Acute Health Effect Definition

Acute Health Effect Definition An acute health effect is the effect caused by the initial exposure of a hazardous chemical on a human or animal body. When a hazardous materials acute health effect is listed, the effects are generally severe and dangerous adverse effects, but subside after the exposure stops. In contrast, chronic health effects persist following exposure, even if the exposure stops. Acute health effects typically appear immediately or shortly after exposure and occur after relatively high exposure to a hazardous substance. Examples of Acute Health Effects Common examples of acute health effects include: Allergic reactions (including anaphylactic shock)IrritationRashes or dry skinBurnsDermatitisMetal fume feverLethal Concentration (LC)LC50Hearing loss Note dermatitis may also occur as a chronic health effect. Lethal concentration is the amount of a substance that is immediately dangerous to life and may cause death. LC50 is the concentration of a substance that causes death to one half or 50% of test subjects.

Free sample - The Texas State Board of Education curriculum. translation missing

The Texas State Board of Education curriculum. The Texas State Board of Education curriculumThe communication triangle Referential: Between the student (writer) and the topic Interpersonal: Between the student and the instructor (reader) Directive: Between the instructor and the topic The workplace continues to experience change due to rapidly changing technology and global economic forces. These transform the work requirements of students that necessitate them to graduate ready to perform work that require strong academic skills and application of essential skills such as critical thinking, literacy and analytic capabilities, as well as increased proficiency in math and science. The graduation requirements for secondary school should therefore reflect the changes in the workplace. The promotion of the curriculum ensures that more students enter college or workforce when they are ready to succeed. This move is an effort to ensure that students gain necessary skills for college and work. The curriculum prepares students for post-secondary success. Students at all levels, including those who may not want to go to college, benefit from the curriculum. The performance in the courses has a startling effect on the students’ readiness for college. The costs associated with training students who are not ready to go to college is high, and this may be higher when they are unprepared for work. The curriculum is designed to ensure that each student enters work or college with a higher probability of success. The curriculum in high school should ensure development of a talented labor force that is economically competitive in the world. The curriculum provides better and more rewarding quality of life for the citizens. The courses are the gatekeepers to well-paying jobs. Preparation for work and college consist of courses that are taken in high school, which is the foundation The more rigorous courses the students take enable them to persist and obtain a degree at the end. They have higher rate of staying persistent on the academic track as compared to students who did not take such coursework. These students stay enrolled and work for a degree. Students’ outcome will always be related to the type and quality of available curriculum. Rigorous courses such as have positive effects on college graduation as well as on earnings later in life. Not all rigorous courses are equal (Rose Betts 33). Students who pass through a rigorous curriculum in high school can immediately enter a dual enrolment program in colleges (Ravitch 355). These students leave school much further along. This reduces cost as well as time for a post secondary degree. Students may not be ready for college unless they take additional courses from the traditional core. The content and quality of the core courses need to be improved through additional courses that students take, and this reflects how rigor the curriculum is. The courses enable all students to have equal opportunities to be prepared for post secondary education. Many students who take the core curriculum are unprepared for college and work challenges. Positive outcomes can be achieved through rigorous courses as qualified and professional teachers are recruited to teach. Thus, the schools are able to assign teachers to courses that they can handle best. The content of the rigorous curriculum can be taught and learnt effectively. Students in rigorous schools improve their ACT test scores in mathematics. Most students do not take the right number and kind of courses they need to be ready for college and work. The requirements for graduation must be aligned with readiness expectations of college and work. These courses cover what students ought to know and are capable of doing in their high school courses in specific subject areas. As such, students can have solid foundation to begin next courses. The courses will improve teacher support in education and preparation, which are crucial to the success of students in classroom. The quality of courses can be enhanced through hiring of qualified teachers and provision of training or professional development support to the existing teachers. The teachers are assigned on the basis of their qualification to handle a subject area. Inexperienced teachers are not allowed to teach the students who need best teachers. The rigorous courses must be offered under high quality standards so that students are prepared for work and college education. The students are frequently monitored so that they are able to learn what they are needed to learn. In such cases, interventions can be made to improve students’ progress as required. Conclusion The global economy is technology based and students are in danger of competing in international arena if the vigor of the courses is not raised. The students’ competitiveness in the world must be raised and maintained. It is also important to strengthen the high school curriculum to improve the readiness of students for college. Substantial proportion of students has not been offered education they deserve in order to receive boost to be ready for college and success after graduation. The nation is at risk of losing to the better prepared international students who take technology-based and other courses oriented at overcoming global challenges. Works cited Ravitch, Dianne. Brookings Papers on Education Policy. Brookings Institution Press, 2003. Rose, Heather and Betts, Julian R. Math matters: the links between high school curriculum, college graduation, and earnings. Public Policy Institute of CA, 2001

Research Journal Assignment Paper Example | Topics and Well Written Essays - 1000 words

Journal Assignment - Research Paper Example e was able to get their recommended daily intake of fruits and vegetables, we would see dramatic decreases in our nation’s deaths from heart disease, diabetes, and other chronic illnesses†. This resource contains a lot of information that should be made available to the public. Inn deed, I have learnt through this source that supplements do not protect me from irresponsible eating habits as earlier thought. This article begins by informing us that there are people who take supplements not knowing that they are taking illegal supplements that are detrimental to their health. The weight loss drug DNP has resulted to at least three deaths. Supplements have increasingly gained acceptance especially to gym goers who want to enhance their physique. However this people fail to understand that proteins, whose main constituent is amino acids, are the best option. Supplements can be used effectively when used between meals. â€Å"One product being sold illegally but still available online,  mainly from  suppliers based outside the UK,  is 2,4-Dinitrophenol (DNP). DNP is a combination of compounds that was originally marketed in the 1930s as a weight loss drug. It is highly toxic and causes significant side effects, and has led to at least three reported deaths.† This article begins by stating how difficult it is to build muscles. It mocks those who think that supplements can build their muscles within days. Type II muscle fibers are responsible for strength and size. You must lift weights and cause enough tension for them to recruit satellite cells so that they grow. This article begins by pointing out that it has been confirmed by the American dietetic Association that balanced diets are more. Dietetic professionals should take the initiative to educate the general public on healthful dietary patterns and healthy use of nutritional supplements. While a balanced diet is better than junk food and will protect against vitamin deficiency, the main problems with the

Maya Angelou Research Paper Example | Topics and Well Written Essays - 1250 words

Maya Angelou - Research Paper Example In addition, Angelou has been nominated for the Pulitzer Prize for her poetic volume titled Just Give Me a Cool Drink of Water ‘Fore I Diiie (Moyer). Recently Angelou was awarded the Presidential Medal of Freedom that is the highest civilian honor in the United States. On the political side Angelou was an active member of the esteemed Harlem Writers Guild that was instrumental to the Civil Rights Movement. Her contributions to the Civil Rights Movement are numerous and undeniable. She served with Dr. Martin Luther King during the Civil Rights Movement that speaks for her involvement in the movement. Angelou has been differentiated from other authors based on her representation of autobiographical fiction. Her first published work I Know Why the Caged Bird Sings saw her being heralded as a pioneer in a generation of new memoirist. The work was the first of its kind in its projection of the lives of African American women. Angelou’s public discourse on her personal life ma de the work all the more interesting and controversial at the same time. Her efforts over the years through her work and her public dialogue have made her an unofficial spokesperson of African American people and women (Lupton). Within the domain of her written work, Angelou has done her best to challenge the traditional structure of autobiographies. This can be seen as a deliberate attempt on the author’s part given her pervasive use of critique, changes and expansion of the frontiers of memoirs. Most of Angelou’s work is based on themes such as racism, identity crisis and familial issues. While retaining the interest of the audience using unconventional techniques, Angelou has nonetheless raised controversy after controversy so that some of her works have been banned inside the United States. Her work can be gauged better if it is seen through the lens of the author’s personal experiences and her reflections in her memoirs. This text will attempt to analyze An gelou’s work and personal experiences in order to paint a better picture of the author’s struggle against racial injustice. One of the primary themes in Angelou’s work is racism that can be traced in her works ranging from the first piece I Know Why the Caged Bird Sings to her last piece titled A Song Flung up to Heaven. The author has utilized the metaphor of a caged singing bird that is trying to escape its confine repeatedly in order to portray the author’s personal social confinement. The primary means of this confinement were none other than racism and oppression (Lupton). Another aspect of this metaphor is that the bird is singing from the start of the struggle to its very end indicating a determined spirit who is ready to take onto life as it comes along. Angelou’s personal life is a reflection of this commitment to live through thick and thin alike. Certain critics have observed that Angelou’s perspective on evil in society being div erted at young African American women was instrumental in shaping her ideas from childhood to adulthood (Als). In the start of her works, the author can be seen as â€Å"fanatically opposed to white people† (Hagen) however, this can be seen changing as the series progresses. This is not to indicate that the author is somehow racist herself or possess racial hate but it merely indicates the progression of ideas from a young child’s mind to the understanding of an adult person. Throughout the series Angelou

Diversity Assignment Example | Topics and Well Written Essays - 1250 words

Diversity - Assignment Example The company intends to foster remarkable cultures that celebrate diversity. In order to achieve the company’s commitment to promoting diversity, the company has the following objectives. Focusing on providing a remarkably inclusive workplace, which enables each of the employees to utilize skills and competencies and participate in innovation and creativity for the benefit of the company (Bond & Haynes, 2014). In addition, the company exhibits its commitment to diversity in its promotional strategies. Notably, all the employees who have the relevant qualifications for the promotion are eligible to apply. The selection process will have its basis of merit in accordance with the equal employment opportunity and diversity policies. In order to ensure that none of the staff members is disadvantaged, the teams responsible for the promotion give consideration to none traditional patterns of achievement that are evident in any member of the staff regardless of the gender, ethical backgrounds, or disability. In addition, the company will consider a proper assessment of an individual’s achievement relative to opportunity (Armache, 2012). Therefore, applicants should always include their achievements and inform the team so that fairness and diversity can be promoted. The company is committed to ensuring that all the employees receive further training and education in order to improve their competencies. The company appreciates the qualifications of each employee, but has in place a program for training all the new employees. The company operates in unique ways and wants all the employees to understand the basic operations that define the company’s business. In addition, the company also offers training programs for each team. The training programs for different teams are suited to fit their job description. Usually, the training needs of each group are identified from the group

Development of Sports Psychology Program

Development of Sports Psychology Program In this essay I will formulate and validate a mental skills program. The foundations in which this programme will be created will be on the applied sport psychology of self-talk and imagery. The preferred result of this mental skills programme is to help a footballer improve their confidence in regards to their penalty taking ability, which will be achieved by applying the sport psychology theories of self-talk and imagery. I will also be critically analysing the selected mental skills for the program in this essay. Psychological skills training or PST is the use of organised practice of psychological skills to improve performance, and improve general happiness in their physical activity (Weinberg and Gould, 2011). Gill (2000) provides a straightforward description of PST when he states that psychological skill training is a combination of methods which have been chosen for the purpose of achieving psychological skill needs. An individual may at times face new challenges or barriers in sport which repeatedly test the limits of their psychological skills and may even produce negative effects to their game (Weinberg and Gould, 2011). Psychological skills training was developed to help the athlete or participant to overcome these problems and set them back on the successful path of achieving the goals set for them. There is no individual package for Psychological Skills Training, each stage or element must be sport specific or identifiable to the individual and must be based upon the individual’s psychological state. When attempting to put together a successful (PST) program it is important that you are able to recognize the difference between (PST) methods and (PST) skills. (PST) methods can be usually used as a tool to aid improving the (PST) skill and (PST) skills are the psychological attributes in which development is required e.g. concentration (Calmels et al, 2003). To maximise the effectiveness of your Psychological Skills Training program, Thelwell and Greenlees (2001) argue that a (PST) program will be more effective if there are a few mental skills employed instead of just one but they must be sport specific. Judging from the literature that has been published, it seems that the Soviet Union was the first nation to use mental skills training with their athletes and coaches way back in the 1950’s (Williams Struab, 2006). This proves just how long Psychological skills training has been used in sport, although systematic contents did not emerge until the early 1980’s when it grew to become the major focus for practice and research within North America. A common mistake in which coaches and athletes make is the factors in a sporting situation, with an example being losing concentration when attempting to take a penalty kick in football cannot simply be rectified by practising penalty kicks on a regular basis but more importantly by improving ones psychological skill as it is the individual’s lack of mental skills which usually lead to the penalty miss (Weinberg Gould, 2007). A perfect example of a footballer who is known for their goal scoring ability and dead ball situations is Lionel Messi. The link below shows Messi miss a penalty at a time where he had been a run of two attempts missed attempts in his previous matches. https://www.youtube.com/watch?v=MnuI3kYTyfc The psychological skills program in this essay will be centred on a 23 year old male professional footballer plying his trade in championship, who for the purpose of this essay will be referred to as Jerome. In the league in which he plays he is one of the deadliest strikers, who is used to putting the ball in the back of the net both in open play and in set pieces i.e penalties and free kicks which when awarded he is first in line to take. This being said he has not been successful in his last 4 penalty attempt which is very unfamiliar for a player of his track record. The player has confessed that he has lost confidence in his penalty taking abilities due to missing his last 4 attempts and is considering stepping down from his penalty taking responsibilities in the team. After much thought and analysis of the scenario, the psychological methods in which I have chosen for his personal skills training are imagery and self-talk as I believe these methods are most beneficial and effect ive in restoring the young footballer’s confidence in his penalty taking ability. The application of these chosen methods within his psychological skills training program will allow him to visualise himself scoring a penalty using imagery whilst using positive self-talk to assure himself that he can score as he walks up to take the penalty kick. Both self-talk and imagery are skills so to increase the chances of success for Jerome they must be practiced. One way in which Jerome could practise imagery could be a couple hours or match day morning before a game, he could spend a few minutes of his time picturing himself walking unto the football pitch, going through his pre-game warm up routine, in game situations i.e penalty kick, free kicks etc. Vealey and Greenleaf (2006) believe that this imagery method should enable the athlete to identify and understand particular behaviours and thoughts that they can actively engage in to begin to move toward their ideal self-image.’ Weinberg Gould (2003) state that In order to maximise the effectiveness of the exercise an athlete must assimilate all the various senses which are related to their experience. So Therefore it is important that Jerome try to imagine things that make him feel as though he is going through the experience e.g the feel of the grass on his boots, the feel of the ball on his feet, the noise from the crowd and generally anything which is familiar to him when he’s on the field of play. This type of imagery is described as â€Å"event-day† imagery. Vealey Greenleaf (2006) describes imagery as the process in which an individual creates or recreates an experience in the mind. These images will usually be of times of previous experiences or a completely made up scenario where the performer is successful in completing challenges or performing physical skills on the pitch (Weinberg and Gould, 2011). The use and effectiveness of imagery is maximised when the focus is placed on the individual using imagery to control his or her emotions. It is not uncommon to see an athlete freeze up or even at times lose control of their emotions. For the purpose of eliminate this issue, the athlete when using imagery must recreate or imagine a possible or previous negative experience for him or herself, once they have done this they must then remove that particular image from their mind and imagine the same situation but in a positive manner or outcome. By the use of imagery our young footballer Jerome will be able to imagine/ recreate a negative e xperience taking a penalty and then replace that experience with the desired outcome of him scoring the penalty kick, which may help greatly reduce the chances of Jerome ‘choking’ or minimising his performance due to prying emotions. Munroe et al (2000) contends that imagery can also be used to augment one’s sport skills, strategies, confidence and also maximise the chances of achieving set goals. Jerome could use this to rectify any errors or weaknesses within his play, which in turn will help him increase his confidence. Bandura (1986) indicated that experiences originating from one’s own imagination are an excellent source of situation specific self-confidence /self-efficacy. Imagery can be separated into two forms with these two training methods being either internal i.e. creating images in the mind or they can be external i.e. observing visual images (Weinberg and Gould, 2011). Research by Callow and Hardy (19972001) suggests that the use of external imagery could be better suited for the programme due to the athlete’s level of performance. This being said I will be focusing more on the internal training methods. One of the limitations of imagery is that some athlete’s do not have a great deal of imagery to begin with and as a coach it is pretty much impossible measure an athlete’s level of imagery as it is a mental process which cannot be observed. Morris et al (2005) expresses his belief in imagery stating that imagery is one of the most commonly used method of mental training for athletes. Imagery is an integral part of many mental skills programs as it offers vast range applicability with imagery also being applicable in a wide range of sporting experiences. Moritz et al (1996) states how the correct use use of imagery can help improve confidence through rehearsing mental images. Imagery can also be used by a number of different individuals ranging from elites or professionals and novices or amateurs. Imagery also can be built into and around an athlete’s daily routine or workday in order to suit the individual needs of the athlete. This being said it is important that the athlete be in a good state mentally before beginning the process of imagery. Gregg, Hall and Hanton (2004) explains that before an athlete attempts or begins any imagery sessions it is important that he or she be in a good frame of mind and must als o be in the right mood as this better prepares them for the sessions maximising the chances of success in the process. . Self-talk is another psychological skills training technique that will be assimilated into Jerome’s (PST) program. Hackfort Schwenkmezger (1993) define Self talk as the verbal dialogue in which an athlete can not only understand their perceptions and feelings but also evaluate how their feeling and then give themselves instructions or reinforcement. Self talk can be used both in a sporting environments e.g. the changing rooms, during competition before competition, after competition and in a non-sporting environments e.g. at home or a quiet/peaceful place. Landin and Herbert (1999) states that self talk can be separated into three different categories which are positive i.e. motivational, negative and instructional. Self talk can be separated into three different categories positive i.e. motivational, negative and instructional. Conventionally positive self talk is used to increase an athlete’s endeavour and to promote a positive attitude although positive self talk does not implement any sport specific target or task e.g. (a golf player can say to himself â€Å"im going to sink this putt† ). Instructional self talk can be used in mental skills training to assist in the maintenance of an athlete’s focus on task associated areas of their own performance with the desired outcome being that they augment the execution of a skill e.g. (â€Å"a footballer could say to himself to self to focus on his technique when striking the ball†). The third and final category is negative self talk and this can be described as when an athlete is over critical of them self which can decrease the athlete’s chances of achieving their goals, this can also lead to anxiety which can also bring an athlete’s performance down. A good example of negative self talk could be a footballer telling them self that their passing is below par or they do not have the ability to compete with the opposition etc. one limitation of self talk is that if an athlete does not fully focused they may become distracted as they could find themselves confused as their overloaded with stimuli. Self talk used correctly can be useful in a number of different tasks in sport, this being said it is important that the practitioner evaluate what would be the most suitable type of self talk for the selected task which will then maximise the chance of future performance augmentation for an athlete. Mikes (1987) suggests that there are six rules which can aid an athlete with performance implementation, these are as follows: First person should be used and present tense Keep phrases as short as possible and be specific The phrases should be constructive and positive Speak to yourself in a kind manner Phrases should be meaningful Phrases should be repeated frequently In consideration of all the bullet points stated there are also a number of other strategies which have been found to improve self-talk. Changing negative self-talk and thought stopping are some of the most successful strategies used in psychology in sport. The term Thought stopping describes the way in which an individual or disregards or deals with negative thoughts before they begin corrupt the mind-set of the individual which whether you’re an athlete or amateur could lead to a negative impact on performance. The term Changing negative self-talk to positive self-talk can be described as when an individual is coping with negative thoughts and then transforms them into positive self-talk which could change the mind frame of the individual as the athlete or amateur will be more than likely more motivated. Jerome could use this particular mental skills method of positive self talk before attempting to take a penalty or free kick simply telling saying â€Å"I will score† . Jerome’s psychological skills training program (PST) will be conducted in phases as he attempts to improve his confidence in his penalty taking.as previously stated the program will be based on the two mental skills training methods of imagery and self-talk. This program should be used and repeated for over 6 weeks as anything less could cause the effects of the skills training to be temporary. Phase 1 (Night prior to match)   Picture your customary match day routine as detailed as possible then once the match has ended picture yourself falling asleep. Phase 2 (Night prior to match) Picture yourself before kick-off walking with your teammates through the tunnel, the cheers of the crowd, while also trying to imagine or recreate how that makes you feel, then end the image with you falling asleep. Phase 3 (Training) Picture you on the pitch stepping up to take a penalty kick saying to yourself repeatedly â€Å"I will score†. Phase 4 (Night prior to match) Picture yourself going through your customary match day routine, then imagine as detailed as possible yourself in a game situation just about to step up to take a penalty telling yourself obscurely â€Å"I will score† you should then imagine yourself scoring the penalty and celebrating moving on to your customary post match routine then ending the image with you falling asleep. Phase 5 (Match) Prior to taking a penalty you should use imagery to picture yourself scoring and then use self talk saying to yourself obscurely and repeatedly â€Å"I will score†. After analysing the current evidence and research in imagery and self talk it is safe to say that both are effective practices. The psychological skills training program provided will allow for the chosen athlete to improve his confidence in his penalty taking ability if both the practitioner conducts the program correctly and the athlete participates in the program willingly and in the right frame of minds. Jerome should be able to improve his confidence with regard to his penalty taking ability. The development of Strong mental skills may help Jerome to perform at his maximum level and may also lead to him becoming a more consistent performer. Although, a number of limitations have been recognized that could affect the success of these types of programs. The person delivering the programme plays a key role in the success of the program as the person delivering the programme has to be able to correctly impart to the player the basics behind the use of these methods as lack of knowle dge of the methods could have a negative effect in the players motivation as they might start to lose faith in the methods. This could possibly lead to a decrease in effort from Jerome as motivation could play a key role in him being able to work on and maintain his ability to produce mental images. Another limitation that can affect the success of the program is the time spent on it as it is important that the athlete spend almost as much time practicing these skills as they do practicing their physical skills. A common mistake made in the application of these programmes is that the practitioner or athlete does not keep to the recommended time period which in order to augment and maintain not only their mental stability but also their confidence in these methods should be recurrently practiced throughout the football season. Reference list Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Calmels, C. et al. (2003) Competitive strategies among elite female gymnasts: An exploration of the relative influence of psychological skills training and natural learning experiences. International Journal of Sport Exercise Psychology. Callow, N. Hardy, L. (2001). Types of Imagery with Sport Confidence in Netball Players of Varying Skill Levels.Journal of Applied Sport Psychology. 13 (1), p1-17. Gregg, M. Hall, C., Hanton, S. (2004). Perceived effectiveness of mental imagery. Manuscript submitted for publication. Gill, D. (2000) Psychological Dynamics of Sport and Exercise, 2nd edition, Champaign, Illinois: Human Kinetics. Hackfort, D., Schwenkmezger, P. (1993) Anxiety. In R. N. Singer, M. Murphy, L. K. Tenant (Eds.), Handbook of research in sport psychology. New York: Macmillan. Moritz, S. Hall, C. Martin, K. Vadocz, E. (1996). What are confident athletes imaging?: An Examination of Image Content. The Sports Psychologist. 10 (1), p171-179. Mikes, J. (1987). Basketball fundamentals: A complete mental training guide. Champaign, IL: Leisure Press. Munroe, K. J., Giacobbi, P., Hall, C. R., Weinberg, R. S. (2000). The 4 W’s of imagery use: Where, when, why and what. The Sport Psychologist, 14 Landin, D., Hebert, E. P. (1999). The influence of self-talk on the performance of skilled female tennis players. Journal ofApplied Sport Psychology, 11, 263–282. Thelwell, R.C. and Greenlees, I.A. (2001) The effects of a mental skills training package on gymnasium triathlon performance. The Sports Psychologist, Vealey, R. S., Greenleaf, C. A. (2006). Seeing is believing: Understanding and using imagery in sport. In J. M. Williams (Ed.), Applied sport psychology: Personal growth to peak performance 5th ed. (pp. 285-305). Mountain View, CA: Mayfield Publishing. Weinberg, R. and Gould, D. (2003). Foundations of sport exercise psychology (3rd ed.). Champaign, IL: Human Kinetics. Weinberg, R and Gould, D (2007). Foundations of Sport and Exercise Psychology.. Champaigne, IL: Human Kinetics. Weinberg, R, and Gould, D (2011). Foundations of sport and exercise psychology. 5th ed. Leeds: Human Kinetics. p.247-362. Williams, J.M., Straub, W.F. (2006). Sport Psychology: Past, present, future. In J.M. Wiliams (Ed.), Applied Sport Psychology: Personal growth to peak performance (5th ed). Boston: McGraw-Hill

Assignment About Google Essay

The question requires the student to evaluate how successful Nintendo Wii has been in meeting the needs of today’s gaming through new product development. The answer here is dependent on the student’s ability to analyse and evaluate the case study. The students are expected to make reference to retail marketing mix in their answer. Students’ answer should include the following or other equivalent answers: – Considerations when developing new product strategy: i. Ongoing Corporate Planning ii. Ongoing Market Planning iii. Ongoing Technology Management iv. Opportunity Analysis/Serendipity . Market Penetration vi. Market Development vii. Product Development viii. Diversification Application of Pearson’s Uncertainty Map: i. Exploratory Research ii. Development Engineering iii. Applications Engineering iv. Combining Market Opportunities Question 2 Based on the case study, how can Nintendo Wii better manage innovation as a competitive tool in the field of developmental gaming? Answer: The question requires the student to identify organization characteristics and further recommend organization changes to facilitate innovation process within Nintendo Wii. The answer here is dependent on the student’s ability to analyse and give reason for choosing any relevant issues. The organization characteristics that facilitate the innovation process, students’ answer should include the following or other equivalent answers: – i. Growth orientation ii. Vigilance and external links iii. Commitment to technology and R&D intensity iv. Acceptance of risks v. Cross function cooperation and coordination within the organization structure vi. Receptivity to change vii. Space for creativity viii. Strategy towards innovation ix. Diverse range of skills Question 1 | Percentage| | Background of the case should be clearly discussed. | 15%| 2| Feasible application should be discussed in depth| 15%| 3| Identify the multi-dimensional concept of float glass technology. | 10%| 4| Use of proper language, grammar, referencing, and acknowledgement of external sources| 10%| | | | | Total| 50%| | | | Question 2 | | 1| Explain the dilemma, recog nize the difficulties of managing uncertainty. | 20%| 2| Answers should be justified and must be logical and critical. | 20%| 3| Use of proper language, grammar, referencing, and acknowledgement of external sources| 10%| | Total| 50%| Marking Scheme

Hydrogen vehicle

The riots are still raging In the streets and gas prices are $200 a gallon. It has been 15 days since we have been told that there Is no more fossil fuels. Our civilization Is at the tipping point; Like I said there is violent riots in the streets the lights are not turning on and neither Is the water. My mom tells me it's like this because when she was a kid everyone abandoned the Idea of â€Å"clean energy† because they were told that scientists figured out how to clean up the pollution. No one thought of when we were going to run out fossil fuel and now e have.We need a new source of power, a clean and unlimited reserve of energy, hydrogen. Hydrogen Is a clean and unlimited resource. Hydrogen Is a completely clean resource, when used in cars it's only emission is water vapor and heat. Hydrogen is virtually unlimited when hydrogen runs out our universe will have ended ( most likely one hundred trillion years) years from now. Hydrogen is extremely efficient, it is 3 times mor e efficient than gasoline. You can get 480 miles a tank with the Toyota FICHE. From coral you can make it all the way to San Diego, CA and go another 156 mi on one tank.Some argue that hydrogen is very flammable and can explode. Those that argue this are 100% correct but it is not any more flammable than the gasoline in your car right now. Hydrogen is only $1. 80 gallon and 3 times more efficient than gasoline. You would be paying half the price of gasoline and going 3 times as far. Hydrogen would be saving you a lot of money for family trips or Just every day getting around and doing errands. Hydrogen fuel cells would be saving people money and time used filling up the tank. Hydrogen fuel is extremely efficient and will be getting people around everywhere.

25 Things Every Teacher Wants From Their Stakeholders

25 Things Every Teacher Wants From Their Stakeholders Teachers often make do with what they have and are happy with any credit they receive. They are not teachers because of the money or the glory. They simply want to be known as difference makers. Their jobs are not easy, but there are many things that others can do to make their jobs easier. Teachers want several things from their students, parents, administration, other teachers, and the local community. Many of these things are easy to comply with, yet stakeholders often fail to fulfill these simple requests that could make each teacher tremendously better than they are. So what do teachers want? They want something different from each of the stakeholder groups that they deal with on a daily basis.  These are basic and simple requests that when unfilled frustrates teachers, limits effectiveness, and keeps them from maximizing student potential. Here, we examine twenty-five things that teachers want that would boost student learning and improve teacher effectiveness significantly across all classrooms. What Do Teachers Want..........From Students? Teachers want students to come to class each day ready to learn. They want them to come prepared, focused, and motivated. They want students to enjoy the learning process and to be active participants in the learning process.Teachers want students to be respectful. They want students to respect their authority. They want students to respect each other. They want students to respect themselves. A respectful and trusting environment allows teachers to maximize learning opportunities each day.Teachers want students to understand that the concepts they are teaching them are meaningful. They want their students to make real-life connections. They want their students to see the big picture and to understand that they truly are there because they want to make a difference.Teachers want students to be critical thinkers. They want students who desire to understand the process of finding the answer as much as the answer itself. They want students who are not lazy and are as invested in learnin g as the teacher is in teaching. Teachers want students to recognize individual strengths and weaknesses. They want students to apply their strengths so that others in the class can learn from them. They want students to be aware of their weaknesses and to make a continuous effort to improve upon those weaknesses. What Do Teachers Want..........From Parents? Teachers want parents to understand that they genuinely have their child’s best interest in mind. They want parents to understand that they are not out to get their child. They want parents to see them as the educational expert that can provide their child with a quality education.Teachers want parents to communicate their concerns appropriately. Teachers do not want parents to avoid or skirt around an issue. They want an open, trusting relationship with parents so they can figure out the best approach for teaching the student together.Teachers want parents to support them. They want parents to take them at their word and not to question their motives. They want parents to support and reinforce classroom management strategies which they have in place. They want parents who will volunteer to help out in any area help may be needed.Teachers want parents to be involved with their child’s education. They want parents to take an active role in the education of their child. T hey want parents who will ensure that all homework gets done and that the child is getting plenty of rest so that they will be alert in class each day. Teachers want parents to value education. They want parents to stress the importance of education from an early age. They want parents to read with their children each night, to help with homework, and to challenge them academically. What Do Teachers Want..........From the Administration? Teachers want administrators to have their back in difficult situations. This includes student discipline, disagreements with parents, or confrontation with another faculty member. Teachers want to feel like their administrator(s) will listen to their side and back them if the evidence supports them.Teachers want administrators to provide them with adequate resources. Teachers understand that money can be tight for schools, but there are certain resources that they must have. If a teacher finds a resource that they believe will benefit all students, then they expect the administration to find a way to fund it.Teachers want administrators to provide encouragement and advice. Most teachers appreciate honest, accurate evaluations. They want to be encouraged when things get difficult and often need advice in those situations.Teachers want administrators to understand what they are doing in their classrooms entirely. This is true, especially for great teachers. They want their administrat or(s) to know what they are doing in their classroom because they are proud of it. Teachers want administrators to communicate clear expectations. They want to understand school policy and procedures that affect themselves. Teachers want administrators to clarify and explain the district’s expectations with issues such as classroom management, student learning, and communication. What Do Teachers Want..........From Other Teachers? Teachers want other teachers to be professional. They do not expect other teachers to talk about them with their students, a parent, or another faculty member. They expect other teachers to value their opinion. They expect other teachers to adhere to the policies of the district.Teachers want other teachers to collaborate. They value other teachers’ opinions. They want them to share best practices and offer advice. They want a strong working relationship with other teachers in which they feel comfortable to share frustrations and success stories.Teachers want other teachers to be supportive. They want to know that other teachers believe that they are doing a terrific job. They want to know that their peers believe they are an effective teacher who does a solid job in preparing their students.Teachers want other teachers to be unified. They want other teachers to have the same general philosophy of educating students. They want to build relationships with other teachers that go beyond the walls of the school. Teachers want other teachers to respect differences. They want other teachers to understand that there is no one way to teach. They want them to understand that education would be boring if every teacher was the same. They want other teachers to steal brilliant ideas being used in their classroom and to apply it to their own. What Do Teachers Want..........From Community Members? Teachers want community members to get involved. They want them to volunteer to help in classrooms, read a book to students, or help with a fundraiser. They want them to donate money to projects that they are doing. They want them to offer their services in any capacity that they would be able to help.Teachers want community members to share their mission and vision. They want them to pass bond issues. They want them to sit on school committees to gain their perspective and insight. They want them to take ownership of what the school is doing.Teachers want community members to understand the value of education. They want them to externalize the importance of a good education. They want education to be a high priority in their community. They want them to understand that the education the school is providing will have a significant impact on their future.Teachers want community members to be proud of their school. They want them to know that they have excellent teachers. They want the m to be proud of the facilities. They want them to celebrate in student achievements in academics, athletics, and other extracurricular activities. Teachers want community members to stay involved. They do not want community members to disappear once their children are no longer in school. They want them to stay involved in the process. They believe that there is power in continuity.

Bengal Tigers Essay Example

Bengal Tigers Essay Example Bengal Tigers Paper Bengal Tigers Paper Royal Bengal Tiger The Royal Bengal Tiger, once known as the reigning feline of Asia, are now on the brink of extinction. This beautiful species is quickly disappearing due to human activity. Land development has pushed back forestry, which is making it almost impossible for tigers to survive in their range of natural habitat. Additionally, even though it’s illegal to own, hunt or trap tigers, poachers continue to trap and sell tiger parts on the black market. Furthermore, tigers are being separated by â€Å"population fragmentation† which prevents them from mating and producing healthy cubs. Although conservation centers are providing safe havens for tigers, they are not seeing the results they expected. Royal Bengal Tigers are a majestic and alluring animal that will no longer exist if humans continue to poach them and take away their natural habitat. Due to massive human population increase in India, tigers have lost most of their natural habitat in the rain forest. According to the World Wildlife Federation, â€Å"Royal Bengal Tigers have lost 93% of their range and habitat in the last forty years. At the expense of tigers, forestry and grass lands were destroyed to develop land for agricultural and housing use to accommodate the accelerated population of humans. Jonathan Wright, an expert on Royal Bengal Tigers, explains that male tigers are loners and do not share their hunting grounds, with other males’ only females; they need a large home range. Each male tiger requires 20-30 square miles to mate, hunt and roam, however, this natural process cannot take place without the sanctuary of trees, grasslands and vegetation tigers need to exist. A large amount of forest range in Asia as has been destroyed to improve the lives of humans but has endangered the existence of tigers. Although, it is illegal to hunt, own or kill a tiger, the reduced size of the forest has made it easier for human poachers to trap, kill and sell them on the black market. A National Geographic article says, there were over 100,000 Royal Bengal Tigers just over 100 years ago but now there are less than 2,000 in the wild and about 300 in captivity. These numbers show that there has been a high demand for tigers and their body parts for a long time. According to Tigers in Crises, â€Å"Using tiger body parts in traditional Chinese medicine is nothing new, but what is new is not being able to meet the huge demand for the body parts. † Not only is there a demand for a Tigers fur, rugs and coats, but their bones and organs are also in demand. A small bowl of tiger gall bladder soup cost $320. 00. Not one medical treatment using tiger parts has been proven to cure or even help any illnesses. The high demand for a tigers body parts and the unbelievable prices that human will pay are what encourage greedy poachers to trap and kill these endangered tigers. Population fragmentation,† is another dangerous threat the Royal Bengal faces, prevents the tigers to mate and reproduce healthy cubs. According to the Environmental Investigation Agency (EAI) in London, â€Å"As habitat is lost, people move farther into what was the forest. Groups of tigers become separated from one another by villages, farms, fences and roads. † Tigers in one area can no longer mate with tigers in nearby areas. Instead, tigers breed with the same small group of animals. Over time, this inbreeding weakens the gene pool and tigers are born with birth defects. Many inbred cubs don’t live to the age of two. If more land is not given to tigers in the wild they will be extinct by 2022, and those living in conservation centers will soon follow. Conservation centers are safe havens to protect tigers with hope to save them from extinction, the results are disappointing. Leigh Pitsko, a zoologist, studied many of the conservation centers and discovered that some of the cats had strange habits. The tigers would pace back and forth and twist their head from side to side. She discovered the tigers were doing these strange behaviors because they were stress and bored. The area they lived in was too small for them to run, roam and hunt. Many tigers raised in these centers would eventually get released into the wild but were not surviving. While living in conservations, tigers would not hunt for food, workers would prepare it for them. So when they were released in the wild they would starve and die. Conservation did not have live animals for the tigers to hunt, so they never learned how to hunt their prey. Conservation centers want to help tigers but they need their natural habitat to survive. All in all, if humans don’t stop poaching tigers and taking their land there will no longer be Royal Bengal Tigers for us to look at in awe. In the near future we will talk about the beautiful majestic cat that once existed. But, this does not have to happen. If more land is preserve for them to roam and hunt and mate. In their natural habitat they can multiply in a safe and healthy environment. Also, laws against poaching, selling and buying tiger body parts need to be strongly enforced with punishment. Tigers can still be saved and eventually taken off the endangered list, if and only if, humans can keep their paws off the tiger and their land. Royal Bengal Tiger Introduction (thesis statement) Tigers are a majestic and alluring animal that will no longer exist if humans continue to poach them and take away their natural habitat. I. Due to massive human population increase in India, tigers have lost most of their natural habitat in the rain forest. A. Loss of range and habitat because of humans B. Tigers need large range areas II. Although, it is illegal to hunt, own or kill a tiger, the reduced size of the forest has made it easier for human poachers to trap, kill and sell them on the black market. A. Poaching for coats, rugs, B. Poached for medicine III. â€Å"Population fragmentation,† is another dangerous threat the Royal Bengal faces, prevents the tigers to mate and reproduce healthy cubs. A. Tigers become separated B. Tigers cannot breed IV. Conservation centers are safe havens to protect tigers with hope to save them from extinction, the results are disappointing. A. Tigers don’t act normal B. Don’t know how to survive in the wild Conclusion All in all, if humans don’t stop poaching tigers and taking their land there will no longer be Royal Bengal Tigers for us to look at in awe

If terrorism ever justify Essay Example | Topics and Well Written Essays - 500 words

If terrorism ever justify - Essay Example A review of key studies done regarding terrorism show that it is not an easy topic to discuss much less understand. They point out that terrorism has deep roots in socio-political issues and as such have a great range of motivations and objectives (Edwards). It is for the same reason that the debate on whether terrorism can be justified or not is hard to settle. In general, most materials have been very critical of terrorist acts, citing their indiscriminate and long-term impact. There are also common assumption about who terrorists are and who are against it. At the same time, Jenkins says that there is an assumption that terrorism is always subversive or against social institutions. Singh points out that the radical ideas at the core of terrorism are not new or unique. It is considered as a valid military strategy and has been used successfully in many military campaigns among the world's greatest civilizations (377-379). At the same time, Jenkins points out that in consideration alone of the worldwide response to recent terrorist activities, there is no denying that it can be used against perceived abusers (71).

Handling Conflict Essay Example | Topics and Well Written Essays - 250 words

Handling Conflict - Essay Example It has been noted that the more optimism on the top management team leads to cooperation among workmate. Working together leads to better company results. Good leaders never lose sight of the ultimate goal, and focus all their energy on short-term objectives. When a leader fails to focus his/her attention on the short-term goals, the organization fails because of the imminent lack of momentum to reach the long-term goals that would ensure its survival. Leading with passion helps maintain the vision because when a person does something because he likes doing it. It becomes so easy to accomplish tasks (Perkins, Holtman, Kessler, & McCarthy, 2000). When a leader proves to be too nice to his subjects, the result is a lack of unity and respect. Therefore, the team he is working with performs poorly (Perkins, Holtman, Kessler, & McCarthy, 2000). The leader focuses the setting of the goals on the strength of his team. Focusing goals on strengths ensures that the goals are achieved. Lack of mentors and coaches makes the team inexperienced. A good relationship acts as the foundation of the company. Perkins, D. N., Holtman, M. P., Kessler, P. R., & McCarthy, C. (2000). Leading at the Edge: Leadership Lessons from the Extraordinary Saga of Shackletons Antarctic Expedition. New York: AMACOM Div American Mgmt