Hire Best Essay Writer Now! Cheap And Reliable Writers Service

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What Is the ACT Verbal Section Tips for Helping Your Student Prepare

ACT Verbal Introduction As you research the ACT and how its sections are scored, you may discover references to an â€Å"ACT verbal score.† However, the ACT does not have a specific verbal section. This causes confusion for quite a few people, so you’re not alone. Instead of a dedicated section, the ACT verbal score refers to a student’s ability to use his or her verbal skills to navigate all sections of the ACT (English, Reading, Science, and the optional Writing test), with the exception of Math. This post will help you and your student become acquainted with the idea of the ACT verbal score. The best way to prepare for any test is to understand first what will be tested. With regard to verbal-intensive sections of the ACT, make sure your student is familiar with the types of questions that will be asked, what skills will be tested, and what the optional writing prompt looks like. How is the ACT Organized? The ACT is made up of English, Math, Reading, and Science sections. These sections ask between 40 and 75 multiple-choice questions and vary in length between 35 and 60 minutes. There is also an optional Writing section that gives the student 30 minutes to write an essay in response to a prompt. English (75 questions, 45 minutes) On the English section, usage and mechanics of the English language (punctuation, grammar, and sentence structure) are tested, as well as rhetorical skills (strategy, organization, and style). The test presents five passages, each of which is followed by 15 multiple-choice questions that refer to parts of the passage or the passage as a whole. For example, your child may be asked to select one of three sentences that would fit better with the passage, with â€Å"NO CHANGE† being the fourth option. Reading (40 questions, 35 minutes) The Reading section is all about comprehension. Does your student understand what he has read? Can he identify main ideas, determine cause-effect relationships, and draw conclusions based on contextual clues? Up until recently, four reading passages in the categories of fiction, social sciences, humanities, and natural science were included in this section, but the ACT has recently added a new twist by including a paired passage. Each passage is followed by a set of multiple-choice questions, and the student must draw on his analysis and reasoning skills to answer them. Science (40 questions, 35 minutes) The Science section evaluates your student’s ability to interpret, analyze, and evaluate information, as well as his or her reasoning, and problem-solving skills. After reviewing scientific information such as a graph, a summary of an experiment, or conflicting viewpoints, your student will be presented with multiple-choice questions. The questions will measure his or her understanding of the concepts, ability to analyze relationships between information and conclusions, and aptitude for making predictions based on the given data. Writing (30-minute optional essay) After reading a prompt that defines an issue and two viewpoints, your student will be asked to take a position on the issue and construct an essay that includes multiple supporting arguments and acknowledgment of the counterargument. Her score will not be affected by which viewpoint she selects. To learn more specifically about the content of each section, view this description of the ACT. So, What Do People Mean When They Ask for My Verbal Score? It is generally accepted that the verbal sections of the ACT are English, Reading, and Science because of their emphasis on reading comprehension and language. If your student chooses to take the optional Writing section, some schools consider it to be part of the verbal score. The Differences Between SAT and ACT Verbal As you prepare to take your college admissions tests, make sure you know the differences between the SAT and ACT so that you have a clear understanding of how to prepare for each test’s verbal section. Generally, the Critical Reading and Writing sections of the SAT are categorized as verbal. Should Your Student Take the ACT Writing Section? For starters, find out if the colleges on your student’s application list require the Writing section. (Review this list here.) If the ACT Writing test is not needed, consider whether or not your student’s essay score will likely be high enough to strengthen his chance of admission. The Writing test does not require any knowledge outside of what he or she has learned in school. To prepare, encourage your child to practice crafting argumentative essays in a 30-minute time limit. Check out these sample ACT writing prompts to get started. Helping Your Student Prepare Reading—and reading often—is the best way to prepare for the ACT verbal sections. Across all ACT sections, understanding the question’s context is key. Furthermore, your child will need to be able to draw conclusions based on the information that he or she is given. An easy way to practice this skill is to encourage your child to read articles in publications such as the New York Times, National Geographic, and The Economist, which often look at complex topics with varying viewpoints. Press your child to identify the writer’s main idea, tone, and any counterarguments presented. This will help him or her practice analyzing passages on the ACT. Skimming articles just to get through will not yield results on the ACT—your student will need to read the ACT passages carefully to ensure he or she can identify important ideas, evaluate grammar and mechanics, and draw conclusions. Review grammar rules as well, so that your child feels comfortable recognizing mistakes. And of course, practice tests will give him or her the best feel for what the test is really like. Getting an Early Start on ACT Verbal Test Prep The ACT evaluates skills that are emphasized in a typical high school curriculum. Your student’s preparation begins when he or she enters ninth grade, so be sure to register for challenging courses to stay on track. Another recommendation is to read novels and newspaper articles regularly, discussing with your student what he has read to confirm an understanding of the material. Check out more ways to keep your child’s mind sharp for ACT verbal sections here. Test Day Remind your student to read everything carefully, including all answer choices. Is the question referring to a specific sentence or section, or the passage as a whole? Referring back to the passage is key to making sure the answer best addresses the question. Most importantly, your child must answer every question. The ACT doesn’t penalize for a wrong answer, so if he or she is running out of time in a section, the best strategy is to randomly fill in any answer: some chance of getting the question right is better than no chance! You will come across tremendous amounts of information as you research and help your student prepare for college admissions tests, and some can be confusing. We hope we’ve cleared up some of your questions here. Related Articles: 5 Ways to Improve Your ACT Vocabulary ACT Vocabulary Preparation: Resources to Build Verbal Skills ACT Verbal: 8 Tips To Maximize Scores Standardized Test Sample Multiple-Choice Questions from Verbal Sections (Critical Reading, Writing/English) Related Resources: Free Proctored ACT Exam for Clients and Students in the Greater Philadelphia Area A+ Tutoring also has sample ACT verbal questions that you can review to familiarize yourself with what you will see on the test. Photo credits:Alberto G.,ccarlstead

IEP Math Goals for Pre-school

The preschool standards aligned to the Common Core State Standards don’t take up geometry or operations—those are held over for Kindergarten.  At this point, the object is to build number sense.  The counting and cardinality skills focus on â€Å"how many.†Ã‚  These focus on â€Å"how much† as in volume and as well as â€Å"how big, or small, or tall, or short, or other attributes of plane figures, as well as volume.  Still, by pairing geometric shapes with colors and size, you will begin to build skills.   When writing IEP Goals for functions and algebra, you will focus on the attributes of shapes for sorting.  This early skill will help students build other skills in sorting, categorizing and finally in geometry.   Of course, to successfully sort for color, shape, and size, it is important to have the shapes in different sizes.  Many math programs come with the same size shapes—look for an older set (wooden) which are generally smaller than the plastic geometric shapes.   2.PK.1 Sort objects by similar attributes (e.g., size, shape, and color).2.PK.3 Compare sets of objects. Determine which set has more or less. The first and third standards could be combined in a single goal because they call on students to sort and compare, skills that require students to assign certain attributes and order items.  The sorting activities are great for young children who have not yet developed language, as they begin to notice the color, shape or size of the things that they sort. Goal:   By annual review date SAMMY STUDENT will sort and compare colored geometric shapes by color, size, and shape, correctly sorting 18 of 20 (90%) in three consecutive trials as instituted by the special education teacher and teaching staff. This would have four benchmarks: Objective 1:  By the end of the first semester of the ______ year, SAMMY STUDENT will sort geometric shapes by color with 80% accuracy as measured by the special education teacher and teaching staff.Objective 2:  By the end of the third quarter of the ____ year, SAMMY STUDENT will sort geometric shapes by shape with 80% accuracy as measured by the special education teacher and teaching staff.Objective 3:  By the end of the second semester of the ______ year, SAMMY STUDENT will sort geometric shapes by size with 80% accuracy as measured by the special education teacher and teaching staff.Objective 4:  By annual review date, SAMMY STUDENTS will sort geometric shapes and compare groups for more or less, with 90% accuracy as measured by the special education teacher and teaching staff.   Instructional Strategy: To begin students sorting, start with two:  two colors, two sizes, two shapes.  Once the students have mastered two, you can move them on to three.   When you begin with colors, use plates of the same color.  Over time they will know that orange is orange.   When you move on to shape names, be sure you talk about the characteristics of the shape:  a square has four sides and four square angles (or corners.  Some Math curricula talk about â€Å"corners† before they introduce â€Å"angles.†)  Triangles have three sides, etc.  When students are sorting, they are at the very first level.  In early intervention, pre-kindergarten you focus is going to be on building vocabulary, not the ability to name all the attributes of plane figures. Once you are started to expand the student’s repertoire, you need to introduce two attributes, as well as comparing small sets for â€Å"more† or â€Å"less.† Patterns The rule for patterns is they have to reappear three times to be a pattern.  The geometric shapes above, beads or counters of any kind can be used to demonstrate and then replicate patterns.  This is an activity that you can create with pattern cards that the students can replicate, first on the card with a template for placing the shapes, and then just a card with the shapes.  These can also be purchased   2.PK.2 Recognize and replicate simple patterns (e.g., ABAB.) Goal:  Ã‚  By annual review date, when presented with a pattern with three repeats, PENNY PUPIL will accurately replicate the pattern in 9 out of 10 trials. Objective 1:  By the first semester of the _______ school year, PENNY PUPIL will replicate bead patterns (A,B,A,B,A,B)  as represented in a picture presentation on a template, 8 of 10 probes as implemented by the special education teacher and teaching staff.Objective 2:  By annual review date, PENNY PUPIL will replicate a bead pattern from a picture, extending A,B to A,B,A,B,A,B, 8 of 10 proves as implemented by the special education teacher and the teaching staff.    Instructional Strategy:   Begin modeling patterns with blocks on a table.  Place the pattern, ask the student to name the pattern (color) and then have them replicate the pattern in a row closer to them.Introduce the pattern cards with the colored blocks (beads) pictured, and places to place each block below (a model template.)Once the student is able to replicate the card, have them replicate cards without a template.

Where Lives Of The Saints By Nino Ricci And The Color...

What makes reading so unique? There are several reasons as to why reading can be so interesting. It allows our brain to go wild and live a thousand lives. We are given the opportunity to live a different life and understand what life is like in another person’s shoes. Reading several books also gives you the chance to compare and contrast books. For example, I have been reading two novels with a clear theme of tragedy. The novels I read where Lives of the Saints by Nino Ricci and The Color Purple by Alice Walker. In these stories I was able to recognize the common theme and I was also able to look at the several similarities and differences in the book. Overall, in this essay, I will be comparing Cristina from Lives of the Saint to Celia†¦show more content†¦This is seen as a sin in her community, which shows us that she is not religious. This is very different to Celia’s character because she is someone who is very religious. Celia believes that god is in eve rything and believing in god can lead to happiness. Celia’s religiousness is shown throughout the novel because she begins all her letters with â€Å"Dear God.† Celia’s religiousness is also shown because she goes to church. This is shown in the text when it states â€Å" The women at church sometime nice to me. Sometime not.† (Walker 43) This quotation shows us that Celia is at church, which is something that Cristina would never do. Cristina would never think about going to church because of her beliefs towards religiousness. However, even though Celia’s view change throughout the middle of the story where she stops writing to god she is once again able to recognize that god is very important with the help of Shug. Cristina however is a character who saw god as evil throughout the entire novel. She never followed the rules of her religion whereas Celia would always follow the rules of her religion. Overall, the beliefs and values of Celia and Cri stina are very different when it comes to their view on religion. Cristina is a character who does not believe in god or follow the rules of her religion while Celia is a character who believes that god is very important. There were also many similarities I

Transport and Infrsstructure Development Project Developing Countries

Question: Discuss bout the Transport and Infrsstructure Development Project for Developing Countries. Answer: Introduction The main reason why this report has been prepared is to help achieve peace in South Republic of South Sudan. This will contribute to the overall global goal of improving the welfare of every part of the world. The other secondary reason for developing this report is creation of job opportunities to both local and international companies because not all the projects can be done locally based on expertise and capacity required for successful delivery of the project. The companies which will be involved in this project will in turn employ both locals and international expatriates. The very limited policy and institutional framework and implementation capacity to turn around the situation it is facing. To come up with those entire requirements might take a lot of time and therefore detrimental to the peace being sought to that country. The project being analyzed involves upgrading of infrastructural projects to foster the main objective of this project proposal. Under this proposal only major roads and structures of high priority will be considered. This include major roads in the countries capital city Juba as well us other roads connecting various destination points with the Republic of South Sudan. The structures that will be considered involves administrative structures to help the new government get hold of the country so that lasting law and order can be achieved in the republic. The administrative buildings will be distributed across the country especially all the towns so that Sudanese people in the rural areas can easily access government services like obtaining relevant documents like identification cards and any other document that they may require from the government in order to go about their daily life activities smoothly. The structure of this project proposal will take the form of project management professional whereby target audience will be discussed in all aspects including why they are target audience and relevant information that they need to know. The paper will comprehensively discuss aspects of the project and will support these with relevant theories and figures and tables. The project will be implanted in two phases the first phase focusing on roads linking major destination points across the country i.e. the capital city and major towns and administrative buildings in those major towns which will be identified. The second phase will include major feeder roads mostly in rural areas to open up those rural areas for economic activities like commercial farming. The second phase will entail building of administrative structures in the rural areas to take government services closer to the people. The project implementation process will be subject to availability of funds. The first phase of the project will be implemented as an emergency case considering that it is the urgent basic need. Background and environment of the project The idea behind this project is not profit but rather a humanitarian project that aims at improving the welfare of the people in developing countries like the Republic of South Sudan in order to contribute to the overall well being of the all world in terms of development for sustainable peace. The project will also reduce number of refugees in the world when all South Sudanese return to their country. Largest refugee camps like one in Kenya called Kakuma will be less congested thereby easing logistical challenges associated with such camps e.g. management of diseases outbreaks and infiltration by terrorists in the name of refugees. The project sponsors are United Nations, World Bank African Development Bank and other development partners Government of Australia in conjunction with Government of Republic of South Sudan. The nature of the partnership will see the government of Republic of South Sudan take 40% of the total coast of the project and the rest 60% to be requested from deve lopment partners mentioned above. The funding may come inform of grants as well as cheap loans that the government of South Sudan will repay within agreed time. (Government extension to A guide to the project management body of knowledge (PMBOK Guide)--2000 edition, 2002) Audience and structure of the project The target audiences for this project are sponsors of the project and the people of Republic of South Sudan. World Bank, African Development Bank and Australian government are the audience of the project because the proposal identified them as the sponsors of the project. Each sponsor will be given relevant detail of the project as per the request put fort before them. Each of these development partners will be presented with financials and figures of the parts of the projects they will be requested to assists. This shall not however be limited general information regarding the background knowledge of the project. The following is how financing will be solicited from the sponsors. Government of South Sudan 40% of the total project, World Bank 30 %, African Development Bank 20% and Government of Australia 10% of the total project cost. The total distance of the roads to be upgraded either by tarmacking or rehabilitated is 2,273.1 km and 1,000 pieces of Administrative buildings each me asuring 500 sq feet. The following roads will be tarmacked. Aweil Gogrial Turalei Mayom Bentiu Road, A distance of 415.8 Km. Abyei Dilling El Obeid Rabak Malakal Road , A distance of 1,423.2 Km Juba Mundri west- Madiri Yambio, A distance of 1 km The total cost of the road construction project will be $ 38,642,700. The key stakeholders in the project will be requested funds as indicated below table named Table 1 in the list of tables. The Pie chart in the list of figures named figure 1 show representation in terms of funding for the road construction Administrative Buildings 1,000 units of houses each of 500 sq feet will be constructed across the country. The total cost of the construction will add up to $ 993,600. The following table named Table 2 indicates how the funding will be distributed. The Pie chart named figure 2 show representation in terms of funding for the administrative building construction. The administrative houses will be spread across Republic of South Sudan in accordance to with needs assessment done by the Sudanese government. The whole part of the plan of this project will be available to the government of South Sudan because its the owner and the implementer of the project. For the World Bank the part of the plan that will be made available to them is actual distance of the road and the number of administrative units the 30% funding required from them for the whole project will cover. The details as to where exactly the road or the building will be constructed can not be pointed at because the funds will be a pool fund and as long as the total amount of funds used for road and building construction tally with the total amount of funds collected at any given point then the project will be above board. The rest of the stakeholders will also receive project plan to the extent of the percentage request asked from them. Each stakeholder will however be receiving monthly updates of amount of funds received, nature of work covered and any challenges experienced in the course of implementing the project. These periodic reports will be made through representative of the all stakeholders. (Genat, 1995) Structure of Project management professional (PMP) According to project management body of knowledge guide a project proposal should be structured in following way. (Duncan, 1995) Initiation In this initial stage you give an overview of the project together with the strategy youll employ. At this stage you will appoint the project manager who will in turn select his or her team based on the experience she/he has. The members of the team selected will compliment the experience and knowledge of the project manager. (Francis and Horine, 2003) Planning This is the most important stage any project according to the guideline. During this stage a detailed breakdown and allocation of each assignment of the project from the begging of the process to the end. This stage will also include risk assessment and defining the structure needed for the successful completion of each assignment. In summary the project process is defined, stakeholders identified and the frequency of reporting as well as channel of reporting are put in place. (Solomon and Francis, 2006). Execution and control The third and the fourth steps involve actualization of the project. During the project management cycle the execution and control part is also very important. Here the project plans are properly executed. The solutions that were identified for the problem are implanted and controlled in order to ensure that the desired results are obtained. In case of product and system development the desired product is created. The outcome is measured by the prototypes, reviews and testing. At this point all the groups within the organization become deeply involved until when the desired product or service is obtained from the process. Closure At this point the manager of the project should be dealing with teething problem of the project implementation in order to make sure that the project is concluded successfully. The highlight of this stage is the submission of the written report which has the following elements; formal acceptance of the product by the client, a comparison between the initial requirements of the client and final output of the product, lessons learned from the project, resources of the project and closure notification to the board or the management higher on the hierarchy. The process is summarized by below flow chart figure 5. Figure1 Prince2 According to prince 2 (Projects IN Controlled Environments) guide a project proposal should be structured in following way. PRINCE2 is a procedure based methodology for overseeing ventures. It works out who is the best person required in a certain task and what is his/her part and obligations. PRINCE2 has an arrangement of procedures to work through and it discloses what data should be assembled. The technique is the most practiced project implementation procedure for task administration in the UK and is also practiced internationally. (Anbari, 2005) Majority of organizations that desire to use PRINCE2 as their chosen project management tool begin with accredited training. This training is necessary because it involves numerous procedures. The preparation will give everyone in the team necessary information they have to understand in order to execute respective parts. (Newell, 2002). This technique is very adaptable and can be used or applied to many forms of projects regardless of the size of the project. One interesting fact is even those projects that only last for few days can benefit from the procedure when it is applied selectively. The prince2 methodology dictates that a project should have; Organized and controlled start i.e. makes a proper organization and planning of the project before starting. (Sanghera, 2006). Organized and controlled middle i.e. ensure that after the project as started in continues to be managed according to the plans and organization Organized and controlled end i.e. when the project has delivered make sure to tighten up any loose ends. This model has predetermined roles for every member of the team that oversees the project. The roles and responsibilities are as listed below. (Bentley, 2012) Project manager The work of the project manager is in charge of the project. He/she shall select people to be included in the team and will be responsible for timely delivery of all aspects of the project. The manager will draw up the project plan and indicate specific role of the team and when is the team expected to conclude the assigned tasks. (Indelicato, 2009) Customer, User and Supplier In this case the customer is the person paying for the project. Whereas the user is the person who is going to use the end product of the person whom the end results of the project will impact. Under this theory the specialist is the person providing the knowhow on the aspects of the project. These people will need to be organized and well planned in order for the project to deliver the desired objectives within the stipulated time frame. (Graham, 2008) Project board Every Prince2 project has project board. The board is made up of the customer, a supplier representative and a user representative. These people have special names i.e. customer, senior supplier and senior user respectively. (Tuttle, 2012). The project manager reports to the project board regularly and informs them of the progress of the project as well us any other challenges that the Implementation of the project is facing. The management techniques under the project include project assurance and project support. Under project assurance the project progress report is independently provided. There are three difference assurances namely the one provided by the user, business and specialist each representing the views or the interest of the three members of the board. The work of the assurance is about ensuring that that the project remains within viable limits of costs and benefits that is business assurance and ensuring that the user requirements are continually met that is user assurance and finally assurance regarding suitability of the project solution to the problem that is specialist or technical assurance. In some instances the assurance team is a separate group of people but in moist cases project board does the job of project assurance. (Chu, Altwies and Walker, 2005), (Managing successful projects with PRINCE2, 2009). Under project support the administrative functions such as setting up meetings, informing team members of the relevant information about the project and keeping files is usually the work of the project manager. But in instances where a number of projects is being undertaken at same time then project support office is set up to oversee this functions. The figure below summarizes prince 2 process. Figure 2 Contrasts and Comparisons There are a number of similarities and differences between the format of this project proposal and the above two theories discussed. We shall first draw the similarities and difference between the structure of this project and the structure of project management body of knowledge then followed by Prince2 structure. Project management body of knowledge Similarities Both share the initial stage of planning where a team is appointed to oversee the project. Both theories share the planning stage where the project is planed on all aspects e.g. the distance of the road to be upgraded. In both theories there is closure stage where the team that oversaw the project will have to give relevant reports to the authorities and project sponsors. Differences Under this project there has to be wide consultation with the people to find out which area do they think is of high priority for construction of road whereas in project management body of knowledge structure the project manager may not be required to do thorough consultation with the people. Prince2 Similarities There is the initial planning under the two theories which involves thorough feasibility studies to ensure that the project is viable. Both theories have periodic assessment of the project to ensure that it stays within the course of the objectives of the project. Differences This projects structure is always a major one there by logistics are always handled by a separate office as opposed to Prince2 format where the project can be small and all logistical issues are handled by the project manager. In this project major decision can not be made by one person as in the case of prince2 where the project manager has a bigger say. The decisions in this project are made by the government through the appointed committee. Contents of the PMP sections Project integration management Under this section all the processes of the project that interact are identified, combined and co-ordinated to ensure smooth transitions during in the life-cycle of the project. Here communication is the most important aspect. Project scope This section involves determining what work will be included in the project and what will not be include. It defines the boundaries of the project. Time Management This part deals with identifying the specific activities and schedules of the project and timelines within which various project deliverables have to be met. Project risk management The section entails deciding approach certain aspects of the project that are considered risky and mitigation measures that should be put in place in an event of the unforseen challenge. Stakeholder management Under this section entails coming up with appropriate ways of effectively engaging all stakeholders in the course of the project cycle. Communication Management The section involves planning and outlining channels of communication within the project team. Each member of team is adequately briefed on information necessary smooth running of the project. Project cost management Under this part and estimation of costs associated with the successful completion of the project is developed. The approximation has to be reasonable and the best way to come up with reasonable estimation is to use currently prevailing market prices for items or services required for the project. The cost of the project is aggregated to come up with the total cost of the project. Factors that influences cost in the project are varied to minimise on the cost while at the same time ensuring desired quality of the end product is maintained. Project human resource management Here staffing management organization is created. It involves identifying and recording project roles and responsibilities and hierarchy within the project team for reporting and management purposes. The team members competencies and interaction are continually enhanced to improve quality of the work. Project quality management The section entails finding out which quality standards are necessary for the project and determining of these standards are going to be met. The planned activities to ensure quality results are attained are implemented and specific results that are key to quality of the project are checked for quality standards. The processes that lead to undesired results are altered accordingly to achieve desired products. Project procurement management Here the right suppliers are identified following laid down procedures of the project financiers. Key to this section is supply of quality goods or services within the right time that will ensure key project deliverables are met for smooth running of the project. Critical analysis and comparisons between this project and theoretical PMP The most important part of this project is securing the funding and support from the identified development partners. The timelines within which this project must start and be completed vary for different regions under which the development is aimed at. Road construction in Abyei Dilling El Obeid Rabak Malakal must start around November and be completed by June to avoid heavy rainfalls this region expirence from July through November. In this project procurement functions and regulations has to be based on the laws of Republic of South Sudan. Although there are a number of financiers in this project which according to theoretical knowledge have a say on the procurement process, the laws of the country will have to apply because the funds of the project will have to be repaid by the government of South Sudan. Conclusion In conclusion, infrastructural development is a necessary tool in stabilizing any country and indeed in tackling major problems facing the world today. When the productive areas of these countries are linked up with market people will start engaging in productive activities and makes the world a better place. Recommendations All the development partners identified must be engaged effectively by way of presenting clear proposals to them on how their funds will be utilized as well as the repayment plans put in place to ensure they get the funds back after the successful completion of the project. List of Tables Table 1 No Stakeholder Percentage Amount in $ 1 Government of South Sudan 40 38,642,700 2 World Bank 30 11,592,810 3 African Development Bank 20 7,728,540 4 Government of Australia 10 3,864,270 Total 38,642,700 Table 2 No Stakeholder Percentage Amount in $ 1 Government of South Sudan 40 397,440 2 World Bank 30 298,080 3 African Development Bank 20 198,720 4 Government of Australia 10 99,360 Total 993,600 List of Figures Figure 3 Figure 2 References Anbari, F. (2005). Q A for the PMBOK guide, 3rd ed.. Newtown Square, PA.: Project Management Institute. Bentley, C. (2012). The Concise PRINCE2. Ely: IT Governance Publishing. Chu, M., Altwies, D. and Walker, E. (2005). Achieve PMP exam success. Boca Raton, Fla.: J. Ross Pub. Duncan, W. (1995). Developing a project-management body-of-knowledge document: the US Project Management Institute's approach, 1983-94. International Journal of Project Management, 13(2), pp.89-94. Francis, D. and Horine, G. (2003). PMP. [Indianapolis, Ind.]: Que Certification. Genat, R. (1995). Road construction. Osceola, WI: Motorbooks International Publishers Wholesalers. Government extension to A guide to the project management body of knowledge (PMBOK Guide)--2000 edition. (2002). Newtown Square, Pa.: Project Management Institute. Graham, N. (2008). Prince2 for dummies. Chichester, West Sussex: John Wiley Sons. Hinde, D. (2012). PRINCE2 study guide. Chichester: Wiley. Indelicato, G. (2009). A guide to the project management body of knowledge (PMBOK guide), fourth edition. Proj Mgmt Jrnl, 40(2), pp.104-104. Managing successful projects with PRINCE2. (2009). London: TSO. Newell, M. (2002). Preparing for the project management professional (PMP) certification exam. New York: AMACOM. Rose, K. (2013). A Guide to the Project Management Body of Knowledge (PMBOK Guide)-Fifth Edition. Proj Mgmt Jrnl, 44(3), pp.e1-e1. Sanghera, P. (2006). PMP in depth. Boston: Thomson Course Technology. Solomon, M. and Francis, D. (2006). PMP. [Indianapolis, Ind.?]: Que Certification. Tuttle, S. (2012). Illustrating Prince2. Cambs: IT Governance.

Teece Model of Innovation Essay Example

Teece Model of Innovation Paper Innovation is a process to bring new ideas, new methods or new products to an organization. It is the action required to create new ideas, processes or products which when implemented lead to positive effective change. While invention requires the creation of new ideas, processes or products, innovation moves one step further and requires implementation of the inventive act. Innovation also implies a value system which seeks to derive a positive outcome from the inventive act. For example, actions which lead to a negative performance metric would not be considered innovative, even if they met the requirements of novelty and enabling actions. THE TEECE MODEL OF INNOVATION: David Teece clarified that two factors imitability and complementary assets will have a strong influence in determining who will ultimately profit from an innovation. Imitability refers to how easily competitors can copy or duplicate the technology or process underpinning the innovation. There are many examples of barriers a company could use to protect itself from imitation, including intellectual property rights, complex internal routines or tacit knowledge. Complementary assets are equally important. They include any activity that gravitates around the core innovation such as distribution channels, reputation, marketing capabilities, strategic alliances, customer relationships, licensing agreements, among others. Analyzing the two dimensions the theory concludes that if imitability is high and complementary assets are freely available or unimportant it will be difficult to make money out of the innovation (exceptions can be made at the very short run). We will write a custom essay sample on Teece Model of Innovation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teece Model of Innovation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teece Model of Innovation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer If instead complementary assets are tightly held and important and imitability is once again high, the holder of such assets will be the one profiting on the innovation, independently of who developed it. If imitability is low the innovator will find himself in a much better position. When complementary assets are not controlled by other economic actors he will be able to collect most of the profits being generated. When, on the other hand, complementary assets are important and tightly held negotiation will take place, profits will be shared in proportion to bargaining power of the parts involved. The Teece model can be used not only to predict who will profit from an innovation but also to understand what company will have higher incentives to invest in certain innovations. The major flaw one can find in this theory is the lack of empirical evidence, which results from the difficulty to isolate the imitability and the complementarily effects from other factors. EXAMPLE: Consider the case of RC Cola, it was the first firm to introduce a diet cola on the market, but since it could not protect itself from imitation soon Pepsi and Coca-Cola jumped in, and using their complementary assets (distribution channels, brand name, etc. ) they appropriated all the profits of the segment. Another example is herbal toothpaste which was first introduced by vico vajradanti but later colgate entered in herbal toothpaste market with name colgate herbal and it succeed. References: Innovationzen. com A. Afuah, â€Å" Innovation management†, Oxford university press, 1998, 25.

David Levinsky essays

David Levinsky essays David Levinsky justifies his conclusion in both the introduction and the conclusion to his novel by complying with his misery. David Levinsky is happier being poor with goals than being rich. The only way for David to become a true American was to give up his Jewish religion, which was the basis of his whole identity. The result of Davids integration into the United States was that he spent the better part of his whole life comparing what he had to what he has achieved. He concludes that he was happier being a poor Talmud student not having a chance at success, than being a well-known, rich, cloak-manufacturer. In this essay I will talk about Davids misery in poverty, his material change from religion and his goals. Throughout the book, David goes through a complete material change from start to finish. Time and time again the reader sees David thrive off of his poverty or his horrible karma. He snags his chances at life by exaggerating his poverty. He is almost like a beggar. The quote, It seemed as if she were taking care of me from her grave, suggests that the mere fact that his murdered mother gave him a chance. He tells his sad miserable story about his mother several times in Russia and especially in America, and it always benefits him. David also tells of his first honest wages, suggesting that the begging that he did in the past was dishonest: He writes, And when I received my first wages-the first money I had ever earned by the work of my hands-it seemed as if it were the first money I had ever earned honestly. David was very alone after his mother died and lost an interest in his religious studies. He fills this hole and his hunger for knowledge by going to America. He grows so in a materialistic way, that it makes him a very educated man in America. He sees education as a way of power over people. He signifies this several times through h ...