The Unconventional Kate Chopin Essay -- Biography Biographies Essays

The Unconventional Kate Chopin Kate Chopin, a female author in the Victorian Era, wrote a large number of short stories and poems. She is most famous for her controversial novel The Awakening in which the main character struggles between society's obligations and her own desires. At the time The Awakening was published, Chopin had written more than one hundred short stories, many of which had appeared in magazines such as Vogue. She was something of a literary â€Å"lioness" in St. Louis and had numerous intellectual admirers. Within weeks after publication of The Awakening, this social landscape that had appeared so serenely comfortable became anything but serene and anything but comfortable. Of all things, death led Kate Chopin to write. The death of her brother, her beloved grandmother, her husband, and lastly, her mother left her with an overwhelming sadness and six children to raise, prompting her move to write. With such earnest promptings, Chopin took up writing at age thirty-eight. The publication of the love poem "If It Might Be" in January 1889 marked Chopin's first appearance in print. Many of Kate Chopin’s writings wave a backward glance to her childhood. Kate's grandmother, Madame Charleville, spent much time telling Kate stories that stirred her interest about people's lives, minds, and morals. Madame Charleville's favorite saying was, "One may know a great deal about people without judging them. God does that" (Oscar 17). Young Kate must have paid a great deal of attention. Three decades later, when she came to do her own storytelling, she would continue to leave judgment entirely to God. Kate Chopin’s first novel, At Fault, also refers to sentimen... ...m Blake, Chopin was interested in innocence and experience, and both of these themes run within The Awakening. It was this book, though after her death, that made her loved. Kate Chopin died in August of 1904 of a cerebral hemorrhage. She was an incredibly talented writer. She wrote about real issues and real feelings. Light and shadow play in her fiction. Moods come and go, representing the diverse events Chopin experienced. Unfortunately, like many other authors, Kate Chopin was never recognized for these incredible talents until it was far too late. Work Cited Bloom, Harold. Modern Views On Kate Chopin. New York: Chelsea House Publishers, 1987. 125-133. Oscar, Steven. Kate Chopin: A Re-Awakening. New York: Rosen Publishers, 1992. 17-24. Thornton, Lawrence. "Kate Chopin." The Scribner Writers Series.CD-ROM, 2001: 1-9

Gatsby is Not Really Great Essay -- The Great Gatsby F. Scott Fitzgera

Is Gatsby Really Great? The first thing you see when you pick up this book is the Title â€Å"The Great Gatsby† So already you expect Gatsby to great before you have even opened the book. As the first chapter unravels The Narrator and Gatsby’s Neighbor Nick Carraway, tells us plainly that he loathes Gatsby, however by the end of the paragraph he describes Gatsby’s character as â€Å"gorgeous†. He also says â€Å"No Gatsby turned out alright in the end.† From now we begin to wonder about how great Gatsby really is? On one hand he is â€Å"vile† because Carraway tell us he has â€Å"Unaffected scorn† for him while on the other hand he is â€Å"gorgeous†. We consider Nicks opinions to be very accurate as he is a fair and sensitive person who is also the probably the only person that really knew Gatsby. Gatsby is the stories protagonist when we first meet him he is very mysterious and â€Å"God Like† which adds to his sense of greatness. Nick says Gatsby has : â€Å"come out to determine what share of our local heavens ." The first thing we see Gatsby doing is reaching for a green light. This green light represents his dream. A dream he is striving to achieve. When considering Gatsby’s Greatness, we must remember always that this is the 1920’s the â€Å"Jazz Age†. And Gatsby was a young successful man with lots of money. Not only is this the ideal of the American dream, but he also through gigantic parties every Saturday in his gothic mansion, where all the rich and famous would gather. He was a perf...

Assessment Of For And As Learning Essay

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teacher’s role as a learning coach versus the teacher’s role of judging the extent of a student’s achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students’ observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a student’s prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.

Family System Theory Essay

Human Beings depend on each other to survive and thrive. Whether in family group, business or organizational networks, relationships have the potential to be the resources for accomplishing important goal. Our interactive process can become a hindrance or a source of a productive action. Families are considered systems because they are made up of interrelated elements or objectives, they exhibit coherent behaviours, they have regular interactions and they are interdependent on each other. This is apparent in the relationship between flowers and bees, where bees use the flowers as a source of food, and the flowers depend on the inter-flower traffic that the bees provide to spread their pollen and insure healthy genetic diversity within the flower community. These two species are interconnected and cannot be understood in isolation. If the bees become damaged, the flowers suffer, and vice versa. When any part of such a network is altered or damaged, it affects all the other parts of that network, for all are interconnected (Dombeck & Wells, 2006). The Family Systems insight is that what is true about flowers and bees is also true of human relationships. People live in families and social groupings, and depend upon one another for the means that insure their mutual survival, including (as Maslow has taught us) food clothing and shelter, but also safety, belonging and social support. Family members are interconnected: Every person within a family has a role to play within the life of the family as a whole. Alteration or damage to one family member affects the entire family, for all are interconnected. A change in one persons functioning can be followed by reciprocal changes in the functioning of others in the family. Family systems theory views the family as an emotional unit that implies a deep, multi-generational connection between family members that significantly influences behaviors of its members outside of their conscious awareness. Family Systems theory or Bowen theory is based on three main assumptions: clients problematic behavior may serve a function or purpose for the family clients problematic behavior may be a function of the families inability to operate productively the maladaptive behavior may be a symptom of dysfunctional patterns handed from generations I find the family systems theory to be the most practical and effective approach towards making positive changes within the family unit. Unlike other theories, Family Systems theory focuses on the entire family unit instead of a particular individual, family structure , a developmental stage, crisis or a behavior causing the dysfunction in the family. The theory provides a holistic and a realistic view of the problem and how best it can be treated by assisting the family members in realizing the problem and using the family as its own resource to solve the problem. Research has shown that incorporating Family System theory into therapeutic practice can enhance the recovery of the client and the family as a whole.

Microeconomics of Customer Relationships

Reading: Microeconomics of Customer Relationships ? Reading: Microeconomics of Customer Relationships The follow is a critique and review of the reading of Microeconomic of Customer Relationships by Fred Reichheld. I will review the article and evaluate Mr. Reachheld. I will also apply economic theories into why and how I came to my conclusions. Overview on the Reading Microeconomic of Customer Relationships by Fred Reichheld is based on a simple survey based customer-relationship metric known as â€Å"net-promoter score†, or NPS.The NPS divides customers into three categories based on the simple question, â€Å"How likely is it that you would recommend us to a friend or colleague? † (Reichheld, 2006, pg. 73) Customers at the high end are labeled promoters, because of their likelihood of loyalty and positive word-of-mouth promotion. The low end of the spectrum is the opposite of the promoter and labeled a detractor. By quantifying the value the customers have the compan y can then devise action plans to solve problems, or expatiate growth. Evaluation of the AuthorFred Reichheld was very good at relating NPS in a practical and evaluative way. What I found most interesting in his analysis of NPS was the customer grid (Figure 1). Figure 1. Customer Grid. From Fred Reichheld’s Microeconomics of Customer Relationships. (2006, pg. 76) Reichheld came to the conclusion that the upper right was the top long-term priority. I completely agree with this conclusion. He then put the upper right and the lower right as the next highest priority. He does make some good points, such as bad word-of-mouth and high profits that could pick up ship and move on elsewhere.I, however, would put a higher priority in the upper middle section as long as this is a large corporation. A small business may very well need to stamp out the issues of the unsatisfied because they can’t afford the risk of losing base. In a large corporation, volume is huge and needs to be satisfied. If you can find a way to get the middle column to the right, your NPS would rise. Conversely, if you don’t satisfy the middle, or large volume customers, they could move to the left causing havoc. Netflix recently made a bold move of raising it’s prices 60% and split it’s services into two separate entities.This angered that middle column of subscribers that used Netflix, but didn’t have strong opinions toward it. Netflix’s stock prices have plummeted 26 percent this year(Randall, 2011). Netflix was counting on customer loyalty to prevail over the increase in prices, but instead had a huge backlash. An example of a company that focuses on the right and the middle of their NPS is Apple. Apple has created a company with an almost cult like following. Apple’s NPS is 79% with only 2% detractors based on a 2008 survey by Satmetrix (Schofield, 2008).Apple has been genius at getting customers to the upper right section of the customer g rid. It developed products to appeal to the masses. Criticism toward Apple has been their lack of Adobe flash integrated into their iphones(Chen, 2008). This causes anger to the left sections of customer who want flash enabled devices. Apple could easily try to appease this group and enable Flash, but because it views it as an unstable platform, it refuses to use it. Apple isn’t as concerned about the haters as it is about those loyal to Apple, or those who are on the fence.Recent commercials have depicted Apple as more stable and fun to used than PCs, in an attempt to grab at that market with no brand loyalty. Economic Theories I do realize my examples for my disagreement with Reichheld on priority placed on the NPS is not for all market conditions and companies. There are many factors that can sway priority away from where focus was previously. The Netflix example, for instance, was based on a company who thought it had somewhat of a monopoly, yet after it made it’s decision to raise prices realized costumers left for other options such as Hulu plus and Blockbuster’s DVD by mail service.Netflix is now forced to have its main focus on the left and pacify those who were angered. There is also supply and demand to consider. When there is a high demand for a product and a limited supply, a higher priority needs to be set on the upper right because holding a high percentage of the market share when supply is low will keep customers when or if the supply is increased and you will need customer loyalty when new competitors are able to enter due to a lower cost of entry. ConclusionFred Reichheld wrote an excellent article breaking down NPS and applying it to business. I had a slight disagreement over his priority placement mainly because it is flexible to the situation and I would focus on the masses rather and a select few. The article was well written and very practical with easy to understand data. References Chen, B. (2008, November 17). Why apple won’t allow adobe flash on iphone. Retrieved from http://www. wired. com/gadgetlab/2008/11/adobe-flash-on/ Randall, D. 2011, September 19). Nflx tumbles on qwikster announcement; are netflix's best days behind it?. Retrieved from http://www. huffingtonpost. com/2011/09/19/nflx-netflix-stock-qwikster_n_970879. html Reichheld, F. (2006). The microeconomics of customer relationships. MITSloan Management Review, 47(2), 73-78. Schofield, M. (2008, April 10). Satmetrix benchmarks net promoter scores in four key industry sectors. Retrieved from http://www. reuters. com/article/2008/04/10/idUS191482 10-Apr-2008 BW20080410

Ethics Paper Essay

The role of ethics and social responsibility are vital to the success of business. This also is very important to the stakeholders and should be even more important to management executives who have to make the decisions on whether to be ethical or unethical. This seems like a no brainer, but top level officials have the daunting task of making difficult decisions that affects groups involved in the success of the company. This paper will bring into focus the ethics and social responsibility in creating a strategic plan while taking in consideration stakeholder needs and agendas. Business Ethics is a form of ethics, which examines the ethical principles, and moral problems that occur in a business today. Ethics plays an important role in business today by establishing policies, procedures, and practices when creating a strategic plan. One such policy to have as a driving force for the company is a code of ethics, which outlines how an employee should behave while on the job. Having a code of ethics in place will not only help employee’s behavior, but the implementation of strategic plan of guidelines that will take in consideration for stakeholder needs and agendas. Social responsibilities are the responsibilities of private corporations to society that goes beyond that of making a profit. When implementing a new strategic plan you have to take in account the affects it will have on society as well as the organization. Strategic decisions influence other entities internally and externally. For instance, a decision to down size by closing some distribution centers and discontinuing manufactured goods, affects not only the employees, but also the neighborhoods where the plants are located. This also hinders the consumers and suppliers with having no other source for the discontinued products (Wheelen & Hunger, 2010). These types of decisions bring forth questions as to regarding, the appropriateness of certain missions, objectives, and strategies of businesses. Management must be able to come to compromise the difference in interests in an ethical manner to formulate a realistic strategic plan to meet the needs of the stakeholders. To answer this question, the corporation may need to engineer a strategy, which can explicitly articulate the organization with the role of ethics with stakeholders. This requires not only that management a clear picture of the organization key ethical approach but also that it understands the organization societal context, and undertakes stakeholder analysis to identify the issues and duties of each stakeholder (Wheelen & Hunger, 2010, pg.76). While researching an industry that continues to overstep it’s boundaries for stakeholder agendas. Pfizer, the world largest pharmaceutical company has been continually marketing and selling drugs with unapproved uses. In 2004 Pfizer plead guilty to two felony counts of marketing a drug for unapproved uses and paid 430 million in fines and penalties (Evans, 2009). United States attorney’s office was assured by Pfizer lawyers that they will stop promoting drugs for unauthorized purposes. Five years later Pfizer plead guilty again for directing over 100 salespeople to promote Bextra, another unapproved medication. The fine this time was an America’s highest recorded fine ever of 1.19 billion. Since May 2004, Pfizer, Eli Lilly & Co., Bristol-Myers Squibb Co. and four other pharmaceutical companies have paid a total of $7 billion in fines and penalties for marketing drug for unapproved uses (Evans, 2009). This shows that not only Pfizer, but other pharmaceutical companies are taking the approach of maximizing profits for the sake of stakeholders. In the readings it states that shareholders were unmoved by the actions of the company because each time the company had to pay out billions in penalties the share price went up (Evans, 2009). This practice of marketing and selling unapproved medications have shown how irresponsible, unethical, and socially unaware these companies are. Lives are being lost or changed forever because of some of the side effects of these medications that are being push by these organizations for a buck. To prevent such heinous acts we need only one of the pharmaceutical giants to step up and implement a strategic plan using more of an ethical approach in producing new drugs to the market. This can be attain by having the research done well in advance, publically documenting their finding, have more transparent marketing strategies, and making sure that all medications are FDA approve first before any distribution of a single pill. Another strategy to improving the industry is by using the input of the stakeholders which can give other alternatives to what route can the industry can use to maximize the benefits for all. In conclusion we can clearly see the importance of roles of ethics and social responsibilities are within an organization’s strategic plans. Once a company has put itself in a position to use ethics and society to govern it duties to make sure business is held to a standard higher values. Only then will organizations such as Pfizer will understand that it’s more about the people than the profit. Stakeholders have a pivotal role in the advance of business because each company that have taken notice continues to thrive today even in a recession.

Finance simulation Research Paper Example | Topics and Well Written Essays - 500 words

Finance simulation - Research Paper Example Time and resources will be used meritoriously. Tapering the agency staff reduces cost and saves on premiums paid to the workers. Option 2 was originally used to repay the loan. The interest rate of the option is low (9.0%) and will thus allow EHC to have more funds. However, it was not the preeminent alternative since interests accrued and added onto the principal amount, and everything was to be recompensed after 6 months. Later option 1 was realized to be better since it resolved the cash flow problem and its compensation period was not limited. The US machine, X-ray, and CT scanner, all needed to be replaced. The organization decided to purchase a refurbished CT scanner since its productive life is high and can be upgraded upon its expiry. The X-ray machine was purchased through a capital lease since the machines productive life is 15 years that is comparatively high. The US machine was acquired through an operating lease since the option offers low installments payment, upgrading option, and lower upfront payment. Productivity of the assets was perceived to be more important than ownership. The HUD 242 proved to be better than all the other strategies and was, therefore, chosen. It offered a greater NPV. The simulation indicates that despite the higher insurance cost of HUD 242, the uncertainties associated with the investment are minimal and suitable for the project. A cost-benefit analysis further proved that HUD 242 was indeed appropriate. Tax-exempt bonds were incongruous since the funds were to be used within three years while the planned completion period of the expansion was four years. It could have left a big chunk of WIP (work in progress) (Aiken et al., 2002). All choices were potentially fatal. Management relies on the current available information and the knowledge, exposure, and experience of the