Refugees Culture Settlement

Sample details Pages: 13 Words: 3796 Downloads: 1 Date added: 2017/06/26 Category Statistics Essay Tags: Refugee Essay Did you like this example? Settlement Experiences of Sri Lankan Tamil Refugees in Trondheim, Norway Abstract This paper is a qualitative research project that explored the perspectives of Sri Lankan Tamil refugees on their resettlement in Trondheim Norway and considered aspects of their integration into Norwegian society. Integration is a multidimensional construct dealing with complex interrelated processes pertaining to societal participation that is, the ways in which migrants become part of the social, cultural, economic, and political spheres of the country of resettlement. This study did not discuss all perspectives of resettlement and integration. in contrast, this paper focuses mainly on the social and cultural aspects of this phenomenon. Don’t waste time! Our writers will create an original "Refugees Culture Settlement | Cultural Studies Dissertations" essay for you Create order Introduction Migration is a process that commences with the simple thought of moving, but it continues long after the individual arrives in her or his new home. The process is constrained by certain factors such as capital, immigration policy, and the existence of kinship networks. Individuals, who are able to overcome these constraints and decide to migrate, must overcome a new set of challenges upon arrival in the host county. These challenges include the need to adapt to a new labour market, use of a new language, and integration with the rest of society. Integration is a multidimensional construct dealing with complex interrelated processes pertaining to societal participation that is, the ways in which migrants become part of the social, cultural, economic, and political spheres of the country of resettlement (Bloch, 1997). This paper, however, focuses primarily on the social and cultural aspects of this phenomenon. Objective of the study Exploring the settlement experiences of Sri Lankan Tamil refuges in Trondheim Norway and considered aspects of their integration into Norwegian society. Research questions What factors influence and constrain the decision to immigrate to Norway? What features influence the communitys resettlement in Trondheim? What are the restrictions that Sri Lankan refugees face in process of integration into Norwegian Society? Theoretical frame work Integration is frequently described in terms of continuity versus change, continuity being synonymous with socio-cultural maintenance and change with integration (Carey-Wood at el 1995). For this study I adopted a framework proposed by Berry and Sam (1997) that views continuity and change as complimentary, rather than competing, processes. This framework considers maintenance of socio-cultural identity and the associated establishment of ties with the dominant society as joint criteria for successful integration. A variety of factors influence the integration process. One is the distance between the home and the host culture; the greater the cultural gap between the refugee and the country of relocation, the more difficult the integration process (Duke, 1996). Another determinant is generational status; The settlement of refugees in Britain indicate that the first generation of adult migrants largely preserve the features of culture and lifestyle of their country of origin (Carey-Wood at el 1995); it is the second generation that more readily accepts the norms and cultural practices of the country of resettlement. The extent of migrants participation in mainstream culture also depends on structural factors within the society, including social and economic conditions and public policies that support their efforts in this direction (Duke, 1996). Refugees leave their homelands under great pressure, usually as a result of war, severe political or economic upheaval, or religious or ethnic persecution. They arrive in the host country after having endured the embarrassment and horrors of flight and, for some, prolonged stays in refugee camps. Refugees are not able to plan their migration in advance; consequently, they arrive in a host country unprepared for what they may encounter there. In addition, they must cope with the strain associated with sudden separation from, or loss of, family along with the challenges of integration into the country of resettlement. The dimensions of race, gender and the forms of patriarchy in their home and host countries compound their situation. The Tamil migration is largely made up of refugees and homelandless people. According to UNHCR, between 1980 1999, 256, 307 people of Sri Lankan origin applied for asylum in Europe, one of the top ten groups of asylum seekers during this period (Cheran, 2003). Large numbers of Tamils have been granted some form of residence status in their host country. Tamil migration consists of an estimated 700,000 people settled in Canada, Europe, India and Australia (Cheran, 2003) in which, some of them have migrated to Norway. Most live in Oslo, which is the capital city of Norway, and other small cities like Trondheim. It is likely therefore that one in every four Sri Lankan Tamils now lives in the migration. There is a long tradition of Tamil migration from the Jaffna peninsula. Elite and dominant groups among the Tamils of Sri Lanka have had a long history of temporary emigration for education and employment, usually to Britain and Malaysia. Sustaining a society under stress, strain and displacement has been the most important function of the Tamil Diaspora (Cheran, 2003). Almost, Sri Lankan Tamils are racial and ethnic largest second minorities in Norway (https://en.wikipedia.org/wiki/Oslo#Economy). To a certain extend, Tamil, those who are living in Norway have been affected by the changes in social structure. These changes included distance in social kinship, different language, and social behavior and so on. These and other restrictions in day to day constitute a significant hardship for Sri Lankan Tamil families. Role of Sri Lankan Tamil men and women in Sri Lankan Tamils culture Sri Lankan Tamil is a patriarchal society with its roots in Hinduism. The basis of Sri Lankan Tamil social structure is the kin-family system, which is traced through patrilineal (through fathers) descent. Social identity in Sri Lanka is tied to kin, race, religion and caste. But religious category is not part of the social meaning and everyday interactions in Sri Lankan Tamil culture. Hinduism teachings permeate the consciousness of Sri Lankan Tamils, providing guidance in a certain aspects of daily living, including roles and expectations for men and women. Usually, men are the head of the family and who generate income for maintain the cost of living and other expenses of family. Women are generally regarded as subordinate to men and their primary role is to care for husbands, children and members of their extended families. Sri Lankan Tamils and identity documents When Sri Lankan Tamils fled the country, many did not take their identity documents with them because of uptight departures, and intensive fighting. Few people were able to take their documents, only to have the authenticity of these papers questioned by immigration officials. And because of conditions back in Sri Lanka, there was no longer a centralized government office from which they could request new documents or have existing ones verified. This situation caused problems for the many Sri Lankans who sought refuge in Norway, where identity documents are normally required for refugees seeking to become landed immigrants (i.e., permanent residents). Because so many Sri Lanka refugees could not produce documents deemed satisfactory by Citizenship and Immigration Norway. Undocumented refugees from Sri Lanka have been required to wait for more than a year after refugee determination before proceeding with applications for permanent residency (UDI Norway). This means it takes long time before they become permanent residents Methodology In this paper, describe a qualitative research project that explored the settlement experiences of Sri Lankan Tamil refuges in Trondheim Norway and considered aspects of their integration into Norwegian society. In depth and Semi-structured interviews were conducted to collect data that demonstrate these different issues in detail. In-depth interviews are the suitable method to use because they offer participants the chance to explain their experiences and the meanings they attach to those experiences (Limb and Dwyer 2001, Patton, 1990). A semi-structured interview format (Hay, 2000) or what Patton (1990) refers to as the general interview guide approach was used. In this style of interview a list of key questions or issues, but not an inflexible, standardized set of questions, is established in advance. This interview format enables the investigator to ensure that certain topics are addressed by all research participants, which is essential for comparison, while still maintaining the flow of spontaneous conversation, the flexibility to pursue unanticipated topics broached by the participant, the option of probing respondents for additional information, and the ability to modify questions to suit a particular individual (Patton, 1990). The interview guides is used for each individual. Snow-ball sampling was used to recognize research participants that presented information-rich cases, (Patton, 1990). Contrary to random sampling, where the researcher requests a representative sample that can be generalized to a distinct population, snow-ball sampling allows the investigator to identify those individuals that will give the richest information for the study, information that cannot be obtained as well from other potential participants (Patton, 1990). When I began research on Sri Lankan Tamil in Trondheim, Norway, I had little knowledge about the community or the sort of information that was available. I soon found that there was scarce literature addressing immigration of this community. In order to obtain detailed information about the experiences of Sri Lankan Tamil living in Trondheim, I had to look for primary source information. I conducted two in-depth interviews which lasted half an hour (more or less), and four shorter interviews (ranging between 10-15 minutes), all of which were based on the same format. The reason I chose a combination of these three (primary literatures, in-depth and semi structured interviews) was so that I could have information on several levels. The basic format provided a sample of general information and experiences, through which I could identify patterns within the community. The short interviews allowed me to explore immigrant situations and their own perceptions in some detail. The in-depth interviews paint a more comprehensive picture of the immigrant experience, including the reasons for leaving Sri Lanka, as well as their changing experiences and attitudes throughout their resettlement in Norway. Surveys would not have been able to capture all that I wanted to find. Unfortunately, time constraints limited the number of in-depth interviews that could be conducted. The circumstances behind their migration differ from person to person, and it requires separate analysis. I did not interview individuals who participate in the temporary worker program (for instance, student with temporary visa). The individuals who were interviewed are Sri Lankan Tamil who lived in Trondheim for more than two years. The sample included individuals aged nineteen to individuals in their sixties. Individuals who were interviewed are residents and citizens of Norway. My selection of interviewees takes transnationalism into consideration rather than the traditional definition of immigration. Thus respondents included individuals who planned to stay in Trondheim for several years to live, work, study, and become a part of Trondheims social structure. Respondents are from different backgrounds, states of origin in Sri Lanka, age; and entered Norway by using different policies such as asylum seekers, student visa, and family reunion and so on. They also now live in different locations throughout the Trondheim. Both men and women were interviewed. The respondents were found in part through a snow-ball sample and partly through the use of my own Sri Lankan Tamil friends network in Trondheim. The interviewees were assured anonymity. All interviews were conducted in Tamil. The interviews were conducted in Hindu Kovil (Temple) which is situated closed to Tiller Trondheim, coffee shop and some other places. The interviews were effective in supplying information regarding perceptions of what was necessary and difficult about resettlement in Trondheim. The lack of structure in the community, the reasons behind this situation, as well as why they chose the Trondheim. Findings Consequences of Undocumented Sri Lanka Refugee Status In Norway, the rights and privileges of all refugees are restricted in a number of ways. The problem for undocumented Sri Lanka refugees is that the restrictions remain in place for at least more than a year. This prolonged period of limitations on rights and privileges poses serious problems. People in this study discussed four topics related to their refugee status: restrictions on family reunification and mobility access to postsecondary education, access to employment, Concerns about childrens education Cultural Norms and Differences in Childrearing Practices and their perspectives on the regulations. Restrictions on Family Reunification and Mobility In Sri Lanka, people were adapted to living amongst their extended families. When they fled the country, however, their families were torn apart. The most of the people in this study had children, wives, and mothers and fathers living Sri Lanka and overseas. Refugees in Norway are prohibited from sponsoring family members until they have become landed immigrants. This regulation was very distressing to the refugees, because they knew they would have to wait at least five years before they could reunite with family members. Refugees are also not eligible for Norwegian travel documents. If they leave Norway for any reason, they are not allowed to return. This means they may not visit family members living in other countries. In times of family emergency, Norwegian Immigration sometimes makes exceptions for refugees with acceptable identity documents, but this option is not open to undocumented Sri Lanka refugees. They are not even allowed to travel overseas to visit a relative who is seriously ill or attend a funeral for a relative who has passed away. The following story was a typical one: The greatest problem I am facing is that three of my own children are in Sri Lanka. I am two years in Norway and for two years I havent seen my family. If I could have [my landed immigrant] document I could have visited them or sponsored them so that they could have joined me. My biggest disappointment is that I cannot sponsor my family. Restrictions on Access to Postsecondary Education Refugees are guaranteed full access to elementary and secondary education by Norwegian government. But they are not eligible for educational loans and scholarships until they get permanent resident permit. Therefore, most are cut off from postsecondary education. One of the young man expressed his frustration on this restriction Norway has recognized us as refugees, given us food and shelter and tried her best to assist us, but at the same time she has deprived us from what we need the most education. Our future depends on education. In addition, we have to wait for long time to continue our education since it takes time to issue permanent resident permit Therefore we loss courage to continue it further. Restrictions on Access to Employment Refugees can only get temporary work permits. This makes them ineligible for some jobs. Even when they are eligible, many employers are still reluctant to hire them because of lack of language fluency. One informant said he was hired for a cleaning job, and excited when his employer found out he was a refugee. The informant asked me, If you dont have your landed papers, how can I trust you? Refugees are not eligible for bank loans and even internet bank facility. This makes it difficult for them to start self employment. A person who had been in business in Sri Lanka explained: If I had the proper documents and a loan to open my own business, I could be an independent person. They [Immigration officials] told me to stay at home and wait for their subsidies. That is not what I came here for. Because of the restrictions on education and work, the few people who had professional careers in Sri Lanka could not get work in their fields or upgrade their skills. One interviewer in this situation described his frustration: I am a professional teacher with 7 years of work experience. Since I came to Norway, I find myself absolutely denied the opportunity to work in my profession or to go to college and continue my education. Concerns about childrens education Sri Lankan children are faced with overwhelming problems in schools in Norway. Many have had little education because of the upheaval in Sri Lanka and the time spent in refugee camps. Lack of Norwegian language proficiency is another problem. One mother explained: Even if the child has a good educational background, with a strong base in math and other subjects, still he wouldnt be able to follow along in class because of the language. Language is the key factor, and it is only when the child has a strong language base that he can catch up to his or her classmates. This issue is complicated by the fact that many Sri Lanka parents also face the same language barrier and cannot provide the needed educational support at home. Other difficulties were related to differences in cultural norms and expectations between Sri Lankan and Norwegian schools. Certain behaviours those are acceptable in Norwegian schools that are unacceptable in Sri Lankan schools. Likewise, behaviours that are rewarded in Sri Lankan schools may be viewed negatively here. Cultural Norms and Differences in Childrearing Practices Some parents raised issues about the negative influences of contemporary culture of their children. They were uncomfortable with some of the behaviours that their children had developed since their arrival in Norway. One mother gave this example: Our children use some words, for example.., and sometimes they make bad signals. These are bad things that are accepted here, but according to our culture, they are considered to be avoided. Cultural differences in disciplinary practices formed another major topic of discussion. Sri Lankan strongly believes that children need discipline to learn respect, good manners, and good behaviour. The parents in my study were aware that some common methods of discipline in Sri Lankan culture, such as pristine, are not acceptable in Norway. In school, children are instructed to call police if they believe they are being verbally or physically abused. This threat of calling to police has become a weapon for Sri Lankan children to hold over their parents. Some women said that their children were becoming proud and disrespectful because of this. They also worried that the Childrens Aid Society might take their children away (they pointed out a very good example that has happened recently). The parents were concerned about their teenage children, who had graduated from high school, but waiting for jobs. Without school or work to keep them occupied, many spent their days in local interact, and their mothers worried that they might be drawn to drug and alcohol use. Finally, the women recognized that their roles and influence as parents were changing, as their children became more a part of Norwegian culture. They worried that some children might abandon their Sri Lankan culture heritage altogether. Discussion and Conclusion The people said they were grateful to the Norwegian government for accepting them as refugees. They were pleased to have left behind a culture of war for food, shelter, and safety. Nevertheless, everyday life was very stressful for them at the beginning, and feelings of anxiety, depression, and extreme nervousness were common. Some of them were still feeling the effects of stress due to the disturbance of the war in Sri Lanka, their flight out of the country, and their detention in refugee camps before their arrival in Norway. Many were sorrowful over the break up of their families and their inability to reunite with them. The stress of being in Norway while husbands or wife, children, parents were still overseas was a difficult burden for them to bear. Abbott (1997) points out that separation in the family unit of involuntary migrants greatly disturbs the most basic relationship network (Abbott, 1997). Results of other studies indicate that prolonged waits for family reunification, such as the men in my study were experiencing, are unfavorable to the integration process (Bloch, 2000). Another factor that weighed on the Sri Lankan Tamil refugees was the loss of their homes, culture, country, lifestyle, friends, and family, and their need to mourn these losses. Beside with this grieving process were the stresses of learning a new language and adapting to a culture with values that were, in some instances, in indirect conflict with traditional Hinduism values, attitudes and norms. The refugees difficulties in reconciling these contradictions demonstrate the importance of the distance between the home and host cultures as a determinant of successful or unsuccessful integration (Bloch 1997). Difficulties with Norske and problems with intercultural communication disadvantaged the Sri Lankan Tamil refugees in their dealings with government officials, teachers, and landlords and so on. Problems such as unemployment and constant worries about the well being of their families were other significant factors. Yet, poor Norske proficiency, the obstacles on secondary and postsecondary education and limited employment opportunities made it hard for the refugees to get jobs and integrate into the economic sphere. Recommendations Reducing waiting period of Sri Lankan Tamil refugees to get permanent resident permit Developing educational programs and services to meet the needs of Sri Lankan students and their families. Crating some job opportunities for refuges to get jobs easily The Sri Lankan community have to establish separate schools where Sri Lankan Tamil children would be taught the Hinduism religion, and traditional behaviour and cultural practices in addition to their regular academic program (actually, there is a Tamil school in Trondheim to teach Tamil culture and Religion ). Reference Abbott, L. (1997). A Barrier to Settlement: The Experience of Resettling in Australia as a Refugee when Family Remains in a Conflict Zone. Thesis for Masters of Social Work. Unnamed university, New South Wales. Bloch A. (1997) Refugee migration and settlement: A case study of the London borough of Newham, Ph.D. Thesis, London: Goldsmiths College-University of London. Bloch, A. (2000). Refugee settlement in Britain: the impact of policy on participation. Journal of Ethnic and Migration Studies, 26(2), 75. Retrieved November 16, 2000 from Expanded Academic ASAP Intl Ltd on-line database. Carey-Wood J., Duke K., Kam V., Marshall T. (1995) The settlement of refugees in Britain, Home Office Research Study 141, London: Her Majestys Stationary Office. Cheran, R, (2003) Diaspora circulation and transnationalism as agents for change in the post conflict zones of Sri Lanka, A policy paper submitted to the Berghof Foundation for Conflict Management, Berlin, Germany, forthcoming publication, 2004, York University, Toronto, Canada. Duke K. (1996) The resettlement experiences of refugees in the UK: Main findings from an interview study, New Community 22, 3, 461-478. Espn, O. M. (1999) Women crossing boundaries. New York: Routledge. Limb, M., Dwyer, C. (2001) Quaalitative methodologies for Geographers,Oxford university press Inc, Newyork. Oslo-Demographics [Online]/ auth. Wikipedia the free encyclopedia// Wikipedia foundation Inc Web site. Wikipedia foundation, march 27, 2008 . march 31, 2008. https://en.wikipedia.org/wiki/Oslo#Economy. Refugees and asylum [Online]/ auth. Immigration The Norwegian Directorate of// NORWEGIAN DIRECTORATE OF IMMIGRATION web site. NORWEGIAN DIRECTORATE OF IMMIGRATION, 04 19, 2004. 03 18, 2008. https://www.udi.no/templates/Tema.aspx?id=4481.

Considering Booking Your Next Trip Online - 1359 Words

I’ve asked many people do they book their travel on-line or by using a travel agency and you would be surprised as to how many people say that they so it themselves and have horror stories to tell. So, here are a few questions you need to answer when considering booking your next trip online. Are you an expert as to where you are going? How many â€Å"hours† do you spend trying to figure out where to stay, what to do, and is this a good location to what I’m going to be doing? Is the hotel a nice place to stay? Are you sure you have everything covered? Have you ever gotten somewhere and didn’t have a ride to the hotel / resort? Were you so confused as to what to expect at the airport? Did it stress you out? What if something†¦show more content†¦Do you travel for business? How many hours do you spend trying to get your flights and hotel taken care of? We do corporate travel all day, every day. We know of all the off the wall places that some businesses may visit. We can track your frequent flyer points, track your hotel points, look for the best flights, and make sure you get to your hotel as well as make sure your hotel is near to where you need to be! And, we make sure you have all the necessary documents needed for you if you are going out of the country. Do you travel for pleasure? Of course you do! Looking at brochures, going on the internet checking out different places, checking out the room categories, the beaches and looking at what’s included in the price can be a bit overwhelming and very deceiving! Plus, now the online services don’t tell you of all the flights that may be offered. Here are a few benefits of why you will want to use a travel agency that is specialized in leisure travel. ï‚ · We can help you save money on your vacation – offering you the best discounts on flights and hotels. ï‚ · We can save you a ton of work when planning your vacation - You can save hours of time since our agents will be the one you deal with on the booking and preparations of your vacation. You just need to tell them where, when and why. ï‚ · Our travel agency can provide answers to any questions about documents needed for your vacation- An individual

A Liter of Light Free Essays

The solar bottle bulb is taking the developing world by storm bringing sustainable, affordable lighting to the underprivileged rural communities in a number of regions around the globe, the concept is cheap, simple and most importantly sustainable, but how did such an amazing idea come about? The concept was first conceived in 2002 by Alfred Moser, a mechanic in SAA Paulo, Brazil, to light his workshop when his neighborhood was suffering energy shortages, enabling him to continue working. His neighbors, intrigued by the idea, soon started following suit, adding the bulbs to heir homes in kitchens, bathrooms and living areas where electric light was prohibitively expensive and inefficient. The bottle bulb revolution was then further enhanced by The â€Å"Mystery Foundation†, which runs a program in the Philippines called â€Å"sang Lilting Lillian: a Liter of Light†. We will write a custom essay sample on A Liter of Light or any similar topic only for you Order Now Based on a project developed by students at MIT under the Appropriate Technologies discipline, the project aims to bring sustainable, affordable lighting to the underprivileged rural communities in the country. A Liter of Light aim to bring light 1 million homes using this green genealogy not only in the Philippines but in shantytowns in India, Africa and other southeast Asian countries, by the end of 2012. Solar bottle bulbs are usually made out of 2-L bottles, use no electricity and produce the same amount of light as a 50- to 60-watt incandescent bulb, there is no leakage and the bottles can stay there for years without any need for maintenance! The water bottle lights are said to last for 5 years. The concept seems so simple but how does it work? The lights work by refracting sunlight in a 360-degree arc around the room, which provides superior light to a window or skylight, only allowing light into a room in a erect beam. The bleach keeps the water clean and clear by preventing algae growth. So what’s the science behind the concept? When light moving through the air runs into a denser medium such as water, it changes direction because of refraction. The light beam â€Å"bends† when it enters the so that it’s traveling more directly down into water. That’s very helpful if you’re trying to get more light to go down through the bottle into a dark room below. Despite this, some of the light will still be on a path to the opposite side of the cylinder. A portion of the light is trapped in the cylinder because of simple reflection. How to cite A Liter of Light, Papers

Control Risks Tools and Techniques †Free Samples to Students

Question: Discuss about the Control Risks Tools and Techniques. Answer: Introduction of Risk Management Plan It is also sometimes known as risk mitigation plan[1]. It is an official document which is developed to provide the knowledge of tackling any identified risks or opportunities and even the risks which are not yet identified. This document covers all the processes of risk management, like identification, analysis and mitigation plans. SFSU (Silicon Forest State University) has various divisions, among all OIT looks about the Information innovation frameworks. At present, SFSU was confronting the issue in dealing with the best possible track of their ticketing framework which is being utilized to impart and keep track in regards to the issues which are confronted on regular schedule. So they chose to scrap is old programming and design the better one which is as of now introduce in the framework yet in not very many offices as it were. So for the above examined work Ron Bashley was chosen as the group pioneer and Harry Bonnett alongside Bob Biyon should bolster him. This document helps to prepare the team on the approach they should take to manage the risk so that the impact can be eliminated or minimized[2]. The plan in this document is required to be developed separately for different types of projects[3]. But a common process or approach is there which we need to follow as per the project management techniques. The common steps of assessing a risk is first we need to identify the risk and document it in the risk register with all possible details. Next step in the developing management plan is the analysis of the identified risks by assigning the rating to it as per its likelihood to happen and its impact. This diagram shall be developed during the phase to rank the risks in the order of high, medium and low intensity to plan for their mitigation. Again the mitigation can be of many types, either we accept the risk or minimize its impact either by sharing with third party or reducing by some other means. The risks must be planned identified for the project being handled by OIT for the changing of ticketing software from Remedy to Request Tracker. While doing so, we must take care in considering the big risks first and identify all sorts of risks available in the project since from its design phase to close-out[4]. Two negative risk and one positive risk is identified as follows: There is chance that the introduced programming 'Request Tracker' couldn't be designed legitimately in new environment There is chance that the correspondence structure amid the undertaking stage comes up short and no bugs tracker remains stand and create confusions among team members There is the open door in the undertaking to complete at the earliest and begin utilizing the new ticketing framework, this will decrease the danger of down time Risk Analysis of Case Study project Now the step is to rank the risks based on it probability of occurring and the impact it can have on the case study project[5]. The rankings are: This table can be used to develop the probability-impact matrix, which can further be used for the ranking of the risks, so that on the basis of the information, proper mitigation plan can be made. In the case studys risk assessment we have identified the risks and analyses them, so now the task is to plan its mitigation actions as per the ranks obtained[6]. The ranks obtained are: High Risk: Risk No. 2 to avoid any confusion during the project phase, more review meetings are proposed Medium Risk: Risk No. 1 some expert need to be employed for continuous supervision of the job and assure the correctness Medium Risk: Opportunity No. 3 additional manpower are required to be deployed As the identification, analysis and mitigation plans are done, so the remaining task is the process of verifying the status of risks at every meeting. Even in case of new risk generation, it must also be introduced in the risk register by following the same method or steps. So up to this stage the job of risk management comes to end, but the process will continue till the close-out phase. The mitigation reactions arranged are the correct arrangement feasible for the case. Every one of the dangers should be legitimately checked in each audit meeting so it stays on the leader of each partner so they can act speedily. Every one of the procedures considered for the advancement of risks administration get ready for case study project is according to the measures of the task administration methods beginning from the identification, analyzing, ranking and plan mitigation, all the steps are done properly. So it is prescribed to take after the procedure if there should be an occurrence of any new hazard is distinguished. Conclusion Now after studying all the deliverables of the risk management plan and the approaches of developing the document is well known. So this example can be used for developing the risk management plan in any professional world. For academic purpose the numbers of risks were restricted to 3 only but there may be many more risks involved in the case. References MyManagementGuide. (2010, May) 2. Risk management plan for a project: Definition, Purpose, Software, Content and Approaches. [Online]. https://www.mymanagementguide.com/guidelines/project-management/risk-management/risk-management-plan-for-a-project-definition-purpose-software-content-and-approaches/ Palmetto Document Systems. (2017) Risk Plan. [Online]. https://www.method123.com/risk-management-plan.php ProjectEngineer. (2017) Plan Risk Responses. [Online]. https://www.projectengineer.net/knowledge-areas/project-risk/plan-risk-responses/ Larry Winters, "Deadliest catch: risk identification in the vast Bering Sea," in PMI Global Congress 2009, North America, Orlando, 2009. Chandana. (2017, March) Risk Assessment in Project Management. [Online]. https://www.simplilearn.com/risk-assessment-project-management-article Cynthia Snyder. (2017) Control Risks Tools and Techniques You Should Know for the PMP Certification Exam. [Online]. https://www.dummies.com/careers/project-management/pmp-certification/control-risks-tools-and-techniques-you-should-know-for-the-pmp-certification-exam/