10% time increase| 10-2 5% time increase| 25% time increase| Scope| Scope decrease barely noticeable| Minor areas of scope affected| Major areas affected| Reduction unacceptable to sponsor| Project end item is effectively useless| Quality| Quality degradation barely noticeable| Only very demanding application are affected | Quality reduction requires sponsor approval| Quality reduction unacceptable to sponsor | Project end item is effectively useless| Resource Management Plan Resource Name| Type| Material Label| Initials| Group| Max. Units| Std. Rate| Ovt. Rate| Cost/Use| Accrue At| Base Calendar| Register Price| Work|   | RP|   | 100%| $0. 00/hr| $0. 00/hr| $0. 0 | Prorated| Standard| Outsource Fees| Work|   | OF|   | 100%| $0. 00/hr| $0. 00/hr| $0. 00 | Prorated| Standard| Contractors| Work|   | C|   | 100%| $25. 00/hr| $25. 00/hr| $0. 00 | Prorated| Standard| Installers| Work|   | I|   | 100%| $75. 00/hr| $125. 00/hr| $0. 00 | Prorated| Standard| Training| Work|   | T|   | 100%| $25 . 00/hr| $25. 00/hr| $0. 00 | Prorated| Standard| Project Manager| Work|   | PM|   | 200%| $25. 00/hr| $25. 00/hr| $0. 00 | Prorated| Standard| IT department| Work|   | I|   | 100%| $75. 00/hr| $125. 00/hr| $0. 00 | Prorated| Standard| Communication Management Plan Campus Bookstore—Self Checking Registers Prepared by: Carol Johnson Date: December 11, 2011 Authorized by: Carol Johnson ___________________________________________________________ __________________ A. General Information Installation of one (1) self-checking register. Which is to be installed at the exit of the Campus Bookstore. B. Stakeholder List All Stakeholders are located in the same geographical locations Stakeholder Name/Title| Project Role| IT Support Group | Customers that will design the system. They will design and program system once it is install. Weekly updates will be sent. | IT Support Group Manager—Aaron Smith| Will oversee the design and approval. Will provide support the developm ent teams. | Campus Dean—Samuel Adams| Overall approval for costs. Weekly updates will be received from Project manager| Project Team | Responsible for providing reviews of requirements, technology direction, and reviews. The group will receive weekly status reports, access to all documentation for the project, and access to of issues tracking database. | Project Team Leader—Carol Johnson| Will manage the entire project from Scope to acceptance and final launch. Carol will be responsible for allocation of all resources and approval of time schedules for the entire project. In charge of overseeing the installation, construction, equipment purchases. Weekly updates will be sent. | C. Communication Document Description| Audience | Expected Action| Comm. Class| Input Method| Output Method| Frequency| Responsible resource| Project Status Report| All Project team members| Individual Status Submitted every Monday| Mandatory| Status Update Form| E-mail each Tuesday| Weekly| Carol | Issue Report | All Project team members| Individual Status Submitted every Monday| Mandatory| Status Update Form| E-mail each Tuesday| Weekly| Aaron | Outsource report| Campus Dean, IT Support Group Manager| Individual Status Submitted every Monday| Mandatory| Status Update Form | Email each Tuesday| Weekly| Carol | D. Method for Updating the Communication Plan The communications plan will be updated as needed and reviewed during Status Meetings which will be held weekly. Any changes to the communication will be approved by the Group Team manager. Any changes to the plan will be sent out to the stakeholders in a timely manner. E. Existing Systems There will be a weekly organizational release meeting that is held by the Project Team group. The IT Support group will attend the meeting to review changes and major events to the project. The meeting will also address items and other systems that have an impact on us. F. Escalation Process The initial review of the issue or risk will occur during the project status meeting as gathered by the IT Support Group report. The project status will be used to escalate any issues or risks not resolved during the weekly meetings. When the issue or risk is identified, we will conduct a review and provide a contingency plan at Status meeting. If the issue or risk is still not resolved, it will be assigned to an executive committee for action. How to cite Mgmt 404 Project, Papers

International Quality Assurance Engineering -Myassignmenthelp.Com

Question: Discuss About The International Quality Assurance Engineering? Answer: Introduction Peer-to-peer learning is an educational strategy which covers a broad range of practices. In this approach, students learn new topics from other students rather than from teachers. In Peer-to-peer learning strategy management, students teach fellow peers and learn from them as well. The role of Peer-to-peer learning is continuously growing in the higher education system. In Peer-to-peer learning approach, students face various problems such as lack of experience and knowledge, collusion between peers, academic misconduct, and many others (Lang, Craig Casey, 2017). Along with several issues, Peer-to-peer learning approach includes various opportunities as well. The opportunities in Peer-to-peer learning include more self-confident students, less dependability on teachers, increased the ability to learn and many others (Williams Reddy, 2016). This report will examine the problem of low confidence which is faced by most students which increases their dependence on teachers. In this re port, various problems and opportunities regarding Peer-to-peer learning approach will be discussed, and recommendations will be given to students based on the issues. Secondary research will be conducted in the report through peer-reviewed journals and books to analyse the role and importance of Peer-to-peer learning. The purpose of this report is to analyse how Peer-to-peer learning promotes independence among students by evaluating its opportunities and problems. Finding and Discussion Peer-to-peer learning approach requires students to learn the course material and teach them to others which assist them in understanding the skills of learning which makes them independent. Independent learners are also called autonomous learners because they have the skills to learn new topics without the assistance of an experienced teacher. The ability to learn also assists students in the lifelong learning process and helps them become self-educated (Basnak, Ortynski, Chow Nzekwu, 2017). In Peer-to-peer learning strategy, students are requiring evaluating others and their own work which assists them in understanding their strengths and weaknesses. Self-evaluation makes them aware of the issue faced by them during the learning process, and they can use this information to improve their ability to learn. Through, students face the risk of collusion while evaluation others work but it also assists them analysing their learning abilities (Polishetty, Littlefair Patil, 2016). Stude nts can understand what their weaknesses are and how their peers are tackling such issues which assist them in improving their ability to learn and become autonomous learners. Therefore, self-evaluation in Peer-to-peer learning strategy increases students ability to learn by addressing their weaknesses which makes them more independent. Lack of Dependability on Teachers Peer-to-peer learning approach requires students to understand and teach the topic to their fellow students which reduces their dependence on teachers. Highly dependent students face various difficulties in their lives because they did not have the ability to learn. Without the assistance of teachers, the students find it difficult to learn and understand new topics on their own (van der Sande, Hendrickx, Boor-Klip Mainhard, 2017). Peer-to-peer learning approach challenges students to test their ability to learn new topic without the assistance of teachers. The number of overly dependent students is growing continuously growing because it is easier for students to connect with their teachers through online sources. Due to over-dependence, many students failed to evaluate their abilities and skills. Students are becoming highly dependent on teachers which negatively affect their learning abilities (Bulotsky-Shearer, Bell Dominguez, 2012). Highly dependent students lack creativity wh ich negatively affects their academic careers. In Peer-to-peer learning approach, the students depend upon their own skills which challenge them to learn new topics on their own rather than depending upon teachers. Therefore, lack of dependability on teachers encourages students to learn and teach new topics on their own which increases their independence. Self-confident Students In Peer-to-peer learning strategy, the students evaluate their strengths and weaknesses which increase their self-confidence and assist them in lifelong learning process that makes them independent. In Peer-to-peer learning approach, students learn with their fellow students who are also facing the similar issues as them. Different students bring different strengths in the group which establishes a dynamic environment that promotes Synergy between students (Brooks Koretsky, 2011). The peers learn from the experiences and strengths of other students which creates synergy between them. Synergy is the key goal in Peer-to-peer learning approach because it increases effectiveness of learning and it also assists in lifelong learning of students. Synergy between students increases their ability to work in groups which is important for lifelong learning (Anderson, Tenenbaum, Ramadorai Yourick, 2015). Effective synergy allows students to effectively taking the criticism and analysing their weaknesses which improves their learning skills and makes them self-confident. Therefore, self-confident students have the ability to learn new topics on their own which increases their lifelong learning skills and make them independent. Increased Student Engagement Peer-to-peer learning strategy promotes independence in students because it provides them various sources for engagement in the learning process, and they are requiring performing various teaching activities by themselves. Accounting to Boud, Cohen and Sampson (2014), Peer-to-peer learning strategy is not a single educational approach; instead, there are a number of models that can be implemented by students during studies such as workplace monitoring, community activity, peer-assessment schemes, and many others. Due to the advancement of technology, students have different opportunities to connect with their fellow students in Peer-to-peer learning approach. For example, there are both formal and informal sources through which students can connect with others in Peer-to-peer learning strategy with the help of internet such as social media sites, collaboration applications, instant messaging and others. In traditional methods of learning, students learn in classroom from their teache rs whereas in Peer-to-peer learning they can learn in different places such as after class, online, library, on phone and many others (Hanson, 2011). The students also learn from the experience of other peers and they also have to teach others in Peer-to-peer learning approach. Students have to perform various activities while teaching fellow peers such as organising, understanding, sourcing, and analysing the information which increases their engagement in the overall process. Therefore, in Peer-to-peer learning strategy, the students are more engaged in the process because they have multiple sources of interaction and they have to teach others as well. Conclusion This report found that most students are overly dependent on their teachers because they lack the confidence to learn new topics on their own. Peer-to-peer learning approach assists students in becoming more confident in learning and teaching with other peers. Students evaluate their strengths and weaknesses in Peer-to-peer learning strategy which increases their ability to learn which assist in their lifelong learning process. The students become more engaged in Peer-to-peer learning process through various online and offline sources. The Peer-to-peer learning approach reduces students dependability on teachers and makes them more confidence. Therefore, it can be concluded that Peer-to-peer learning approach assists students in becoming more independent by increasing their confidence, engagement, and ability to learn. Recommendations Autonomous learners might face issues because they lack experience, therefore, in Peer-to-peer learning strategy students should learn with senior and more experienced peers which assist them tackling various issues. Implementation of Peer-to-peer learning Program Students can use both formal (like PASS program) and informal (like group assignments) methods during Peer-to-peer learning approach. Peer Assisted Study Sessions (PASS) programs are becoming popular between students and universities, and they promote Peer-to-peer learning which assists in reducing students dependence on teachers (Hodgson, Benson Brack, 2015). Students should take advantage of these programs to increase the effectiveness of Peer-to-peer learning approach. Selecting Right Peers Students might face the issue of collusion or misconduct due to unnecessary criticism in Peer-to-peer learning strategy which might reduce their confidence. To address this issue, students should carefully select their peers who provide genuine criticism which increases their ability to learn and self-confidence. Engagement in Teaching Students should teach others during Peer-to-peer learning strategy because teaching helps them learn and understand topics more clearly. Also, they should choose online and offline sources that are most suitable for them (Gielen, Peeters, Dochy, Onghena Struyven, 2010). References Anderson, M. K., Tenenbaum, L. S., Ramadorai, S. B., Yourick, D. L. (2015). Near-peer Mentor Model: Synergy within Mentoring.Mentoring Tutoring: Partnership in Learning,23(2), 116-132. DOI: https://dx.doi.org/10.1080/13611267.2015.1049017 Basnak, J., Ortynski, J., Chow, M.,business-law Nzekwu, E. (2017). A digital peer-to-peer learning platform for clinical skills development.Canadian medical education journal,8(1), e59. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5344069/ Boud, D., Cohen, R., Sampson, J. (Eds.). (2014).Peer learning in higher education: Learning from and with each other. Abingdon: Routledge. Brooks, B. J., Koretsky, M. D. (2011). The influence of group discussion on students responses and confidence during peer instruction.Journal of Chemical Education,88(11), 1477-1484. DOI: https://dx.doi.org/10.1021/ed101066x Bulotsky-Shearer, R. J., Bell, E. R., Domnguez, X. (2012). Latent profiles of problem behavior within learning, peer, and teacher contexts: Identifying subgroups of children at academic risk across the preschool year.Journal of school psychology,50(6), 775-798. DOI: https://dx.doi.org/10.1016/j.jsp.2012.08.001 Gielen, S., Peeters, E., Dochy, F., Onghena, P., Struyven, K. (2010). Improving the effectiveness of peer feedback for learning.Learning and instruction,20(4), 304-315. DOI: https://dx.doi.org/10.1016/j.learninstruc.2009.08.007 Hanson, K. (2011). Blog Enabled PeerToPeer Learning.American Dental Hygienists Association,85(1), 6-12. Retrieved from https://jdh.adha.org/content/85/1/6.short Hodgson, Y., Benson, R., Brack, C. (2015). Student conceptions of peer-assisted learning.Journal of Further and Higher Education,39(4), 579-597. DOI: https://dx.doi.org/10.1080/0309877X.2014.938262 Lang, C., Craig, A., Casey, G. (2017). A pedagogy for outreach activities in ICT: Promoting peer to peer learning, creativity and experimentation.British Journal of Educational Technology,48(6), 1491-1501. DOI: https://dx.doi.org/10.1111/bjet.12501 Polishetty, A., Littlefair, G., Patil, A. (2016). Evaluating Student Perceptions in Peer to Peer Learning and Assessment Practices in Design Based Learning Environment.International Journal of Quality Assurance in Engineering and psychology Education (IJQAETE),5(4), 1-11. DOI: https://dx.doi.org/10.4018/IJQAETE.2016100101 van der Sande, L., Hendrickx, M. M., Boor-Klip, H. J., Mainhard, T. (2017). Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking.Journal of learning disabilities, 0022219417708172. DOI: https://dx.doi.org/10.1177/0022219417708172 Williams, B., Reddy, P. (2016). Does peer-assisted learning improve academic performance? A scoping review.Nurse education today,42, 23-29. DOI: https://dx.doi.org/10.1016/k.nedt.2016.03.024