Guinn v. United States

Guinn v. United States was a United States Supreme Court case decided in 1915, dealing with the constitutionality of voter qualification provisions in state constitutions. Specifically, the court found residency-based â€Å"grandfather clause† exemptions to voter literacy tests—but not the tests themselves—to be unconstitutional. Literacy tests were used in several Southern states between the 1890s and 1960s as a way of preventing African Americans from voting. The unanimous decision in Guinn v. United States marked the first time the Supreme Court struck down a state law disenfranchising African Americans.   Fast Facts: Guinn v. United States Case Argued: Oct. 17, 1913Decision Issued: June 21, 1915Petitioners: Frank Guinn and J. J. Beal, Oklahoma election officialsRespondent: United StatesKey Questions: Did Oklahoma’s grandfather clause, in singling out black Americans as being required to take a voter literacy test, violate the U.S. Constitution? Did Oklahoma’s literacy test clause—without the grandfather clause—violate the U.S. Constitution?Majority Decision: Justices White, McKenna, Holmes, Day, Hughes, Van Devanter, Lamar, PitneyDissenting: None, but Justice McReynolds took no part in the consideration or decision of the case.Ruling: The Supreme Court ruled that residency-based â€Å"grandfather clause† exemptions to voter literacy tests—but not the tests themselves—were unconstitutional. Facts of the Case Shortly after it was admitted into the Union in 1907, the state of Oklahoma passed an amendment to its constitution requiring that citizens pass a literacy test before being allowed to vote. However, the state’s Voter Registration Act of 1910 contained a clause allowing voters whose grandfathers had either been eligible to vote before January 1, 1866, had been residents of â€Å"some foreign nation,† or had been soldiers, to vote without taking the test. Rarely affecting white voters, the clause disenfranchised many black voters because their grandfathers had been slaves before 1866 and were thus ineligible to vote.   As applied in most states, the literacy tests were highly subjective. Questions were confusingly worded and often had several possible correct answers. In addition, the tests were graded by white election officials who had been trained to discriminate against black voters. In one instance, for example, election officials rejected a black college graduate even though there was not â€Å"the slightest room for doubt as to whether† he was entitled to vote, concluded the U.S. Circuit Court. After the 1910 November midterm election, Oklahoma election officials Frank Guinn and J.J. Beal were charged in federal court with conspiring to fraudulently disenfranchise black voters, in violation of the Fifteenth Amendment. In 1911, Guinn and Beal were convicted and appealed to the Supreme Court. Constitutional Issues While the Civil Rights Act of 1866 had guaranteed U.S. citizenship without regard to race, color, or previous condition of slavery or involuntary servitude, it did not address the voting rights of former slaves. To bolster the Thirteenth and Fourteenth Amendments of the Reconstruction-era, the Fifteenth Amendment, ratified on February 3, 1870, prohibited the federal government and the states from denying any citizen the right to vote based on their race, color, or previous condition of servitude. The Supreme Court faced two related Constitutional questions. First, did Oklahoma’s grandfather clause, in singling out black Americans as being required to take the literacy test, violate the U.S. Constitution? Second, did Oklahoma’s literacy test clause—without the grandfather clause—violate the U.S. Constitution? The Arguments The state of Oklahoma argued that the 1907 amendment to its state constitution was validly passed and clearly within the powers of the states granted by the Tenth Amendment. The Tenth Amendment reserves all powers not specifically granted to the U.S. government in Article I, Section 8 of the Constitution to the states or to the people. Attorneys for the U.S. government chose to argue only against the constitutionality of the â€Å"grandfather clause† itself while conceding that literacy tests, if written and administered to be racially neutral, were acceptable. Majority Opinion In its unanimous opinion, delivered by Chief Justice C.J. White on June 21, 1915, the Supreme Court ruled that Oklahoma’s grandfather clause—having been written in a way to serve â€Å"no rational purpose† other than to deny African American citizens the right to vote—violated the Fifteenth Amendment to the U.S. Constitution. The convictions of Oklahoma election officials Frank Guinn and J.J. Beal were thus upheld. However, since the government had previously conceded the point, Justice White wrote that, â€Å"No time need be spent on the question of the validity of the literacy test, considered alone, since, as we have seen, its establishment was but the exercise by the State of a lawful power vested in it not subject to our supervision, and, indeed, its validity is admitted.† Dissenting Opinion As the court’s decision was unanimous, with only Justice James Clark McReynolds not taking part in the case, no dissenting opinion was issued. The Impact In overturning Oklahoma’s grandfather clause, but upholding its right to require pre-voting literacy tests, the Supreme Court confirmed the historic rights of the states to establish voter qualifications as long as they did not otherwise violate the U.S. Constitution. While it was a symbolic legal victory for African American voting rights, the Guinn ruling fell far short of immediately enfranchising black Southern citizens. At the time it was issued, the court’s ruling also nullified similar voter qualification provisions in the constitutions of Alabama, Georgia, Louisiana, North Carolina, and Virginia. While they could no longer apply grandfather clauses, their state legislatures enacted poll taxes and other means of restricting black voter registration. Even after the Twenty-Fourth Amendment prohibited the use of poll taxes in federal elections, five states continued to impose them in state elections. Not until 1966 did the U.S. Supreme Court declare poll taxes in state elections unconstitutional.   In final analysis, Guinn vs. United States decided in 1915, was a small, but a significant first legal step in the Civil Rights Movement toward racial equality in the United States. It was not until passage of the Voting Rights Act of 1965 that all remaining legal barriers denying black Americans the right to vote under the Fifteenth Amendment—enacted nearly a century earlier—were finally outlawed. Sources and Further Reference Guinn v. United States (238 U.S. 347). Cornell Law School Legal Information Institute.Guinn v. United States (1915). Oklahoma Historical Society.Onion, Rebecca. The Impossible Literacy Test Louisiana Gave Black Voters in the 1960s. Slate (2013).Poll Taxes. Smithsonian National Museum of American History.

The Euthanasia And Assisted Suicide - 1505 Words

Having an elderly family member fall ill to a critical illness can be devastating for the family and friends of that person. Although it is ultimately up to the patient - if they are mentally capable - to decide to have an assisted suicide death, which could cause several issue with the family members. Or if the child of the ill or elderly parent has to decide whether their mom or dad should go forward with active euthanasia, could also cause some issues amongst the family. Euthanasia and assisted suicide is a way for family members and friends to be able to say their goodbyes to their loved one and know that they won’t be suffering for much longer. First, this essay is going to explore what euthanasia and assisted suicide is, and what the†¦show more content†¦The term euthanasia is derived from the Greek word, meaning â€Å"good death†. Diaconescu (2012) also mentions that euthanasia is compassionate killing to relive the pains of a person whose death is inevi table due to an incurable disease. According to the Canadian Criminal Code section 241: â€Å"Every one who (a) counsels a person to commit suicide, or (b) aids or abets a person to commit suicide, whether suicide ensues or not, is guilty of an indictable offence and liable to imprisonment for a term not exceeding fourteen years.† (Criminal Code). However, as of February 2015, the Supreme Court of Canada has decided under certain conditions - which become null in 12 months, to allow someone who is ill and suffering to end their life (Stone, 2015). People, who are suffering from an incurable disease and are facing an inevitable death in their future, now have the right to die with dignity, which is a big achievement in the healthcare world. â€Å"People will have a choice† (Stone, 2015). Many people who are now suffering are relieved to hear that they now have a choice to die with dignity, rather than suffering until they die naturally. Many people have a difference in opinion, but when it comes to making decisions for your own health care, only your opinion matters. However, differences of opinions will start to clash

Engineering Economy Sullivan free essay sample

Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Click here to download immediately!!! http://solutionsmanualtestbankspdfs. blogspot. com/2011/10/engineering-economy-sullivanwicks_10. html Name: Engineering Economy Author: Sullivan Wicks Koelling Edition: 15th ISBN-10: 0132554909 Type: Solutions Manual The file contains solutions and questions to all chapters and all questions. All the files are carefully checked and accuracy is ensured. This is a sample chapter ENGINEERING ECONOMY FIFTEENTH EDITION Solutions Manual WILLIAM G. SULLIVAN Virginia Polytechnic Institute and State University ELIN M. WICKS Wicks and Associates, L. L. P. Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual C. PATRICK KOELLING Virginia Polytechnic Institute and State University Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Solutions to Chapter 1 Problems A Note To Instructors: Because of volatile energy prices in todays world, the instructor is encouraged to vary energy prices in affected problems (e. g. the price of a gallon of gasoline) plus and minus 50 percent and ask students to determine whether this range of prices changes the recommendation in the problem. This should make for stimulating inclass discussion of the results. 1-1 Because each pound of CO2 has a penalty of $0. 20, Savings = (15 gallons $0. 10/gallon) (8 lb)($0. 20/lb) = $1. 34 If Stan can drive his car for less than $1. 34/8 = $0. 1675 per mile, he should make the trip. The cost of gasoline only for the trip is (8 miles 25 miles/gallon)($3. 00/gallon) = $0. 96, but other costs of driving, such as insurance, maintenance, and depreciation, may also influence Stan’s decision. What is the cost of an accident, should Stan have one during his weekly trip to purchase less expensive gasoline? If Stan makes the trip weekly for a year, should this influence his decision? 1 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-2 Other information needed includes total number of miles driven each year and the gas consumption (miles per gallon) of the average delivery vehicle. 2 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-3 Some non-monetary factors (attributes) that might be important are: ? ? ? ? ? Safety Reliability (from the viewpoint of user service) Quality in terms of consumer expectations Aesthetics (how it looks, and so on) Patent considerations 3 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-4 At first glance, Tyler’s options seem to be: (1) immediately pay $803 to the owner of the other person’s car or (2) submit a claim to the insurance company. If Tyler keeps his Nissan for five more years (an assumption), the cost of option 2 is ($803 ? $500) + $60 ? 5 years = $603. This amount is less than paying $803 out-of-pocket, so Tyler probably should have submitted an insurance claim. But if his premiums go higher and higher each subsequent year (another assumption! ), Tyler ought to pursue option 1. What we don’t know in this problem is the age and condition of the other person’s car. If we assume it’s a clunker, another option for Tyler is to offer to buy the other person’s car and fix it himself and then sell it over the internet. Or Tyler could donate the unrepaired (or repaired) car to his favorite charity. 4 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual (a) 15,000 miles per year / 25 mpg = 600 gallons per year of E20 Savings = 600 gallons per year ($3. 00 ? $2. 55) = $270 per year (b) 1-5 Gasoline saved = 0. 20 (600 gal/yr)(1,000,000 people) = 120 million gallons per year 5 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-6 The environmental impact on the villagers is unknown, but their spring and summer crop yields could be affected by more than normal snow melt. Lets assume this cost is $10 million. Then the total cost of the plan is $6 million (180 million rubles) plus $10 million and the plan is no longer cost-effective when this additional externality is considered. 6 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-7 There are numerous other options including a nuclear plant, a 100% gas-fired plant and a windmill bank at a nearby mountain pass. Also, solar farms are becoming more cost competitive nowadays. 7 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-8 Increased lifetime earnings of a college graduate = $1,200,000(0. 75) = $900,000 8 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-9 Strategy 1: Change oil every 3,000 miles. Cost = (15,000/3,000)($30) = $150 / year Strategy 2: Change oil every 5,000 miles. Cost = (15,000/5,000)($30) = $90 / year Savings = $60 per year 9 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-10 In six months you will spend approximately $360 on bottled water. The cost of the filter is $50, so you will save $310 every four months. This amounts to $620 over a year, and you dont need to bother recycling all those plastic bottles! An up-front expenditure of $50 can indeed save a lot of money each year. 10 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-11 110 gallons x $3. 00 per gallon = $330 saved over 55,000 miles of driving. This comes down to $330 / 55,000 = $0. 006 per mile driven. So Brand A saves 6/10 of a penny for each mile driven. 11 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-12 (a) Problem: To find the least expensive method for setting up capacity to produce drill bits. (b) Assumptions: The revenue per unit will be the same for either machine; startup costs are negligible; breakdowns are not frequent; previous employee’s data are correct; drill bits are manufactured the same way regardless of the alternative chosen; in-house technicians can modify the old machine so its life span will match that of the new machine; neither machine has any resale value; there is no union to lobby for inhouse work; etc. (c) Alternatives: (1) Modify the old machine for producing the new drill bit (using in-house technicians); (2) Buy a new machine for $450,000; (3) Get McDonald Inc. to modify the machine; (4) Outsource the work to another company. (d) Criterion: Least cost in dollars for the anticipated production runs, given that quality and delivery time are essentially unaffected (i. e. , not compromised). (e) Risks: The old machine could be less reliable than a new one; the old machine could cause environmental hazards; fixing the old machine in-house could prove to be unsatisfactory; the old machine could be less safe than a new one; etc. (f) Non-monetary Considerations: Safety; environmental concerns; quality/reliability differences; â€Å"flexibility† of a new machine; job security for in-house work; image to outside companies by having a new technology (machine); etc. (g) Post Audit: Did either machine (or outsourcing) fail to deliver high quality product on time? Were maintenance costs of the machines acceptable? Did the total production costs allow an acceptable profit to be made? 12 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-13 (a) Problem A: Subject to time, grade point average and energy that Mary is willing/able to exert, Problem A might be How can Mary survive the senior year and graduate during the coming year (earn a college degree)? Problem B: Subject to knowledge of the job market, mobility and professional ambition, Marys Problem B could be How can I use my brothers entry-level job as a spring board into a higherpaying position with a career advancement opportunity (maybe no college degree)? (b) Problem A Some feasible solutions for Problem A would include: (1) Get a loan from her brother and take fewer courses per term, possibly graduating in the summer. (2) Quit partying and devote her extra time and limited funds to the task of graduating in the spring term (maybe Mary could get a scholarship to help with tuition, room and board). Problem B Some feasible solutions for Problem B would include: (1) Work for her brother and take over the company to enable him to start another entrepreneurial venture. (2) Work part-time for her brother and continue to take courses over the next couple of years in order to graduate. (3) Work for her brother for one or two semesters to build up funds for her senior year. While interviewing, bring up the real life working experience and request a higher starting salary. 13 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-14 A Typical Discussion/Solution: (a) One problem involves how to satisfy the hunger of three students assume a piping hot delicious pizza will satisfy this need. (Another problem is to learn enough about Engineering Economy to pass or better yet earn an â€Å"A† or a â€Å"B† on the final examination and ace the course. Maybe a pizza will solve this problem too? ) Let’s use â€Å"hunger satisfaction with a pizza† as the problem/need definition. (b) Principle 1 Develop the Alternatives i) Alternative A is to order a pizza from â€Å"Pick-Up Sticks† ii) Alternative B is to order a pizza from â€Å"Fred’s† Other options probably exist but we’ll stick to these two alternatives Principle 2 Focus on the Differences Difference in delivery time could be an issue. A perceived difference in the quality of the ingredients used to make the pizza could be another factor to consider. We’ll concentrate our attention on cost differences in part (c) to follow. Principle 3 Use a Consistent Viewpoint Consider your problem from the perspective of three customers wanting to get a good deal. Does it make sense to buy a pizza having a crust that your dog enjoys, or ordering a pizza from a shop that employs only college students? Use the customer’s point of view in this situation rather than that of the owner of the pizza shop or the driver of the delivery vehicle. Principle 4 Use a Common Unit of Measure Most people use â€Å"dollars† as one of the most important measures for examining differences between alternatives. In deciding which pizza to order, we’ll use a cost-based metric in part (c). Principle 5 Consider All Relevant Criteria Factors other than cost may affect the decision about which pizza to order. For example, variety and quality of toppings and delivery time may be extremely important to your choice. Dynamics of group decision making may also introduce various â€Å"political† considerations into the final selection (can you name a couple? ) Principle 6 Make Uncertainty Explicit The variability in quality of the pizza, its delivery time and even its price should be carefully examined in making your selection. (Advertised prices are often valid under special conditions -call first to check on this! ) Principle 7 Revisit Your Decision After you’ve consumed your pizza and returned to studying for the final exam, were you pleased with the taste of the toppings? On the downside, was the crust like cardboard? You’ll keep these sorts of things in mind (good and bad) when you order your next pizza! 14 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-14 continued (c) Finally some numbers to crunch don’t forget to list any key assumptions that underpin your analysis to minimize the cost per unit volume (Principles 1, 2, 3, 4 and 6 are integral to this comparison) Assumptions: (i) weight is directly proportional to volume (to avoid a â€Å"meringue† pizza with lots of fluff but meager substance), (ii) you and your study companions will eat the entire pizza (avoids variable amounts of discarded leftovers and hence difficult-to-predict cost of cubic inch consumed) and (iii) data provided in the Example Problem are accurate (the numbers have been confirmed by phone calls). Analysis: AlternativeAâ€Å"Pick-Up-Sticks† Volume = 20 x 20 x 1 = 500 in. 3 Total Cost = $15 (1. 05) + $1. 50 = $17. 25 Cost per in. 3 = $0. 035 AlternativeBâ€Å"Fred’s† Volume = (3. 1416)(10? )2 (1. 75? ) = 550 in. 3 Total Cost = $17. 25 (1. 05) = $18. 11 Cost per in. 3 = $0. 033 Therefore, order the pizza from â€Å"Fred’s† to minimize total cost per cubic inch. (d) Typical other criteria you and your friends could consider are: (i) cost per square inch of pizza (select â€Å"Pick-Up-Sticks†), (ii) minimize total cost regardless of area or volume (select â€Å"Pick-UpSticks†), and (iii) â€Å"Fred’s† can deliver in 30 minutes but â€Å"Pick-Up-Sticks† cannot deliver for one hour because one of their ovens is not working properly (select â€Å"Fred’s†). 15 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-15 Definition of Need Some homeowners need to determine (confirm) whether a storm door could fix their problem. If yes, install a storm door. If it will not basically solve the problem, proceed with the problem formulation activity. Problem Formulation The homeowner’s problem seems to be one of heat loss and/or aesthetic appearance of their house. Hence, one problem formulation could be: â€Å"To find different alternatives to prevent heat loss from the house. † Alternatives ? Caulking of windows ? Weather stripping ? Better heating equipment ? Install a storm door ? More insulation in the walls, ceiling, etc. of the house ? Various combinations of the above 16 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-16 STEP 1—De? ne the Problem: Your basic problem is that you need transportation. Further evaluation leads to the elimination of walking, riding a bicycle, and taking a bus as feasible alternatives. STEP 2—Develop Your Alternatives (Principle 1 is used here. ): Your problem has been reduced to either replacing or repairing your automobile. The alternatives would appear to be 1. Sell the wrecked car for $2,000 to the wholesaler and spend this money, the $1,000 insurance check, and all of your $7,000 savings account on a newer car. The total amount paid out of your savings account is $7,000, and the car will have 28,000 miles of prior use. 2. Spend the $1,000 insurance check and $1,000 of savings to fix the car. The total amount paid out of your savings is $1,000, and the car will have 58,000 miles of prior use. 3. Spend the $1,000 insurance check and $1,000 of your savings to fix the car and then sell the car for $4,500. Spend the $4,500 plus $5,500 of additional savings to buy the newer car. The total amount paid out of savings is $6,500, and the car will have 28,000 miles. 4. Give the car to a part-time mechanic, who will repair it for $1,100 ($1,000 insurance and $100 of your savings), but will take an additional month of repair time. You will also have to rent a car for that time at $400/month (paid out of savings). The total amount paid out of savings is $500, and the car will have 58,000 miles on the odometer. 5. Same as Alternative 4, but you then sell the car for $4,500 and use this money plus $5,500 of additional savings to buy the newer car. The total amount paid out of savings is $6,000, and the newer car will have 28,000 miles of prior use. ASSUMPTIONS: 1. The less reliable repair shop in Alternatives 4 and 5 will not take longer than one extra month to repair the car. 2. Each car will perform at a satisfactory operating condition (as it was originally intended) and will provide the same total mileage before being sold or salvaged. 3. Interest earned on money remaining in savings is negligible. STEP 3—Estimate the Cash Flows for Each Alternative (Principle 2 should be adhered to in this step. ) 1. Alternative 1 varies from all others because the car is not to be repaired at all but merely sold. This eliminates the benefit of the $500 increase in the value of the car when it is repaired and then sold. Also this alternative leaves no money in your savings account. There is a cash flow of ? $8,000 to gain a newer car valued at $10,000. 2. Alternative 2 varies from Alternative 1 because it allows the old car to be repaired. Alternative 2 differs from Alternatives 4 and 5 because it utilizes a more expensive ($500 more) and less risky repair facility. It also varies from Alternatives 3 and 5 because the car will be kept. The cash flow is ? $2,000 and the repaired car can be sold for $4,500. 3. Alternative 3 gains an additional $500 by repairing the car and selling it to buy the same car as in Alternative 1. The cash flow is ? $7,500 to gain the newer car valued at $10,000. 4. Alternative 4 uses the same idea as Alternative 2, but involves a less expensive repair shop. The repair shop is more risky in the quality of its end product, but will only cost $1,100 in repairs and $400 in an additional month’s rental of a car. The cash flow is ? $1,500 to keep the older car valued at $4,500. 5. Alternative 5 is the same as Alternative 4, but gains an additional $500 by selling the repaired car and purchasing a newer car as in Alternatives 1 and 3. The cash flow is ? $7,000 to obtain the newer car valued at $10,000. 17 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-16 continued STEP 4—Select a Criterion: It is very important to use a consistent viewpoint (Principle 3) and a common unit of measure (Principle 4) in performing this step. The viewpoint in this situation is yours (the owner of the wrecked car). The value of the car to the owner is its market value (i. e. , $10,000 for the newer car and $4,500 for the repaired car). Hence, the dollar is used as the consistent value against which everything is measured. This reduces all decisions to a quantitative level, which can then be reviewed later with qualitative factors that may carry their own dollar value (e. g. , how much is low mileage or a reliable repair shop worth? ). STEP 5—Analyze and Compare the Alternatives: Make sure you consider all relevant criteria (Principle 5). 1. Alternative 1 is eliminated, because Alternative 3 gains the same end result and would also provide the car owner with $500 more cash. This is experienced with no change in the risk to the owner. (Car value = $10,000, savings = 0, total worth = $10,000. ) 2. Alternative 2 is a good alternative to consider, because it spends the least amount of cash, leaving $6,000 in the bank. Alternative 2 provides the same end result as Alternative 4, but costs $500 more to repair. Therefore, Alternative 2 is eliminated. (Car value = $4,500, savings = $6,000, total worth = $10,500. ) 3. Alternative 3 is eliminated, because Alternative 5 also repairs the car but at a lower out-of-savings cost ($500 difference), and both Alternatives 3 and 5 have the same end result of buying the newer car. (Car value = $10,000, savings = $500, total worth = $10,500. ) 4. Alternative 4 is a good alternative, because it saves $500 by using a cheaper repair facility, provided that the risk of a poor repair job is judged to be small. (Car value = $4,500, savings = $6,500, total worth = $11,000. ) 5. Alternative 5 repairs the car at a lower cost ($500 cheaper) and eliminates the risk of breakdown by selling the car to someone else at an additional $500 gain. (Car value = $10,000, savings = $1,000, total worth = $11,000. ) STEP 6—Select the Best Alternative: When performing this step of the procedure, you should make uncertainty explicit (Principle 6). Among the uncertainties that can be found in this problem, the following are the most relevant to the decision. If the original car is repaired and kept, there is a possibility that it would have a higher frequency of breakdowns (based on personal experience). If a cheaper repair facility is used, the chance of a later breakdown is even greater (based on personal experience). Buying a newer car will use up most of your savings. Also, the newer car purchased may be too expensive, based on the additional price paid (which is at least $6,000/30,000 miles = 20 cents per mile). Finally, the newer car may also have been in an accident and could have a worse repair history than the presently owned car. Based on the information in all previous steps, Alternative 5 was actually chosen. STEP 7—Monitor the Performance of Your Choice This step goes hand-in-hand with Principle 7 (revisit your decisions). The newer car turned out after being â€Å"test driven† for 20,000 miles to be a real beauty. Mileage was great, and no repairs were needed. The systematic process of identifying and analyzing alternative solutions to this problem really paid off! 18 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-17 Imprudent use of electronic mail, for example, can involve legal issues, confidential financial data, trade secrets, regulatory issues, public relations goofs, etc. These matters are difficult to â€Å"dollarize† but add to the $30,000 annual savings cited in the problem. Surfing the web inappropriately can lead to legal prosecution for pornography violations. 19 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-18 (a) Value of metal in collection = (5,000/130 lb)(0. 95)($3. 50/lb) + (5,000/130 lb)(0. 05)($1. 00/lb) = $129. 81 Each penny is worth about 2. 6 cents for its metal content. The numismatic value of each coin is most likely much greater. Note: It is illegal to melt down coins. (b) This answer is left to the individual student. In general, the cost of purchases would go up slightly. The inflation rate would be adversely affected if all purchases were rounded up to the nearest nickel. Additional note: The cost of producing a nickel is almost 10 cents. Maybe the U. S. government should get out of the business of minting coins and turn over the minting operation to privately-owned subcontractors. 20 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-19 Left to student. 21 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual 1-20 Left to student. 22 Engineering Economy Sullivan Wicks Koelling 15th Edition Solutions Manual

Reading Acquisition Theories

There are three main reading views namely: traditional, cognitive and metacognitive reading views. The views shares some similarities and differences, this is because cognitive and metacognitive views are developed theories from traditional reading view. The shifts have resulted from changes in scientifically research developments and growing different uses of read information. As a result, several changes have occurred in the reading views to meet the changes trends in information use (TE, 2006).Advertising We will write a custom essay sample on Reading Acquisition Theories specifically for you for only $16.05 $11/page Learn More Despite the shifts, the reading views share several similarities to date. However, traditional reading theory bears little similarities to metacognitive and cognitive respectively. Likewise cognitive and metacognitive views, tradition reading method aims at getting information that can be purposefully be utilized. All the three modes of reading depend on reading texts to get the required information. However, unlike cognitive and metacognitive modes, traditional reading view solely depends on linguistic structure of a text. Consequently, traditional reading theory was blamed on failure to give the required information due to its overreliance on linguistic structure. The bottom up system was changed with the top up cognitive view. The diagram below shows relations of the Reading Acquisition Theories (Elizabeth Donald, 2010). Fig. Reading Acquisition Theories Chart Cognitive view is closely associated to metacognitive reading method. In this model, the reader builds cognitive blocks from the text based on psychological guesses, developing hypothesis and rejecting them to come to conclusion. Schema theory has been identified as sample of cognitive reading. Cognitive reading is flexible reading style as the reader can interpret the text from his psychological construction. However unlike cognitive reading, metacognitive reading involves analyzing the text systemically. The reader is allowed to look beyond the text while analyzing the plot. Summaries are then drawn on the text to make final conclusion (Elizabeth Donald, 2010).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Elizabeth, A., Donald J. (2010). The New Literacies: Multiple Perspectives on Research and Practice. New York: Guilford Press. TE, E. (2006). Teaching English. Theories of Reading. Retrieved from http://www.teachingenglish.org.uk/PRINT/503 This essay on Reading Acquisition Theories was written and submitted by user Melody Gentry to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free sample - Mending Wall Analysis. translation missing

Mending Wall Analysis. Mending Wall AnalysisI find myself struggling to decide if the author of the â€Å"Mending Wall† is unreliable or somewhere in the middle between reliable.   I feel a tugging in the direction of unreliable as the author seems not to know all the relevant information to consistently interpret the events accurately. The author conflicts with what he says and what he lacks to do or doesn’t do in that he is constantly questioning the purpose of the wall in his particular case and the necessity of it, but he does nothing to remove the wall or to discuss the need of the wall to his neighbor. This leaves me to interpret that the speaker is trying to express his ideas about barriers between people and the feeling or sense of security that walls can give, and that the wall in the poem is symbolic of the barriers people erect in relationships. An odd observation in this poem I noticed is that the author is speaking to the stones â€Å"stay where you are until our backs are turned!† it seems that the man may be so bored not having anyone to speak with that he would talk to anything. The only thing in the poem the neighbors says is â€Å"Good fences make good neighbors† so maybe the neighbor isn’t much of a conversationalist and maybe the author has only the wall to converse with which would make the wall really a better neighbor than the actual neighbor. It is amusing that the author referrers to his neighbor as an â€Å"old stone savage,† but, I believe the author means his neighbor is single mindedly focused on the wall and the idea of maintaining its existence will somehow make good relations with his neighbors. The one sided fixation approach to the maintenance of the wall by his neighbor is what prompted the author to call him an â€Å"old stone savage,† that won’t go against his father’s advice.

Animal Rights and the Ethics of Testing

Animal Rights and the Ethics of Testing Animals have been used as test subjects for medical experiments and other scientific investigations for hundreds of years. With the rise of the modern animal rights movement in the 1970s and 80s, however, many people began to question the ethics of using living creatures for such tests. Although animal testing remains commonplace today, public support for such practices has declined in recent years. Testing Regulations In the  United States, the  Animal Welfare Act  sets certain minimum requirements for the humane treatment of non-human animals in laboratories and other settings. It was signed into law by President Lyndon Johnson in 1966. The law, according to the U.S. Department of Agriculture, sets minimum standards of care and treatment be provided for certain animals bred for commercial sale, used in research, transported commercially, or exhibited to the public. However, anti-testing advocates rightfully claim that this law has limited enforcement power. For example, the AWA explicitly excludes from protection all rats and mice, which make up approximately 95 percent of the animals used in laboratories. To address this, a number of amendments have been passed in subsequent years. In 2016, for example, the Toxic Substances Control Act included language that encouraged the use of non-animal alternative testing methodologies. The AWA also requires institutions that perform vivisection to establish committees that are supposed to oversee and approve the use of animals, making sure that non-animal alternatives are considered. Activists counter that many of these oversight panels are ineffective or biased in favor of animal experiments. Furthermore, the AWA does not prohibit invasive procedures or the killing of the animals when the experiments are over. Estimates vary from 10 million to 100 million animals used for testing worldwide on an annual basis, but there are few sources of reliable data available. According to The Baltimore Sun, every drug test requires at least 800 animal test subjects.   The Animal Rights Movement The first law in the U.S. prohibiting the abuse of animals was enacted in 1641 in the colony of Massachusetts. It banned mistreatment of animals kept for mans use. But it wasnt until the early 1800s that people began advocating for animal rights in both the U.S. and the U.K. The first major animal welfare state-sponsored legislation in the U.S. established the Society for Prevention of Cruelty to Animals in New York in 1866. Most scholars say the modern animal rights movement began in 1975 with the publication of Animal Rights by Peter Singer, an Australian philosopher. Singer argued that animals could suffer just as humans do and therefore deserved to be treated with similar care, minimizing pain whenever possible. To treat them differently and say that experimentation on non-human animals is justified but experimentation on humans is not would be  speciesist. U.S. philosopher Tom Regan went even farther in his 1983 text The Case for Animal Rights. In it, he argued that animals were individual beings just as humans are, with emotions and intellect. In the following decades, organizations such as People for the Ethical Treatment of Animals and retailers such as The Body Shop have become strong anti-testing advocates. In 2013, the Nonhuman Rights Project, an animal rights legal organization, petitioned New York courts on behalf of four chimpanzees. The filings argued that the chimps had a legal right to personhood, and therefore deserved to be freed. The three cases were repeatedly rejected or thrown out in lower courts. In 2017, the NRO announced it would appeal to the New York State Court of Appeals. The Future of Animal Testing Animal rights activists frequently argue that ending vivisection would not end medical progress because non-animal research would continue. They point to recent developments in stem-cell technology, which some researchers say could one day replace animal tests. Other advocates also say  tissue cultures, epidemiological studies, and ethical human experimentation with fully informed consent could also find a place in a new medical or commercial testing environment. Resources and Further Reading Davis, Janet M. The History of Animal Protection in the United States Organization of American Historians. Nov. 2015. Funk, Cary and Raine, Lee. Opinion About the Use of Animals in Testing.  Pew Research Center. 1 Jul. 2015. United States Department of Agriculture. Animal Welfare Act. USDA.org Should Animals Be Used for Scientific or Commercial Testing? ProCon.org. Updated 11 Oct. 2017.

Chinas Inflation and related factors Essay Example | Topics and Well Written Essays - 3000 words

Chinas Inflation and related factors - Essay Example Moreover, it focuses on the measures utilized by the Federal Reserve to tackle inflation. Additionally, it emphasizes the importance of price stability within the Chinese economy with specific concern to the fluctuating CPI (Consumer price index). The article talks about persistent inflation in China. The models and theories used in this article are: 1. Demand-Pull Inflation 2. Price Level connection with Real GDP 3. Business Cycle 4. Monetary Policy 5. Price stability 6. Consumer Price Index Points Highlighted from the Newspaper Article but inflation accelerated to a nearly three-year high in March, (GDP figure is better than expected) GDP figure is better than expected tightening monetary policy, consumer price index rose 5.4 per cent from a year China's producer price index, CPI fell 0.2 per cent China's anti-inflation policies were effective. necessary to maintain price stability inflation almost always falls in the month after the Lunar What is Inflation and Why Inflation increa sed in China? What Does Inflation Mean? The rate at general level of prices of items and services rises. The subsequent fall in purchasing power is also result in inflation. Central banks try to stop the severe inflation, along with the severe deflation, in order to keep the excessive raising of prices to minimum. Economists distinguish between the two types of inflation: Demand-Pull Inflation and Cost-Push Inflation. (Defining Inflation )Both types of inflation may cause an increase in the economical price level within the economy. Demand-pull inflation may result when aggregate demand for goods and services in the economy rise at a rapid space than an economy's productive capacity. This is shown in the figure below The excess demand is the reason for consistent inflation in the economy. Moreover, experts also attribute China inescapable inflationary spiral to US dollar pegging as long as China Yuan keeps pegged to the U.S. dollar, it will rise. This is because the American economy is weakening where as the China economy is strengthening (What is the real reason behind Chinese inflation, 2011) China therefore needs to control Yuan appreciation (China Inflation cause concern in Business News , 2011) During the peak periods of business cycle when China’s economy is experiencing growth in real GDP, employment will naturally increase, and unemployment decrease would decrease, this is because the businesses would seek workers to produce a higher output to fulfill demand needs. If the real GDP grows better this can cause price inflation as firms would be forced to fight against one another for generally increasing scarce workers. This is in contrast during the trough periods of the business cycle where the economy is experiencing declines in the real GDP, and unemployment rates becomes high. GDP = (Total dollar value of goods and services that are changing hands) MINUS (Inflation) GDP can grow, even when there is inflation GDP is: Yes, GDP (Gross Domestic Pr oduct) can even grow, when there is inflation. But for such to happen (theoretically) more goods and services would actually need to be exchanged, rather than having the same prices for the same amount of goods and services. One of the reasons that the China’s Economy is able to claim that GDP ( Gross Domestic Pro

Renewable Energy Essay Example | Topics and Well Written Essays - 3000 words

Renewable Energy - Essay Example 0.4502 0.0162 7 0.3919 0.0156 8 0.4226 0.0156 9 0.4172 0.0171 10 0.4081 0.0177 11 0.4000 0.0194 12 0.3946 0.0206 13 0.3634 0.0236 14 0.3347 0.0275 15 0.3547 0.0251 16 0.3493 0.0247 17 0.2814 0.0354 18 0.3028 0.0277 19 0.3727 0.0329 20 0.3095 0.0487 21 0.3237 0.0400 22 0.3279 0.0550 The corresponding graph was drawn. 0.70.60.50.40.3 0.20.1 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 (Ti-Ta)/GT From the chart, FR ()=intercept=0.4912. (49.12%) FR UL=Slope=(4.912/(-8.236))=0.596 2. Assess the suitability of the most appropriately oriented part of your roof for installing a solar water heater. How will this affect the performance of the proposed solar water heaters (If you live in an apartment with a flat roof I guess you'll have to pretend that you live on the top floor!) Would there be any practical limitations to the installation of a SWH system. On the roof, the best part would be dependent on two factors: first, it has to be near or at the center part of the roof so that more amount of sunlight falls on the SWH for a longer period of time (from dawn to dusk). Second, it has to be at a requisite to keep it out of reach from children. The limitations in any case would be the amount of open space that can be found on the roof and whether that open space is well lit by sunlight for most part of the day. Also the cost of maintaining and... ) Would there be any practical limitations to the installation of a SWH system. On the roof, the best part would be dependent on two factors: first, it has to be near or at the center part of the roof so that more amount of sunlight falls on the SWH for a longer period of time (from dawn to dusk). Second, it has to be at a requisite to keep it out of reach from children. The limitations in any case would be the amount of open space that can be found on the roof and whether that open space is well lit by sunlight for most part of the day. Also the cost of maintaining and the safety measures adopted play a critical role in the successful and efficient role of the SWH system. 3. Using your own house as an example estimate how much hot water your family consumes each year. (As a rough estimate determine how many showers, baths, and basins of hot water are used per week and make a pro-rata calculation for the annual hot water consumption. Remember that most hot water used would be mixed with the cold water. It's not important to be 100% accurate but this will give you an idea of the magnitude of the hot water usage. Average European hot water usage is currently in the range of 15-35 liters of hot water per person per day depending on if you shower or bath!) 4.

Nupath Foods Inc Essay Example for Free

Nupath Foods Inc Essay James Ornath read the latest sales figures with a great deal of satisfaction. The vice president of marketing at Nupath Foods, Inc., was pleased to see that the marketing campaign to improve sagging sales of Prowess cat food was working. Sales volume of the product had increased 20 percent in the past quarter compared with the previous year and market share was up. The improved sales of Prowess could be credited to Denise Washington, the brand manager responsible for cat foods at Nupath. Washington had joined Nupath less than two years ago as an assistant brand manager after leaving a similar job at a consumer products firm. She was one of the few women in marketing management at Nupath and had a promising career with the company. Ornath was pleased with Washington’s work and tried to let her know this in the annual performance reviews. He now had an excellent opportunity to reward her by offering the recently vacated position of market research coordinator. Although technically only a lateral research was not the route to top management in most organizations, Washington thought. She had been sidelined. After a long silence, Washington managed a weak â€Å"Than you Mr. Ornath.† She was too bewildered to protest. She wanted to collect her thoughts and reflect on what she had done wrong. Also, she did not know her boss well enough to be openly critical. Ornath recognized Washington’s surprise, which he naturally assumed was her positive response to hearing of this wonderful career opportunity. He, too, had been delighted several years earlier about his temporary transfer to marketing research to round out his marketing experience. â€Å"this move will be good for both you and Nupath,† said Ornath as he escorted Washington from his office. Washington had several tasks to complete that afternoon but was able to consider the day’s events that evening. She was one of the top women in brand management at Nupath and feared that she was being sidelined because the company didn’t want women in top management. Her previous employer had made it quite transfer with a modest salary increase, the marketing research coordinator job would give Washington broader experience in some high-profile work, which would enhance her career with Nupath. Few people were aware that Ornath’s own career had been boosted by working as marketing research coordinator at Nupath several years before. Denise Washington had also seen the latest sales figures on Prowess cat food and was expecting Ornath’s call to meet with her that morning. Oranth began the conversation by briefly mentioning the favorable sales figures, and then explained that he wanted Washington to take the marketing research coordinator job. Washington was shocked by the news. She enjoyed brand management and particularly the challenge involved with controlling a product that directly affected the company’s profitability. Marketing research coordinator was a technical support position—a â€Å"backroom† job—far removed from the company’s bottom-line activities. Marketing clear that women â€Å"couldn’t take the heat† in marketing management and tended to place women in technical support position after a brief term in lower brand management jobs. Obviously, Nupath was following the same game plan. Ornath’s comments that the coordinator job would be good for her was just a nice way of saying that Washington couldn’t go any further in brand management at Nupath. Washington was now faced with the difficult decision of confronting Ornath and trying to change Nupath’s sexist practices or submitting her resignation. Discussion Question : 1. What symptom(s) exist in this case to suggest that something has gone wrong? 2. Diagnose the underlying problems that have led to these symptoms. 3. What actions should the organization take to correct these problems?

Pay and Job Performance Essay -- Business Management Studies:

Critically evaluate this statement: Managers who rely only on pay to motivate their employees to higher levels of job performance will always be disappointed n the results. Pay is one thing that causes many discrepancies within the work environment. Most employees continue to try and further themselves in work usually with the hope of better pay; fringe benefits i.e. company cars, pensions and so on. There are however, those who show â€Å"highly motivated behaviour where economic rewards are low.†[1] This citation agrees with the above statement, however, throughout this essay I will sum up where pay can be seen as a good motivator and where extrinsic benefits fail. Content theorists such as Maslow and Herzberg look at needs and what gives people the drive to work. A similar theme arises in the different theories which on face value seem opposing they all look at ones desire to work in order to satisfy their needs. To start, Maslow believed there is a hierarchy as to what makes people work. The first being for survival. People need basic requirements such as food, water and shelter. Those in this group are not necessarily poorly motivated but are purely working to satisfy needs. The second level of five is for safety reasons i.e. a safe work environment – job security. Thirdly Maslow believed some are motivated by the need for social interaction, friendship with fellow colleagues. This is inclusive of a sense of belonging. Further up the hierarchy is the need for status. When an employee is made to feel important and needed in a job this will motivate them to do well. Lastly is personal ambition called self-actualisation. This is a level of complete satisfaction. For Maslow, pay is the lowest in all of the motivators. He believes you move up the scale towards self-motivation. However, his theory has been met by much criticism. It can be seen as â€Å"patronising and elitist in terms of the values it expresses.†[2] People can achieve complete self-motivation from activities they do outside of work i.e. childcare, for these employees they can have reached a higher order before satisfying the lower ones. It is also practically impossible to generalise everyone’s strengths and weaknesses as each person is an individual. The theory is also often contradicted by research such as the study by Hall and Nougain. (1968)[3] In reality... ...r hard work showed in their performance. In conclusion, the essay has shown circumstances where pay works as a motivator and where it fails. The overwhelming feeling is that pay is fine as a short term motivator but when it is used continually workers can become reliant and it can put pressure on employee relations as well as encouraging them to work purely for economic reward. Managers will not always be disappointed with results as explained but there are other ways to motivate which have shown to produce continually good results such as job enrichment and making employees feel as though they genuinely matter. In my opinion, managers who use pay incentives can achieve good results but from reading the articles as evidence my advice would be to use them sparingly. [1] Organisational Behaviour – compiled by A. Beauregard page 201 [2] Organisational Behaviour – compiled by A. Beauregard page 204 [3] This study â€Å"examined the changes in needs of a group of people.† OB – A. Beauregard page 205 [4] Organisational Behaviour – compiled by A. Beauregard page 205 [5] Organisational Behaviour – compiled by A. Beauregard page 206 [6] Harvard Business Review

John F Kennedy and Nikita Khrushchev

Following World War II, the world felt the intensifying of the Cold War. Although the primary players were the United States and Russia, countries around the globe sat on the edge of their seats, waiting for the tension to rupture and a third World War to erupt. Two leaders had the fate of the world in their hands, during this era of world history, Nikita Khrushchev and John F. Kennedy. This paper will begin by overviewing each of these powerful leaders. Following these overviews, the leadership styles will then be compared and contrasted. In so doing, a clearer understanding will be developed of how two very different leaders could so effectively lead the two most powerful nations, during one of the most intense times in world history. John F. Kennedy was the 35th President of the United States, leading the nation from 1961 until his assassination on November 22nd, 1963. He was the youngest person ever to have been elected as President, and the youngest President to die. He is often seen as an American martyr (â€Å"John F. Kennedy†, 2005). Kennedy is known for his strong domestic and foreign policies. Although most of his civil rights policies didn't come into full fruition until his successor, Lyndon Johnson, came into office, due to his untimely death, Kennedy was an innovator both within and outside of America's borders. He was a visionary that had a the dedication needed to bring these visions to life. His leadership skills would be honed when a young Kennedy was finally accepted into the U.S. Navy, in 1941, where he earned the rank of lieutenant and commanded a patrol torpedo boat, or PT boat (â€Å"John F. Kennedy†, 2005). In 1943, Kennedy's leadership skills would be demonstrated, 18 years prior to his holding office and leading a nation in a tumultuous time. Kennedy's boat, the PT-109 was rammed while involved in a military raid near the Solomon Islands. Although Kennedy was thrown across the deck and injured his back, which had previously plagued him with problems, he was able to tow a wounded man three miles across the ocean to an island. He was awarded the Navy and Marine Corps Medal, with the following citation that sums up his exemplary leadership. â€Å"During the following 6 days, (Kennedy) succeeded in getting his crew ashore, and after swimming many hours attempting to secure aid and food, finally effected the rescue of the men. His courage, endurance and excellent leadership contributed to the saving of several lives and was in keeping with the highest traditions of the United States Naval Service† (as cited in â€Å"John F. Kennedy†, 2005). Following World War II, Kennedy began his career in politics. In 1946, Kennedy won the vacated seat of Representative James M. Curley, by a large margin. He was reelected to this position twice, but his voting record was often contradictory to President Harry Truman, as well as divergent from the Democratic Party as a whole (â€Å"John F. Kennedy†, 2005). This voting record was a demonstrative example of a Kennedy who would go on to prove that he was a man unto himself, as a future President. In 1952, Kennedy moved his political career one step forward with the defeat of Republican incumbent Henry Cabot Lodge, Jr. for Senator of Massachusetts. His bid for the position of Vice President nomination at the Democratic National Convention, in 1956, although turned down, also bolstered his career. He also adroitly handled the Civil Rights Act of 1957 by voting for final passage, but also earlier had voted for the jury trial amendment which would have made the Act quite ineffective (â€Å"John F. Kennedy†, 2005). Nikita Khrushchev was born in the village of Kalinovja, in what is now known as Kursk Oblast of the Russian Federation. He was originally trained and worked as a pipe fitter for a variety of mines, but it was during World War I, that Khrushchev's leadership would begin to emerge, as he began to be involved in trade union activities, following the Bolshevik revolution, in 1917. A year later, Krushchev became a Party member and held various management and Party positions in both Donbass and Kiev. In 1931, he transferred to Moscow, and four years later, he became 1st Secretary of the Moscow City Committee. In 1938, he was given the position of 1st Secretary of the Central Committee of the Ukranian Communist Party. Krushchev continued to work his way up the Party ladder and was a member of the Politburo from 1939 (â€Å"Nikita Khrushchev†, 2005). During the Second World War, Khruschev served as a political officer, holding a rank similar to Lieutenant General, in the United States. He coordinated the defense of the Ukraine and then was the senior political officer in the South of the Soviet Union throughout the war. Stalin's death in March of 1953 instigated a power struggle between several different factions within the Party. Khrushchev prevailed and became Party leader on September 7th, 1953 (â€Å"Nikita Khrushchev†, 2005). A Comparison of Kennedy Versus Khrushchev: Khrushchev was a powerful leader of Russia during a chaotic time. He immediately began to seek a course of reform, which was exemplified in his famous Secret Speech, that was given to the 20th Party Congress, in 1956. Khrushchev alienated himself from the more conservative members of his Party, speaking out against Stalin's actions, especially those crimes committed during the Great Purges (Khrushchev, 1956). This is in direct comparison to Kennedy's early leadership style. Kennedy too refused to simply do as the Democratic Party demanded. He often voted against Party lines, to the chagrin of traditional Liberals. Although both men would alienate themselves from some of their Party members, both would gain increased acceptance from more moderate Party members, and respect from many because of their willingness to do what they felt was right, not what was popular. Their dedication to their visionary leadership goals was a similarity, while their personal styles were in severe contrast. Khrushchev was often seen as uncivilized and boorish. He had a reputation for his significant temper and often resorted to interupting speakers to insult them. Khrushchev was known for pounding his fists on the table and shouting during a United Nations conference in 1960, and even taking off his shoe and pounding it violently on the table, when asked how he could oppose Western captilist imperialism given his actions to rapidly assimilate Eastern Europe (Khrushcheva, 2000). Whereas Kennedy grew up in a wealthy, refined family and would never have considered to resort to such measures to get his point across. Yet, both men were incredibly charismatic, able to eloquently express themselves and rally their citizens behind them in a call of patriotism. Although both men had significantly different styles, they were both able to manipulate the emotions of their citizens to secure their leadership position and accomplish tasks such as the development of space programs, that others afterwards were able to complete. Even today, Kennedy receives much of the credit for great steps that he only had a small part in, such as the Civil Rights Act, which was conceived by his brother Robert Kennedy, and implemented by Lyndon Johnson. Yet, because of their ability to lead, in a difficult time, both men will be remembered as powerful opposing leaders who had much in common.

Kant Ethics Essay

Introduction Immanuel Kant was a German philosopher born in 1724 and died in 1804. He is considered one of the most influential people on modern philosophy for his intensive research in the subject. This paper will discuss various articles written by Kant and analyze his thoughts on deeds that are right and deeds that are morally wrong. It will finally discuss importance of motives and duty of morality as illustrated by Kant’s work. Discussion Kant believed that there is no good that can emerge from the world apart from a good will (Kant, 1998). He said that without good will, qualities that are good and desirable become useless. This is because the person yielding these qualities may at times lack the fundamental will to implement and portray them. He called this lack of good will as bad character. He continued to say that when good will is not present, then Power, honor, health and the overall welfare, contentment and happiness will usually mess with the mind of the person and they will start pretending and believing lies created in their mind. Good will, according to Kant, can be facilitated by application of various qualities. However, these qualities may have no inherent absolute value, but constantly presume a good will, which succeeds the esteem that we simply have for them, not permitting us to consider them as extremely good. He attempted to identify the primary maxims of motives, which people are required to achieve. Kant did not base his opinions on claims about any subjective perception of the good, preferences, moral beliefs or regularly shared desires that people may have. Kant also recognized good will as the only absolute good; he refused to accept that the notion of good will could be established by referring to a tangible good. He believed that nothing could be a moral principle, if it was not initially a principle for everyone. According to Kant, morality starts with the denial of non-globalized principles. This idea was devised as a demand, which Kant termed as the Moral Law. He grouped the maxims in a manner that mediators could refer as â€Å"acting on the only adage that one can, and likewise will, just like an international law†. To clarify the point, Kant gave an example of an agent who gives false promises. He adds to this by saying that the agent’s action in this case does not fit to be termed as an international law. He explains that if the agent was hypothetical, then he would take part in the final outcome and this would make him stop his behavior of giving false promises (Kant, 2009). It is therefore clear that the principle of giving false promises cannot be categorized under universally shared principles. According to Kant, the principle of repudiating false promises is vital and the maxim of giving false morally forbidden. Kant is different from many utilitarian’s who regard false promises as wrong due to their adverse effects. He considers this principle as wrong since it cannot be used internationally. Kant identified two ethical modes of assessment, one of them being the fact that human beings have a high probability of evaluating the maxims adopted by agents. He asserted that if human beings had the capacity of evaluating such maxims, then principles with moral worth would come into being, since humans could decline immoral principles. He stated, â€Å"Those who accept principles that are not universal, have principles that are morally unworthy†. He considered those holding morally worth policies as working out of duty and said that human beings lack knowledge concerning the maxims of one another. Kant added to this by saying that people usually deduce the underlying principles or maxims of agents from the pattern of their actions, though no pattern identifies a unique principle. He gave the example of a genuinely honest shopkeeper by saying that his actions are not different from those of a shopkeeper who is reluctantly honest. Kant said that both shopkeepers deal justly out of an aspiration for a good reputation in business and would cheat if given the opportunity. Thus for common reasons, human beings usually do more than is of their concern with outer compliance to principles of duty, instead of paying attention to claims that an action was done out of such a principle. Kant discussed the relationship between principles of morality and people’s real inclinations and desires (Mac Intyre, 1981). He built the political insinuations of Categorical Imperative, which consists of constitution of the republic and value for freedom, particularly of speech and religion. He linked this with individual happiness which according to him can indirectly be viewed as an obligation. This is because one’s dissatisfaction with the wants of another might turn out to be a great lure to the wrongdoing of duty (O’Neill, 1991). He viewed this from another perspective and claimed that most men possess the strongest tendency to happiness. At this point, Kant gave the example of a gouty patient, who can make a choice of what he likes, and endure whatever suffering that comes with it. If he does this, he does not forego enjoying the present time to a probably wrong expectation of happiness believed to be experienced in good health (Kant, 1994). Kant states that, â€Å"an action from duty has its moral worth not in the aim that is supposed to be attained by it, but rather in the maxim in accordance with which it is resolved upon; thus that worth depends not on the actuality of the object of the action but merely on the principle of the volition† (O’Neill, 1991). The moral worth of a deed does not lie in the result anticipated from it, nor in the action or maxim which needs to make use of its intention from the expected result. In relation to the discussed effects, the endorsement of other people’s happiness could be caused by other reasons (Beck, 1960). Conclusion Significance of motives and the role of duty in morality Motives can either be of good or bad intentions. They often influence one’s roles of duty. The morality of duty is relative to the law and is therefore compared to the morality of religion. It, therefore, does not criticize man for not making full use of his life or by not doing good. He states that, â€Å"There is nothing possible to think of anywhere in the world, or indeed anything at all outside it, that can be held to be good without limitation, excepting only a good will† (O’Neill, 1991). Instead, it criticizes man for not respecting the fundamental principles and necessities required in life. A good example is the moral rule that man should not kill, since this does not have much to do with aspiration but the recognition that if one kills, he has not realized his duty of morality. I do not agree with Kant on the importance of motives and the role of duty in morality. This is because Kant only points out principles of ethics, but the same principles are so abstract that they can’t guide motives. Thus, his theory of the role of duty in morality is not motivating. He does not also give a full set of instructions to be followed. Kant lays emphasis on the appliance of maxims to cases that involve deliberation and judgment. He does insist that maxims must be abstract which can only guide individual decisions. The moral life is all about finding ways of good motives that meet all the obligations and breach no moral prohibitions. There is no procedure for identifying any motives. However, the role of duty in morality begins by ensuring that the precise acts that people bear in mind are not in line with deeds on principles of duty. References Beck, L. W. (1960). A Commentary on Kant’s Critique of Practical Reason. Chicago: University of Chicago Press. Kant, I. (1998). Groundwork of the Metaphysics of Morals. Cambridge: Cambridge University Press. Kant, I. (2009). Fundamental Principles of the Metaphysic of Morals. London: Thomas Kings mill Abbot. Kant, I. (1994). On a Supposed Right to Lie from Altruistic Motives. Oxford: Oxford University Press. O’Neill, O. (1991). Kantian Ethics. In A Companion to Ethics. Blackwell: Oxford. MacIntyre, A. (1981). After Virtue. London: Duckworth.

Albert Speer (Germany) Essay Example

Albert Speer (Germany) Essay Example Albert Speer (Germany) Essay Albert Speer (Germany) Essay Albert Speer. Early Years: Albert Speer was born in 1905; in the city of Mannheim located in the state of Baden-Wurttemberg in Germany. Albert had been raised in the small township of Heidelberg; he was the second of three boys. His father, Albert Friedrich Speer, was a highly successful architect and his mother Luise Mathilde Wilhelmine Hommel was the daughter of a very wealthy businessman. Albert was nine years old at the time when World War One broke out, though he was too young to fight at the time as so were his brothers. Albert had been sent to a private elementary school and later he moved on to a state high school. Albert’s main focus was mathematics and he hoped to get a degree, though his father wanted his son to follow in his footsteps and become a successful architect and so with that he did. Albert had begun his studies at a Technical University in Karlsruhe near Heidelberg and then he moved on to a more advanced Technical University in Munich. In the year of 1928 Albert had completed his studies and graduated. Albert’s fascination for Hitler: Professor Tessenow who had previously taught Speer at the Technical University in Munich had never agreed with Nazism, though a huge proportion of his students did and Albert was on of them who did. After Albert had graduated he had been persuaded to go to Berlin in 1930 to attend a rally where Hitler spoke and gave his ideas to the people and not long after hearing Hitler speak Albert had signed up for Nazi Party membership because he was inspired by Hitler’s personality and the ideas he had about German society. On the first of March 1931 Albert had been selected and he was now part of the Nazi Party. Albert said that he had joined the Nazi Party because he feared of communism, ‘’fascination for Hitler and rejection of The Treaty of Versailles with its imposition of German guilt for the First World War. ’’(HSC Online) Early work for the Nazi Party: Albert’s very first major commission as a Party member of the Nazi Party had came at the beginning of 1932 when Karl Hanke, a man Speer had previously done work for recommended his ability to Goebbels to help renovate the new District Headquarters in the city of Berlin. With Speer’s high quality work Goebbels had been most impressed and as a result he had recommended him to Hitler, who assigned him to help Paul Troost renovate the new and highly improved Chancellery in Berlin and this is the point where Hitler and Speer begin to bond. Appointment as â€Å"First Architect of the Reich†: By the beginning of 1934 Albert had been chosen to take on the role as the Nazi Party’s head architect after the late Paul Troost who was the previous chief architect. During the year of 1933 Albert was given a variety of tasks which included the design of the parade grounds, 150 searchlights to form a cathedral of light and Nazi banners which hung vertically from ten storey buildings at the Nuremberg party rally of 1934. After proving his strong ability, Hitler had regarded Speer as a friend and the two had bonded quite well, because Hitler also had a passion for architectural design. Albert was seen as one of Hitler’s highly regarded friends and wherever Hitler went Albert wasn’t far behind. It is said that it was Albert Speer who played some part in the eviction of all Jewish families to make way for his new buildings. The Germania project and the new Reich Chancellery: Just after 1937 Hitler had demanded buildings that would be able to stand for a thousand years no matter what and so he chose Albert to lead the way and start designing these mighty buildings. Hitler had asked Albert to build the new Reichs chancellery; he thought over this decision and immediately accepted the offer. Hitler needed the building built and ready by the end of the year and Albert had assured him that the task would be completed on time. As the year had drawn to an end Albert was quite relieved that he had completed the mighty task on time, he also wished that he never accepted it because it put alot of strain on him, though it had later paid off. ‘Albert’s’ chancellery building was designed so that it would give the foreign diplomats an impression of power and it would show them the highly sophisticated design which went into the building in the short amount of time. For Speer’s hard effort Hitler had awarded him with the Golden Party Badge, this badge was only ever given to a handful of selected people. Albert Speer as Armaments Minister: February 1942, Albert Speer was appointed as Minister of Armaments and Munitions by Adolf Hitler. Speer had greatly raised the production levels of armaments and after proving his loyalty in 1943 he had been given more responsibilities, though this had put more strain on himself, especially now that he had become the Minister of Armaments and war production. Speer had now prolonged World War 2 as a result of his works. Over the six years, the â€Å"Speer Ministry†, as it was called, ended up employing 28 million workers, 6 million of these workers were foreign and about 60,000 of them concentration camp prisoners. It was these factories in which hundreds of thousands of slave labourers died of working extremely harsh hours and malnutrition, though Speer had tried to ensure that these workers would maintain a sufficient diet. Speer had visited many of these camps and he was shocked at what he saw. In 1944 Hitler had ordered Speer to stop producing fighter aircraft, though for once Speer had ignored the orders of the Hitler. By November that year Speer lost his faith to believe in a German victory. It is said that Speer had visited the Adolf Hitler’s bunker towards the end of WW2 and had told Hitler straight out that the war was to be lost leaving Germany in a struggle, this shocked Hitler and left him in a bad state. 29th of April that same year Speer had been excluded from the new cabinet and Speer was to be immediately replaced by Karl-Otto Saur, who was at the time the Director of the Technical Office, Armaments Ministry; Jaeger -stab. Final years: After Hitler’s death, Speer had been sentenced to twenty years in prison, because he was found guilty of forced labour during his years as Armaments Minister. He was released in 1966. He died on the 1st of September 1981, aged seventy six. C. MARKS. ?Spartacus Educational. (26th May, 17th May 08) ?Albert Speer, the Story. (21st May 08) ?Britannica Online. (17th May 08) ?Book rags. com. (17th May 08) ?Germania in Berlin (15th May, 26th May 08) ?Albert [emailprotected] com. (26th May 08) ?HSC Online. (20th May 08) ?Individuals in Modern History. Albert Speer, Samantha L. Frappell. ?Albert Speer and the Nazi Anti-Semitic Agenda. David Martin. ?Albert Speer, A philosophical Case Study. Peter Cassidy.

How to Be a Successful Marketing Project Manager Without Experience

How to Be a Successful Marketing Project Manager Without Experience Even if you’re not a project manager by trade, sooner or later as a marketer, you’ll likely need to develop project management skills. For example, you may get promoted from a creative role  into a leadership position where you switch from executing projects to managing them. Or, you might need to take the lead on an initiative you’re spearheading, coordinating tasks across teams to get your vision implemented. Fortunately, you don’t need a ton of experience to pick up the basic knowledge and skills needed to plan your team’s projects and keep them on track. While project management is a deep and complex professional field, as a marketer, you can get by with simply knowing how to implement basic concepts. And if you are an experienced project manager, marketing teams have specific needs and requirements (which you might not be aware of, especially if your previous experience was in a different industry). This post will cover what marketers need to know to keep projects on track (even without prior experience), and provide some insight into what marketing teams  need from project managers (even if you have experience outside this specific industry). How to Be a Successful Marketing Project Manager (Even Without Experience) via @You’re Gonna Need Some Templates †¦ This post is packed with information you’ll need to get your project up and running. But, it’s not about to tell you a bunch of stuff to do and then leave you to your own devices to figure out how to actually get it done. Instead, to help you implement each step, it includes several templates (many of which are the exact same as the ones used internally at ). Download them below and then put them to use where they’re mentioned throughout the post: Struggling with #marketing #project #management? Get started on the right track here:What Does a Marketing Project Manager Do, Exactly? In simplest terms, anyone tasked with this role needs to fulfill a few basic things: Guiding projects from start to finish. Determining scope, assigning tasks, setting deadlines; everything involved in setting up projects for execution. Ensuring everyone has what they need to get their work done. And if they don’t, figuring out what’s need to get them what they need and remove roadblocks. Facilitate communication between stakeholders. Project managers make sure everyone has all the information they need too, and ensures team members are communicating clearly with one another. Whether you're looking to break into a project management role, or you're already responsible for project management tasks (and just need some direction), this video from PM Perspective explains quite a bit about what work the job entails (starting around the 5:27 mark): Of course, there’s a lot more to getting the job done, but this bullet-point version gives you a high-level understanding of the role. Later in this post, you’ll learn in more detail how to actually achieve these aims (and more). 10 Vital Project Management Skills You’ll Need If you’ve never managed a project before, it’s easy to quickly feel like you’re in over your head. So, the easiest place to start might be to understand what skills you need, so you can identify gaps in your skillset and know where you need to grow your capabilities. What Soft Skills Will You Need to Succeed? Before digging into the technical skills required to manage projects effectively, it’s worth understanding the general and interpersonal skills you’ll need first. Each of these are worth a blog post unto themselves, and so this post includes links for further reading per skill. Interpersonal Communication: If you’re leading a project, you’ll need to be able to communicate with everyone involved (both verbally and in writing). It’s a good thing those should be things that come naturally as a marketer, but if not, this concise list from Lifehacker  is a great place to start. Negotiation and Conflict Management: Not everyone on the team is likely to agree on everything all the time. When conflicts arise, it’ll be your job to resolve them to keep the project moving forward. Here’s how to do just that. Time Management Skills: Everyone on the project will need to know how to management their time effectively (including you). If you need help in this area, here are 101 time management tips (specifically for marketers). Basic Leadership: If you didn’t consider yourself a leader before, it’s time to change that. Even if you’re not a team lead, there will be times where you need to spearhead a project. This piece from Fast Company  offers some useful tips and starting points for developing leadership traits. Subject Matter Expertise: If you’re a marketer looking to build project management skills, odds are you already have deep subject matter expertise both in A) marketing and B) your clients or company’s industry. But, if you’re a project manager by trade working with marketing teams, this is something you’ll need to develop. Even if you’re on the introverted side, developing these skills (and learning to be at least somewhat of a â€Å"people person†) will go a long way toward your success here. Which Technical Skills Will You Need, Too? Now, it’s time to dig into the hands-on skills you’ll need to actually manage projects. This isn’t necessarily a complete list, but it covers the major competencies you’d do well to develop. Consider this a short list of what you need to get by (which is really what we’re going for here). Resource Allocation: Any project will be subject to constraints on available resources (whether that means time, budget, or people to carry out the work). You’ll need to understand how to make the most of what you have. Task Management: Helping the team develop workflows and understanding what needs to be done at each step in the project is another important responsibility. Timeline Planning: On any given project, you’ll likely have multiple people working on different pieces of the greater whole. Before anyone starts anything though, you’ll need to make sure clear timelines are set for who is doing what, and when. Ability to Set Deadlines: Add two or three days to whatever deadline someone says they can give you, and up to two weeks on a project as a whole. Building buffer time into project deadlines this way helps you ship on time, even when the unexpected happens (and this is speaking directly from experience). Familiarity With Project Management Tools: There are a lot of different tools you can use to manage projects (including ), but whatever you choose to use, make yourself an expert in all its features and capabilities. This isn’t an exhaustive list of skills, but for your purposes as a marketer-turned-accidental-project-manager, these will cover most of what you need. A Simple â€Å"Accidental† Project Management Framework for Marketers What does this post mean by â€Å"accidental† project management? Think about one of the following possible scenarios: You pitch an idea for a new tactic or project and it turns out that not only does your boss love it, but they want you to run the show (which you probably weren’t expecting). You’ve been promoted into a managerial role (but have never led projects from start to finish before). Managing projects is just part of a broader set of responsibilities on your plate (regardless of your formal title or actual role). In any of these cases, pivoting toward a new life as a project manager probably isn’t necessary. You just need to develop enough skills to effectively see projects through to completion. Above all, you just don’t want to be caught flat-footed when the time arrives for you to take the lead on a project. With this simple framework, you can ensure that doesn’t happen. Step 1: Identify the Project or Campaign This is where everything starts. You’ve likely conducted some sort of brainstorming process or otherwise determined loosely what the given project will be. Whatever it is you’re working on, you need to make sure you’re crystal-clear on its purpose and intended outcomes. Recommended Reading: 100 Awesome Marketing Ideas You Can Use Right Now Step 2: Write a Project Brief Next, buckle down and write a project brief (otherwise known as a creative brief- they’re essentially the same thing). This is a simple outline of everything the project will entail, including: A project summary. One or two sentences describing the project at a high level. Some basic details. Who is the project for (ex: who is your audience)? What problems will it solve? How will it be measured and how soon do you expect to see results? The goal. What is the desired aim for the project? It’s helpful if you can nail down some hard numbers, but that can be determined later if necessary. An outline for the process that’ll be implemented to execute the project. A high-level summary of steps and handoffs between team members is sufficient for now. Who will be involved. Which team members need to be on the project? Be careful only to include necessary staff in order to make the best use of everyone’s time. Required resources. Which tools and other assets will be needed to complete it? Deliverables. What tangible assets will be created as a result of this project? A rough timeline. When would you like the project to actually ship? The form this document takes doesn’t need to be overly complex. Generally, a Word doc or PowerPoint slidedeck is all you need. Here’s an example of what a creative brief might look like (based on the actual template uses internally): Recommended Reading: The Best Way to Write a Creative Brief (With Templates) Step 3: Develop Goals A project should always have a goal. Otherwise, you run the risk of falling into the trap of doing stuff just to do stuff, mistaking activity for results. It helps to have a repeatable process in place for setting goals too. Try following the SMART Goals framework: Specific: The goal is tied to a specific number or well-defined objective. Measureable: Progress toward the goal can be quantified with data. Aspirational: It stretches your capabilities and will make a major impact. Realistic: But it’s also within your reach and could reasonably be achieved. Time-Bound: It’ll be attained within a set period of time. Every goal you set should meet this criteria. If you determine it doesn’t make sense to set goals for the project at this point, instead determine who will set goals for the project in the next step. Step 4: Host a Team Huddle Meeting to Gather Team Input Implementing these meetings have been transformational for project management at . No joke. There’s not much to them, either. You simply gather everyone together who’s going to be working on a project, discuss availability and requirements, and then start mapping out how much time everyone needs and putting together loose timelines. How can you run such a meeting yourself? Start with a simple PowerPoint presentation (like the one in the template kit included in this post). The first thing you’ll need to do is summarize your project: Here are some hypothetical examples for a website redesign project: This project will: Establish content requirements for our new website. Ensure all steps for SEO best practices are followed. Manage communication between marketing and development. This can be as simple and high-level as this. Next, list all the deliverables the team will need to produce for this project. This means all the tangible assets that will be created (ex: blog posts, landing pages, videos, social content, emails, etc.): Then, list which teams will need to be involved in the project. This means which specific marketing teams in your company, plus other departments (like development or accounting) that need to be involved: Finally, describe the goal of the project. Keep it as concise as possible, but do include specific statistics and numbers you’d like to achieve (if possible): A note on setting goals: Establishing goals will require some additional legwork before you can present the project to the team. You can start learning how to set goals here, or you can set a line item for another team member (one who might be responsible for analytics or goal-tracking) to set goals as a phase for the project later. Then, schedule a date for the meeting, and send a calendar invite letting everyone know about the meeting. Once you kick off the meeting, run through the following: A basic explanation of the project. Share your creative brief with everyone too. Ask what steps each team member will need to take. Especially if you aren’t sure. And how much time they’ll need for each phase of the project. To repeat a point made earlier in this post, always add a couple days. This helps provide flexibility in case something comes up. You can safely assume something will come up, too. Then, you can complete a rough timeline as the meeting progresses, and leave with a good idea of what everyone will need to make what you’re working on a success. You can use the last slide in the template to document the timeline: There are a few things to know about this slide to use it effectively: Team member names  on the left are self-explanatory, but it’s helpful to list everyone in the order they’ll need to step into the project. If you’re unsure about this, you can use some time during your team huddle to work this out within the team. The Phase column  refers to which pieces or steps in the project each team member will be responsible for. Size  refers to the level of effort required for each phase. You can denote this in several different ways. One method is called â€Å"t-shirt sizing,† where level of effort is denoted as S, M, L, or XL. Each â€Å"size† correlates with a set length of time (for example, S might mean one day, M might be three days, and so forth, based on what you decide). The timelines column should be used to list how many days or weeks each phase will take. This is useful in addition to the Size column because when people are working on multiple things at once, saying a phase will take three days (in total work time) doesn’t mean it’s going to get done three days from right now. So, use this column to list the total number of days the team member will need (then add two days for buffer). By the time you’re done, you’ll have the raw information you need from the team to actually start mapping out the project in your project management software. Step 5: Map Out Timelines and Tasks With that in hand, it’s time to get granular in planning out the individual tasks that will need to be completed throughout the project. Ideally, your team members will be able to tell you which tasks they’ll need to tackle, and all you need to worry about are the deadlines for each team member’s phase in the project. Jump into your project management platform (whichever you’re using is fine, but for demonstration purposes, this post is going to use ) and start creating entries for each phase and mark off deadlines. To do this in , start by creating a Marketing Campaign: Next, start adding relevant content types for each piece of the project onto the calendar by clicking each day a phase is due: Then, select the relevant content types you need to add to the project: Once have everything placed, you’ll be able to switch between viewing your projects and campaigns on the marketing calendar: Or using the Kanban Project Dashboard view if you prefer a more traditional kanban approach: Now, ideally the tool you’re using will allow you to set up tasks, with deadlines for each one. At this point, each team member should be able to add their tasks (Task Templates can make this extremely easy, by allowing you to create and save task lists). Here’s what tasks look like when you click into an item on the calendar in : Otherwise, you can sit down with each team member to help them walk through all the tasks they’ll need to add. If tasks need to be approved by another team member or manager (such as yourself, possibly), you can use Task Approvals  (this way, a team member will not be able to check off something complete until you’ve confirmed it’s done: If certain tasks require other tasks to be completed before being assigned, you can use Task Rules  too (this allows you to set up triggers where when one task is complete, another is added to the list). Team members can use the Team Management Dashboard to view all their tasks in one place too (this also allows team members to see what each other are working on as well): By the time you’re done, you’ll have all your deadlines for each phase, and all of the tasks everyone needs to complete all planned out in one place. Alternately, you can use the marketing project management calendar template (included in this post- you can find the download shortly after the introduction of this post). It looks like this: To use this template, do the following under the Sprint Backlog tab: Label all your projects in the Sprint column. List the level of effort (number of hours) each team member will need to complete their tasks or phases (ex: Bill, Designer, 10 Hours). Then, in each Week column, name the step or task that’s due, along with some notes or additional context. Then, to manage workflows for each project, create a checklist using another app (such as Evernote or another note-taking app). This is the quick and dirty, lower-cost approach. Use Daily Standup Meetings to Check In on Project Progress If your marketing team is using agile project management, you’re probably already familiar with the concept of a standup meeting (sometimes called a scrum meeting). Essentially, they’re morning meetings held each morning where everyone on the team shares: What they did yesterday. What they’ll do today. What’s preventing them from getting their work done. That’s about it. If you run these meetings in the purist sense, everyone stands up during the meeting to discourage it from running too long. You get to the point, and if anyone needs to have a discussion about anything, you find who you need to talk to afterwards. You can also run these meetings simply by sharing status updates over Slack or your other internal chat app. The marketing team at has experimented with both approaches. You can feel free to do the same and find what works best in your situation. Recommended Reading: How to Run Effective Daily Standup Meetings With Busy Marketers Measure Productivity and Hitting Deadlines As a manager (even just as an ad hoc project manager), your success is determined by your team’s success. Of course, the actual success of any project is somewhat independent of how well it was run. You could be extremely effective in running a project or campaign that simply doesn’t deliver results (and as much as it stings to admit sometimes, not every project can be successful every time). But, from a project management perspective, you can gauge the success of your efforts based on whether team members are hitting their deadlines, and you’re able to ship on time. To measure this, simply track task completion using your project management tool. If you’re a user, this is easy to do using the marketing calendar (which shows completion status for every project at a glance): Now, what makes tasks even more powerful is the Team Performance Report. It calculates all task completion and shows you who is getting their work done on time, and who is lagging behind:Together, this makes it extremely easy for you to see how projects are progressing, know when deadlines are getting met, and actually quantify your team’s productivity. That means you can follow up with your team only when you need to, because you can see very quickly when deadlines are coming up, and know when it’s time to have a discussion about a task’s status. You can achieve similar goals with other tools too, or even do this work manually by planning and tracking tasks and projects using spreadsheets. Now, working with endless spreadsheets contributes to a problem dubs â€Å"makeshift marketing,† but they’re also free, and using what you have available is better than doing nothing at all. With that in mind, you can use the downloadable project time tracking template (included in this post- scroll up near the introduction to find the downloadable template bundle if you haven’t gotten it yet) to manage projects and see how things are going. Under the first tab labelled Project Type 1, you’ll see this: Have each team member create a copy of the sheet and add what they’re working on and log their time spent on the project. Then, on the tab labelled Time Tracking, they can add all their projects and hours logged for the month: This helps visualize what work is actually getting done (provided everyone completes their time sheets accurately). Again, some sort of software (whether that’s or something else) is vastly preferable for tracking work completion, but this approach can work too in the absence of more advanced options. What to Do When Deadlines Can’t Be Met Or something just might not go as planned. When conflicts arise, it’s important to remember it’s not the end of the world. You just need to get to the root of the issue, remove the source of contention, and keep the project moving along. Are Deadlines Actually the Issue? The most common concern you’re likely to face is something comes up and someone can’t get something done when they initially promised. If you built in some buffer time into your project, you should be able to move their deadline a bit without delaying the project as a whole. This has proven to be a lifesaver a time or two internally at . However, if someone is constantly blowing deadlines, you may need to help them better estimate how much time they’ll actually need to get work done. Estimating is tough to get right and takes some time and practice to really understand how much time you should actually set aside for a given task. If that fails, the next step is to discuss the issue with a manager. Or, if you are the manager, take corrective action, which is a topic for another time and post. Recommended Reading: How to Meet Deadlines When You're Sick and Tired of Missing Them Additional Training Resources to Consider Say you want to take your project management capabilities to the next level. Where can you go for further training or what should you read to learn more? Here are some suggestions. Blog Posts and Guides: How to Get Started With Agile Marketing and Do Your Best Work The Complete 16-Step Marketing Project Management Process That Will Get You Organized 19 of the Best Project Management Training Opportunities for Marketers Free Resources: Free Training Videos from Project Manager Introduction to Project Management from EDX Paid Resources: Project Management courses from LearningTree Training and development resources from Project Management Institute That should be plenty to get you started, though a quick Google search can yield many more options. Manage Any Marketing Project With You’ve seen mentioned throughout this post, and even saw some high-level examples of how it works. If you’re interested in learning more about how it can help you get project management under control, then get all the information you need to get started below: Believe It or Not, You Can Successfully Manage Projects This isn’t a complete guide to managing projects, and there’s plenty more you can learn about its ins and outs. But, for most marketers, this post may well include as much as you’ll practically need to know to manage projects and campaigns day to day. It might seem overwhelming at first, but with a little bit of practice, it’ll start to feel like second nature. Best of luck.