Finding A Middle Way Between Zen And Pure Land Buddhism

Finding a Middle Way between Zen and Pure Land Buddhism Introduction After the death of the historical Buddha occurred and his lineage had ended with Buddha Sakyamuni, his teachings spread in two main directions, southward (Theravada tradition) and eastward into China, Vietnam, Korea and Japan (Mahayana tradition)(Blake 16 March 2016). In East Asia, these teachings developed into ten different schools, several of which remain important to this day: Zen, Tantric and Pure Land (Li 4 April 2016). These schools of thought differ in many ways but also have overlapping similarities. The two schools can be seen as extremities and finding a najarjuna (middle way) is key to incorporate both schools in one’s practice. In my essay, I will explain†¦show more content†¦The goal of Zen Buddhism is to look towards the future, searching to attain satori (awakening). Through jiriki nembutsu (self-power chanting) the person is hakarai (calculating) their spiritual and material profit. Thus, Zen is an individual practice. Ultimately, Zen places a strong importance on embodying emptiness and not becoming attached to words said by the masters. For instance, in the koan, master Yanmen’s story shows that Zen is both verbal and actional, teaching his students that instead of getting attached to words, one must embody them. This was seen when one of his disciples asked if the dog has a Buddha nature, and the master replied: â€Å"no because he has the nature of karmic delusions† (Li 18 March 2016). In this example, the master was mocking the disciple’s lack of discipline because he got attached to the words. The master’s iconoclastic approach teaches its practitioners that one must embody the koan and zazen meditation. As in Zen, it is through embodiment that one reaches the Mahayana level of emptiness in order to reach their final goal- satori. In contrast to Zen, Pure Land views its practice through tariki (other-power). This reliance is referring to Amida Buddha’s compassion. The Pure Land practice is where one embodies the nembutsu (chanting) by repeating the words â€Å"Amida Buddha† several times until the tariki nembutsu (other-power chanting) becomes jinen honi (naturalness)(Shinran 142). Shinjing tells us to have true

Managing Classroom Behavior and Learning in the Primary...

‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment. Ofsted (2005, page 15) discusses how if children can enjoy learning it is more likely that their behaviour will be positive; likewise if their behaviour is good then the children are most likely to learn. The Every Child Matters:†¦show more content†¦Hayes (2012) reiterates that if the children are challenged through high expectations they will enjoy learning more and behaviour would improve. Chaplain (2010) discusses how a multilevel nature of behaviour management, which extends from each child as a unique individual to the whole school ethos, can create effective learning. This coincides with clear expectations for behaviour in order to allow learning to happen. ‘A good school behaviour policy, agreed and communicated to all staff, governors, pupils, parents and carers, consistently applied, is the basis of an effective approach to managing behaviour.’ (HCEC, 2011, page 24) Schools are required to produce behaviour management policies, (DfES, 2007) to promote positive behaviour that extends from the individual to the whole school community. This not only reflects the rules within the classroom, but also creates an ethos within the wider school, thus setting high standards for behaviour. If the core rules are explicit and the children are encouraged to make a ‘positive contribution,’ (DfES, 2003) such as develop their own classroom charter, and then learning can be effectively facilitated with a consistent framework for behaviour. (Ellis and Tod 2009) Furthermore, Chaplain (2010) emphasises that if the teacher refers to the classroom rules frequently, and the procedures for behaviour are applied consistently then it can significantly reduce or even eliminate minorShow MoreRelatedThe Article Misconceptions And Goals Of Classroom Management 942 Words   |  4 Pagesand Goals of Classroom Management† by Tracey Farrell Garrett begins by addressing three common misconceptions regarding classroom management. The first misconception of classroom management is that it is â€Å"synonymous with discipline† (Garrett 45). Garrett dispels the belief of discipline being the primary focus of classroom management. Referencing the work of education professors and researchers, Carol Weinstein and Carolyn Evertson, she explains that the organization of classrooms should help â€Å"avoidRead MoreClassroom Management At St Albans Primary School882 Words   |  4 Pageswhat classroom management is and how much does student behavior factor? Why is it significant? What strategies does my mentor use to establish classroom management within the class? If we know the behaviour of our students, what do we need to do to ensure that effective classroom management is successfully acquired? All these questions need to be answered as they all link towards a successful lesson and student cooperation. During my two weeks of placement, I was placed at St Albans Primary SchoolRead MoreManaging Challenging Behaviors Within Classroom Management976 Words   |  4 PagesManaging challenging behaviours in our classroom continues to be as one of the most challenging problems in education today. Conte (1994, p.308) mentioned, If teachers, administrators, parents, and students acknowledge that the lack of discipline is a serious concern and interferes with the teaching-learning process, one would think that steps would be taken to remedy the problem.† Today s classrooms are more complicated than in the past. Discipline is now known as classroom behaviour managementRead MoreMy Mission As A Teacher995 Words   |  4 PagesMy mission as a teacher is to foster intellectual growth in my students by instilling in them a passion for learning as they pursue truth, goodness, and beauty in my classroom. Achievement of my mission will lead to my students becoming independent and critical think ers. Following after the teachers who have made a positive impact on my life, I will be a catalyst for academic and character development in my students. As a direct result of my passionate teaching of history, students will develop aRead MoreLeading For Literacy : Promoting Quality Education1050 Words   |  5 Pageshow to evaluate literacy, how to teach literacy and the importance of having strong literacy teachers in the primary grades. (Murphy, 2004) Mr. Murphy it seems believes that the effectiveness of the teacher is of the most significance to student progress. Therefore, in order to raise the quality of reading skill and literacy we must develop high quality learning environments in the classroom in Pre K – 3 grades, by using both better programs and raising the requirement for reading teachers. Mr.Read MoreRole Playing and Child Classroom Management1675 Words   |  7 PagesOverview- The most effective classroom environment is one in which there is a sense of trust, advocacy for the student, engaging learning activities, and a sense of regular adventure. 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Carter991 Words   |  4 PagesClass-Wide Positive Behavior Support in Preschool Carter and Van Norman (2010), shed light on the significance of consulting teachers as they utilize Positive Behavior Support (PBS), a classroom management program. In addition, they explain whether or not PBS helps students’ academic engagement rise and diminishes challenging behaviors. PBS promotes developing and establishing a safe and predictable environment for students. In this particular study, teachers from four preschool classrooms in one of Nevada’sRead MoreChanging Behaviors and Managing Classroom Problems for a Positive Learning Environment754 Words   |  3 PagesMinahan, J. and N. Rappaport. (2012). The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. Boston, MA: Harvard Educational Press, ISBN-10 1612501362, $29.95 paper, 256 pages. Authors Minahan and Rappaport, a behavioral analyst and a child psychiatrist, use research and their case notes from over a decade to help teachers, parents, and stakeholders understand the causes and patterns of challenging behaviors in children and to use proven strategies toRead MoreSetting Up An Effective Classroom Environment1742 Words   |  7 Pageseffective classroom environment is essential in order to be a successful teacher. Good classroom management requires careful planning of the classroom organization, rules, procedures, and instruction. Without these, classrooms would not run smoothly and efficiently. It is not enough to assume that students will behave appropriately throughout the year just because the teacher has taught the students what is expected of them. Good teachers encourage good behavior by constantly implementing classroom rules

Critical reflection on waste management class project Free Essays

string(320) " to collecting food waste separately from the refuse stream \(WRAP, 2009b\): Improving recycling efficiency Reducing waste disposal costs Reducing the environmental harm linked with landfill Reducing CHGs However, despite each of these advantages implementing a food waste system within a university is a complex task\." Executive summary In recent years, there has been a growing amount of pressure placed on universities with the United Kingdom to reduce the waste that they produce. This has been derived from two main sources one is the reduction, which is required by the new government waste reduction targets (DEFRA, 2012), and the other is from the Higher Education Funding Council for England’s (HEFCE) requirements to reduce carbon emissions, which are derived from waste (HEFCE, 2010). These two factors have meant that universities across the United Kingdom have had to seek to reduce the amount of waste that they dispose of to landfill sites. We will write a custom essay sample on Critical reflection on waste management class project or any similar topic only for you Order Now This project has been undertaken to seek to investigate the ways through which bio-waste, which is derived from food sources may be reduced. To this end, my mission is to introduce a waste management system for food disposal, with the aim of lowering the University’s carbon emissions. This essay focuses on the cost of composting in relation to landfill sites. These shall be examined from three different perspectives, which are derived from environmental, social and economic considerations. Each of these shall be discussed and examined to seek to critically evaluate the options, which may be available to seek to redress the aforementioned issues. 1.Introduction This project seeks to ascertain which options are most suitable to seek to reduce food waste, which is produced from a university site being sent to landfill. There are three main factors, which need to be considered in order to ensure that, this viable. The first of these are the economic considerations, the second are the environmental benefits, which may be derived from this, and the third are the social advantages to disposing of food waste. Each of these options shall be discussed and critically evaluated in turn. However, before this analysis is undertaken, a brief background to the reasons why this is so important shall be presented. Food waste is an intrinsic part of the economy. It is, in effect, a result of economic activity produced by businesses, government and homes. The management of food waste has economic implications (DEFRA, 2012). A green economy is underpinned by maximal economic value and growth coupled with sustainable management of all natural assets (DEFRA, 2011). The Government’s ‘Review of Waste Policy 2011’ aimed to deliver a ‘zero waste economy’. Over the last decade, significant advances were made to reduce the quantity of food-waste transport to landfill sites and increase the rate of more environmentally friendly methods (DEFRA, 2012). Reducing bio-waste is an important target of the UK government. The ‘Waste Strategy 2007’ for England identifies food waste as a key aim, thereby reducing landfills for local authorities. The ‘Waste Emissions Trading Act’, ‘Landfill Allowance Schemes’ and the ‘EC Landfill Directive’ include key objectives that encourage local authorities to utilise environmentally friendly means of processing food waste or face financial penalties (WRAP, 2009). In line with each of these targets in April 2010, HEFCE announced that it expected all universities to have a carbon management plan in place by December 2010. This was to include how universities would seek to reduce their carbon emissions from all sources (including Scope 3 emissions included all sources of waste, which may arise from universities). Therefore, since this time many UK universities have sought to find ways through which they may reduce the waste, which they send to landfill sites (HEFCE, 2010). In line with each of the requirements which have been highlighted above, my mission is to introduce a waste management system for food disposal. Therefore, the aim of this project is to seek to lower the University’s carbon emissions, which may arse through the disposal of food waste to landfill sites (see the poster and learning log). The objectives of my project are to: Create an operation that allows us to process food waste into compost whilst maintaining green principles Increase the involvement of staff and students, creating an awareness of the importance of implementing a food waste system Implement a well maintained operation that manages food waste sustainably This essay will focus on the cost of composting in relation to landfill sites, which can be placed into three categories: environmental, social and economic. 2. Environmental costs Food waste provides a feeding ground for rodents and insects, harbouring diseases and parasites that are harmful to humans (Sharp, 2007). Food waste may contaminate surface water, soil, air and ecosystems (Rushton, 2003). Most notably, landfill, the most frequent method of disposal, produces significant GHGs (Bogner et al. 2008). The food degrades over a period of years, emitting methane, a CHG that is 21 times more powerful than carbon dioxide (Shin et al. 2005). Therefore, from this we can start to ascertain that it is possible to reduce the amount of food waste that is sent to landfill sites as this waste is biodegradable. Twenty million tonnes of CO2e emissions are generated from food waste every year. This equates to around 3% of the UK’s CHG emissions and 6% of its global water footprint (DEFRA, 2011b). Some food waste is not biodegradable such as teabags, bones and banana skins. However, it remains an essential principle to prevent this waste from being sent to landfill sites unnecessarily. Food waste should be treated in the most sustainable way, minimising GHG emissions and other environmental harm (DEFRA, 2011b). Article 4 of ‘EU Waste Framework Directive’ outlines the five steps for dealing with waste, referred to as the ‘waste hierarchy’. Prevention, the best impact on the environment, is at the top of the hierarchy, then, in descending order, preparing for re-use, recycling, recovery and landfill (Directive 2008/98/EC) (see Figure 2.1). Figure 2.1: Waste hierarchy (based on the EU Directive 2008/98/EC) Segregated waste is the waste that has been removed from the normal waste stream for recycling, composting, anaerobic digestion or landfill. This waste includes both biodegradable and non-biodegradable waste (DEFRA, 2011b). Residual waste refers to the waste left following sorting or waste emanating from purely unsorted waste (such as black bag waste) (DEFRA, 2011b). There are a number of advantages to collecting food waste separately from the refuse stream (WRAP, 2009b): Improving recycling efficiency Reducing waste disposal costs Reducing the environmental harm linked with landfill Reducing CHGs However, despite each of these advantages implementing a food waste system within a university is a complex task. One must consider a number of drivers for example, how will students and staff react to the introduction of a new waste management system under the guise that it is environmentally beneficial, how often are waste collections required from different areas and how will this be managed to ensure that odours or other factors which may cause different forms of environmental harm do not arise from these operations. Of course, this does not mean that this is impossible, but a number of issues need to be considered, for example, does the cost of recycling this food waste out weigh the environmental benefits, which may be gained from diverting this from landfill. One must consider that there are a number of options, which could cause more harm to the environment and be less cost efficient. For example, if on site composting is to be used, how will this be managed, who will pay for the facilities required, where will the residual waste from the food disposed of be managed. Or if one was to pay refuse collector to dispose of this waste, would the number of the collections by vehicles increase the overall environmental effects of composting this food waste or not? Therefore, implementing a food waste system, which is environmentally beneficial, is complex. However, if this is undertaken properly a number of environmental advantages may be realised. Each of the aforementioned factors need to be carefully considered and a number of calculations need to be performed to seek to ensure that emissions to air and water or land contamination do not arise through the implementation of a composting system. Therefore, the university needs to consider each of these factors before they decide whether this is an environmentally friendly way, through which waste, which arises from food, may be managed rather than sending it to landfill sites. In conjunction, with each of these considerations there are also a number of economic factors which need to be consider, these shall now be discussed and critically evaluated in more detail. 3. Economic costs Food waste is excessively high in the UK; each year households in the UK waste over 8 million tonnes of food, which equates to a cost of ?12 billion (costing the average household ?480/year). A further 5 million tonnes are lost in the supply chain, costing ?5 billion annually (Chapagain James, 2011). The National Health Service wasted ?26 million on food wastage alone (Ssentif, 2011). In a rare example, Cornwall primary care trust has implemented a sustainable food waste management program coupled with locally sourced food (Tudor et al. 2008). By adopting prevention, the UK would save combined manufacturing and distribution costs of ?1588/tonne of waste (Lee Willis, 2010) to its food supply chain. Based on that figure alone, it makes economic sense to avoid food wastage both for the private and public sectors. However, there are a number of factors, which need to be considered before the university decides whether they will be changing the ways in which they dispose of their food waste.The first of these is related to the potential means through which this new system will be implemented. Here there are two options to be considered, the first is siting a composting facility on site. The second of these is to pay a waste disposal contractor to dispose of the waste at their composting plant. The economic considerations, which need to be considered in regards to both of these options, are how much do they cost For example, does the university dispose of enough food waste to justify the initial costs of setting up a compos ting plant on their site Alternatively, is the amount of food waste that they generate a smaller amount, which could be cost effectively, collected by a waste contractor Once these questions have been answered, the considerations for each of these two options start to differ considerably. In regards to the first of these options, one must consider whether it is economically viable to set up a composting facility on site, for example what are the potential savings that could be generated from not paying landfill tax and how soon will these be realised How much would it cost to set up a new waste management system in the universities halls and food outlets and around the campus How much will the plant cost to set up, manage and operate Do the costs of these enable a quick pay back, if for example this was done in conjunction with a biomass plant where waste could be used to generate electricity What would be the costs of siting this on the campus and how efficient would the plant need to be to achieve optimal savings. Would the advantages of the cost savings outweigh the disadvantages Could this be achieved in other ways, such as working with suppliers to seek to reduce the amount of waste, which is generatedEach of these needs to be carefully analysed before this opti on is chosen by the university. Further to this, if a waste contractor were going to be employed by the university to take the waste away, a number of other factors would need to be considered. These are would the costs of sending this waste to a composting facility be cheaper than sending it to a landfill site. Most waste contractors work on a pay per weight basis and if most of the food waste is wet, this is heavy. Therefore, it may cost more per tonne of waste to send this to landfill than it would to a composting facility. Furthermore, other saving also need to be considered, for example would the university save more money if these were sent to any energy from waste plant How many collections would be required per week to seek to ensure that the waste was appropriately managed What would the costs of extra collections be when the university hosts functions such as, conferences or graduation week Each of these factors needs to be carefully considered. However, some have said that the costs linked with the implementation of food waste collection are negated by savings generated in the reduction of waste collection (ACR, 2009). This may not be true of all university sites as the cost efficiencies also depend on the size, location or layout of a campus, the number of food outlets or student halls on the campus and the number of students and anticipated volumes of waste that may be derived from foodstuffs. Therefore, one must carefully not only consider the environmental benefits, which are complex, but they must also seek to ensure that any new waste management system is economically sustainable in the longer term. The final factor, which needs to be considered by the university in regards to implementing a new waste management system to dispose of food waste, is the socially based. 4. Social costs Food waste prevention is an area of waste prevention where there is little public resistance, with 90% of people being unopposed to the idea of reducing their food waste (WRAP, 2008). However, this does not mean that they are happy or willing to segregate their waste in practice. Encouraging both staff and students to properly segregate their food waste from other streams is a complex task. This is because each individual has their own values and beliefs and often though they say they believe in something, it does not mean that they will act in accordance with these. Therefore, one of the most important considerations that needs to be taken into account before changing over to a composting system is how are we going to get staff and students to segregate their waste How will we sell this idea to them Will we use economic, environmental or ethical arguments to seek to change their behaviours Each of these groups behaviours, values and attitudes need to be aligned to seek to succes sfully implement a new waste management system with a university. Therefore, this is one crucial factor, which needs to be carefully considered before any changes are implemented in practice and this costs money. Further to this, other considerations arise from the publics feelings of the health risks associated with waste management highlight differences in understanding, education and underlying social values (Vrijheid et al. 2002). This is another challenge, which needs to be carefully considered before the new waste management system is implemented. Factors such as, the siting of waste receptacles or plant, how the waste is stored ore how often it is collected also need to be considered. This is because if they are not issues such as, complaints about odours, increased visits from pest e.g. foxes or rats, noise from the collection vehicles or the composting plant, the appearance of waste that has been insufficiently stored or left for too long could all cause serious social problems for the university or result in legal action being taken by the local authorities. Therefore, each of these factors needs to be carefully considered to seek to ensure that the risks of each of these proble ms arising are mitigated as much as possible. Conclusion Food waste is an intrinsic part of the economy. It is, in effect, a result of economic activity produced by businesses, government and homes. The management of this waste has economic implication. Reducing bio-waste is an important target of the UK government. The ‘Waste Strategy 2007’ for England identifies food waste as a key aim, thereby reducing landfills for local authorities. The ‘Waste Emissions Trading Act’, ‘Landfill Allowance Schemes’ and the ‘EC Landfill Directive’ include key objectives that encourage local authorities to utilise environmentally friendly means of processing food waste or face financial penalties. Our strategy uses ‘price penetration’ strategy. Our service will be of good quality, but initially would not stand out as superior against competing compost services. However, our initial service charges will be low to undercut any rival competitors, thereby penetrating the marketplace. The evidence highlights the fact that a large percentage of local authorities in the UK are implementing food waste collections. Additionally, educating householders on their responsibility to the environment is critical in changing public attitudes to food waste. Half of all landfill site complaints relate to their odours. There is, additionally, conflicting evidence on the health effects of living within proximity to a landfill site. Evidence suggests that living within proximity it may also negatively impact on house prices. However, the public’s normally positive behaviour, even in those aware of the positive impact, may change should a compost plant be constructed in their neighbourhood. References ACR+ Municipal Waste in Europe – Towards a European Recycling Society’. Victoires Editions. 2009. ISBN: 978-2-35113-049-0. Print Bogner J, Pipatti R Hashimoto S (2008). Mitigation of global greenhouse gas emissions from waste: conclusions and strategies from the Intergovernmental Panel on Climate Change (IPCC) Fourth Assessment Report. Working Group III (Mitigation) Waste Manag Res; 26: 11–32 Chapagain A James K (2011). The Water and Carbon Footprint of Household Food and Drink Waste in the UK. Banbury, Oxon: Waste Resources Action Programme. Available at: http://www.wrap.org.uk/retail_supply_chain/research_tools/research/report_water_and.html. Available August 2013 DEFRA (2011a). Applying the Waste Hierarchy: evidence summary. London: DEFRA DEFRA (2011b). Government Review of Waste Policy in England 2011. London: DEFRA Department of Environment and Conservation (2004). Composting and related organics processing facilities. Sydney: Department of Environment and Conservation Directive 2008/98/EC of the European Parliament and of the Council of 19 November 2008 on waste and repealing certain Directives Elliott P, Briggs D, Morris S et al (2001). Risk of adverse outcomes in populations living near landfill sites; BMJ: 363–8 Environment Agency (2013). Composting and potential health effects from bioaerosols: our interim guidance for permit applicants. Available at: http://www.environment-agency.gov.uk/static/documents/Research/Composting__bioaerosols.pd. Accessed August 2013 Evans TD; Andersson P, Wievegg, A et al (2010). Surahammar – a case study of the impacts of installing food waste disposers in fifty percent of households. Water Environ. J; 241: 309–319 EN330 Measuring to Manage: How reducing waste can unlock increased profits, Envirowise. Available online at http://www.envirowise.gov.uk/page.aspx?o=117540 Accessed August 2013 HEFCE (2010) Carbon Management Plan. Available from http://www.hefce.ac.uk/pubs/year/2010/201002/ Access 08/08/2013. HM Treasury. Budget 2010. Available at http://www.officialdocuments. gov.uk/document/hc1011/hc00/0061/0061.pdf. Accessed August 2013 HPA (2011). Impact on Health Emissions from landfill sites. London: HPA Hutchins, D and White, S (2009). Coming round to recycling. British Medical Journal; 338: 746-748 Lee P Willis P (2010). Waste arising in the supply of food and drink to households in the UK. WRAP, Branbury, UK. McCarthy EJ and Perreault WD Jr. Basic Marketing: A Managerial Approach. Irwin, 1990 Noble R, Elphinstone JG, Sansford CE et al (2009) Management of plant health risks associated with processing of plant-based wastes: A review. Bioresource Technology; 10: 3431-3446. NHS. The NHS in England. Available at http://www.nhs.uk/NHSEngland/thenhs/about/Pages/overview.aspx. Accessed August 2013 Rosch C Kaltschmitt M (1999). Energy from biomass – do non-technical barriers prevent an increased useIn: Biomass and Bioenergy; 16: 347-356. Rushton L (2003). Health hazards and waste management. British Medical Bulletin; 68: 183–197 Sharp D (2007). On Rats, Refuse, and Recycling. Journal of Urban Health: Bulletin of the New York Academy of Medicine; 84: 637–638 Shin H-C, Park J-W, Kim H-S, et al (2005). Environmental and economic assessment of landfill gas electricity generation in Korea using LEAP model. Energy Policy; 33: 1261–70. Ssentiff (2011). Protected mealtimes failing as nine million hospital meals go uneaten. Available at: http://www.ssentif.com/archive/4_oct2011.shtml. Accessed August 2013. Tudor T, Barr S Gilg A (2008). A novel conceptual framework for examining environmental behaviour in large organizations: a case study of the Cornwall National Health Service (NHS) in the United Kingdom. Environment and Behaviour; 40: 426–50. Vrijheid M, Dolk H, Armstrong B et al (2002). Chromosomal congenital anomalies and residence near hazardous waste landfill sites. Lancet; 359: 320–2 WRAP (2008). The food we waste. Available at http://wrap.s3.amazonaws.com/the-food-wewaste.pdf. Accessed August 2013 WRAP (2009a). Food Waste Collection Guidance. Banbury: WRAP WRAP (2009b) Food Waste Collection Guidance. Available at: http://www.wrap.org.uk/downloads/food_waste_collection_guidance_-_amended_Mar_2010.451b7293.7749.pdf. Accessed August 2013 WRAP (2013). Information sheet – Courtauld Commitment. Available at http://www.wrap.org.uk/content/information-sheet-courtauld-commitment. Accessed August 2013 Yun H, David M and Elliott R (ud). The Valuation of Landfill Disamenities in Birmingham How to cite Critical reflection on waste management class project, Essay examples