Engineering Project Management Essay Example for Free

Engineering Project Management Essay .) Why do most people get the order of development that is from objectives/constrains to scope, back the front? Does it means that they don’t know what they are doing, but rather they are going to through motions in a mechanical/ unit thinking fashion? Or are the people unaware of the components of systematic problem solving and how fit together? Answer: Most people do prepare to get the order of development that is from objectives/ constrain to scope, /back front because people wants it to have the answer of their needs and wants as directly to the point or succinctly enough to the correct answer. People seem to be very economical and time conscious as well. Also right order hinders to focus on objectives why one should make interest to the order. To people whom did order that is from objective know a lot if the program or has already that vast knowledge of the program. Related studies of the brand and Brand Communications: Understanding the relationship between consumers and brand is crucial to differentiation in word products as well as to communicate effectively with them. This course is devoted to its analysis to what the brand mean to the consumers through different career and lecture, including models that give clues on issues as investment needs and communication disciplines better suited to reach effective marketing targets. Hence, showing above examples give the idea that customer has a very good background and knowledge of the program order. Thus mostly they should have to see to it that the orders they will aim to suit their knowledge or facts they learn beforehand to ensure better development they sought to aim. The users awareness are very much acquainted with their responsibilities that’s why they are looking on orders that is sought to direct needs they wanted to have. Likewise, people all knows much the suitable problems that are suited to the systematic answer to the problem. There is no doubt have the ignorance of people to those people ordered such program. Mostly they do have already the knowledge to reach out the needs of the problem for themselves. Q2.) Consider a project with which you have been involved and consider the time horizons of the program involve. How many programs were necessary and what time horizon was used in each program? Answer: Upper level program simplified example a project involving a conference. (Work parcel names have been abbreviated because of spaces limitations – work items are simplified.) For this program example, needs to consider the time horizon involve. Considering the presentation the representation of the program having overall program, which is the major work, showed also major parcels, milestone and key resources. Then the next presentation is for a medium range program showing details over the next shorter program that follows then the daily program. By looking at the presentation there was four programs involve and can be taken into consideration each of which has different time horizon depending on the task or degree of emphasis the program to consider. There is that time constrain from the highest level down to next level. The time allotment differs like from highest rank that needs a biggest time allotted, followed by the next higher time consumption then next followed by the lowest time allotment. In the lower level, the time is given daily task compared to other program as well. Now it must to see to it that at different levels of program it has also different time horizon so that we have to make good at the start since there was that saying, the first impression last. Meaning, that the starting work program should be done perfectly so that it may issue along with the preliminary project program, a tendency will occur that entire project will develop into a detailed execution and a well-planned program. Q3.) Why do you believed there have been no negligence action brought against project managers? Do all project managers act in a reasonable industry accepted fashion? Do all project finish on schedule under cost and to better than expected quality? Answer: Project managers belong to the senior management program in a higher level. Owner per see took all the risk provided by the company. So no one dares to questions negligence action brought against the manager since he or she was the brain of the system. All the decision and moves of the manager should all followed by the subordinates. Well for humanitarian reason there were a case also that subordinates can react bad action or decision made by the manager. So probably the subordinate go against the manager and questions his personal actions maybe. So tendency the subordinates will questions the credibility of the manager. Well, we can take into accounts that manger is a human being so he has or she has that weaknesses too. But a fact that the managers are the one manages the company; the subordinates in humanitarian reason can right away react to what her or his fashion to go against the manager. Not all project finish on scheduled time of deadline were all under cost and to better than that of expected quality. If in case such situation to occur then that is one of its kind to cherish and to prioritized if ever the next project will come, it will be the best model or should to follow in the future activity. But usually if the project finishes under cost, it is expected that the results sometime below or maybe just meet the quality that is expected to come. No wonder that cost and expenses will goes hand in hand in quality products. Now a days seldom or none at all you could find under cost that has good quality. The reason is the fact that economy underwent in all aspect of society. Q4.) Why are people found it hard to define the scope and detail of the work involved in project management? Answer: People find it hard to define the scope and details of the work involve in project management since in every company has its own principle of management. In each company there is varied principle that is injected in the management of the company. The reasons of these are depending on the needs and interest of the company scope of preparation. So for us people who are just followers or subordinates just depend on the outcomes but not the makers of such. Not all people knows or knowledgeable enough to the process and what’s was going on the company itself. There is that so called hidden documents that are not supposed to be displayed on public for security purpose and reason. The same a person even how one so introvert to showed what was her or his personality will be to the public but still she or he has that attitude that only him or her knows better. Such characteristics are also present in every company to be a successful one. It should be the case to be done to hide some documents coz might be other program or company will imitate the success of one company so the identity might be duplicated and that identity of the company can be protected as well. Q5.) Tender documents usually comprise the following,   . All notice(s) to tender . All condition of tendering (including form of tender) . The general conditions of contract (to be) . The special contract (to be) . The specification . The drawings . The schedule of rates (prices)/bill of quantities of rates (if any) * List other special arrangement of which you are aware that sometimes hold during the tender period? Answer: The period of adjustment is very crucial period. This is called the tender period in which starting transaction will be done tenderly. But if with stress and plenty of commands will make it very confusing on the part of the doer. So at tender period all notices should be imparted one at a time. No overlapping and should be short and concise so confusion will be avoided. Conclusions and generalization are made to be clear and worth discussing, so the doer can easily grasp and understand the matter. Other special arrangement to considered at tender period is to put into details the rules and policies that imposed in the process so it will goes smoothly along with the rest of accompanying rules and regulation posted. Primarily these rules and regulations must be clear and understood well by every member in the company. Q6.) Is it possible to have one section of the tender documents purely related to administrative matters, and one section purely related to contractual matters/or they necessarily linked. Explain your view. Answer: In my own view, there must be a separate confidential section of tender documents that is for purely related to administrative matter and separate to contractual matter. Not necessarily that the two tender contacts link together but both must only parallel to each other. The reason why they should be separated because per records must have their own identity for the purpose but has its only one aims for the success of the project. Matters that is confidential, not proper to discuss openly to the public for discussion or what so ever. That confidential matter is only good for inner transaction that only the one concerned knows the secrecy of the documents but it should all documents parallel for the purpose of improvements and success of the program as well. In other words, it is by virtue of the fact that mangers are organizationally compelled to make a difference to the resources they combined via performing the function of planning, organizing, leading, controlling, etc., that certainly characteristics of the managing task. Lets take into consideration an example of principles. â€Å" Neo-Marxist perspective on management has emphasized the centrality of management contract in securing transformation of labor power to actual labor in context of capitalist relation of production† ( Ackroyd, Stephen. Page 38.). Reference: Realist Perspective on Management and Organization Contribution. Stephen Ackroyd- editor, Steve Fleetwood, Publisher :Routledge. Place of Publication: London. Publication Year; 2000. Page no. 38.

A Destructive Society Exposed in Steven Crane’s Maggie A Girl Of The Streets :: Maggie: A Girl Of The Streets

A Destructive Society Exposed in Maggie In Maggie, Stephen Crane deals with poverty and vice, not out of curiosity or to promote debauchery but as a defiant statement voicing the life in slums. Drawing on personal experience, he described the rough and treacherous environment that persisted in the inner-city. By focusing on the Johnsons, Crane personalizes a large tragedy that affected and reflected American society as a whole. His creation of Maggie was to symbolize a person unscathed by their physical environment. Through Jimmie he attempted to portray a child raised without guidance who turned into his abusive, drunk father. Crane plays Jimmie and Maggie off of each other as opposites. The Mother and Father are depicted as failed drunken hypocrites and poor role models. Crane skillfully characterizes and stereotypes the personalities in Maggie to illustrate the influence of environment and the wretched conditions in slums. Maggie "blossomed in a mud puddle" and represented purity in a corrupt world. When she gets together with Pete she attempted to get out of the world she despised, but instead remained in the slum, unable to escape. Although she is repeatedly abused, Maggie continually picks up the remnants of her life despite being "in a worn and sorry state." Jimmie is seen both in a good light, like his sister, as well as an evil and cruel person. In the beginning of the story, he is portrayed as the "little champion" of Rum Alley. However, that description merely cloaked the brutal fight that he was engaged in and the beating he later gave his sister. Later in the story, Jimmie buys some beer for an old leathery woman, but it is taken by his father. Jimmie protests in the name of justice but is not successful. The crude and abusive relationship with his father severely cripples his chances to become a benevolent adult. Instilled with poor values he did not see the world as good and bad but rather bad and worse. When he "studied human nature in the gutter, and found it no worse than he thought he had reason to believe it" he expressed his pessimistic and cynical attitude towards the world. The Johnson's mother is typical of a drinking, abusive, and careless mother. She stood for a hypocritical, industrializing society that was neglecting its children. When Jimmie tries to take his mother home when she has been kicked out of a bar "she raise[s] her arm and whirl[s] her great fist at her son's face.

Gender in student access and teacher attention in classroom Essay

The school is one of the many social institutions which seek to promote human welfare. Students and teachers alike are both a part of the larger scheme of the academic institution aimed at expanding the knowledge of mankind from a wide range of themes. Despite of the existing and previous efforts in fully achieving and realizing these goals, several factors have â€Å"hindered academic institutions from meeting such ends (Kane, p. 419)†. Gender is one of the factors which â€Å"pose a limit in maximizing the acquisition of knowledge (McIntyre, p.80)†, both practical and theoretical, in the academic institutions such as schools. More particularly, gender plays a difference in student access and teacher attention in the classroom. It does not only limit the interaction from among students and teachers, it also limits the attention teachers give and students receive. This research is specifically aimed at identifying and analyzing the ways gender demarcates student access and teacher attention in the classroom setup through a critical appraisal of the various elements that contribute to it. Gender is considered to be â€Å"the femaleness or maleness of individuals (Pearson, p. 328)†, and these individuals include both students and teachers. On the other hand, classrooms are primarily the basic unit of the academic institution in terms of the aggregate of the students and teachers operating within the academic setup. This setup initially consists of learners or students, and facilitators of learning such as the teachers. What precisely are the ways in which gender plays a difference in student access and teacher attention within the classroom setup? In order to arrive at the probable ways and the related explanations behind these ways, it is imperative to consider several societal forces which contribute to these differences as well as the several other institutional forces commonly existing in schools. The role of forces in the society The setup of the society starting from earlier times has been observed to be dominated by males. In this sense, the society in earlier times is thought to be as a â€Å"patriarchal one where male dominance sets the general structure as well as the particularities in the society† (Kane, p.421). It can be noted that this previous setup of the society has had a profound impact in the present generation. And the profound impacts are quite observable in many ways. For instance, there are â€Å"occupations wherein males are more preferred over females for several reasons (Lopata and Thorne, p. 718)† which may include physical capabilities. These and other preferences based on certain factors will be further considered in the latter part of the paper. What is important to consider for now is the fact that preferences based on gender have been a result of the patriarchal domination especially in the past, and that this societal setup, whether or not it still exists today, has resulted to certain effects in contemporary times. Having an earlier patriarchal society resulted to an imbalance in gender roles (McCallops, p. 408). Males may have been given more roles and active participation whereas females may have shared a lesser fraction of participation. As a result, a disruption in the roles has paved the way for an imbalance in gender roles. However, it should be noted that the focus of the research is not to expound on the historical events that created this imbalance but rather to use this observation as the basis for the more contemporary gender differences in student access and teacher attention in the classroom. Apparently, more modern waves of changes have transpired. Feminist theories have countered the persistence of male dominance and have given more weight on the role of women. In this sense, it can be presumed that male and female students and teachers have been affected by these shifts in the society. A male student may have the consciousness that â€Å"male dominance has existed in the past (Lopata and Thorne, p. 720)† and is being challenged today. On the other hand, a female teacher may all the more break away from the patriarchal tradition by giving an equal share of participation between male and female students within the classroom. Nevertheless, whether or not the patriarchal setup of the society has been eradicated or gradually broken down, it remains a fact that there are gender delineations spread across classrooms in many parts of the world (Acker, p. 565). For instance, physical education activities have manifested the separation of roles between male and female students in the classroom. Physically daunting tasks such as lifting heavy objects designed to improve the body are more challenging among males than females precisely because males are given more of the ‘weight’ of the challenges. This is especially true in countries where tradition declares that â€Å"males should do more of the physical laboring (Kane and Macaulay, p. 5)†. This in turn results to differences in student access in the classroom in the sense that males appear to acquire more space in participating in physically challenging tasks in the classroom although females also share a part in this. It may be an all too simple occurrence with presumably a minimal significance, but the fact is that it reinforces the gender differences even more. Female students, on the other hand, share more of the classroom activities with limited physical requirements such as designing or planning activities although males also share a part in these activities. This is not to say that either male or female students are simply confined within the prescribed roles they are encouraged or even forced to perform. What is being shown is the fact that there are gender preferences in the classroom roles male and female students are engaged into which spell the difference in student access. Homosexuality is another issue that has a relevance to the issue of differences in student access. There are societies which have a â€Å"strong inclination to condemn homosexuality† (McCallops, p.409) such as those in Iran although there, too, are countries which have an open acceptance of homosexuality such as the Netherlands. This also has an impact on the student access in classrooms depending upon where the school is to be found. More specifically, religious schools which have a strict compliance with conservative religious dogma might have a â€Å"negative stance towards students who are homosexuals (Martin and Little, p. 1428)†. This may lead to limited access for students who are either gays or lesbians in terms of participation in classroom activities. The opposite may be true of schools which are liberal, learning institutions which do not discriminate in terms of gender and gender preference. In contrast to conservative schools, it may lead to a much broader participation for homosexuals in the classroom which heightens their access within the learning environment. Institutional factors It is a fact that there are aspects in the â€Å"learning institutions where gender demarcations are clearly exhibited (Blee, p. 163)†. These demarcations arise out of necessity simply because without these gender demarcations certain disorders may manifest. One of these demarcations among numerous institutions is comfort room. How is this related to student access and teacher attention in the classroom? The answer to this question rests on the basic premise that one small thing leads to another. To put it more precisely, the necessity of putting up separate comfort rooms for males and females, specifically among students, reinforces the consciousness of gender separation. Although the need to separate comfort rooms is perhaps an accepted need, it nevertheless â€Å"reinforces the belief in the male-female demarcation (Kane and Macaulay, p. 21)†. Even school uniforms contribute in a way to the clear gender demarcation. It should be reminded that this research does not contend the removal of these necessities but rather this research proposes the use of these gender demarcations as part of the number of hindrances in student access and teacher attention in the classroom. With these necessities, the classroom access of male and female students is hindered in terms of the reinforced belief in gender separation. And because of the individual performances of each student, the accessibility is either hindered or promoted all the more. For instance, a passive male student is more prompted to keep away from the attention of the teacher and to minimize interaction with other students because there is no compelling reason or stimulus that will prompt him to do otherwise. The â€Å"separation of genders out of necessity further reinforces this consciousness (Ackers, p.568)† as the passive male student becomes more and more absorbed into the thought of these demarcations which separate him not only from the rest of the male students but also from the female students. As mentioned earlier, subjects that need much physical exertion of force such physical education subjects give â€Å"more emphasis to the male capacity to perform the related physical tasks in the subject (Blee, p. 165)†, allowing for a limited participation from amongst female students. On the other hand, in cases where females have higher physical fitness to engage in physically challenging activities, the same may also be true. Moreover, gender preference in choosing teachers also contributes to the role of gender in teacher attention in the classroom. There are â€Å"certain curriculum subjects wherein female teachers are more preferred over males (Martin and Little, p. 1430)† such as subjects with the content of feminist studies, female reproductive system or the anatomy of females, and psychology of women just to name a few. On the other hand, there are also curriculum subjects wherein male teachers are more preferred over females. For instance, male instructors teaching the subject of male psychology may either have more attention towards male students in order to assess the knowledge or learning of these males with respect to the scope of the subject, or have more attention towards female students in order to assess the reactions and the absorbed knowledge of these students learned throughout the course of the subject. Moreover, it may also be the case that female students tend to be â€Å"more responsive in terms of the interaction of female students (Tobach and Carlin, p. 1595)† as they are able to relate more with one another in terms of gender. The opposite may also be true of male teachers and male students although there may also be cases wherein the reverse is true. Nevertheless, this only shows that gender plays a difference in teacher attention as well as student access in the classroom setup. Conclusion The school is one of the many social institutions intended to broaden the knowledge of students within the classroom and beyond, and gender is one of the numerous factors that share a role in student accessibility and teacher attention. Gender demarcations may arise out of necessity or out of artificial arrangements. But whatever the case may be, gender plays a role in student accessibility and teacher attention within the classroom. References Acker, Joan. â€Å"From Sex Roles to Gendered Institutions. † Contemporary Sociology 21. 5 (1992): 565-69. Blee, Kathleen M. â€Å"Teaching a Theory-Based Sociology of Gender Course. † Teaching Sociology 14. 3 (1986): 162-67. Kane, Emily W. â€Å"Racial and Ethnic Variations in Gender-Related Attitudes. † Annual Review of Sociology 26 (2000): 419-39. Kane, Emily W. , and Laura J. Macaulay. â€Å"Interviewer Gender and Gender Attitudes. † The Public Opinion Quarterly 57. 1 (1993): 1-28. Lopata, Helena Z., and Barrie Thorne. â€Å"On the Term â€Å"Sex Roles†. † Signs 3. 3 (1978): 718-21. Martin, Carol Lynn, and Jane K. Little. â€Å"The Relation of Gender Understanding to Children’s Sex-Typed Preferences and Gender Stereotypes. † Child Development 61. 5 (1990): 1427-39. McCallops, James S. â€Å"Gender as a Teaching Tool: An American Example. † The History Teacher 31. 3 (1998): 408-09. McIntyre, Connie. â€Å"Writing About Nontraditional Roles. † The English Journal 84. 3 (1995): 80. Pearson, G. A. â€Å"Of Sex Gender. † Science 274. 5286 (1996): 328. Tobach, Ethel, and Norman F. Carlin. â€Å"Sex and Gender. † Science 274. 5293 (1996): 1595-96.

Suicide Should Never Be Cast Aside - 1337 Words

Suicide is deliberately taking one’s own life, in the United States this continues to be a serious problem and is the third leading cause of death among adolescents. With rates of suicide among young people doubling over the past fifty years. Teenagers who experience a sudden trauma growing up can intensify negative feelings and for some teens suicide is the solution they turn to escape their stresses and problems. One of the myths of suicidal talk amongst adolescents is that it is often a ploy used to gain attention or help. Rather than dealing with these threats, they are often seen as a bluff and are dismissed. However, the threat of suicide should never be cast aside, it is crucial to respond to these threats to avoid a negative†¦show more content†¦Although some of these situations are experienced at some point by most adolescents, there is research that suggests that these negative life stressors in addition to a psychiatric disorder can greatly contribute to su icide risk and behaviors. (Smischney et al, 2014) However, these are just a few of the many risk factors that can lead an adolescent to suicide. Most of these risk factors can also be prevented if the correct actions are taken to reduce the chances of suicide. In one source Dr. Kaslow explains that along with risk factors, those that increase the possibility of suicide one should also look for protective factors, or things that can decrease the risk of suicide. As Dr. Kaslow states in her research, children who have a lot of risk factors and little protective factors are the ones to be concerned about. However, if the child has a fair number of risk factors but a larger number of protective factors there is no need to be overly concerned about the behavior however, one should still act to help the child to prevent that behavior from growing into something that could have detrimental consequences. Protective factors that can assuage the risk of engaging in suicidal behaviors include having hood problem solving abilities, young people that can find ways to resolve conflicts in a non-violent way, having strong connections with f amily friends and people in their community are less likely to harm themselves mostly because they feelShow MoreRelatedEssay on Disregarding Women in The Picture of Dorian Gray1297 Words   |  6 Pagescruel, and it is this cruelty that he first notices on the alerting portrait,† (Davis 214). Because he did not care about how Sibyl felt at the moment, he becomes selfish and would later become evil. 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