Free Essays on DC Metrorail

Introduction The Washington Metrorail system is one of the finest in the nation, if not the world. After spending a fair portion of my life and an honest portion of my money on the Blue Line to and from Franconia-Springfield and Alexandria, I am interesting in delving into where Metrorail funds come from and how these funds are allocated in this portion of the Washington Metropolitan Area Transit Authority’s budget. The Washington Metrorail system is managed by the Washington Metropolitan Area Transit Authority, which simultaneously operates a fleet of buses catering to the needs of area citizens. The Metrorail is comprised on five lines: Red, Orange, Yellow, Green, and Blue. These five lines branch off and into the adjacent areas Maryland and Virginia. The Metrorail system covers an expansive area and is over 100 miles in length generating nearly $437 million dollars in revenue. The first section of the Metrorail system was opened in 1976. The system as originally planned has since been completed. Extensions to the original construction of Metrorail include the following: 1) The extension of the Green Line from Anacostia to Branch Ave 2) Eastward extension of the Blue Line to Largo Town Center 3) Future extension will include a new branch of the Orange Line to Tyson’s Corner and to Dulles National Airport WMATA Budget Breakdown Before we can examine the break down of the Metrorail budget itself, we must first look at the budget of the WMATA as a whole. The budget of the WMATA is $1.56 billion dollars. As mention in my introduction, I am interested in where the money comes from as well as where it goes. $379.2 million dollars of the WMATA budget comes from Federal subsidies and government funding, $610.3 million dollars is received from regional funding subsidies, and $570.7 million dollars of revue is generated by the WMATA to round out the entire budget. The WMATA is ranks among the best in the country with a fift... Free Essays on DC Metrorail Free Essays on DC Metrorail Introduction The Washington Metrorail system is one of the finest in the nation, if not the world. After spending a fair portion of my life and an honest portion of my money on the Blue Line to and from Franconia-Springfield and Alexandria, I am interesting in delving into where Metrorail funds come from and how these funds are allocated in this portion of the Washington Metropolitan Area Transit Authority’s budget. The Washington Metrorail system is managed by the Washington Metropolitan Area Transit Authority, which simultaneously operates a fleet of buses catering to the needs of area citizens. The Metrorail is comprised on five lines: Red, Orange, Yellow, Green, and Blue. These five lines branch off and into the adjacent areas Maryland and Virginia. The Metrorail system covers an expansive area and is over 100 miles in length generating nearly $437 million dollars in revenue. The first section of the Metrorail system was opened in 1976. The system as originally planned has since been completed. Extensions to the original construction of Metrorail include the following: 1) The extension of the Green Line from Anacostia to Branch Ave 2) Eastward extension of the Blue Line to Largo Town Center 3) Future extension will include a new branch of the Orange Line to Tyson’s Corner and to Dulles National Airport WMATA Budget Breakdown Before we can examine the break down of the Metrorail budget itself, we must first look at the budget of the WMATA as a whole. The budget of the WMATA is $1.56 billion dollars. As mention in my introduction, I am interested in where the money comes from as well as where it goes. $379.2 million dollars of the WMATA budget comes from Federal subsidies and government funding, $610.3 million dollars is received from regional funding subsidies, and $570.7 million dollars of revue is generated by the WMATA to round out the entire budget. The WMATA is ranks among the best in the country with a fift...

The eNotes Blog Spring Cleaning Your LessonPlans

Spring Cleaning Your LessonPlans The term â€Å"spring cleaning† often evokes the image of a jam-packed closet, filled with items that have accumulated over time and that may or may not still be useful. Spring cleaning usually isn’t associated with lesson plans, but it’s a good practice to apply to them, too. In fact, it’s more than good. It’s essential! Lesson plans, no matter how carefully crafted, aren’t set in stone. At least they shouldn’t be, since teaching never takes place in a static environment. Everything that affects teaching changes continually- in education, in society, and in the world at large. The body of human knowledge continues to grow, sometimes exponentially, and technology races ahead of where we were the day before. Also, from one year to the next, the human dynamics in a classroom change, too. Different groups of kids come and go, and teachers become more adept and experienced in educating them. Consequently, it’s essential not to rely on the same lesson plans year after year. In addition to writing new plans, it’s important to look over the old ones, and do some spring cleaning. Actually, spring cleaning a collection of lesson plans is like going through all the items in a closet- reviewing each one, evaluating it, and making a decision: keep it, toss it, or do something else with it. The analogy works, but not entirely. The usual advice about tackling a cluttered closet is to get rid of everything that hasn’t been worn in a year or two. When it comes to deciding the fate of a lesson plan, though, that approach won’t work. There are too many variables in play. Faculty assignments, district curriculums, and state standards change; what you don’t need one year, you might need the next. Also, a lesson plan that didn’t work last time might work next time with a different group of kids. In evaluating a lesson plan and deciding what to do with it, these guidelines would be more helpful: Is the lesson plan grounded in worthwhile objectives? Is it as effective as it could be in teaching them? Would kids still find it interesting? Does it relate to the world they’re living in or reflect the society they’re navigating? Does it engage them in their own learning? In going through an accumulation of lesson plans, no doubt you’ll find some that are still good-to-go just as they are, while others need to be updated or could be improved with a little polishing. Occasionally, a lesson plan turns up that really needs attention! Not to worry! There are ways to save it, instead of tossing it out, and the same methods can be used to turn an old lesson plan into a new and improved version. Here are a few of them: Revise a lesson plan to incorporate resources now available on the internet. Refocus it to align the objectives with current standards. Reconstruct it to include hands-on activities that allow kids to use technology, especially in creative ways. Rewrite the examples in it to reflect contemporary society. Renovate the teaching methods employed in it by incorporating some new instructional strategies. With a lesson plan that’s no longer effective as a whole, try this before deep-sixing the whole thing. Identify the content that still works well, and recycle it; work it into an existing lesson plan, or use it in writing a new one. Also, it might be possible to use parts of several old plans in creating a new unit. Considering all the resources now available in writing lesson plans, spring cleaning the old ones can be fun. It’s an opportunity to be creative in applying what you know now that you didn’t know then and in using some amazing technology that didn’t exist when you first designed them. Also, besides making the most of the hard work you’ve done in the past, spring cleaning your lesson plans is a valid reason to put off dealing with the closet! It’s a win-win! This is a post from Staff Writer, Susan Hurn. Susan is a former high school English teacher and college instructor. She loves writing for and also enjoys good books, creative writing, and all things related to history.  Let us know if you’re interested in  contributing to the   blog.

Law of Tort Assignment Example | Topics and Well Written Essays - 1250 words - 1

Law of Tort - Assignment Example Surv conducted surveys in a manner that was negligent and in violation of their contract of service (Spiers 365). GMAC forwarded their claims to the Webb Resolutions Limited. The proceedings initially involved a total of four valuations. Two were solved and two remained in question. The discrepancy arose due to the difference in the E. Surv valuation and the right price valuation. The damage claim in both instances was a total of $ 46,445 plus interest (Sloan 453). When it comes to the discharge of the value’s duty of care, the supplier agreement dated 22nd September in the year 2004 between E. Surv and GMAC, had not been expressed by E. Surv to the surveys. However, was not clear that those terms governed their conduct (Salmond 228). To establish a loss, the defender must have had the responsibility of the duty of care to the lender. This has to be clearly expressed to both parties. In a tort, the duty of care will always be owed to the lender to the surveyor (Osborne 398). Such circumstances should be accompanied by a contract of the engagement under which the surveyor will have a code of conduct under which he can carry out his services. Such a contract should have the expression of the fact that the work is to be carried out with sufficient care and skill (North 234). If the valuation is done in a negligent manner, it will constitute a violation of the contract. If such an event takes place, then the court will have the responsibili ty of stepping in to establish if such clauses are enforceable or reasonable (Mcdeen 338). With regard to the margin of error test, there is a raging debate as to whether attention needs to be paid to the methodology of the surveyor while conducting a valuation or if the focus ought to be on the output of the valuation (Macod 227). The logic behind this argument is that the end justified the means. If an era was made in the methods and procedures used, it is overlooked if the results of the valuation