3 full pages Case Study 5.2 California’s High-Speed Rail Projec.docx

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3 full pages Case Study 5.2: California’s High-Speed Rail Project A goal of the Obama administration has been to promote high-speed rail across the most populous and geographically-dispersed states in the United States. The idea is to adopt more energy-saving initiatives while also helping to improve state’s infrastructure. It is with this in mind that the Federal Government made billions available to various states in the 2008–2010 budget cycles. After the Fall, 2010 elections, several states that had elected Republican governors refused the grants, suspicious that this seed money would not be sufficient to pay for what they viewed as unnecessary construction based on over-optimistic expectations of the need for and use of high-speed rail. One of the states that accepted the money and has moved forward strongly into high-speed rail has been California, which has already begun work on a 65-mile section in the middle of the state, earning the derisive nickname, the “train to nowhere.” This case details the state’s projections regarding the need for high-speed rail, against the views of infrastructure experts and critics who charge that for a state that is already in a severe budget crisis, this is just the sort of project that makes no sense economically or demographically. Questions Assess the benefits and drawbacks of the high-speed rail project. In your opinion, do benefits outweigh drawbacks, or vice versa? Why? Justify your answer. What are the implications of starting a project based on tenuous projections that may or may not come true 10 years from now? Could you justify the California high-speed rail project from the perspective of a massive public works initiative? In other words, what other factors enter into the decision of whether to pursue a high-speed rail project? Why are they important? .

Education

Could you justify the California high-speed rail project from the
perspective of a massive public works initiative? In other
words, what other factors enter into the decision of whether to
pursue a high-speed rail project? Why are they important?

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1.Use the following information to answer parts a through h. Describe what the results of each calculation mean to you as a project manager. What do you propose to do? PV $25,000 EV $30,000 AC $29,000 BAC $1,000,000 a. Schedule variance (SV) b. Cost variance (CV) c. Schedule performance index (SPI) d. Cost performance index (CPI) e. Estimate to complete (ETC—first method) f. Estimate to complete (ETC—second method) g. Estimate at completion (EAC) h. To-complete performance index (TCPI) 2.For a cost savings project, you have captured data that show the following costs: delays between operations = $900; broken/missing tools = $1,200; water losses = $3,700; poor seals = $1,500; other = $2,000. Construct a Pareto chart. What would your next course of action be? CaSe STUDy 13.2 The Superconducting Supercollider Conceived in the 1980s as a device to accelerate particles in high-energy physics research, the Superconducting Supercollider (SSC) was a political and technical hot potato from the beginning. The technical challenges associated with the SSC were daunting. Its purpose was to smash subatomic particles together at near the speed of light. That would require energy levels of 40 trillion electron volts. Using the physics of quantum mechanics, the goal of the project was to shed light on some of the fundamental questions about the formation of the universe. The SSC was designed to be the largest particle accelerator ever constructed, far bigger than its counterpart at Fermi Laboratory. In order to achieve these energy levels, a set of 10,000 magnets was needed. Each of the magnets, cylindrical in shape (1 foot in diameter and 57 feet long), would need to operate at peak levels if the accelerator were to achieve the necessary energy levels for proton collision. The expected price tag just for the construction of the magnets was estimated at $1.5 billion. The technical difficulties were only part of the overall scope of the project. Construction of the SSC would be an undertaking of unique proportions. Scientists determined that the accelerator required a racetrack-shaped form, buried underground for easier use. The overall circumference of the planned SSC required 54 miles of tunnel to be bored 165 to 200 feet underground. The initial budget estimate for completing the project was $5 billion, and the estimated schedule would require eight years to finish the construction and technical assemblies. The SSC’s problems began almost immediately after President Reagan’s 1988 kickoff of the project. First, the public (including Congress) had little understanding of the purpose of the project. A goal as nebulous as “particle acceleration” for high-energy physics was not one easily embraced by a majority of citizens. The original operating consortium, URA, consisted of 80 public and private American research centers and universities, but it was expected that European and Asian scientists also w ...

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CASE STUDY 13.3 “Dear Mr. President—Please cancel our project!”: The Honolulu Elevated Rail Project Speaking on the status of Honolulu’s Elevated Rail public transport system, former Hawaii Governor Benjamin Cayetano had an interesting message for President Trump: “As a lifelong Democrat and former governor of Hawaii, I opposed your candidacy. I must admit, however, that you are on the right track scrutinizing wasteful spending on pork barrel projects.” The admission by former governor Cayetano was prompted by the latest details emerging from a project that the New York Times has written is in danger of becoming a financial boondoggle. The Honolulu Authority for Rapid Transportation’s (HART) 20-mile elevated heavy steel rail system that has been under construction for six years is now slated to cost nearly $10 billion, or $500 million per mile. If these costs are realized, Honolulu’s rail project would have the distinction of being the most expensive transit project in the country’s history. Honolulu is a beautiful but increasingly congested city on the south coast of Oahu. Residents and visitors have long complained that transportation options, highways, and other infrastructure have not kept pace with the growth of the city. In 2008 and following a close referendum vote, the city approved the beginning of the elevated rail system. To partially offset costs of the system, the mayor and city council instituted a temporary excise tax increase for residents and visitors. They also received $1.5 billion in Federal funding to support the project. Initially budgeted for $4.6 billion, the rail project is intended to start in the western edge of Honolulu, run through the middle of the city, and terminate at the Waikiki beaches. Included in the huge project are 21 stations, of which seven will be elevated and set 60 feet high above the city’s streets, and a 35-foot high elevated rail line that will run four miles through the middle of the city. The project has drawn fire from residents who are increasingly sick of blocked streets, traffic jams, and dirt and noise from multiple construction sites. In fact, a poll conducted in late 2016 showed that only 15% of the city’s residents favor completion of the rail project. Meanwhile, costs continue to rise. The original $4.6 billion budget was readjusted to $6.7 billion, and with the newly-announced delays in construction, being at least two years behind schedule and counting, the city has announced a five-year extension in the “temporary” excise tax to cover what critics are arguing will actually end up being over $10 billion in costs. Critics of the project such as Mr. Cayetano, who argues that the elevated rail “will change the beauty and ambience of the city forever,” also charge that in addition to its aesthetic shortcomings the final environmental impact study revealed that the rail project would, at best, reduce traffic congestion by under two percent and noted, “traffic congestion will be worse in t.

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5 An American in India What is my inheritance? To what am I an heir? To all that humanity has achieved during tens of thousands of years, to all that it has thought and felt and suffered and taken pleasure in, to its cries of triumph and its bitter agony of defeat, to that astonishing adventure of man which began so long ago and yet continues and beckons us. To all this and more in common with all men. But there is a special heritage for those of us of India, one more especially applicable. j awa h a r l a l n e h r u , The Discovery of India Before boarding the plane on my previous trip to India, when I was fif- teen, I asked my father if they had Frosted Flakes there. “I don’t think so,” he replied. Then how could I be expected to stay for six weeks? I was openly contemptuous of India during that family trip. Thumbs Up Cola didn’t taste at all like Coke, and the paper straw I sucked it through was too small to get a good gulp in. There was no shower in my grandmother’s home. Bathing was a primitive affair that 77Patel, E. (2007). Acts of faith : The story of an american muslim, the struggle for the soul of a generation. Retrieved from http://ebookcentral.proquest.com Created from southuniversity-ebooks on 2020-02-23 18:41:45. C op yr ig ht © 2 00 7. B ea co n P re ss . A ll rig ht s re se rv ed . consisted of putting water in a bucket and pouring it over yourself with a pitcher. The air conditioners made too much noise. The fans just blew the heat around. India was a land of filth, nuisance, and backwardness. In Bombay, where my extended family is based, I spent my days inside my aunt’s apartment reading Ayn Rand novels and outlining my college application essays. My cousins offered to take me out at night but soon got tired of my attitude. “Remember, tell them not to put ice in your drink,” Bathool told me at a juice bar on Chowpatty Beach, doing her best to protect my American stomach from a case of the runs. “What the hell is wrong with this place that you can’t even have the ice?” I responded. When we went touring in the north, through Agra and Jaipur, the only hour I didn’t complain was when we were at the Taj Mahal. My white friends at school had asked me to tell them what it was like; I paid attention so I could report back. The rest of the time, I cursed the searing heat; the sticky dirt; the stinking, heaving crush of brown bod- ies around me. I threw a tantrum when I discovered that we had been bumped from our original flight and would have to wait an extra two days before returning. “I just want to go home,” I whined like a five- year-old to my parents. And now I was going back to India. Six years separated the jour- neys. I was embarrassed by my behavior on my previous trip, but most of all I was angry at America. After all, it was America that had se- duced me into adopting its styles and its scorn, forced me to sacrifice my true heritage in a devil’s bargain for accepta.

5An American in IndiaWhat is my inheritance To what am .docx

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6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS.. Guided Response: Review your classmates’ posts and choose two posts to respond to. If you choose a peer that selected the same student as you, address the following prompts: · Discuss how your plans are similar and how they differ. · Do you think you and your chosen peer have similar or different teaching styles? Explain. · Do you think you and your chosen peer could team teach? Explain. If you choose a peer that selected a different student than you, address the following prompts: · Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student. · Do you think you and your chosen peer have similar or different teaching styles? Explain. · Do you think you and your chosen peer could team teach? Explain. BRITTNEY’S POST: I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well. A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The k.

6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docx

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6 peer responses due in 18 hours Each set of 2 responses will have its own instructions.. Guided Response: Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why? My post: Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills ( Kaiser & Sklar Rasminsky, 2017 ). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved? References Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Pearson Education. Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting. School Social Work Journal , 35 (2), 72-93. BRITTNEY'S POST: What did you learn about your chosen strategy and what information surprised you? After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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1. 3 full pages Case Study 5.2: California’s High-Speed Rail Project A goal of the Obama administration has been to promote high- speed rail across the most populous and geographically- dispersed states in the United States. The idea is to adopt more energy-saving initiatives while also helping to improve state’s infrastructure. It is with this in mind that the Federal Government made billions available to various states in the 2008–2010 budget cycles. After the Fall, 2010 elections, several states that had elected Republican governors refused the grants, suspicious that this seed money would not be sufficient to pay for what they viewed as unnecessary construction based on over-optimistic expectations of the need for and use of high- speed rail. One of the states that accepted the money and has moved forward strongly into high-speed rail has been California, which has already begun work on a 65-mile section in the middle of the state, earning the derisive nickname, the “train to nowhere.” This case details the state’s projections regarding the need for high-speed rail, against the views of infrastructure experts and critics who charge that for a state that is already in a severe budget crisis, this is just the sort of project that makes no sense economically or demographically. Questions Assess the benefits and drawbacks of the high-speed rail project. In your opinion, do benefits outweigh drawbacks, or vice versa? Why? Justify your answer. What are the implications of starting a project based on tenuous projections that may or may not come true 10 years from now?

2. Could you justify the California high-speed rail project from the perspective of a massive public works initiative? In other words, what other factors enter into the decision of whether to pursue a high-speed rail project? Why are they important?

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