The Rio de Janeiro Experience Essay Example for Free

The Rio de Janeiro Experience Essay Life is loaded with logical inconsistencies. The previously mentioned aphorism epitomizes the primary message of the story that discussions about the experience of Isabel Jones in Rio de Janeiro, Brazil. As referenced by Barthes, account assumes a significant job in the lives of individuals and furthermore the general public all in all since it gives the essential story and data about the different convictions, qualities, encounters, and other significant pieces of an individual’s life. In a similar way, the story about the experience of one individual in Rio de Janeiro doesn't just communicates a piece of that person’s life yet rather it likewise discusses significant issues about the nation of Brazil and its importance in to the general public. Being the situation, it is basic that the account is fundamentally investigated so as to see whether life is in reality loaded with logical inconsistencies as found according to a person who really experienced and acknowledged such sort of the real world. The initial segment of the account discusses the procedure by which the Isabel Jones needs to live her nation, the United States of America and travel far into an outside land. The second where Isabel left the Los Angeles and in the end her nation, represents the way toward separating as far as regional limits as well as with regards to the safe place of the individual. Living her nation of beginning beginnings her excursion of encountering new things that she isn't utilized to. Also, the progress of living for another nation is really an allegory that represents the takeoff of Isabel from her standard perspective about existence and agreeable way of life so as to wander into new encounters that will considerably change her viewpoint about numerous things, particularly life by and large. After Isabel’s appearance in Brazil the progression of the account is really separated into two particular encounters, wherein she encountered both the great and terrible sides of Brazil, explicitly Rio de Janeiro. The initial introduction that she had of Rio de Janeiro is the dynamic and glad individuals that consistently have grins in their appearances. According to this, she likewise saw the path by which individuals of different hues tend to amicably exist together with one another in light of the fact that they each know their confinement. The utilization of clear depiction about the scene that Isabel saw places her story into life, particularly with her symbolism that is loaded with shading that is likewise utilized in making the account of Imaginary Homelands all the more genuine to its perusers. The account even brought up the uncommon landscapes of Rio de Janeiro by utilizing incongruity of correlation, which is exemplified when she depicted the sea shore that is made of highly contrasting stones. During this piece of the account, Isabel’s view of logical inconsistency or contrasts are really in a positive light that additional more excellence to the new city that she is in. The attitude of Isabel isn't expressly appeared in this piece of story simply like Jayne Anne Phillips’ Cheers (1979), the portrayal of Rio de Janeiro’s gives her point of view without legitimately telling it. When Isabel was headed to the Ipanema Lodge, she was at that point having a review of the real incongruity of the circumstance in Rio de Janeiro wherein she is both entranced and defied by the delightful landscapes and intriguing realities that Lunzinho were portraying to her, which offers significance to the historical backdrop of the nation simply like the way Isabel Alliende kept in touch with her story entitled Unrooted Childhood however she likewise paid heed to the youngsters dozing in cardboard boxes. This is the primary occurrence that Isabel is hit by the truth that Rio de Janeiro isn't all shading and fun on the grounds that there is really a discouraging reality with it and that is neediness. Once Isabel showed up in the Ipanema Lodge she was acquainted with her flat mate, Christina Lopez. The account incorporated the real discussion between Isabel Jones and Christina Lopez during the first occasion when that they meet one another. It is very clear in their trade of discussion that these ladies effectively like each other in light of the fact that there is a sure association among them that caused them to feel quiet with one another. The agreeable connection among Isabel and Christina is realized by the regular intrigue that they have like showing youngsters and in any event, when it go to their comical inclination, which is very detectable when the two of them found the response of Lunzinho as interesting. The consideration of discussion in the account gives its perusers an increasingly distinctive impression of the relationship that exists between the two ladies. The trading of discussion between two individuals is one of the best method to appropriately build up the elements of the relationship of the fundamental entertainers who are associated with an account, which is likewise exemplified in the work Martin Amis’ wherein he utilized the real discussion of him and his dad so as to allow the peruser to see and recognize their genuine relationship. Isabel spent her following encounters in Rio de Janeiro with the organization of Christina. The primary things that they did together are appreciate the extravagance and conveniences of the Ipanema Lodge, particularly its sea shore. The two ladies were having some good times in the Ipanema sea shore when they met youngsters who they thought from the outset will secure them yet inevitable turned into the reason for inconvenience. From the start, Isabel and Christina thought the youngster was benevolent enough to offer his help to two ladies by methods for ensuring that no folks in the sea shore will exploit them. The two ladies, having genial characteristics simply permit the youngster to support them however the young fellow doesn't have a clue about his restrictions and even compromise the NGO agent that was relegated to the two ladies. In this episode, Isabel saw that her past idea that individuals in Rio de Janeiro know their cutoff points, don't have any significant bearing to all individuals on the grounds that there are additionally the individuals who will defy the guidelines and get themselves injured simply like what befall the youngster. In the conduct of the youngster, the idea of therapy that is given significance in the post-present day hypothesis of account is featured. Isabel and Christina are not by any means the only individuals who are astounded and shaken by the conduct of the youngster in light of the fact that the incorporation of this episode in the account additionally makes its perusers question mental prosperity of the individual just as the potential reasons that transform him into such sort of individual. The most significant and life getting updated some portion of Isabel’s travel to Rio de Janeiro is the point at which she encountered heading off to the favelas or ghettos in Brazil. Isabel and Christina by and by experience the neediness in the nation wherein the little youngsters that they need to educate are not allowed the chance to examine or even play on the grounds that the greater part of them need to work at a youthful age. The two ladies saw and feel the downturn circumstance of the individuals in the favelas with their homes crouched in mountain side and the trouble of the individuals to make a decent living for their regular needs. It is in this circumstance that the account in regards to Isabel’s involvement with Rio de Janeiro doesn't just recount about her story yet it likewise portrayed the individuals in the favelas and the circumstance of Brazil. The experience of Isabel in Rio de Janeiro permitted her to see the inconsistencies of life that the nearness of good and rich things in life likewise implied the presence of untoward things like neediness. Isabel’s visit in Rio de Janeiro changed her point of view about being an instructor and furthermore her viewpoint in life on the grounds that there is a more profound mindfulness inside herself and furthermore a test to contribute something and have any kind of effect as a teacher.

Why do you think science fiction is so popular today Essay

For what reason do you think sci-fi is so famous today - Essay Example the advanced world is owing to the incredible logical advancement that has been made lately, the extensive idea of the class, and a general disquiet with contemporary society and our aggregate fates. One of the significant reasons sci-fi is generally famous today is a direct result of current innovative advances. The most recent two decades have seen an implantation of innovation the quick movement of which the world has at no other time experienced. In such matters, one thinks about the advancement of the Internet and computerized innovation as a portion of the noticeable turns of events. Moreover, cloning and undifferentiated cell explore has likewise introduced incredible potential for the class. Eventually, with the blast of these advances a comparing want to investigate their outrageous possibilities in writing and amusement has to a great extent energized the class. Another conspicuous explanation sci-fi is very well known in the contemporary world is a direct result of the far reaching nature of the class. Sci-fi is one of a kind among classes in that it is confined uniquely by the creative mind of the essayist. This is stood out from types, for example, film noir, westerns, or even lighthearted comedies that are dependent upon exceptionally prohibitive kind shows that develop tired following various years. On the other hand sci-fi is continually ready to rehash itself as per explicit changes in innovation and the social milieu. This capacity to continually investigate the range of human information and experience permits the class to remain exceptionally pertinent in the contemporary world. A last explanation sci-fi is broadly well known is a direct result of general anxiety with society and our aggregate prospects. The present world has issues. Nations, for example, Italy and Greece are confronting insolvency and the remainder of Europe and the United States face an impressive downturn. There are developing worries with a dangerous atmospheric devation, world appetite, and HIV. With this incredible measure of social disquiet the requirement for a fantasy like and fanciful

Deconstruction Of The Rationalist Philosopher Rene Descartes Philosophy Essay

Deconstruction Of The Rationalist Philosopher Rene Descartes Philosophy Essay This deconstruction of a realist savant, for example, Rene Descartes is impacted fundamentally by a substantial presentation to Nietzsche, Marx, Kierkegaard, and Foucault. Upon an individual philosophical amalgamation of these scholars to my self, a reconsideration of Descartes produces shock that such work is viewed as good and distinction commendable. Rene Descartes is viewed as the author of investigative geometry, just as a significant supporter of the logical strategy, lastly, a logician. Nonetheless, a philosophical examination of this rationalist shows uncovers that there is some genuine substance ailing in his investigation and endeavors to arrive at truth, and rather just accomplishes feelings. Such an acknowledgment and end beseeches to uncover the uncertainty of Descartes reasoning and dishonor him as a respectable logician (while not contacting the mathematician). On the Begging of Questions and Initial Fallibility Rene Descartes opens his contemplations by perceiving that his originations of the world are to a great extent dependent on insecure establishments and vulnerabilities, and in this way decides to put forth a concentrated effort to the general pulverization of all his previous feelings. In the opening, Descartes portrays the idea of the undertaking, Now it won't be necessary㠢â‚ ¬Ã¢ ¦ to demonstrate that they [his previous opinions] are all false㠢â‚ ¬Ã¢ ¦ [but] the smallest ground for question that I discover any, will do the trick for me to dismiss every one of them. (Descartes, 95) Quickly we are confronted with the wrongness of such a case, for it guesses that Descartes is subject to dismiss all which he questions. That is, he is at risk to dismiss some obvious things, and acknowledge some bogus things inasmuch as he has conviction of them and he would essentially grasp this. Descartes utilizes this thought reliably when he guarantees that that which is known by the faculties can't be acknowledged as certain or valid (and maybe he is submitting one of numerous false notions when he infers that assurance likens truth). In any case, he asserts that a few things which are known by the faculties, for example, that he is holding paper, are strange to question, for that is the sort of uncertainty that would have him absorb myself to those crazy people whose brain are so troubled㠢â‚ ¬Ã¢ ¦ (Descartes, 96) Here he most prominently makes one wonder with respect to what is sure and genuine, and in this manner makes way for a fest of inquiry asking which follows for the rest of the contemplations. A side note concerning his wrongness is that when Descartes professes to have questioned everything, he despite everything utilizes memory and language. However how might he trust these resources particularly if he somehow managed to apply a similar motivation to them as he did to his detects that it is unwise to believe anything which has ever tricked him? Without a doubt, Descartes can't question everything from the earliest starting point, and for Construction acknowledges a few premises which are probably going to be broken. (Harrison-Barbet, 127) The Dream Problem Proceeding in the deconstruction, Descartes specifies a most intriguing point: that there are no decisive signs by methods for which one can recognize plainly between being wakeful and being snoozing. (Descartes, 96) Descartes endeavors to wipe out the uncertainty of what is genuine and not by suggesting that that which is certainly in both this present reality and the fantasy world is without a doubt in itself, for example, variable based math, geometry, and space science. In any case, however these arithmetic may have all the earmarks of being valid, it is still genuinely unsure which world is the genuine one. The Evil Genius/God Problem Descartes out of nowhere presents the idea of a God. Assuming that there is a being who is almighty and by whom I was made and made as I am, (Descartes, 98) Descartes suggests the conversation starter with respect to how he can be sure that that which is set up, of the unquestionably of arithmetic, isn't the object of trickiness by an all the more impressive being, and his reality and nature are of a significant worry for the reflections. In the first place, Descartes proposes the likelihood that there is anything but a genuine God, who is the sovereign wellspring of truth, yet some Evil Genius, no less tricky and misdirecting than ground-breaking, who has utilized all his guile to beguile me. (Descartes, 100) What Descartes implies by evident God is questionable here, similar to his term Evil Genius, yet plainly the last is an illusionist who is in the propensity or practice of misleading. Descartes guesses that this Evil Genius is almighty, so that on the off chance that he is genuine, at that point God can't be, and the other way around, yet at the same time he affirms that the suspension of all judgment and working up his insight from just that which is sure shields him from the fantasies of the Evil Genius. He doesn't consider the judicious ramifications this may lead him to an unending relapse of vulnerability, as on account of suspecting that he is suspecting something to be false, for this is generally impedin g to the object of building an establishment and structure of conviction. The Cogito Descartes guesses that maybe there is nothing which is sure, nor sure to exist, with the exception of his self his sense of self. That is, given the presence of a misleading Evil Genius, and given that Descartes figures, it must be intelligent that that which thinks must exist, and along these lines, regardless of any double dealing, Descartes exists, and consequently Descartes has achieved a perspective and the establishment of the entirety of his insight. Right off the bat, nonetheless, Descartes guesses the presence of an Evil Genius, and has not discredited the chance of a boundless relapse wherein it is conceivable that he is being misled about the suggestion that Descartes accept to be valid: that an Evil Genius exists, or he doesn't. There has been an extraordinary abundance of reactions concerning Descartes cogito, that if we somehow managed to concentrate on this, we would be very tedious and inauspicious, and along these lines this paper will assume the cogito similarly as Descartes has that seems to be, that he exists, regarding a solitary case of such analysis from regard: [The cogito] submits the mistake of round thinking; for the I in I am is as of now assumed in the I of I think, and any need it have involves rationale which has nothing to state about real existent things㠢â‚ ¬Ã¢ ¦ (Harrison-Barbet, 126) Indeed, what has Descartes genuinely questioned before he makes this case? Everything aside from what he needs in building, it appears he has just assumed an I, what's more that as of now has an origination of what believing is (and fundamentally what not believing is). Without a doubt, Descartes has not questioned everything as he had endeavored. (Nietzsche BGE, 24) This propensity for not questioning everything and making jumps in rationale work well for so as to make the Cartesian Structure, which is more the objective than arriving at truth, however Descartes appears to infer that a structure and Truth would be equivalent. The Infinite as Beyond Logic and Understanding In Meditation three, Descartes endeavors to demonstrate the presence of God, in which, as indicated by his own rationale, he is ineffective. One of Descartes unwritten premises is that God can be known by rationale. Considering a being who is exclusively a maker, this might be conceivable, however Descartes God is portrayed by being unending. Along these lines the inquiry that is generally judicious to pose is if God can be known through intelligent methods. Intelligently, this would imply that there is something to which God isn't predominant, and consequently considering him an unbounded being and understandable through rationale is simply conflicting. What we can't do, as per Kierkegaard, is accept by excellence of reason. On the off chance that we pick confidence [or belief] we should suspend our explanation so as to trust in an option that could be higher than reason. (McDonald) Indeed, Kierkegaard makes a commendable reaffirmation of the purposelessness of attempting to know something which is above explanation through explanation. Assuming, in any case, that Descartes God so wants, at that point obviously he could be known by rationale without a doubt, yet what is close to be analyzed is if the limited can know the idea of the unbounded. Descartes has guaranteed the potential presence of some preeminent, unbounded being, and is endeavoring to pick up information about him. In any case, Descartes is a human, limited being, who can't, without the desire of God, handle the will or nature of the endless. By definition, regardless of whether God permitted this to him, God may have similarly also denied this. That Descartes presumes that God is permitting himself to be known, and furthermore that he permits himself to be known through rationale is an assumption which depends vigorously upon two temperamental backings: that Gods will is for himself to be comprehended or known, and that God isn't a swindler. It appears that it is basic for all information professes to have a base which, at last, lies in some unproved suspicion (even arithmetic, as indicated by Russell), yet it is unequivocally Descartes one of a kind questioning strategy which makes it with the goal that we can't allow him the advantage of the dubious presum ptions which he makes. The assaults upon the information on God through rationale introduced above can be applied to Descartes deceptive contention that his origination of God can't have started inside himself. His case to this contention is that he is limited, though God is interminable, and that the possibility of something which is all the more genuine can't start with something which is less genuine. Here Descartes isn't thinking about the other option. That is, he is as of now making one wonder that God exists or is genuine, when he ought to likewise consider that maybe the possibility of the presence of God is less genuine than himself. This would imply that, in any event, as per his contention, his concept of God might be a fantasy, along these lines making him more genuine and existing than God or the possibility of God, while this thought is just a thought, and his reality is genuine. In this way, he would be the maker of something progressively flawed (the hallucination), along these lines being more immaculate than the possibility of God, which, as indicated by his Cartesian rationale, is a real contention which he has neglected to consider. I

Paying for College Part 5 High Paying Jobs for College Students

No student likes to work. Well, maybe they do, but we are pretty sure its the paycheck that is more exciting than the work itself. Thats whyhigh paying jobs for college students are so important.Today, we want to talk about ways to make more money than ever while working less hours than a typical J-O-B.You might be thinking that sounds too good to be true, right? Well, there isnt any such thing as a free lunch, however, there are new ways to make money that have some KEY factors for students: Flexibility and higher wages.Flexibility is necessary for students for many reasons. First, assignments arent consistent and as we all know all too well,professors conspire against students to schedule exams all on the same day(Just kidding, they dont conspire [I hope].. but it does feel that way, doesnt it?)Still, who knows what is going to come up?So flexibility is a mustOr even better, a job that pays well without requiring many hours.With the internet and the start up of numerous businesses that enable the average joe to make some extra cash on the side, there are many options for students that are flexible and can pay well.Watch this quick video to hear some of our favorite ways to make money (weve done most of these, by the way!) Some of these arehigh paying jobs for college students!If you have any other ideas, please comment below to share them with our other readers!Some of the sites mentioned where there can be high paying jobs for college students:AirBnb Use our link and get a $200 bonus when you host your first guest to make money!Uber Use our link and get up to a $20 credit on your first ride.Once you sign up, you can opt to become a driver to make cash when you have some free time.Upwork Signup as a freelancer to make cash when you want to. Some jobs are as easy as data-mining, reformatting things, design (great for design majors!) and more.Fiverr Another freelancer site. Use our link to receive a free gig to hire someone for yourself.

Why is it difficult for some people with learning disabilities to socially integrate in wider society - Free Essay Example

Sample details Pages: 11 Words: 3181 Downloads: 5 Date added: 2017/06/26 Category Psychology Essay Type Research paper Level High school Did you like this example? Why is it difficult for some people with learning disabilities to socially integrate in wider society? Outline and evaluate some of the ways in which learning disability services can help individuals with learning disabilities realise their dreams of developing friends and relationships with others. Introduction Learning disabilities refer to a group of disorders whereby individuals may display significant difficulties in listening, speaking, reading, writing, reasoning, mathematical abilities and social skills (Kavanagh Truss, 1988). These individuals find it difficult to socially integrate in wider society (Gresham and Elliot, 1987); this issue will be referred to social functioning in this essay. Indeed, this is a problem; not only does this have consequences for social functioning, but consequences for academic achievement (LaGreca Stone, 1990). Don’t waste time! Our writers will create an original "Why is it difficult for some people with learning disabilities to socially integrate in wider society" essay for you Create order Therefore, it is important to understand the mechanisms that explain the relationship between learning disabilities and social functioning, and the methods used to promote social functioning. Researchers have proposed a number of possible explanations to explain the relationship between learning disabilities and a lack of social functioning. These are social skill deficits (e.g., Bryan, 1991), communicative deficits (e.g., Storey, 2002) and anxiety (e.g., Beauchemin, Hutchins and Patterson, 2008). Individuals with social skill deficits do not have the social skills in their repertoire to interact appropriately with peers (Gresham Elliot, 1987). Individuals with communicative deficits have difficulty communicating with partners, such as proximity, eye contact, expecting the other individual to communicate and to respond sufficiently (Downing, 2005). Whereas social skills may include non-communicative behaviours (e.g., dressing appropriately), communicative skills are solely re lational; that is, the interaction between individuals (Downing, 2005). Furthermore, anxiety refers to the high state of arousal for individuals with learning disabilities, which, in turn impacts on social skills (e.g., Beauchemin et al., 2008). A number of interventions have been designed based on the above potential mechanisms. These are social skills training (e.g., Vaughn, 1985), communicative skills training (e.g., Downing, 2005) and mindfulness meditation (e.g., Beauchemin et al., 2008). Overall, the research suggests that social skills training, communicative skills training and mindfulness meditation offer modest results. These findings suggest these interventions provide little support for helping individuals with learning disabilities to develop friends and relationships. However, these modest effects may be limited to methodological limitations, such as how concepts are defined and measured. These interventions are viewed best as experimental interventions with theo retical structures that need rebuilding. Social skills training There is a consensus in the learning disability research literature that social skill deficits are a defining feature of learning disabilities (e.g., Forness Kavale, 1996; Kavale Mostert, 2004). Social skill deficits may occur because a set of skills has not been learned and therefore cannot be performed (Kavale Mostert, 2004). Social skills training is based on the assumption that if social skills can be taught, learned and performed, social competence will develop. Social competence is an umbrella term, which refers to the perceived adequacy of one’s social functioning (Maag, 2005). For example, as an individual acquires listening skills, they will begin to develop peer acceptance, which, in turn, infers social competence. Social skill training is an increasingly popular intervention used to increase the social competence of individuals with learning disabilities (Kavale Mostert, 2004). Social skills training programmes often involve developing a comprehensive set of skills, such as social problem-solving, expressing feelings, working cooperatively and learning how to listen (Kavale Mostert, 2004). Training is delivered in a range of styles, such as direct instruction, coaching, modeling and prompting (e.g., Combs Slaby, 1978; McIntosh, Vaughn Bennerson, 1995). For example, McIntosh, Vaughn and Bennerson (1995) developed an interpersonal problem-solving intervention, which involves carrying out social tasks between individuals, as opposed to isolation. McIntosh, Vaughn and Bennerson (1995) argue that if social skills are considered in multiple contexts (e.g., parents and peers), it is more likely to deliver long-term benefits (McIntosh, Vaughn Bennerson, 1995). In order to assess whether social skills training should be included in intervention programmes it is important to assess their effectiveness. By effectiveness, this refers to whether it is possible to teach students with learning difficulties social skills so that the y can cope and adapt to the larger social environment (Kavale Mostert, 2004). A number of comprehensive reviews in the research literature of learning disability have investigated the effectiveness of social skills training (e.g., McIntosh, Vaughn Zaragoza, 1991; Sridha Vaughn, 2001). However, the findings of these reviews have been mixed (Kavale Mostert, 2004), therefore offering tentative conclusions (i.e. conclusions that are not certain). This mixed support makes is possible to question the effectiveness of social skills training and whether individuals with learning disabilities can develop friends and relationships with others. Alternatively, meta- analyses have investigated the effectiveness of social skills training (e.g., Kavale Forness, 1995; Forness Kavale, 1996). A meta-analysis is a quantitative research method, which involves the collection of research studies. The conclusion of a meta-analysis is calculated by identifying the common statistical measure shared between studies, such as the effect-size (Cohen, 1988). Meta-analyses are considered the most robust research method as they are a way of achieving the highest statistical power. This means that researchers can be confident with generalising about a certain intervention (Eden, 2002). Kavale and Mostert (2004) conducted a meta-analysis to investigate the effectiveness of social skills training. Findings showed that social skills training had small effects, meaning that social skills training had limited efficacy for developing individuals’ social competence (Kavale Mostert, 2004). Kavale and Mostert (2004) suggest that the small effects associated with social skills training may be due to a number of theoretical and design issues. Perhaps one of the reasons social skills training has small effects is due to how social skills are conceptualised. Indeed, there is a continual debate in the literature over how social skills are defined (Gresham, 1986). For exa mple, some researchers refer to social skills as certain actions used to respond to social tasks (e.g., McFall, 1982). In contrast, other researchers refer to social skills as behaviours that help individuals initiate and maintain relationships and adapt to the larger social environment (e.g., Walker, Colvin Ramsey, 1985). Therefore, if there is a lack of a universal concept surrounding social skills then research studies will evaluate the effectiveness of social skills training in different ways. Another potential explanation as to why social skills training have small effects is related to measurement issues. Indeed, in the learning disability research literature there is a common problem of psychometric issues i.e. the design of quantitative tests (Gresham, 1986). For instance, researchers have identified that there has been a poor rationale for the inclusion of certain items in questionnaires. In addition, items often present poor reliability (i.e., items that produce inconsistent results across consistent conditions) and poor validity (i.e., items selected do not truly measure what they intend to measure). Therefore, if questionnaires to not obtain valid measures of social skills, research studies will find it difficult to show that social skills training works. To overcome these methodological issues, researchers have developed more robust instruments. These are the Social Skills Rating System (Gresham, 1986) and the Walker-McConnell Scale of Social Competence and School Adjustment (Walker McConnell, 1988). However, in Kavale and Mosterts’ (2004) meta-analysis, very few research studies utilised these instruments. A recommendation for future research would be to utilise instruments with good psychometric properties, in order to estimate the true efficacy of social skills training. Communicative skills training Individuals with learning disabilities show deficits in communication. Therefore, researchers have focused on developing individuals’ communicative skills in order to promote communicative competence. Communicative skills training develop these communication skills at job sites, such as employment offices (Storey, 2002). A responsive communicator refers to one who is aware that they are required to wait sufficiently for their partner to finish, before responding with relevant information (Downing, 2005). These communication skills lack in individuals with learning disabilities. This type of intervention is based on the foundation that communication is relational. Indeed, communication is characterised by the interaction between at least two individuals, or more, where there is a sender of a message and a receiver of a message. According to Downing (2005), using communicative partners in interventions is necessary for individuals with learning disabilities to understand the social aspects of communication. Like social skills training, communicative skills training use a variety of methods, such as modelling, role-playing, feedback and problem-solving. Furthermore, communicative skills interventions use reciprocity, facilitation and co-worker support. For example, Lamb, Bibby and Wood (1997) designed a programme, which included peer-communication activities. Participants were presented with publications of communication paradigms. The task required a speaker to describe the illustration to the listener who is then required to draw the illustration. An author supported this interaction. The author demonstrated the task first and provided regulatory strategies such as asking, answering and checking to encourage effective communication. Participants were told that if they would need to use these regulatory strategies in order to complete the tasks. This programme consisted of 12-weekly sessions, which each lasted about an hour. Results showed that by the end of the programme, individuals engaged in these strategies more and became more effective at communicating. This suggests that communicative skills training is an effective intervention used to promote the social functioning of those with learning disabilities. A systematic review carried out by Alwell and Cobb (2009) investigated the effectiveness of communication skills training for the social functioning of individuals with learning disabilities. Findings showed modest support for communicative skills training, suggesting that communicative skills training promote individuals’ social functioning. This systematic review has a number of methodological strengths. First, this review only included studies that had robust methodology, such as high internal validity, high internal reliability, and studies that provided important statistical information, such as effect sizes. Therefore, researchers should have greater confidence that the results are reliab le, at least across educational settings. Nevertheless, although it is a strength that the review only included studies that provided effect sizes, it can also be argued as a limitation. Alwell and Cobb (2009) raise the issue that excluding studies reduces the breadth and depth of the research pool, which, will reduce the quality of the systematic review. Therefore, future research should consider reporting their effect sizes so a larger pool of studies can be included in systematic reviews. Mindfulness Meditation Mindfulness meditation is an alternative approach to other interventions that can also be used to target the social functioning of individuals with learning disabilities (Beauchemin et al., 2008). Mindfulness refers to paying attention to one’s emotions, thoughts and sensations, in the present moment and in a non-judgmental way (Kabat Zinn, 1994). Mindfulness was originally identified as a method for improving mental health and reducing psychological distress (Bishop et al., 2004). However, it is recently becoming recognised as a technique that can be applied to a range of issues. A study conducted by Beauchemin et al. (2008) investigated whether mindfulness-based meditation intervention promoted social skills. The intervention included meditation sessions to be carried out every day, over a period of five weeks. Specifically, students were instructed to focus on their breath as they inhaled the breath and exhaled the breath, in an attempt to achieve a sense of calmn ess. After students had achieved a sense of calmness, students were instructed to mentally note the thoughts and feelings they experienced during the exercise. Students were instructed that if they felt over-involved in their thoughts and emotions that they should identify and acknowledge these experiences in a non-judgmental way. Findings showed that mindfulness meditation had modest results for promoting individuals’ social skills (Beauchemin et al., 2008). This suggests that mindfulness meditation may be a method disability services can use to increase the social functioning of individuals with learning disabilities. This relationship between mindfulness and the improvement of social skills can be partly explained by the cognitive-inference model of disability. The cognitive-inference model of disability suggests that mindfulness meditation reduces anxiety and the self-focus of attention, which, in turn improves social skills (Wine, 1971; 1982). For example, if an individual with learning disabilities is thinking about their competence and negative thoughts, they are likely to experience higher anxiety, which, in turn, will impact on their social functioning. Indeed, mindfulness meditation was significantly associated with a reduction in anxiety, providing support for the cognitive-inference model (Beauchemin et al., 2008). The study conducted by Beauchemin et al. (2008) has a number of strengths. First, the Social Skills Rating System (SSRS) developed by Gresham and Elliot (1990) was utilised. This instrument is a self-report instrument, which assesses student, teacher and parent ratings of the individuals’ social skills. The SSRS is a robust instrument, which has demonstrated acceptable internal validity and reliability (Harper, Webb Reynor, 2013). By using instruments that have good psychometric properties, researchers can be more confident about the efficacy that mindfulness meditation has for promoting social competence . However, the generalisability of this study is subject to a number of limitations. First, the study did not utilise a control group (i.e. a group that does not receive the intervention). In experimental studies, control groups often serve as a comparison group, to evaluate interventions. In this instance, a control group was not used, producing threats to internal validity because the researchers cannot be sure that the behavioural changes observed are due to the intervention. Therefore, future research should consider randomly allocating participants to intervention and control conditions to ensure that changes in behaviour can be attributed to the intervention (Harper, Webb Reynor, 2013). There is a robust set of research showing that mindfulness meditation reduces anxiety (e.g., Maags, 2005). However, there is a lack of research demonstrating the long-term effects of mindfulness meditation for promoting social skills (Beauchemin et al., 2008). Longitudinal studies are re quired in order to determine a causal relationship. Future research should consider conducting longitudinal studies in order to investigate the long-term impact mindfulness meditation has for promoting social skills. Conclusion This essay has provided potential explanations to explain the why individuals with learning disabilities find it difficult to socially integrate in wider society. These are social skill deficits (e.g., Bryan, 1991), communicative deficits (e.g., Storey, 2002) and anxiety (e.g., Beauchemin et al., 2008). This essay has also outlined the different ways learning disability services can promote social functioning. These are social skills training (e.g., Vaughn, 1985), communicative skills training (e.g., Downing, 2005) and mindfulness meditation (Beauchemin et al., 2008). This essay also evaluated these interventions based on meta-analyses, systematic reviews and research studies. Overall, the research suggests that social skills training, communicative skills training and mindfulness meditation offer modest results. These findings suggest that these interventions provide little support in promoting the social functioning of individuals with learning disabilities. In light of the importance social functioning has for developing friends and relationships, these results are somewhat disappointing. However, these modest findings are limited to a number of methodological limitations. Some of these include the lack of agreed concepts (e.g., Gresham, 1986), the lack of robust instruments (e.g., Gresham, 1986) and the lack of control groups (e.g., Beauchemin, 2009). Because of these methodological issues, the theoretical structures of these interventions remain incomplete, limiting the efficacy interventions have for social functioning. These interventions are viewed best as experimental interventions, and future research should consider rebuilding them. References Alwell, M., Cobb, B. (2009). Social and communicative interventions and transition outcomes for youth with disabilities. A systematic review. Career Development for Exceptional Individuals, 32(2), 94-107. Beauchemin, J., Hutchins, T. L., Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 34-45. Bishop, D. V., Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different?. Psychological Bulletin, 130(6), 858. Bruck, M. (1986). Social and emotional adjustments of learning disabled children: A review of the issues. In S. J. Ceci (Ed.), Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities (pp. 361-380). Hillsdale, NJ: Erlbaum. Bryan, T. H. (1991). Social problems and learning disabilities. In B.Y.L. Wong (Ed.), Learning About Learning Disa bilities (pp. 195-231). New York: Academic Press. Combs, T. P., Slaby, D. (1978). Social skills training with children. In B. Lahey A. Kazdin (Eds.), Advances in Clinical Child Psychology (Vol. 1, pp. 38-57). New York: Plenum Press. Donahue, M., Pearl, R., Bryan, T. (1983). Communicative competence in learning disabled children. In I. Bialer K. Gadow (Eds.), Advances in Learning and Behavioral Disabilities (Vol. 2, pp. 49-84). Greenwich, CT: JAI Press. Downing, J. E. (2005). Teaching Communication Skills to Students With Severe Disabilities (2nd ed.). Baltimore: Paul Brookes. Forness, S., Kavale, K. (1996). Treating social skills deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19, 2–13. Gresham, F. M. (1986). Conceptual and definitional issues in the assessment of social skills: Implications for classification and training. Journal of Clinical Child Psychology, 15, 16-25. Gresham, F. M., Elliott, S. N. (1987). Social skill deficits of learning-disabled students: Issues of definition, classification, and assessment. Reading, Writing, and Learning Disabilities, 3, 131-148. Gresham, F. M., Elliott, S. N. (1990). Social Skills Rating System Manual. Circle Pines, MN:American Guidance Service. Harper, S. K., Webb, T. L., Rayner, K. (2013). The effectiveness of mindfulness-based interventions for supporting people with intellectual disabilities: a narrative review. Behavior Modification, 37(3), 431-453. Kabat-Zinn, J. (1994). Wherever You Go There You Are. New York: Hyperion. Kavale, K., Mostert, M. P. (2004). Social skills interventions for individuals with learning disabilities. Learning Disability Quarterly, 27, 31–43. Kavanagh, J. F., Truss Jr, T. J. (Eds.). (1988). Learning disabilities: Proceedings of the national conference. York Press. McFall, R. (1982). A review and reformulation of the concept of social skills. Behavioral Asse ssment, 4, 1-33. McIntosh, R., Vaughn, S., Bennerson, D. (1995). FAST social skills with a SLAM and a RAP. Teaching Exceptional Children, 27, 37-49. McIntosh, R., Vaughn, S., Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24, 451-458. LaGreca, A. M. (1987). Children with learning disabilities: Interpersonal skills and social competence. Journal of Reading, Writing, and Learning Disabilities International, 3, 167-185. LaGreca, A. M., Stone, W. L. (1990). Children with learning disabilities: The role of achievement in the social, personal, and behavioral functioning. In H. L. Swanson B. K. Keogh (Eds.), Learning Disabilities: Theoretical and Research Issues (pp. 333-352). Hillsdale, NJ: Erlbaum. Lamb, S. J., Bibby, P. A., Wood, D. J. (1997). Promoting the communication skills of children with moderate learning difficulties. Child Language Teaching and Therapy, 13(3), 261-278. P earl, R., Donahue, M., Bryan, T. (1986). Social relationships of learning-disabled children. In J. K. Torgesen B. Y. L. Wong (Eds.), Psychological and Educational Perspectives on Learning Disabilities (pp. 193-224). Orlando, FL: Academic Press. Sridhar, D., Vaughn, S. (2001). Social functioning of students with learning disabilities. In D. P. Hallahan B. K. Keogh (Eds.), Research and Global Perspectives in Learning Disabilities: Essays in Honor of William M. Cruickshank (pp. 65-92). Mahwah, NJ: Erlbaum. Storey, K. (2002). Strategies for increasing interactions in supported employment settings: An updated review. Journal of Vocational Rehabilitation, 17, 231–237. Vaughn, S. (1985). Why teach social skills to learning disabled students? Journal of Learning Disabilities, 18, 588-591. Walker, H. M., McConnell, S. (1988). Walker-McConnell Scale of Social Competence and School Adjustment. Austin, TX: PRO-ED Wine, J. D. (1971). Test anxiety and direction of at tention. Psychological Bulletin, 76, 92-104. Wine, J. D. (1982). Evaluation anxiety: A cognitive-attentional construct. In H. W. Krohne L. Laux (Eds.), Achievement, Stress and Anxiety (pp. 207-219). New York: Hemisphere.

The Things They Carried Discussion Questions - 1813 Words

Tyler Mochizuki Mrs. Buzanis English 10 Honors, Period 2 13 January 2016 The Things They Carried Discussion Questions Chapters 1-4 1. Contrast the stone Jimmy carries in his mouth with the one in his stomach (p. 7-8, 16). The stone that he carries in his mouth and the one in his stomach contain two contrasting meanings to Lieutenant Jimmy Cross. O’Brien first introduces the stone carried by Jimmy in his mouth when he receives a letter from Martha concerning their long distance relationship. The â€Å"simple pebble, an ounce at most [was] smooth to the touch...† (O’Brien 7). In her letter, Martha states â€Å"...she had found the pebble on the Jersey shoreline, precisely where the land touched the water at high tide...† (O’Brien 7). The water line at high tide represents the single area of land where the virgin sand and ocean unite; where they meet is also the point where the ocean begins to concede back down, making this fine line a point of conversion and recession. Jimmy and Martha live on the delicate, yet promising line high tide creating a separate-but-together quality. He carries the pebble in his mouth â€Å"turning it with his tongue, tasting sea salt and mo isture† (O’Brien 13) because Jimmy can visualize Martha reaching down into the sand and picking up that single pebble; he can imagine being with her in that exact moment. To Jimmy, the pebble is a reminder of Martha, but in reality the pebble proves to be endangering both himself and his men by taking away his fullShow MoreRelatedThe Beauty Of The Beholder1198 Words   |  5 Pagesthe eye of the beholder† raises room for debate, discussion, and consideration. In order to comprehend beauty in an objective form versus a subjective form, the difference between the two need clarification. Objective truths are based on facts pertaining to the physical and material world. Primary qualities for example, are objective. 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Value Management in Project Portfolios †Free Samples to Students

Question: Discuss about the Value Management in Project Portfolios. Answer: Introduction: Program management is defined by Martinsuo (2013), as a style of associated tasks assembled to be matched, dealt with in ways and administered to bring benefits separately. Projects can constitute component of related capacity from the scope of the particular assignments in only a program. The Project management could be the discipline of applying recognized concepts, techniques and guidelines to take care of a task from conception through completion. It is usually abbreviated as PM. Project administration oversees the preparing, planning and implementing of a project. An activity is surely an undertaking with particular begin and end parameters made to produce a defined outcome, just like a new computer system. An activity is different from continuing processes, just like a governance program or anadvantage managementprogram. As stated by Mike Fritz, the program management director is relied upon to make a common language that can be utilized through the whole association. He is a business pioneer, which means that he is responsible for everyday business activities inside the association. The program management director will probably know how to exactly speak with persons about them in order to guarantee the agencies seeks its objectives. In Megatronic Organization, a program manager will probably strategy and execute any products or company progress and guarantee so it matches the boundaries requirements (Milosevic, Patanakul Srivannaboon, 2010). This clearly proposes or clarifies the roles and obligations required for a program director inside an association. The approach that has been set out by Megatronic Organization is only a decent exercise of program organization required inside an association to help the organization of assignments and sub undertakings in only an organization. Differences between project and program management The roles and obligations of program and project manager change from one business to some other one. There are a few unmistakable component (special) between similarly degrees in an organization. Task can be depicted in a lot of angles. Beringer, Jonas and Kock (2013), depicts it as a transitory undertaking attempted to make an unmistakable thing or administration. Project comprises of the following: Cycle of responsibilities Spell out deliverables and outcomes Establish first, conclusion, routine, and strategy Prepare finances Allocating certain assets to the work Defining the proper strategy Program might be portrayed as material which brings an outstanding volume of execution. In a program, there is a collection of specific tasks or projects particularly with a deliverable a material of its usefulness. Program includes the accompanying: A deliverable or single thing Numerous items or deliverables Its reliably focus on the association targets and cost of providing it. Assistance administration Differences between program and project manager The program managers are mainly involved with management of portfolios and they are more targeted towards context. Their main focus is on achieving of strategic goals and transaction related business strategies as well as objectives. Project managers are mainly associated with managing of projects and handling of risk management. They also focus on dealing with requirements of the project. In accordance to Turner (2016), a program is described as a type of related jobs, design activities and sub-programs which are thought of to be composed and kept up in a way that might be helpful separately. The basic proposals for James is as the program manager associated with Mega Security is that he should have top to bottom comprehension of how this system and test are kept up together to deliver shared advantage to the organization. For James to accomplish the organization's destinations and points, he needs to comprehend the undertaking start program to be on the cutting edge to direct up the program and guarantee it is fruitful. Depending on the organization requirement James probably will discover the Early Birds Limited since they fit in with what the law states, they do not have cost of execution, they are anything but difficult to degree their utilization and they have organization association and help transactions. In any case, he is required to develop a document for project initiation, which will help in understanding the level of organizing and bring all the direction required to empower the utilization of the endeavor and to drive forward through that there is correspondence with the stakeholders of the project. James can give everyone access the Mega Security Company realize the point of the project and where it will be with the help of an in depth project initiation document. In the Project Initiation Document of Mega Security, the following should have been included: The assignment ought to be unmistakably clarified having its scope The task ought to be sensible James should secure funds for commencing the task The capacities and obligations of other participants in the project ought to be obviously clarified There should be proficient correspondence and arrangement of information which are exceptionally powerful and gainful to guarantee the fruitful execution of the assignment Management of project initiated in Mega Security The Project Initiation Document is truly a plan to control the test, dispense clear purpose behind the project, its destinations along with organizing and managing of project (Stettina Horz, 2015). This assistance each staff inside the organization to determine progress of project from first to final stage. The aggregate number of detail in the document for Project Initiation must be adequate for the administration of Mega Security Company to discover the required project direction and to execute the required idea, the complete practicality of the project goals and plan. This report is fortified by various document for planning that are not basic to be required at time of preparing Project Initiation Document. It is advised to essentially have a small business event for controlling that challenge successfully combined with following factors: Advantages: What are the benefits of that challenge in the entire business target? Alternatives: What other available possibilities may be moved out in developing that challenge development? Cost and Timescale: There should an obvious break down of the challenge charges as well as related fund to execute the project. Cost/Benefit analysis: This method helps in balancing the expectations of project with respect to lifecycle of a project. Program Stakeholder Engagement Nicholas and Steyn (2017), defines Stakeholder theory as particular way of offer and identify stakeholders, based on the created idea of stakeholder. The absolute best decision of the Executive group ought to be to first comprehend the idea of stakeholder engagement and figured out how to control their stakeholders so as with the end goal for them to acquire their targets and also objectives. In a program, stakeholder connote every one of the individuals who connect, similar to any threats stakeholders ought to be distinguished, classified, followed and examined. Stakeholder could be focal or outside to this program and they could impact this framework both completely and adversely. In this manner, it is moderately electronic for project supervisors to control stakeholders closely. Stakeholder engagement could be alluded to as essential and sideways strategy for communication including the projects pioneers and the group in addition to the stakeholders encourages engagements in basically any program is constantly chosen by various parts in the project and program groups. The various methods of engaging stakeholders are listed as below: High power having large interest They are the kind of stakeholders who require to thoroughly be locked in to guarantee their vitality are bigger and should unquestionably be fulfilled. High power having low interest There is a need positively to sufficiently set perform to enable them to be held fulfilled. Minimal Power having large interest They are type of the general population that must be educated acceptably and incessant correspondence with them are urged to lessen problems or issues that may emerge because of program administration (Teller, 2013). These type of stakeholders are people may more often than not be useful with part of a program or project. Insignificant power having low interest These individuals must be checked however do not exhaust them with extortionate correspondence. The Program Stakeholder identification In General Public Hospital, there is an enrolment of stakeholder made for the administration to examine their stakeholder, their drives and qualities to affect the result of this framework and help it. For instance, payroll team is classified to be the group having high power as well as high interest, thusly they must be totally utilized with better work to fulfill this framework needs (Rothman, 2016). While the focus party are related to expansive enthusiasm with insignificant vitality inside this framework, thusly they must be sufficiently instructed and talk with the end goal for them to guarantee that a number imperative issues can be discovered to be emerging in the association. In context to the particular case of General Public Hospital, their review meeting sets out many of the plan for managing stakeholders. The engagement of stakeholders is frequently done throughout the entire period of program for ensuring that their cultures as well as expectation of the organization are delivered and tracked as per aim of the program. The Executive team of General Public Hospital are answerable for making proper decisions inside the company. They should have reasonable facts so that program manager can aid administration in the company and also to be sure the company work out ahead, and this program targets tend to be met. Program governance will be a method as well as program that is a program get used to check, assess as well as offer the corporation doing the job of the sponsors. Program governance will be sessions as well as sessions expressed by the audience provides to be certain it truly is program will likely be managed successfully as well as consistently. It is reached throughout the actions relating to right managing on the subject of final decision making. The Program Strike Zone features a power tool that will involves any manage examine constraints regarding individual important accomplishment problem from the program. The tool is utilized to track the progress of the association accomplishment to guarantee they are according to goals and objectives of the association, without fundamental contribution of the vital administration group. Merits of program strike zone With the Program Strike Zone, they empower awesome methods for association on design goals, targets, and quality for the span of this framework life period from design start through this framework conclusion. This program strike zone had something that will be utilized to control and concentrate on the group considerations on the virtual arrangement situations Also in this Program Strike Zone, there are given conditions which are plainly specified, reasonably to assess and be comprehended in administration of this framework inside the association. In program strike zone, support was required to be a la mode to mirror the steady program targets, desires and electronic program issues Program strike zone, it unquestionably was imperative to target or limit the considerations of the administration chamber or the legislature. The official and plan supervisors utilized that plan to control their arrangement easily, they support the program by clearly laying out a viably detailed and perceived contract of so exactly how to they will regulate the program and screen its accomplishment and objectives. The program boss is mindful of building up the program vision fixated on essential factor accomplishment through utilization of program strike zone idea (Kaiser, El Arbi Ahlemann, 2015). The enterprise objectives and targets are adjusted close by the key vision to figure out how to ensure smooth obligation of reference operation and potential operation. The program strike zone ensure a specialized strategy is particular and offered to encourage smooth working of business activities from design supervisors and diverse partners inside the venture (Turner, 2016). This advance streamlining of business vision, vision and destinations are met in only a stipulated time period and beyond any doubt it decrease the expenses relate sincerely to pointless correspondence. As far as possible perceived by the official administration was a method for collaborating the general arrangement advance and accomplishment and to manage issue related with the program all through the process of program lifecycle. Program Theory As indicated by Martinelli and Milosevic (2016), a procedure thought is characterized concerning how it clarifies the treatment between a program, a methodology and a policy is recognized to build a change of the outcomes that may result into particular effects. A fabulous arrangement thought by and large copies the foundation of innovativeness happening in laps. For example, various applications have a points of changing particular type of conduct. In spite of, the occasions of particular results that need to happen first. Individual reliably change their conduct after first adapting some new information, making another capacity, or changing their point of view about something. In real administration, it is extremely hard to separate between the program and project, since it is basically comparative in controlling both the program and task. There are some difference between project and program as provided below: Duration: However sometimes jobs usually takes longer years, but they usually get smaller period match facing programs which often takes longer time. In programs they always split in two stages since they are likely to take a longer duration (Behrens Patzelt, 2016). Effort: The project may be considered as the single effort given by a person to accomplish it whereas program is a collection of projects. It is many individuals making a group for working towards a general objective. Tasks are complimentary and along these lines helps to encourage the projects to achieve its targets and objectives. Structure: With venture scope, goals all around characterized, and contained in a Project Charter with program they are elevated amounts of vulnerability since it has a bigger group included. The group are in charge of organizing and directing the work. Favourable circumstances: The interest of a project to be diverse is that something must be procured at the accomplishment, as some program group activities require surely to accomplish and achieve a result. The results could be touchable however not continually are. The interest of a program is the amount of the results in different occupations and this can whole up to an arrangement or ethnic change, or the adjustment in exhibitions of the organization. Project management will be the itemizing, comparing, controlling, and overseeing of an occupation applying firm resources. It is for precise time while gave the task targets last. Obviously venture organization will be the prerequisite portion, exercises, and directing of sources inside the business with respect to time, range and expenses, according to specific attempts and result supply schedule, the entirety sum costing as per the accomplishment and use of assets. Program management will be the assignment, utilize, and heading of firm sources which are approved to three amounts of organization chain of importance, the absolute most truly successful level will be the strategic administration with increased general the responsibilities within the organization (Martinsuo Killen, 2014). For instance, at the reduced level will be the project managers which can be accountable for handling various jobs within the typical program. The program manager or director will be in the middle level and they are accountable for handling the business enterprise methods result as significant responsibilities in a stipulated timeline. Their roles comprises of setting the objectives and reviewing them, coordination of activities for the project, and administering integration of products as well as reusing the results of interim work. References Behrens, J., Patzelt, H. (2016). Corporate Entrepreneurship Managers' Project Terminations: Integrating Portfolio?Level, Individual?Level, and Firm?Level Effects.Entrepreneurship Theory and Practice,40(4), 815-842. Beringer, C., Jonas, D. Kock, A., (2013). Behavior of internal stakeholders in project portfolio management and its impact on success.International Journal of Project Management,31(6), pp.830-846. Costantino, F., Di Gravio, G., Nonino, F. (2015). Project selection in project portfolio management: An artificial neural network model based on critical success factors.International Journal of Project Management,33(8), 1744-1754. Kaiser, M.G., El Arbi, F. Ahlemann, F., (2015). Successful project portfolio management beyond project selection techniques: Understanding the role of structural alignment.International Journal of Project Management,33(1), pp.126-139. Martinelli, R. J., Milosevic, D. Z. (2016).Project management toolbox: tools and techniques for the practicing project manager. John Wiley Sons. Martinsuo, M., Killen, C. P. (2014). Value management in project portfolios: Identifying and assessing strategic value.Project Management Journal,45(5), 56-70. Martinsuo, M., (2013). Project portfolio management in practice and in context.International Journal of Project Management,31(6), pp.794-803. Milosevic, D. Z., Patanakul, P., Srivannaboon, S. (2010).Case studies in project, program, and organizational project management. John Wiley Sons. Nicholas, J. M., Steyn, H. (2017).Project management for engineering, business and technology. Taylor Francis. Rothman, J. (2016).Manage Your Project Portfolio: Increase Your Capacity and Finish More Projects. Pragmatic Bookshelf. Schwalbe, K., (2015).Information technology project management. Cengage Learning. Stettina, C. J., Hrz, J. (2015). Agile portfolio management: An empirical perspective on the practice in use.International Journal of Project Management,33(1), 140-152. Teller, J. (2013). Portfolio risk management and its contribution to project portfolio success: An investigation of organization, process, and culture.Project Management Journal,44(2), 36-51. Teller, J., Kock, A. (2013). An empirical investigation on how portfolio risk management influences project portfolio success.International Journal of Project Management,31(6), 817-829. Turner, R., (2016).Gower handbook of project management. Routledge. Verzuh, E. (2015).The fast forward MBA in project management. John Wiley Sons.