Agricultural regionalisation in assam and kerela Essays

Agricultural regionalisation in assam and kerela Essays Agricultural regionalisation in assam and kerela Essay Agricultural regionalisation in assam and kerela Essay This report deals with the three aspects ,namely , the agricultural rationalization ,credit allocation mechanism and the rural-urban disparities within the two states of Assam and kernel. Both the states are predominantly agrarian with almost similar rainfall patterns and topography . Being agrarian in nature agricultural rationalization as well as the credit allocation mechanism play a pivotal role in it. If agriculture stagnates, it will act as a break on industrial expansion and halt real Roth.. But it is obvious that there is hardly any possibility of substantial increase in the area of cultivation Therefore, intensive cultivation and strong credit allocation system that will intern help the farmers to get good seeds ,farm equipments appears to be the only way to boost agriculture Both the states have the same staple crop rice but the variety do vary due to temperature and the rainfall patter in the respective states. Kraal being termed as the ideal state has been growing at the rate of 6. 98% whereas Assam which is considered as an underdeveloped state its economy grew only by 3. % as compared to the 6% growth rate by India . There are various factors responsible for it. In this report we aim to look at the various agricultural issues and disparity . However we would suggest some key measures/ policy prescriptions that need to be taken by the state to more equitable distribution of resources within the regions and sectors of the state. Overview of agriculture in Assam Agriculture in Assam exhibits most of the characteristics of underdeveloped/ backward agriculture, namely, a high dependence on agriculture for livelihood, widespread practice of traditional farming techniques and correspondingly low sage of modern farm inputs, low levels and low growth in productivity and incomes in the sector, widespread prevalence of subsistence cultivation, poor / inadequate agricultural infrastructure, and so on. About 89 per cent of the population in Assam lives in rural areas as per the 1991 Census. About 75 per cent of the states population is directly or indirectly dependent on agriculture, while about 69 per cent of the workforce in the state is actually engaged in agricultural activities. On the other hand, the sectors contribution to the states income has been falling sharply ever time, from nearly 50 per cent in early sass to only about 35 per cent by the end of sass. Though this is natural when economic development occurs, in Assam this has come about despite the slow overall economic growth in the state. Even though the state is richly endowed in natural resources, such as abundant rainfall, alluvial Assam has been slow over the decades. Consequently, the state is not Just lagging behind most others in the country but is unable to meet its own requirements in many agricultural commodities. Now let us examine the progress of agriculture in Assam, the constraints it faces and possible policy actions that can be taken to remove / reduce those constraints to agricultural growth in the state. DATA: Before proceeding to assess the status of agriculture in Assam, a few remarks on the database are warranted. The analysis relies on secondary data on various variables of interest. The data have been collated from various official statistical documents published by the Government of India, the Government of Assam, the North-Eastern Council, the Fertilizers Association of India, and the Assam Agricultural University, Gorham. The analysis is confined to the post-1980 period up to the latest year for which data are available. The gross cropped acreage total and under different crops is shown in Table 1 as an illustration. The data on total cropped acreage under the state does not tally with the sum total of the acreage under individual crops. This obviously raises doubts about estimates of cropping intensity, cropping patterns, yield levels, et cetera. The data on irrigation also present a somewhat confusing and uncertain picture. On one hand, the data on net area irrigated in the state has not been updated ever since 1953-54. Whereas at other places in the above-mentioned data sources, various figures are reported as the irrigation potential developed and potential utilized. In such a situation, the true picture with regard to the status of irrigation cannot be properly gauged. Further, the status with regard to the availability / use of irrigation for different crops is more or less unknown, as the crop-wise irrigation data have not been updated since 1953-54. With the available data being in such a situation, one can obtain only a rough idea of the state of affairs with regard to agriculture in Assam. They have been used only to obtain a rough comparative picture of the status of agriculture in Assam visit-Â ¤-visit the country as a whole and in some cases with Punjab, probably agriculturally the most advanced state in India. Such comparisons, though lacking in precision, could still provide valuable insights into the problems confronting agriculture in Assam. Agricultural rationalization Agricultural rationalization is basically is an area which depicts homogeneity in respect of agricultural land use and cropping pattern. It generally shows broad similar ties in the nature of crops grown, their combination pattern, method of litigation, average quantum of inputs and orientation of farming activities. Such similarities mainly arise out of the uniformity of physical and agro-climatic conditions and socio- cultural characteristics. With the passage of time agricultural regions undergo changes in their salient features and characteristics. The introduction of rice cultivation in Punjab and popularity of wheat in the lower Gangs plain may be cited as examples. Agricultural regions are affected both by the elements of the physical and cultural environment. While former includes climate, topography, soils etc. ICC have their bearing on the agricultural characteristics, the latter consists of such elements like population density, agricultural practices, agro cultural technology, crop land use, land tenure, land ownership, arbitration, transport and into account in agricultural rationalization. Topography Assam Topography shows the positional features of the state. Sharing its borders with various states like Megalith, England, Bhutan, Mozart, West Bengal, Raunchy Pradesh and Maniple, As sam is located on the north-east part of India. The prime geographical characters that form the topographical features of Assam are he Bark Valley and the River of Paramount. From north-eastern corners to west and further towards south, the Paramount River spread its rich alluvial plains across the length and breadth of Assam. The topography of Assam is also featured through many quaint hills that existed in the land from ancient periods. In fact some of the hills of Mozart, which is an adjoining state, act as the boundary indicators. The state is divided into three broad geographic units: The lower and central Assam hills, known as the Shilling Plateau The Brail ranges and the low hilly terrains of Mezzo hills The Alluvial valley of Paramount, Deanship and the Bark river The lower and central Assam range which includes, from west to east, the Agro, Khaki, Saint and the outlying Mike hills are in reality a plateau or table-land. The general height of the plateau ranges between 3,oft and 6,oft. The Khaki and Juanita hill portion of the plateau are comparatively higher and flatter than the Agro and Mike hills on the west and northeast. The highest peak of the plateau is the Shilling peak (6450 Ft) The lofty Brail ranges, also known as the North Charm hills, are separated from the Shilling plateau on the Northwest by a system of narrow valleys. Technically, the Barrels form a south westerly extension of the mountain chain of England and western Burma. It is this chain of mountain that separates the valley of Irradiated and Chining of Burma from the valley of Paramount and the Meghan. The Patti, Nag and Maniple hills and the Mezzo hills, form part of this great mountain system. The Mezzo hills consist of a belt of North- South trending ridges with intricate valleys, with an average height of 3,oft. The alluvial plains of Assam consist of two distinct parts I. E. The valley of the Paramount and its tributaries and the Bark valley. These are separated from each there by the water shed of the Shilling plateau and the Brail ranges. Climate Assam at present consists of two hill districts and twenty one plain districts. The climate of the hills is generally salubrious while that of the plains is comparatively warm in summer but cool in winter. Accordingly,the climate of Assam is characterized by alternate cool and warm periods with a highly humidity,Especially from May to November. Between March and May at the time when precipitation in Northern India is at the minimum, Assam gets some amount of rainfall from the Northwesters which keep the temperature low in the season of spring. In the plains of Assam, the maximum temperature does not go beyond OFF. Or ICC and in winter the plains of Assam have a minimum temperature of about ICC or about OFF. The climate of the plains and the sub-Montana region becomes unpleasant,especially in the summer season. It happens to be so because of the extreme humidity which comes with the monsoon. In the plains of Assam,including the district of Charm the temperatures in summer may be only about ICC. But the humidity may be so high bouts of rainfall. From the climatic point of view the year in Assam can broadly be divided in two, the cold season and the rainy season. However,there are two other short seasons namely spring and autumn representing the transition between cold and rainy seasons and that between rainy and cold seasons respectively Soil Red Loam Soil, Alluvial Soil and Laterality Soil these three types of soil mainly found in Assam State. Red Loam Soil is found the places like Agro, Mezzo Hills, Charm (part of), Khaki-Saint Hills and Siberia of Assam. Part of Shagbark, Saint Hills, Khaki Hills, Charm (part of) and Owning is the region where Laterality Soil found. Alluvial Soil covers entire Daring, Kumara, Lashings, Goalpost, Siberia and part of Agro Hills. Crops being cultivated in Assam Out of the total geographical area of 78. 43 lake hectares, almost one-third (30. 42 percent) is under net cultivation covering an area of 23. 86 lake hectares (excluding tea area). The gross cropped area occupies about 36. 37 lake hectares.

Analyzing Jack Assignment Example | Topics and Well Written Essays - 1000 words

Analyzing Jack - Assignment Example However, immediately after moving in with him, trouble starts, as the man transforms into a different character. Not only does he physically and psychologically abuse the helpless boy, he also takes advantage of him, forcing him to sell newspapers and taking away the money, he made from the sales. Jack however shows resilience and hope of a better life, evidenced by his constant dreams that he had of a good life someday. In fact, his current life situation little affects him, as he seeks solace in his dreams and ambitions. It is due to his ambitions that he seeks to apply for a scholarship ion far off places. In his view, he believes that he will one day change his and his mother’s life. Compassionately, he takes care of his mother, despite his young age. Regardless of the problems that the two face, Jack shows extreme loyalty to his mother, with whom he ran away with. He is oblivious of his brother’s good education, understands that his father at that particular time h ad married a billionaire, and can thus afford to pay his school fees. However, he chooses to remain with his mother, their poor and desperate state, with high hopes that one day he would become a successful man. Choosing to remain with his mother, run away with her from his father shows the level of braveness in him. There is no particular indication that he had ever been to Utah previously. Thus, his choice to leave his only home and wander in the streets of a completely new town shows his brave nature. When they could not find uranium and his mother became desperate, she began a relationship with Mr. Dwight, who then appeared harmless and caring. Immediately after moving in with him, Jack realizes that the man was completely different of what they had thought him to be. He was an arrogant man, with an immense appetite to dominate other people. Moreover, he was abusive, physically and emotionally, yet Jack

What is Art The Art of Jackson Pollock Essay Example | Topics and Well Written Essays - 3750 words

What is Art The Art of Jackson Pollock - Essay Example This statement can be limited to just the expression of an emotion about something of interest to the author, or it can be the expression of a specific social topic that someone feels is important. A good example of art is the cave paintings that primitive man made (Getlein 5). The reason this is art to me is because someone is capturing the event of hunting as they saw it. They are recording something about their everyday life and it is on the cave for anyone to see. These paintings have been seen by many different people over many years. In one sense, this art has lasted through time. Stonehenge (Getlein 6) is also a fascinating aspect of art because it is similar to architecture . It is much like the Pyramids because people are wondering how these were built and why. Stonehenge makes people think and wonder about who put these stones together and why. This is another essential part of art in my opinion: It must make people think and wonder why the artist created this piece. I thin k that art must make people feel something, even if it is something small. In the example of the cave paintings, I wonder why these hunters thought it was important to make the drawings. Were they bragging about the hunt that day? Were they counting their hunts? Only they would know. Stonehenge makes me wonder about why these stones were dragged to this particular spot and arranged in the way they are arranged. It is interesting to me that the book said that this was a graveyard and that it marked about 240 graves (Getlein 6); this is much like our cemeteries today. Many people go to our graveyards and do etchings of the older gravestones because they consider it art. When I pick art myself, I look for symmetry and the way it feels to me. Some pieces of art speak to me differently than others. As an example, I may pick a piece of art for my wall that has vibrant colors that are symmetrically placed in a abstract form. I also have picked pieces because they look interesting or becaus e the scene describes something that is interesting to me. I cannot say that I like the kind of art that the Masters created. I am not sure why, but I think it is because it is usually of some scene, people or subjects that I find uninteresting. I can say that I like some of Picasso’s work because it was very strange and it does make a person wonder why he did what he did. Was the fractured way that he looked at this the way that he saw the world? I do believe that anything can be art. The unfortunate issue is that there are art critics who decide what art is and what art is not. I think that everyone becomes an art critic when they look at a piece of art and they do not need others to define what art is for them. In other words, there are so many different ways that art can be interpreted, that it seems a shame that art critics are allowed to define art. I enjoy looking at art and I hope that this class will bring me more knowledge about what I am looking at on a deeper leve l than I have seen in the past. Essay 2: Discuss Two-Dimensional Media. Give example of artist, media and a piece that appeals to you. The book describes two-dimensional art as something very simple and easy to read. The media can be anything from drawing with pencil and ink on paper to creating images on clay or the cave wall. The book mentions many media that include graphite, metalpoint, charcoal, pastels and more. I have seen many artists pencil drawing (graphite) which creates an interesting effect when the artist uses shading and contrast in their drawing. I think metalpoint provides a beautiful array of interesting and eye-catching symmetrical shapes. I can understand why most people do not use this method

Relationship between perfectionism and social anxiety

Relationship between perfectionism and social anxiety 1.1 Introduction Perfectionism is the attitude of an individual that strives to achieve perfection in everything they do. People with perfectionism tend to outdo themselves and make sure everything is in the best form. As perfectionism strives one to be perfect, it is also taxing on the individual for they are pressured to excel, or to meet standards either imposed by others or oneself. This strive is more a common among students as they tend to excel in academic prevalence in an increasing competitive environment. Though the advantages of having this strive, there too are drawbacks, in particular, the level of social anxiety experienced by one. There a number of theorists which have discussed the potential role of perfectionism in problems of social anxiety (e.g., Heimberg Becker, 2002; Schlenker Leary, 1982), but there has been little investigation done on how perfectionist personality characteristics relate to social anxiety and its consequences. (Laurenti, Bruch Haase, 2008). Social anxiety is a disorder where one experiences higher levels of anxiety when engaged in an interaction. As such one may feel fear of being inarticulate, boring, or appearing awkward when interacting with others. According to cognitive theories of social anxiety (e.g., Schlenker Leary, 1982), reviews on interpersonal situations typically involves two aspects: an estimate of ones own abilities (i.e., social self-efficacy) and an estimate of what is an acceptable performance in that particular situation (i.e., others standards) and, presumably, it is the discrepancy between these two appraisal responses that triggers social avoidance and negative effect (Laurenti et al., 2008). Thus, this study aims to examine the relationship between perfectionism and the level of social anxiety among university students in University Putra Malaysia. This study will identify the factors which are related to perfectionism and social anxiety. These factors are referred to ones personal characteristics which include gender, personality, education stream and emotional quotient. Researching the impact of this relationship between perfectionism and social anxiety may lead to the development of an overview about the role of perfectionism in influencing the level of social anxiety among university students therefore in a way, encouraging positive social engagement among them. 1.2 Statement of the problem Is social anxiety a bad thing? Perhaps no; social anxiety can help us to be more sensitive toward others people feeling and needs which is needed in building relationships. Social anxiety will only become a problem while it is excessive or outside the norm. So what are the anxiety symptoms? What causes them to experience social anxiety? To what extent will social anxiety impact ones relationship with others? This study aims to determine the relationship between perfectionism and social anxiety among UPM students. Specifically, this study identifies factors which are related to perfectionism and social anxiety, i.e. personal characteristics (gender, education stream, personality and emotional quotient).As such we will focus on these several research questions that would guide us for the research content. How personal characteristic will influence someone perfectionism behavior? Does personal characteristic cause someone to experience social anxiety? How perfectionism will influence social anxiety? 1.3 Significance of the study The purpose of carrying out this study is to mainly determine the relationship between perfectionism and social anxiety level among students studying in UPM. Perfectionism when over done would inevitably cause nervousness or anxiety among students which in the long run will lead to stress or other serious problems such as burnout, depression or many other physiological complications. By studying this symptom among individual especially students, it may help to reduce the negative side effect of perfectionism. The study may also help individuals to cope and handle with perfectionism without adding unwanted anxiety to them. As we know that perfectionism among general people will cause signs of anxiety and stress, we want to investigate if it affects UPM students and the significance of the effect. As being a perfectionist will make a person very demanding about the standards of work done, this study will measure the amount of anxiety levels experienced by a UPM student. By measuring the anxiety levels, we will be able to understand if it causes extra stress on a UPM student and causes their performance to be affected. This study will also benefit the other students at the university level in Malaysia as it may be an indicator of how university students react to anxiety when striving to be perfect. It will help to identify the common trend among students and determine if perfectionism leads to over nervousness among students in Malaysia; which in the long run cause their performance to be affected. When perfectionism is identified early or thought correct ways to cope with it, students may be able to avoid being stressed out due to anxiety. This may help to increase the performance of university students without adding unwanted anxiety levels. 1.4 RESEARCH OBJECTIVE: General objective: The present study aims to determine the relationship between perfectionism and social anxiety among UPM students. (Gender, program of student, personality and emotional quotient) Specific objectives: To describe personal characteristics (gender, program of student, personality and emotional quotient) of the students. To describe student perceived perfectionism. To describe the social anxiety level of the students. To determine the relationship between gender and perfectionism. To compare the difference of perfectionism across student personality. To determine the relationship between emotional quotient and perfectionism. To determine the relationship between courses of student and perfectionism. To determine the relationship between gender and social anxiety. To compare the difference of students personality across social anxiety. To determine the relationship between emotional quotient and social anxiety. To compare the difference of student courses across social anxiety. 1.5 Hypotheses: The purpose of the present study is to examine how perfectionism influences social anxiety level. Given the preceding theoretical and empirical outcomes that we had collected through the study, a number of hypotheses which reflects the association between perfectionism and social anxiety level are proposed: There is no significant relationship between gender and perfectionism level There is no significant difference in perfectionisms across students education streams There is no significant relationship between personality and perfectionism There is no significant relationship between emotional quotient and perfectionism There is no significant difference between gender and social anxiety level There is no significant difference between social anxiety levels across students education streams There is no significant difference between students personality and social anxiety level There is no significant relationship between emotional quotient and social anxiety level There is no significant relationship between perfectionism and social anxiety level Conceptual framework Antecedent Variable Personal characteristic Gender Education Stream Personality Emotional quotient Independent Variable Perfectionism Dependent Variable Social Anxiety To have a more clearly illustration of the relationship between perfectionism and social anxiety among university students in UPM, a conceptual framework is prepared above. There are three types of variables in this research which are referred to antecedent variable, independent variable and dependent variable. For the antecedent variable, it includes the personal characteristics whereby gender, education stream, personality and emotional quotient is taken into view. The independent variable refers to perfectionism while the dependent variable refers to the level of social anxiety. 1.6 Definition of terminology Perfectionism Conceptual definition: Someone who has perfectionism is a person who is not satisfied with anything unless it is completely perfect. Operational definition: For this study, we used the Multidimensional Perfectionism Scale (MPS) by Hewitt Flett (1991) to assess the levels of multidimensional perfectionism in students. Social anxiety Conceptual definition: It means the interaction between a human and the environment around them that causes the feeling of worrying about something. Operational definition: The social anxiety level is measured using the Social Interaction Anxiety Scale (SIAS) developed by Mattick Clarke (1998) which has been used to assess prevalence, severity, and treatment out-comes of social phobia and social anxiety disorders. Gender Conceptual definition: The sex of a person whether its a male or female. Operational definition: This part of information is obtained from the background questionnaire form which will be filled up by the respondent. Courses of student Conceptual definition: The stream of studies of university students whether its science or arts. Operational definition: The information will be obtained by the questionnaire which will be filled up by the respondent. Personality Conceptual definition: It refers to the university students character in how they behave towards other people. Operational definition: In this study the scale used to measure the personality is The Myers-Briggs Type Indicator by Briggs (1985). Emotional quotient Conceptual definition: This means the amount or degree of a feeling such as love, hate, or anger and how they control it. Operational definition: The emotional quotient in this study will be measured using the Emotional-Quotient Inventory which is widely used worldwide. 1.7 Limitation of the study: It is to be certain that there are some limitations with respect to the present studies that need to be acknowledged. As such the data collection might be possible that it would affect the accuracy of the results. The first limitation relates with the extent to which the findings would manage to generalize beyond the previous studies. The numbers of similar research that relates to our present study is limited. Thus, further empirical or duplication of the studies are needed to enhance the current topic and thus would further support future findings. Second limitation here would mainly relate to the small sample size and its location. The small sample size would create a possibility of the data collected to be either ending up with particularly good or particularly bad. Consequently, it is difficult to find an established significant relationship from the data collected, as the statistical method used usually requires a bigger sampling to justify that the result did not fully happen by chance alone. To note, the study will be implemented at UPM, Malaysia. The respondents focused only on university students. Participants may have differed in key ways from non-respondents. Hence, this study limits the ability to generalize the findings and does not represent the population at other places. The nature of respondents also poses a risk. It is to say that, respondents may tend to answer favorably as they perceived to want to be favorable and not be labeled as others or with having a disorder by having higher levels of social anxiety. This would hamper the significance of the result and a certain degree of discretion may be needed. Besides that, there might be other factors that influence the level of social anxiety besides perfectionism which have not been identified or taken into account in our study. To make it simple, there is the possibility that there are more relevant factors to be considered that would significantly influence the dependant variable which is the level of social anxiety. However, the studies and discussion of these other factors are beyond our scope for the present study. Therefore, it would be ideal that more factors can be encompassed within the research. Furthermore, the data collection mainly relies on survey-based information in which we believe contains a certain degree of bias. Undeniably, the response rates through this method are much more satisfactory and faster; but it is possible that other relevant methods would generate different outcomes than the survey-based candidates did. The research design also prevents us from achieving better result since the nature of the data being collect, it would be better to include even more time towards the research. Therefore, it would be best that future research be more convincing if the researchers can relate even more factors into the current study theme.

FBI Case Study

The â€Å"Who Killed the Virtual Case File? † case study is a clear example of project failure which resulted on not only balloon the cost of the project, but also loss that could be counted on millions of dollars. Because of the size of the project and the failure of the project, it is broadly used to prevent future IT Project Management disasters. Project Overview: When special agent Larry Depew collected evidence of illegal activity of the Russian and Italian mafia tax skim activity, FBI didn’t have database system, which could organize and support all the information gathering processes that were needed for the organization. A decade later, Depew was landed in his first project management job called FBI Virtual Case File project (VCF), even though he had no previous experience. In the PMBOK Guide book describes what abilities a project manager should possess to successfully manage projects is: knowledge, performance and personal . In the results of lack of experience and ineffective planning the project was unfortunate failure. Because of availability of funds, the FBI’s 23 divisions developed own database system for each of the different divisions. In the result FBI ended up with 45-50 different investigative databases and applications, which are not communicating with each other. Also, the Automated Case Support (ACS) system was cumbersome to use, inefficient and had limited functional capabilities. Additionally all 13000 were really old which resulted in not supporting new software’s. Intranet that connected FBI offices had 56-kilobit-per second modems. SAIC (Applications International Corp. ) for software developed delivered 700,000 lines of code bug-ridden, off target system which resulted in $105 million worth loss. However, researches and findings showed that the FBI—lacking IT management and technical expertise—shares the blame for the project's failure. The research and study later on painted a picture of an enterprise IT project that fell into the most basic traps of software development, from poor requirement gathering, planning and bad communication between software developer and FBI. The key issues related to the failure of the project: * Violation of the Project Scope Management. One of the main factors of VSF project was poorly defined business requirements and overly specific nature of the requirements defined in systems design and analysis phase which resulted in creating 400 functional deficiencies found after testing the system. * Violation of the Project Cost Management The lack of IT investment processes resulted in ballooning the cost of the project in spite of the millions of dollars spending which was the also one of the main reason of VSF project failure. Violation of the Project Time Management Overly ambitious schedules and poorly defined schedule is one of the among VSF project failures. * Violation of Project Risk Management Procedure The lack of a plan to guide hardware purchases and deployment was one also of the failures of VSF project. Resolution: * The FBI’s higher management will be participating in the new software development to overcome the discrepancies associated with the previous those were VCF project. FBI is planning to purchase software from the vendor to digitize all documents, crime related evidence paperwork processes in the single database and still continue use VCF project systems up until it will be replaced with the desired software. * The new project will deploy and create new monitoring, risk management system which involves planning, scheduling and target oriented testing. Relevance to IT Project Management: * Project Scope Management Project Scope Management includes the processes required to ensure that project includes all the work required, to complete the project successfully. Scope Management includes following steps: clearly defining and documenting project business requirements by the company shareholders (collect requirements), develop a detailed description of the project (define scope), subdivide project deliverables and project work into smaller, manageable components (create WBS), formalize acceptance of the completed project deliverables, and monitoring the status and scope (verify scope), and managing changes to the scope baseline (control scope). FBI’s VSF project failed to define detailed project requirements, formalize acceptance of completed project deliverables by SAIC and monitoring and managing the scope by project manager. * Violation of the Project Cost Management Project Cost Management includes the processes involved in estimating, budgeting, and controlling costs so that the project can be completed within the approved budget. The cost management process includes: developing an approximation of the monetary resources (estimate costs), estimating costs of the individual activities (determine budget) and monitoring the status of the project budget and managing changes to the cost baseline (control costs). VSF project failed to address cost control in project cost management, because it had possibility to receive funding from the government. * Violation of the Project Time Management. Project Time Management includes the processes required to manage timely completion of the project. It includes following processes: identifying the specific actions to be performed to produce the project deliverables (define activities), identifying and documenting relationships among the project activities (sequence activities), estimating quantities of material, people, equipment, or supplies required to perform each activity (estimate activity resources), coming up with the approximate number of works periods needed to omplete individual activities with estimated resource (estimate activity durations), analyzing activity sequences, durations, resource requirements, and schedule constrains to create project schedule (develop schedule), and monitoring the status of the project to update project progress and managing changes to the schedule baseline (control schedule). In VSF project most of the required activities in time management FBI m anagement and SAIC failed to follow. * Violation of Project Risk Management Procedure. Project Risk Management includes the processes of conducting risk management planning, identification, analysis, response planning, and monitoring and control on the project. It includes following processes: defining how to conduct risk management activities (planning), determining which risks may affect the project and documenting their characteristics (identify risks), prioritizing risks for further analysis and combining their probability of occurrence and impact (perform qualitative risk analysis). Numerically analyzing the effect of identified risks on overall project objectives (perform quantitative risk analysis), developing options and actions to enhance opportunities and reduce threats to project objectives (plan risk responses), and implementing risk response plan, tracking identified risks, monitoring residual risks, identifying new risks, and evaluating risk process effectiveness throughout the project (monitor and control risk). In the FBI case none of the project risk management was applied to minimize risk associated with the possibility of the failure of the VSF project. Key Takeaways: It is important follow IT project management rules in order to develop the system. Main lessons learnt from the case study: * Business requirement analysis and technical requirements are crucial in the success of the project in planning phase. * Managing communication between companies’ key shareholders and server providers is required for productive outcome of the development. * Project monitoring and testing is vital task and should be accepted throughout the development * Prototypes be shown to client on regular basis to avoid all changes required at the end of the project * Having a individuals without proper knowledge in the rojects leads to the project success * Planning and monitoring leads to delivering the right product and timely completion of the project * Unsystematic approach in project time management could lead to delay in completion of projects * Deficient and unsatisfactory requirements lead to incomplete projects failure Research Approach For my research approach, I used Project Management and body of knowledge to identify main processes of the project management, and applied some basics acquired from the Systems Analysis and Design class to identify where FBI’s VSF project failed to address and manage this huge multimillion dollar project.

Dementia Symptoms are usually subtle in onset and often progress

Alzheimer’s disease is a progressive, irreversible, degenerative neurologic disease that begins insidiously and is characterized by gradual losses of cognitive function and disturbances in behavior and affect. Alzheimer’s disease is not found exclusively in the elderly; in 1 % to 10% of cases, its onset occurs in middle age. A family history of Alzheimer’s disease and the presence of Down syndrome are two established risk factors for Alzheimer’s disease.Of family members have at least one other relative with Alzheimer’s disease, then a familial component, which non- specifically includes both environmental triggers and genetic determinants, is said to exist. Genetic studies show that autosomal- dominant forms of Alzheimer’s disease are associated with early onset and early death. In 1987, chromosome 21 was first implicated in early-onset familial Alzheimer’s disease. Soon after, the gene coding fro amyloid precursor protein or APP was also found to be on chromosome 21.Not until 1991 was an actual mutation in association with familial Alzheimer’s disease found in the APP gene of chromosome 21. For those with this gene, onset of Alzheimer’s disease began in their 50’s. Only a few of the cases of familial Alzheimer’s disease have been found to involve this genetic mutation. In 1992, chromosome 14 was found to contain an unidentified mutation also linked to familial Alzheimer’s disease. Since 1995, molecular biologists have been discovering even more- specific genetic information about the various forms of Alzheimer’s disease, including genetic differences between early- and late- onset Alzheimer’s disease.These genetic differences are helping to pinpoint risk factors associated with the disease, although the genetic indicators are not specific enough to be used as reliable diagnostic markets. A. Causes/ Risk Factors Symptoms of AD are usually subtle in onset and often progress slowly until they are obvious and devastating. The changes characteristic of AD into three general categories: cognitive, functional, and behavioral. Reversible causes of AD include alcohol abuse, medication use, psychiatric disorders, and normal- pressure hydrocephalus. Increasing age is the leading risk factor of people getting Alzheimer’s disease. II.Symptoms, Changes by Psychological and Behavioral A. Dementia Symptoms are usually subtle in onset and often progress slowly until they are obvious and devastating. The changes characteristics of dementia fall into three general categories: cognitive, functional and behavioral. In the early stages of Alzheimer’s disease, forgetfulness and subtle memory loss occur. The patient may experience small difficulties in work or social activities but has adequate cognitive function to hide the loss and can function independently. Depression may occur at this time. With further progression of the disease, the deficits c an no longer be concealed.Forgetfulness is manifested in many daily actions. These patients may lose their ability to recognize familiar faces, places, and objects and may get lost in a familiar environment. They may repeat the same stories because they forget that they have already told them. Trying to reason with the person and using reality orientation only increase the patient’s anxiety without increasing function. Conversation becomes difficult, and there are word- finding difficulties. The ability to formulate concepts ad think abstractly disappears; for instance, the patient can interpret a proverb only in concrete terms.The patient is often unable to recognize the consequences of his or her actions and will therefore exhibit impulsive behavior. For example, on a hot day, the patient may decide to wade in the city fountain fully clothed. The patient has difficulty with everyday activities, such as operating simple appliances and handling money. Personality changes are also usually evident. The patient may become depressed, suspicious, paranoid, hostile, and even combative. Progression of the disease intensifies the symptoms: speaking skills deteriorate to nonsense syllables, agitation and physical activity increase, and the patient may wander at night.Eventually, assistance is needed for most ADL’s including eating and toileting, since dysphagia occurs and incontinence develops. The terminal stage, in which the patient is usually mobile and requires total care, may last for months or years. Occasionally, the patient may recognize family or caretakers. Death occurs as a result of complications such as pneumonia, malnutrition, or dehydration. Primary Dementia Primary Dementia is diseases that directly attack brain tissue and cause the behaviors associated with dementia. Primary dementias are irreversible; that is, they can only be treated symptomatically and cannot be cured.The most common type of primary dementia, and of all types of dement ias, is Alzheimer’s disease. Secondary dementia or pseudo dementia Secondary disease refers to diseases that do not directly attack brain tissue but result in symptoms described result from diabetic ketoacidosis, drug intoxication, severe nutritional imbalance, severe dehydration, head trauma, sever infections, and depression. Multi-infarct dementia (MID) Multi-infarct dementia denotes to dementia symptoms resulting from multiple strokes. B. Mood An individual who has Alzheimer’s has the tendency â€Å"to manifest rapid mood swings†.There is depression which is 30%. C. Personality The changes include the apathy, indifference, irritability. In early stage of the disease, social behavior is intact; hides cognitive deficits. In the advanced disease, the person with AD disengages from activity and relationships; is suspicious; has paranoid delusions caused by memory loss; aggressive; has catastrophic reactions. D. Statistics on morbidity (disease) and mortality (dea th) Alzheimer ’s disease reportedly affects 3% to 11% of community residing adults older than 65 years of age and 20% to 50% of community residing adults older than age 85.Most of those suffering from AD who are in the over 85 age group reside in the institutional settings. Of those individuals 100 years and older, almost 60%are noted to demonstrate AD. Despite this high incidence, clinicians fail to detect dementia in 21% to 72% of patients. In order for a diagnosis of AD to be made, at least two domains of altered function must exists—memory and at least one of the following: language, perception, visuospatial function, calculation, judgment, abstraction, and problem solving.

My Educational Philosophy My Philosophy Of Education

Philosophy of Education My philosophy of education has changed over the years of teaching to what I belief today. My belief of education is to focus on construct knowledge and personal experiences. As an educator, I try and encourage students to discover principles themselves. Numerous scholars have described education as being the key to a prosperous life. The most successful people are believed to be once behind a desk in elementary schools as teachers instill knowledge in them. With a right learning attitude and learning environment, students tend to strive for their education. As an educator, this is my philosophy of education and how it shapes my development in my career concerning the K-12 classroom. The primary purpose of education†¦show more content†¦Therefore, the method of teaching is also essential. As an educator, I would like to adopt practical teaching skills and styles that the scholars would find easy to understand. Apart from this, I would also seek to work hand in hand with the students and create a unique bond between them to enhance competence and performance. Moreover, students also play a significant role in education. For starters/educators, they should demonstrate honesty and integrity in their academics. This is to mean that they should be disciplined and adhere to every school rules. More so, it is their role to respect their teachers and should complete their assignments in time. Also, they should work with each other as well as compete favorably to achieve the institutions’ set goals. Through education, students are in a position to make right and responsible decisions as they would critically think about different matters. I think it is important for students to build upon their education. Personally, I find confidence teaching to be my area of expertise. It is consequent for students to build their confidence as they learn. Similarly, teachers have the responsibility of ensuring their scholars can be able to stand in front of a crowd and confidently speak out their minds (Sadker Ziittleman, 2015). In my teachings, I ensu re that my students can freely face me and ask me questions in areas they find difficult to understand. Also, I encourage debates and presentations on various topics and letShow MoreRelatedMy Educational Philosophy : My Philosophy Of Education1006 Words   |  5 Pagesnation’s future citizens will require that I outline my own ideology about America’s education system. The following philosophy of education will be comprised of the analyzation of knowledge, teaching, and democratic equality in relation to purposes of the education. Knowledge, the comprehension of a subject or concept, is at the core of the educational experience. This attainment of this knowledge should be the desired result of compulsory education, where each individual has a strong understandingRead MoreMy Educational Philosophy : My Philosophy Of Education805 Words   |  4 Pagesthe philosophy they believe in. As a future educator, my goal is to educate the student in ways they have not been taught before. Over time students come across teachers who generally do not care and just do it for the money and time off in the summer. When a student has a teacher who makes a difference in their life, it is very rewarding for both the teacher and student. In class we received a philosophical self-inventory. After grading these statements I have come to the conclusion that my philosophyRead MoreMy Educational Philosophy : My Philosophy Of Education719 Words   |  3 Pagesshaped their philosophies of teaching. In a world filled with beautiful place s to wander to, experiencing new cultures and languages has become a love and passion of mine. Combined with my devotion to the education field and my personal life experiences, a desire to teach in the TESOL career field was one that came quite easily. My mother was once a student who had her own language barriers with needs that were unable to be met in the 1970s. With parents who did not speak English, my mother struggledRead MoreMy Educational Philosophy Of Education Essay1400 Words   |  6 PagesMy Education Philosophy There are five basic areas of philosophy regarding education. I am going to discuss the two that are nearest to my own educational philosophy. The aim of Perennialism philosophy of education is to ensure that all students receive an educational understanding about the ideas of Western civilization. They emphasize the rational thinking ability of students. With Perennialism they feel that correct and critical thinking should be the primary objective of all students and teachersRead MoreMy Educational Philosophy : My Personal Philosophy Of Education1023 Words   |  5 Pages My personal philosophy of education was thought of when I was little before I really acknowledged it or knew exactly what it was. My ideas of school has been collecting for years, ever since kindergarten. Ive always thought of school as something that is important. I went to school everyday and did my work and moved on to the next thing I needed to do. I did what I was suppose to, not because I enjoyed it but because I knew I had to. School has always been kinda boring and uninterestingRead MoreThe Educational Philosophy Of Adult Education803 Words   |  4 PagesFoundations of Adult Education, 15/T3, Dr. Jonathan Taylor The focus of this assignment was to view the educational philosophy concerning adult learning. Background histories of the adult’s education ages ago were briefly gleaned. Other topics viewed were on the adult educational philosophy, the five educational philosophical approaches, the personal adult educational philosophy, the adult learner, developing my own adult educational philosophy, and lastly on how changes is an educational practice. HoweverRead MoreMy Personal Philosophy Of Education1476 Words   |  6 Pages871 Foundations of Higher Education Summer 2015 Instructor: Joel Abaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educatedRead MoreMy Own Beliefs About Teaching And Learning Essay1679 Words   |  7 Pages In writing, discuss which of the philosophies of education and the learning orientations are closest to you? Why? Which do not fit with your philosophy of education and learning? Why? Based upon my own beliefs about teaching and learning, the philosophy of education and the learning orientation that is closest to me is Progressivism; which is a philosophy that places focus on the influential ideologies of education. Progressives believe that education should focus on a child’s individualityRead MoreEducational Philosophy Reflection1539 Words   |  7 Pageswriting notes on the board. This is the type of education that I experience until I graduated high school. When I decided to go into teaching it was an easy decision for me to want to not provide this type of experience to my students. Early in the education program, Bud Stefanski posed us the question about our educational philosophy in the Foundations of Education class. When answering that question, I was 100% progressivism in my education philosophy students should only learn through hands-onRead MoreEssay about Personal Educational Philosophy1069 Words   |  5 PagesAbstract This paper is my personal educational philosophy statement. It represents my ideas and values about teaching and learning; it reveals my personal teaching beliefs and their relation to the five major established educational philosophies; it shows my role and responsibilities in educational process. I place great significance on personal style of instruction and its influence on curriculum implementation. The paper also highlights my career aspiration and orientation.