Red Crabs of Christmas Island free essay sample

Red Crabs of Christmas Island Red Crabs are a crustaceous species that live on Christmas Island, located just south of Indonesia. They are a very important part of the ecosystem of the island, and have mainly good benefits for us humans. They’re very famous as well, known for the mass migrations which turn the roads of Christmas Island red. Red Crabs play a very important role in the ecosystem of Christmas Island, they are herbaceous and eat plants, which helps fertilize the ground, and they also provide food to the two other species of crab on the island; Robber Crabs Blue Crabs. The Robber Crabs eat the Red Crabs Blue Crabs, and the Blue Crabs eat the Red Crabs. Red Crabs cannot be eaten by people, whereas Blue Robber Crabs can be. The reason Red Crabs are so famous, is because of one of a few things; their migration. We will write a custom essay sample on Red Crabs of Christmas Island or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They migrate by the millions to cliffs by the ocean, with millions of crabs dying on the road due to cars and other human disturbance. This is where the males will dig burrows and often fight with the other male Red crabs, and eventually mate with the females. The females normally wait around 10 days, and then head to the ocean at full moon where they will release the eggs, which hatch immediately upon contact with water. The baby Red Crabs then drift out to the open ocean, where they can be eaten by Whale Sharks and other fish, but normally every year they return back to the beach, and cover the rocks, which makes them look like they’re covered in blood. After a few days, they begin their migration back to the forest, and the carnage on the road begins once again. The entire process of the migration and reproduction takes around 5 weeks in total. The Red Crabs are an advantage to Christmas Island’s economy because it brings in lots of tourists during this phenomenal event, but tend to cause destruction of things such as causing flat tires in cars, some people having a flat tire per day or more. This is the only real major effect on humans however, because all the people living there have learned to adjust to the crabs, with many accepting them and not caring if any crabs happen to walk into their house. The island, as mentioned above, has two other species of crabs, the Blue Crab and Robber Crab. The Blue Crabs are slightly bigger than the Red Crab, and like them, also migrate to the ocean, but with fewer numbers. They also tend to be more aggressive and eat the Red Crabs. Robber Crabs, are considerably larger stronger than the Blue Crabs and Red Crabs, and are also known as Coconut Crabs due to their ability to break open coconuts. They’re very aggressive, often killing Red Blue Crabs, and only tolerate each other when food is plentiful. Like Blue Crabs, they are edible to humans, but had a ban on them for a few years due to their species becoming vulnerable from over hunting. In all, the Red Crabs of Christmas Island are a very unique and interesting species, and despite the fact that millions die during migration, their numbers are still sky-high at around 81 million in 1997.

21st Century Education Essays

21st Century Education Essays 21st Century Education Essay 21st Century Education Essay We want stronger relationships with their instructors. with each other and with their communities locally. provincially. nationally and globally We want instructors to cognize how we learn. to take into history what we understand and what we misunderstand and use this cognition as a get downing topographic point to steer our continued acquisition. We want to be able to work with others in the schoolroom. online and in our community. We want to be able to pick up our information anyplace. anytime We want indepth acquisition. We need feedback in clip to assist us larn and in clip do something about it. This literary chef-doeuvre has the best description of the students/learners of the twenty-first century. They have so many conditions and aspirations with respects to their learning procedure. This will besides assist the instructors of the twenty-first century to be ready and bear with these conditions of the leaners. TREATING MY Student I treat each of my pupils every bit. giving them a opportunity to take duty for their ain acquisition. express themselves. and larn at their ain gait. I besides encourage them to make collaboratively that can advance non merely teamwork. but besides healthy competition. I believe my biggest invention is giving pupils a opportunity to demo their abilities and to work in coaction in a technology-integrated and cultural acquisition environment. I will besides see their single acquisition manners. The followers are some tips that should be see in handling our pupils in a nice and good manner. Let pupils take their wagess. Make a list of acceptable wagess for first-class public presentation. either for single pupils or the category as a whole. and allow your pupils communally make up ones mind how they want to be rewarded. This will assist do certain that the wages is an existent inducement. instead than merely something you’ve pushed on them that doesn’t actuate them to work harder. Don’t see failure. see chance. When a pupil has made a error. don’t portray it that manner. Don’t see it as a failure and don’t allow them see it as a failure. Show them that it is a learning experience. a manner for them to see how wrong consequences are achieved. Let them seek once more and gently demo them how to make it right. Remember. don’t say wrong . Say close or good try . Remember that a accomplishment learned through test and mistake will be much stronger than one which a pupil may merely acquire right on accident or through agencies they don’t to the full understand. Make them experience alone and needed. Acknowledge and appreciate each pupil separately. for the qualities which make them alone and fantastic human existences. Promote those qualities. You should besides do each pupil feel like they have something to offer and lend. This will raise their assurance and assist them to happen their proper way in life. Acknowledge their attempts. Even if pupils make lone occasional. little attempts. those attempts need to be acknowledged and appreciated. State them when they’ve done a good occupation. separately. and intend it. Don’t be sponsoring. be appreciative. If they’ve worked peculiarly difficult. honor them. Give regard. It is highly of import to esteem your pupils. It doesn’t affair if they’re alumnus pupils working on a doctorial thesis or preschoolers: handle them like intelligent. capable human existences. Respect that they have thoughts. emotions. and lives that extend beyond your schoolroom. Treat them with self-respect and they will widen the same to you. Teaching MY Student One can’t believe impossible things. I daresay you haven’t had much pattern. said the Queen. When I was your age I ever did it for half-an-hour a twenty-four hours. Why. sometimes I’ve believed every bit many as six impossible things before breakfast. Lewis Carroll. Alice’s Adventures in Wonderland Your Assignment. Should You Choose to Accept It. . . Like Alice. many pedagogues. policy shapers and even the general public respond resoundingly with That’s impossible! when challenged to follow a new paradigm of instruction for the twenty-first century. Most people today adhere to a paradigm of instruction that is purely nineteenth century. But. like the Queen. a turning figure of pedagogues are believing in and carry throughing the impossible . Scott McLeod. in his web log. Dangerously Irrelevant. late reminded us of a line from Mission Impossible. and we must use that challenge to all of society. Your assignment. should you take to accept it is to take instruction genuinely into the twenty-first century. It is non adequate to state that we are already populating at that place. Technically it is the twenty-first century. but our schools are non at that place. and our challenge now is to reinvent schools for the twenty-first century – for the interest of our kids. our pupils and the public assistance of our universe. Making such a paradigm displacement is non easy. After all. when any of us thinks of instruction. we normally think of what we knew as school – the manner it has ever been. That is how parents. policy shapers. politicians and many pupils think of school. But we have to do the paradigm displacement to twenty-first century instruction. So what is twenty-first century instruction? It is bold. It breaks the cast. It is flexible. originative. disputing. and complex. It addresses a quickly changing universe filled with antic new jobs every bit good as exciting new possibilities. Fortunately. there is a turning organic structure of research back uping an increasing figure of twenty-first century schools. We have populating cogent evidence. animating illustrations to follow. in schools across the United States. These schools vary. but are united in the basicss of twenty-first century instruction – see Critical Attributes of twenty-first Century Education and Multiple Literacies for the twenty-first Century. Scott McLeod has issued the challenge of making a program to acquire us from here to there . I feel that its about clip that person address’s the issues that face many pupils in the twenty-first century. The twenty-first century is a great topographic point ; a dynamic topographic point that is germinating to the point where no 1 can foretell what the universe will be like in the old ages to come. Technology drives our planet and everyday we are acquiring closer and closer to happening the solutions to many of life’s jobs. Society itself is altering in the sense that there is no longer one route to success. The chances that are out at that place do it possible for the mundane single to do a difference in his community with nil more than the laptop in his book back and the diligence to do his dreams possible. The success of these persons is mostly due to the connectivity and will of the mundane adult male. The Internet is an unfastened web where people portion information that they feel would do life easier. information that would interrupt down the walls that s tand in our manner. The issue being with all this information and pupils in the twenty-first century is that we are still populating in the good old yearss. Our schools train us to go through but non to stand out. Thingss like funding prevent schools from researching Fieldss that are revolutionising our universe. Our pupils are the 1s who pay the monetary value for life in a universe that believes we can populate in a universe that ignores the alterations being made. That in good clip our pupils will larn to accommodate to the alterations and manage it all on their ain. But that isn’t the instance. We are contending two conflicts that are invariably rushing to the top: 1 that promotes the simple life and the other that promotes alteration. Both sides have their pros and both sides have their cons. But something demands to be done. We have to happen a manner to learn our pupils the basicss while fixing them for a universe that is driven by engineering. Purpose and coaction is all it will take to s upply our pupils with the way needed to be successful in the twenty-first century. It’s difficult to believe but experiences is cardinal to learning pupils in the 21st century. As adults we can understand what these pupils are traveling through. We know what it feels like to be a pupil at that age and the hardships they face. Therefore wouldn’t it do more sense to learn these pupils non to do the same error we made as pupils. To learn them how to face the challenges we one time faced and what to make otherwise when that clip comes. But in a universe where money restricts what we are able to carry through. it seems about impossible to make this. Support prevents the mundane school from advancing categories in Fieldss that are revolutionising our universe. Funding stops our schools from holding up to day of the month stuffs. And support is what will stultify the universe we live in. An efficient solution must be found that eliminate the dollar mark that stands in the manner of these schools. in the manner of these pupils. Technology is one solution to t his job. The chief intent of engineering is to contrive something that provides a new or better manner of making something ; something that is cost efficient and provides room for enlargement. These are the tools we should be fiting our pupils with. It would supply them with the same instruction they are acquiring from the text editions they are so used to. The books will go on to be but will no longer be the lone resource our pupils are exposed to. The logic behind learning pupils with engineering in the twenty-first century is that engineering entreaties more to pupils in a universe driven by engineering. The mean pupil knows what a computing machine is. is portion of a societal web of some kind. and has used engineering to assist them make something in their mundane lives. It would therefore do perfect sense to utilize what they use so much as a instruction tool. Technology isn’t merely entertaining ; it’s besides educational. Hundreds of tutorials are out at that place and mundane new and better plans are being created. The people themselves who make these plans made them with the exclusive intent of provide an easier. better manner of making something. They are discoverers. applied scientists. and they’re besides instructors. They’re people who saw a job and found a solution. These are the type of people we should be actuating our pupils to be like. We should be learning our pupil non to accept t hings the manner they are but the manner they should be. Purpose is another important component when it comes to learning pupils in the twenty-first century. The tools being used will hold no consequence if there is no purpose behind their usage. Teaching in the twenty-first century is therefore a dynamic procedure. There isn’t a simple reply in footings of how to learn in the twenty-first century. It requires creativeness and resourcefulness non found in the simple life style we are learning our pupils to populate in. The intent behind learning in the twenty-first century would be to happen easier. more dynamic ways of learning pupils with higher ends and outlooks. Motivating pupils to be the best they can be and demoing them how to work towards that end. That things such as money. fright. and uncertainties shouldn’t be the ground to make the lower limit but should alternatively remind us that as a pupil in the twenty-first century you should be good rounded and resourceful ; ready to take whatever life throws at you. As a pupil in the twenty-first century you have to retrieve that you do non stand entirely ; that coaction is a cardinal and really powerful component in this thought of learning pupils in the twenty-first century with engineering. As a drive force the possibilities are endless. The community facet and project-based acquisition that comes with learning in the twenty-first century is what will supply the immense turnout in pupils who excel non merely in the schoolroom. but besides in life. Collaboration is what makes this window of chance possible. It teaches pupils how to work together and provides them with existent universe experience. Collaboration helps a pupil see that the life isn’t all about endurance of the fittest but set uping connexions and utilizing the connectivity available to bring forth consequences and motivate alteration. This is what makes learning in the twenty-first century with engineering different from through the simple life and the belief that go thro ughing is more of import than stand outing. Neither thought is perfect. At the terminal of the twenty-four hours it all comes down to the pupils. The information we provide and the influence we are able to do is what will finally make up ones mind what our pupils are able to carry through. The usage of engineering and the deduction of twenty-first century accomplishments in a universe driven by engineering is what unfastened Windowss of chances to pupils all across the Earth. Students in the twenty-first century are good cognizant of the hardships they face ; so cognizant that they would fear taking a opportunity and pursing Fieldss where they might non mensurate up. Our schools push this thought frontward alternatively of carrying pupils to prosecute these celebrated callings. What pupils in the twenty-first century demand is way and alteration. We need existent universe experience that proves to that there is a manner and that accepting things the manner they are is accepting licking. If you want to see the hereafter of instruction. don’t watch kids in the mean schoolroom. Watch kids play a picture game. You’ll see them engaged. excited. interacting. and learning- even if it’s merely about how to acquire to the following degree of the game. Because of their submergence in this computerized universe. kids absorb information otherwise from their parents. Alternatively of following information passively from get downing to end- as people tend to make with telecasting shows. newspapers. and books- children interact with the new engineerings. Schools now have an chance to use the information engineerings that are so effectual outside the schoolroom for educational intents. Taking advantage of these new engineerings will necessitate profound alterations in the functions of instructors. pupils. and schools. Alternatively of being the depository of cognition. instructors will be ushers who help pupils to voyage through electronically accessible information. They will utilize the new engineerings to construct webs with each other. with parents and pupils. with academic and industrial experts. and with other professionals. Turning chance into world requires four of import alterations: Industry must develop educational devices from relatively low-price game hardware and package. thereby dramatically take downing the costs of educational engineering. Communities and authorities should include technological alteration when puting the docket for systemic alteration in instruction. Software-makers must bind the content of their merchandises to quality information and to the national instruction criterions as they are implemented. Teachers must have extended preparation in how to utilize emerging information engineerings. Computers will non work out all the jobs of instruction ; many hard issues will stay. But the new information engineerings provide an unprecedented chance to review how we educate our kids.

The stages of the product life cycle and the marketing strategies Essay

The stages of the product life cycle and the marketing strategies - Essay Example Moreover, product life cycle ends with the removal of that product from the specific market place. Product life cycle can be characterized by several stages, such as research, development, introduction, growth, maturity, decline and obsolescence (Moore, Palich and Petty, 2006, p.312). Each and every stage is generally linked with the changes in the streams of parts, raw materials and distribution of the products. Generally product life cycle includes four traditional stages, such as introduction, growth, maturity and decline. These four stages of product life cycle are described below. Low sales growth rate of the products is the major characteristic of the introduction stage. In introduction stage the organizations launch or introduce new products in the market. Monopoly can be developed by the organizations depending upon the need and efficiency of the products to the customers (Saaksvuori and Immonen, 2011, p.103). During this stage the organizations generally accrue losses rather than business profit. It is true that if the organizations introduce products of new product class, the target customers may not be aware of true effectiveness and potential of these products. It is important for the organization to transfer information about the product among the target customers through several Medias in order to achieve potential competitive edge within the market place (Kumar and Korb, 2005, p.21). Introduction stage has two major characteristics namely low market competition and incurring loss rather than profit. Major characteristics of the growth stage are customers become responsive towards new products and growth of sales. This growth comes through the innovation’s acceptance by the target customers. Organizations generally enjoy significant business profit through their new products in this growth stage (Stark, 2011, p.32). If the organization can maintain the monopoly, they can experiment with innovation and several new effective ideas to maintain the sales growth. Growth stage is the appropriate time to introduce other new effective products in the competitive market place (Soenen and Olling, 2003, p.54). It creates an effective product image among the target customers and its competitors. During maturity stage, the sales and growth rate of the products gradually slowdown as the products have already achieved huge acceptance in the competitive market place (Wang and Gupta, 2011, p.239). New organizations start to experiment by innovative product models and strategies in order t o compete in the saturated market place. Competition for the target customers get fierce due to existence of many organizations, despite the increase of sales and growth rate at the initial phase of this maturity stage (Roebuck, 2011, p.76). At the beginning of this maturity stage, the business profit decreases due to aggressive competition within the market place. In addition, maturity stage of the product development is very much essential for the organizations to avoid decline stage of the products. Several products die and get wiped out from the market place in this decline stage due to the low sales’ growth rate of the products. Several organizations share the same competition. It makes difficult for all the entrants to control and maintain the sustainability of the sales levels (Frenken, 2006, p.133). Product category and efficiency of the organization become important factors in this decline stage as the target customers and market may perceive the specific product as the old product may lack potentiality and effectiveness. Lower demand of the products is the major characteristic of the decline

The Baroque and Rococo Essay Example | Topics and Well Written Essays - 1000 words

The Baroque and Rococo - Essay Example Rococo style of art emerged in France in the early 18th century as a continuation of the Baroque style. In contrast to the heavier themes and darker colors of the Baroque, the Rococo style was characterized by an opulence, grace, playfulness, and lightness. Rococo motifs focused on the carefree aristocratic life and on lighthearted romance rather than heroic battles or religious figures; they also revolve heavily around nature and exterior settings. Baroque derived from the Italian word barocco, which was a term used by philosophers during the middle Ages to describe an obstacle in schematic logic. Another possible source is the Portuguese word barroco (Spanish barrueco), used to describe an irregular or imperfectly shaped pearl, and this usage still survives in the jeweler's term baroque pearl. Rococo was an art style of 18th-century painting and decorations characterized by lightness, delicacy, and elaborate ornamentation. The Rococo period corresponded roughly to the reign (1715-1 774) of Louis XV of France. The term rococo comes from the French rocaille, "rock-work". Baroque in the 16th century up to the 18th century was considered to be loosely applied to European art. Based on Hauser, the painting of the Baroque period is so varied that no single set of stylistic criteria can be applied to it. The reason for this is that because currents of classicism and naturalism co existed with. According in the History of Art by Hauser, the catholic churches use this kind of art in order to invite the churchgoers. to enter their church. The churches that evolved from this program were both sensuous and spiritual, while the naturalistic rendered the religious image more comprehensible to the average churchgoer, dramatic and illusory effects were used to stimulate piety and devotion. According to Hauser the Baroque vision of the world is dynamic and dramatic. Hauser described the figures with utmost vividness and richness by using rich colours, dramatic effects of light and shade, and lavish use of highlights. Based on the Story of Art in 1950, Gombrich distinguished between representational art based on seeing and that on based on understanding. The story of the Art, is a story of a continuous weaving and changing of tradition in which each work refers to the past and points to the future. The baroque style according to Gombrich in the Story of the Art, should emphasized on unity among the arts. Gombrich description on baroque art is that the viewer tends to engage the viewer, both physically and emotionally. In painting and sculpture this was achieved by means of highly developed naturalistic illusionism, usually heightened by dramatic lighting effects, creating an unequaled sense of theatricality, energy, and movement of forms. Architecture, departing from the classical canon revived during the Renaissance, took on the fluid, plastic aspects of sculpture. Hauser and Gombrich on Rococo The Rococo style of art emerged in France in the early 18th century as a continuation of the Baroque style, but in

Developing Countries and Talent Essay Example for Free

Developing Countries and Talent Essay Empowerment of talent in today’s global climate narrates a very different story for the developing world. There is more a sense of deprivation in these countries than measures to train and empower their own talent. â€Å"Brain drain† is the common word in global discourse that tells us that these countries are losing their best to the economic prosperity of the developed world because their talent is fished out of their borders by these countries at a time when educated or highly skilled people are needed most by the parent countries. While I was reviewing literature for empowerment of talent, I found little about what the developing countries did to empower their youth but more about their resentment of the loss of talent caused by greater gains of the developed countries. For instance, the region of Africa, with others, presents an alarming situation with regard to brain drain to the developed world. According to the UN statistics the people with university or college education are migrating to the developed world with a staggeringly steep rate: â€Å"41 percent in the Caribbean region, 27 percent in Western Africa (thats particularly Nigeria) and less (16 percent) in Central America. In actual numbers, the UN estimated there were in 2000 some 175 million people living outside their country of birth (a huge increase during the 1990s) and 105 million of them had moved to more developed countries. Inside a single region there are big differences: Guyanas emigration rate is four times that of Jamaica and three times that of Trinidad and Toba† . The condition is the same in other countries as well. For instance, Philippines nurses are working abroad, and doctors and engineers are losing their homelands for greener pastures to such countries as Canada, Australia, U. S. , and the UK. The measures are not clear on behalf of these countries. However, there is the initiation of efforts to retain this brain drain. For instance, South Africa has asked Canada and Britain to put a halt to the recruitment of its doctors. However, to some scholars like Drs. Devesh and McHale, the condition can be improved if these countries provide competitive salaries and other facilities as are available in the developed world. There is another measure that exchange of workers should be observed and UK seems to be coming on positive grounds and other countries have started thinking in this direction as well . South African government however, sees the situation in a different way. To this government the developed countries are observing tactics which are not up to the standards of international ethics and are in the process of â€Å"organized skills raiding† 6-Empowerment of Talent Globally With the detailed sections above, it becomes the most important point to view as to how the issue of empowerment of talent is being taken internationally under the rapidly growing tree of globalization world over. Here I would discuss at length different voices and measures for the empowerment of the world talent. 6. 1- Educational Instituitions Education is seen as something the hard-core measure by which the talent of today can be empowered with sufficient skills and knowledge to stand against the waves of globalization. As such education from the bottom to top must be considered for revision of curricula and teaching methodology. However, universities are seen to play a more significant role in the empowerment of talent in recent times and for future demands.

Harriet Jacobs :: essays research papers fc

In the stories expressed by Harriet Jacobs, through the mindset of Linda Brent, some harsh realities were revealed about slavery. I’ve always known slavery existed and that it was a very immoral act. But never before have I been introduced to actual events that occurred. Thought the book Linda expresses how she wasn’t the worst off. Not to say her life wasn’t difficult, but she acknowledged that she knows she was not treated as bad as others.   Ã‚  Ã‚  Ã‚  Ã‚  Linda’s life was without knowing she was a slave until she was bout six years old. Her father was skilled craftsmen and so his was allowed to work for his profit as long as he gave half to his master. Linda’s mother died when Linda was young, so her maternal grandmother took car of her and her brother William. Her grandmother had been freed by an elderly white woman. Aunt Martha, as was known, was very loved by many including whites and blacks especially by Linda. As soon as she realized her fate in slavery her grandmother became her only female figure of who she really loved and trusted.   Ã‚  Ã‚  Ã‚  Ã‚  As slavery became more and more a part of Linda’s life began to soon change as she learned that she was owned by a white master and his mistress and that she was to do exactly what they asked of her without exception or question. Black slaves were not seen as humans but merely as property who served as servants. They could not accumulate property or belongings or authority because they too were property often compared to â€Å"chattel†. No man or woman had any value except for the price tag placed on them when they entered the bidding block. However, the destiny was different for a man than for a woman in slavery. For a black man, slavery meant long hours everyday, having a family But not having any authority amongst it, dealing with the constant reminder that he as a slave could not protect his wife or children form any harm done by the master, and that if he ever disobeyed he would be beat or killed and there would nothing that could be done in his defense. His long hours worked would never provide money for the benefit of his family. His family was supported by the masters and therefore their primary duty was to obey the masters. For women, slavery had other heart wrenching aspects.

Project Management Project Essay

Question 1 South American Adventures Unlimited SA Adventures Unlimited was formed four years ago by Michael and Jill Rodriguez. Michael was a trained geologist, while Jill had a master’s degree in Spanish. They were both avid outdoor enthusiasts and fell in love while trekking across the Andes in Chile. Upon graduation they seized upon the idea of starting their own specialized tour business that would focus on organizing and leading â€Å"high-end† adventure trips in South America. Their first trip was a three-week excursion across Ecuador and Peru. The trip was a resounding success, and they became convinced that they could make a livelihood doing something they both enjoyed. After the first year, Adventures Unlimited began to slowly expand the size and scope of the business. The Rodriguezes’ strategy was a simple one. They recruited experienced, reliable people who shared their passion for South America and the outdoors. They helped these people organize specific trips and advertised the excursion over the Internet and in travel magazines. Adventures Unlimited has grown from offering 4 trips a year to having 16 different excursions scheduled, including trips to Central America. They now had an administrative support staff of three people and a relatively stable group of five trip planners/guides whom they hired on a trip-by-trip contract basis. The company enjoyed a high level of repeat business and often used their customers’ suggestions to organize future trips. Although the Rodriguezes were pleased with the success of their venture, they were beginning to encounter problems that worried them about the future. A couple of the tours went over budget because of unanticipated costs, which eroded that year’s profit. In one case, they had to refund 30 percent of the tour fee because a group was stranded five days in Blanco Puente after missing a train connection. They were also having a hard time maintaining the high level of customer satisfaction to which they were accustomed. Customers were beginning to complain about the quality of the accommodations and the price of the tours. One group, unfortunately, was struck by a bad case of food poisoning. Finally, the Rodriguezes were having a hard time tracking costs across projects and typically did not know how well they did until after their taxes were prepared. This made it difficult to plan future excursions. The Rodriguezes shared these concerns around the family dinner table. Among the members in attendance was Michael’s younger brother, Mario, a student at a nearby university. After dinner, Mario approached Michael and Jill and suggested that they look into what business people called â€Å"project management.He had been briefly exposed to project management in his Business Operations class and felt that it might apply to their tour business. 1. To what extent does project management apply to Adventures Unlimited? Or, in other words, is this company managing projects? Explain your answer. Answer in a short paragraph (no more than 100 words) using font size 12. Question 2 Answer question #1 on page 147 in the exercises section. Question 3 Pg. 192 Optical Disk Preinstal lation Project Draw the network diagram A – Complete the following table with information from the network diagram: