Computer Power Group Essay Example

Computer Power Group Paper Harvard Business School N9-500-061 February 2, 2000 Renaming Computer Power Group On Monday morning, December 5, 1998, Peter James, CEO and Managing Director of Computer Power Group (CPG), a leader in the Australian IT education and services industry, was reflecting on the results of the recent Brand Visioning offsite – code named Project Horizon. He was satisfied with the future plan they had created for the brand, including an articulation of the brand purpose and values, a clear statement of branding objectives, and a brand architecture that effectively unified brands in the portfolio (see Exhibits 1 2). James was relieved that the team decided that they should change the corporate name to Interim Technology, the name of the company’s new parent. Although it was not mandated, James believed this move was a good first step in establishing a positive relationship with his U. S. stakeholders. The work provided a strong platform on which to transition the company from a product centered group to a brand-centric organization focussed on advancing corporate performance and personal careers through leadership in IT education. There was only one more item on the â€Å"to do† list of the brand strategy project – setting brand names. We will write a custom essay sample on Computer Power Group specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Computer Power Group specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Computer Power Group specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The agreed-upon brand architecture called for descriptive sub-brand names within the Education and Services business units, as unified under a strong corporate umbrella. â€Å"Our marketing objective,† explained James, â€Å"is to create an inspiring and dominant corporate brand which encourages the best quality IT professionals to join and want to be part of Interim Technology. We want to move to an umbrella brand structure, within which are specified strong educational and services brands capable of meeting individual and corporate segment needs. The Project Horizon visioning team decided they should start the naming exercise with the Education business unit, which provided the training and development of IT professionals that formed the cornerstone of the company’s purpose and mission. The Education unit included two core sub-businesses; each identified along customer segmentation lines. The first sub-unit provided educational services to individual consumers, and i ncluded the CPTI (Computer Power Technology Institute) brand. The second segment of the Educational unit served the corporate market, and included the MTE (Management Technology Education), CPAS (Computer Power Advanced Systems Institute) and Imageword brands. The off-site team agreed that after the names for the individual education and corporate education brands were confirmed, they could move to the Services business unit, which was marketed through business-to-business channels and was therefore, they believed, less critical from a branding perspective. The Naming Meeting Given their history and contributions to CPG profits, the branding of the individual and corporate education sub-units had generated impassioned discussions at the off-site visioning Research Associate Andrea C. Wojnicki prepared this case under the supervision of Professor Susan Fournier as the basis for class discussion rather than to illustrate either effective or ineffective handling of an administrative situation. Copyright  © 2000 by the President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545-7685, write Harvard Business School Publishing, Boston, MA 02163, or go to http://www. hbsp. harvard. edu. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of Harvard Business School. 1 500-061 Renaming Computer Power Group meeting – discussions for which resolutions had yet to be reached. James was in favor of abandoning all of the existing individual and corporate education brand names, grouping them within each relevant sub-division, and renaming them with an appropriate Interim prefix. So, for example, MTE (Management Technology Education) and Imageword, the corporate education brands, would merge to become Interim Corporate Training, or some such entity. CPTI (Computer Power Technology Institute) and CPAS (Computer Power Advanced Systems Institute), the individual training brands, would merge and become Interim Individual Training or a variant thereof. However, many senior managers at the offsite were hesitant to consolidate individual brands under a single sub-brand umbrella, thus abandoning equities that the firm had invested in over the years. James remained convinced that the benefits of scale would outweigh the equity lost in abandoning the existing names. He arranged a meeting involving the General Managers of each of the four current education subbrands, and Melissa Richardson, Strategy Innovation Partner from Galileo, the brand development consultancy that had been working with CPG on their brand initiative from the start. James started the meeting. â€Å"As you all know, I am seriously considering sub-branding the individual and corporate education brands under the Interim corporate umbrella. † He turned to Mike Clugston, the General Manager of CPTI. â€Å"Mike, I understand from your comments at the visioning offsite that you are not comfortable with this course of action. What would you recommend? † â€Å"Well,† began Clugston, â€Å"I agree that there are benefits that can be realized by integrating our brand names with others in the company. I understand your position, but if we introduce new brand names, we really are abandoning some very strong equity, and in effect neutralizing all of the marketing investments we have made over the years. I spent this morning looking through the Brand Audits that Richardson and her team at Galileo conducted, and confirmed that CPTI and MTE both have very strong brand equities. Great awareness levels. Strong associations. It would be a shame to lose these assets that we have worked so hard to build. We lose those names and we lose volume, repeat business, maybe both. â€Å"I agree,† added Con Kittos, the General Manager of MTE. â€Å"My recommendation would be to capitalize on this equity and name the Corporate Training Brand ‘MTE’, and the Individual training Brand ‘CPTI’. Why run the risk of a short-term loss of sales while some new identity is being established? † â€Å"Oh boy, I am having a deja vu,† noted Clugston. â€Å"We have been down this road before. Remember the transition from Control Data Institute to CPTI? We didn’t hesitate to change the name of that company after we acquired it, and it took us years to recover. We lost a lot of ground with the folks that had been working with that firm over the years. † â€Å"Good point,† noted James. â€Å"The risk is great. † â€Å"Not to make this more complicated,† noted Richard Malouney, the General Manager of Imageword, â€Å"but what about the Interim corporate name? We have talked a great deal about developing a strong corporate brand architecture so that IT professionals would want to become part of Interim Technology as a centralized education and services provider. I am not hearing that mentioned at all. † â€Å"We could use both names, I guess,† offered Kittos. So the brands could become ‘Interim Technology MTE’ and ‘Interim Technology CPTI,’ or Interim MTE and Interim CPTI. † He paused. â€Å"Kind of like ‘IBM ThinkPad’ and ‘IBM WorkPad,’ or ‘Microsoft Word’ and Microsoft PowerPoint’. † â€Å"So what would we have on ou r business cards? † asked Clugston. 2 Renaming Computer Power Group 500-061 â€Å"Any formal communication would have both, but in conversation we would probably just say ‘MTE’,† answered Kittos. â€Å"That’s basically what happens in IBM examples I provided, or with software products by Microsoft. People know the corporate ownership, but use the sub-brand shorthand all the time. † He looked over at James, who was furrowing his brow as he listened intently. â€Å"Or,† offered Clugston, â€Å"we could refer to the brands as ‘MTE by Interim Technology’ and ‘CPTI by Interim Technology’, just like DeWalt by Black Decker. I read a Harvard Business School case study on that branding decision. Seems like a nice compromise solution. You get the positive halo of the corporate brand association, but let the individual brand identity thrive. â€Å"I’ll have to put my foot down on that one,† said James. â€Å"Either we go for a corporate association or we don’t. This is not the time for waffling and making compromises. † The others agreed. David Rossiter, the General Manager of CPAS finally spoke up. â€Å"For what it is worth, I have to disagree with what I am hearing. I think we should wipe the slate clean and change a ll of the brand names to Interim with a sub-brand that clearly defines the product-target segment– something like ‘Interim Corporate Training’ and ‘Interim Individual Training’. Then we should do the same for the Services business unit. Interim Consulting Services. Interim Personnel Placement Services. We’ve just been acquired; we have a new mission and purpose, a new brand vision. Let’s not be saddled with our pasts. Let’s work toward the future to claim our true potential. Besides, isn’t the ‘Institute’ modifier out-dated now? It sounds so 1960s to me. Same thing with the ‘Computer† label. Don’t we want to make a more explicit connection with the broader IT term? † Richardson intervened. Well, I think we have effectively outlined the branding choices here. My suggestion is that we conduct some naming research to find out what Interim’s customers and consumers think. We could start with the individual training brand, arguably the most visible education brand in the company’s portfolio. That brand has received a disproportionate advertising budget over the years, and has benefite d from broad exposure in the consumer media. I think it would serve as a logical first step. † The team readily agreed that consumer research should guide the naming decision. A meeting was set for the following day, in which the team would generate a list of options for the individual education brand. In addition to the current runner CPTI, the team settled on four contenders that they felt served as accurate descriptors of the unit’s services and goals: ‘Interim Technology Institute’, ‘Interim Technology Training Institute’, ‘Interim Computer Training Institute’, and ‘Interim Technology Training’. Questions concerning the effectiveness of the ‘Institute’ identification, and the use of ‘computer’ versus ‘IT’ identifiers remained, suggesting additional areas to probe in the upcoming research. But if ‘MTE’ and ‘CPTI’ win, do we call them ‘Interim MTE’ and ‘Interim CPTI’ ‘MTE by Interim’ and ‘CPTI by Interim’ or just â€Å"MTE’ and ‘CPTI’? † asked Clugston. à ¢â‚¬Å"I think that is something that we will have to determine strategically. We can’t rely on Interim’s consumers and customers to tell us that,† Richardson answered. â€Å"Now, we just have to agree on a set of parameters against which we will rate these potential names. † The team spent the next hour generating attributes they wanted the brand name to communicate, and associations from which they wanted the brand to steer clear. By referring to the Brand Values statement and other brand strategy documents that were determined at the Project Horizon offsite, they came up with the following list: 3 500-061 Renaming Computer Power Group ATTRIBUTES Security and peace of mind Flexible Expensive High quality Professional Good value for the money Reputable Reliable Have crash courses Lets you learn at your own pace Offers fast track courses Is American Well-known company Will place you in a job Credible Out-of-date Applies poor standards Not recognized by those in the IT industry The Naming Research In December 1998, a local research company conducted 232 telephone interviews in New South Wales and Australian Capital Territory to test the alternate brand names. All respondents were personal computer users. Fifty percent of the sample had previously completed a computer training course, and 30% had not yet completed a course but intended to do so sometime in the future. The remaining 20% of the sample had not completed a computer-training course and had no immediate intentions along those lines. Participants rated the five individual education brand names (CPTI, Interim Technology Institute, Interim Technology Training Institute, Interim Computer Training Institute, and Interim Technology Training) against the eighteen attributes, and then provided an overall judgment of the â€Å"best† name in the list. Additionally, as mentioned, general associations and meanings of ‘computer’, ‘IT’, and ‘institute’ were gathered through open-ended questioning. It was early in the new year, and James was anxious to have a decision regarding the brand names as soon as possible – ideally for the presentation he was preparing for his U. S. stakeholders at Interim Services Inc. He called Richardson at Galileo and explained the urgency of his needs. Richardson pulled together some top-line tables from the research and faxed them to James (see Exhibits 3, 4, 5, 6). She called James later that day. â€Å"Well,† she asked, â€Å"What name are you going to select? † 4 Renaming Computer Power Group 500-061 Exhibit 1 Project Horizon Offsite Brand Visioning Results ROLE: PURPOSE: Interim Technology is the bridge helping the world work more efficiently by transforming the way people work with technology. POSITIONING: Interim technology is your lifelong partner in technology-driven workplace transformation BRAND VALUES: LEARNING: Dedicated to lifelong learning in technology-driven domains INNOVATION: committed to state-of-the-art knowledge and teaching techniques PERFORMANCE: results, excellence, efficiency, responsiveness INTEGRITY: security, dependability, trust, loyalty, stability TEAMWORK: collaboration commitment to relationships This was summed up in the mnemonic â€Å"Don’t pay LIP service to our IT values. BRANDING OBJECTIVES: Quickly build a well known and desirable brand that is able to make a powerful impact in the IT education and services industry through its: BrandVision (Purpose/Role/Values/Identity) Branding Architecture People Products Services Communications Relationships with clients, individuals, and other stakeholders BRANDING ARCHITECTURE: Reduce from multiple brands to one unifying corporate brand with descriptive business unit subbrand names to give: Powerful impact in the market. Ability to cross-sell services across databases of client organizations and IT professionals. Cohesion inside the company. MARKETING OBJECTIVES: Create a single inspiring and dominant education services IT brand which encourages the best quality IT professionals to join and want to be part of Interim Technology. Transform the organization from transaction driven to relationship focussed enabling cross selling of all our products and services. Develop and provide services and products that confirm Interim Technology as your lifelong partner in technology driven workplace transformation. Shift from multi-brand product centered group to a brand-centric organization focussed on delivering continuous technology driven workplace transformation. PEOPLE, PRODUCTS, SERVICES: Align people across the entire organization and prepare them to be â€Å"Brand Ambassadors† through an internal communications program Focus on existing (and add new) products and services which powerfully deliver on the Interim Technology BrandVision and promise of technology driven workplace transformation. COMMUNICATION OBJECTIVES: Awareness Launch Interim Technology and its purpose values in information technology. Understanding Generate understanding for how Interim Technology delivers Lifelong career transformation in information technology. 5 500-061 Renaming Computer Power Group Action Get specific target audiences to understand and act on the range of products services offered by Interim Technology. 6 Renaming Computer Power Group 500-061 Exhibit 2 Interim Technology Brand Architecture Services Education Personnel Brand Consulting Brand Corporate Training Brand Individual Training Brand Equus Parity Computer People CP Pty Ltd Imageword MTE CPAS CPTI 7 500-061 Renaming Computer Power Group Exhibit 3 Research Results – New Brand Names- Name Association NAME ASSOCIATION Interim Interim Technology Technology Training Institute Institute Interim Computer Training Institute Interim Technology Training Don’t know/none Security Flexible Expensive Quality Professional Value for money Reputable Out-of-date Reliable Have crash courses Credible Will Place you in a job Let you learn at your own pace Have poor standards Fast track courses NOT recognised by IT industry Is American 26* 22 39 32 37 17 33 22 29 24 32 17 22 17 22 24 33 26 29 38 34 31 25 34 15 31 28 38 29 29 14 27 15 30 Asked of all respondents N = 232 Total Sample (%) 25 28 38 37 38 34 34 25 34 35 38 34 25 13 38 17 31 23 25 33 26 25 25 21 24 21 29 23 23 27 20 24 25 31 7 22 16 16 13 25 20 29 22 18 19 26 22 44 14 39 30 I am going to read out 4 names that may be used for a new training company. They are, Interim Technology Institute, Interim Technology Training Institute, Interim Computer Training Institute, Interim Technology Training. Im going to read out a number * Read as follows: â€Å"26% of the respondents believed that the name Interim Technology Inst itute was associated with the word security. † NOTE: Differences between brand names or attributes exceeding 8 are considered significant at a 95% confidence level. 8 Renaming Computer Power Group 500-061 Exhibit 4 Research Results – New Brand Names- Best Worst Names BEST WORST NAMES Best name Worst name Interim Interim Technology Technology Training Institute Institute 19* 25* 24 15 Interim Computer Training Institute N=232 (%) 36 21 Interim Technology Don’t know / Training none 15 32 6 6 Id like you to think about a computer training company which works with their customers to develop careers in the computer industry through leadership and education. Could you please tell me which of these names is the best? Read as follows: â€Å"19% of the respondents believed that the name Interim Technology Institute was the best name for a computer training company that works with their customers to develop careers in the computer industry through leadership and education. 25% thought it was the worst. † NOTE: Differences between brand names or attributes exceeding 8 are considered significant at a 95% confidence level. 9 500-061 Ren aming Computer Power Group Exhibit 5 Research Results – Association With CPTI ASSOCIATION WITH CPTI Computer Technology Training Inst (CPTI) Total Aware of CPTI Not aware of CPTI N=232 N=99 N=133 Security Flexible Expensive Quality Professional Value for money Reputable Out-of-date Reliable Have crash courses Credible Will Place you in a job Let you learn at your own pace Have poor standards Fast track courses NOT recognised by IT industry Is American Is a well-known company None (%) 48* 53 66 69 75 47 64 26 64 63 68 55 53 16 71 22 46 55 2 (%) 49* 58 68 69 75 46 71 28 65 62 68 59 58 14 69 22 37 81 1 (%) 48* 57 64 68 75 47 59 25 64 63 68 53 49 17 72 22 52 35 3 I would now like to concentrate on one company name thar you may have already heard of before, Computer Power Training Institute. As I read out the list of words and phrases again can you tell me which, if any, you associate with the name Computer Power Training Institute? * Read as follows: â€Å"48% of the total respondents believed that the name CPTI was associated with the word security. 49% of the 99 respondents who were aware of CPTI believed that CPTI was associated with security. 48% of the 133 respondents who were not aware of CPTI believed that CPTI was associated with security. † NOTE: Differences between samples or attributes exceeding 13 are considered significant at a 95% confidence level. 10 Renaming Computer Power Group 00-061 Exhibit 6 Research Results – Word Associations ‘Institute,’ ‘Computer’, and ‘IT’ WORD ASSOCIATIONS (Open-ended, N=232) Institute Computer Standards / Maintenance For 40+ year olds (older) Intimidating More specialised Place of learning Main-frames / Hardware etc Big place / Out of city Part of IT (only part) Locked-up c ulture Easily recognisable Private Education For juniors Adult Learning User friendly Mortar Board feeling Naive perspective Tangible a place IBM University Up-market Big Credible â€Å"Outsiders† A ‘home’ Motor Mechanic (How it works) Academy is better? High learning Benchmark Serious about qualifications (accreditation) Might be over-used, so de-valued Profession (like medical industry or architects) Information Technology Younger Broader than just computers Solutions / Content Insiders view Industry name Flashy / Cliched Current Credible More general Covers the†convergence† industries What do you think of when I say the word Institute ? What do you think of when I say the word Computer ? What do you think of when I say the words Information Technology ? 11

How to Use the French Past Subjunctive

How to Use the French Past Subjunctive The past subjunctive is used for the same reasons as the present subjunctive: to express emotion, doubts, and uncertainty. Before going on,  review the rules for using the  subjunctive  to make sure you understand them. Note that the only difference between the present subjunctive  and the past subjunctive  is tense; usage is the same for both. The past subjunctive is used when the verb in the subordinate clause, the verb that follows que, happened before the verb in the main clause. The past subjunctive can be used in a subordinate clause when the main clause is either in the present tense or the past tense. When the Main Clause is in the Present Tense Je suis heureuse que tu sois venu hier.   Im happy that you came yesterday.Nous avons peur quil na  pas mangà ©.   Were afraid that he didnt eat. When the Main Clause is in the Past Tense Or it may be used in a subordinate clause when the main clause is in the past tense. Note that if the main clause did not call for the subjunctive, the subordinate clause would have been in the past perfect, because the subordinate clause happened before the verb in the main clause. Therefore, the subordinate clause should technically be in the pluperfect subjunctive. But that is replaced by the past subjunctive in all but the most formal French. Il doutait que vous layez vu.   He doubted that you had seen it.Javais peur quils soient tombà ©s.   I was afraid that they had fallen. How to Compose the Past Subjunctive The French past subjunctive is a  compound conjugation, which means it has two parts: subjunctive  of the  auxiliary verb  (either  avoir  or  Ãƒ ªtre)past participle  of the main verb Like all French compound conjugations, the past subjunctive may be subject to a grammatical  agreement: When the auxiliary verb is  Ãƒ ªtre, the  past participle  must agree with the subject.When the auxiliary verb is  avoir, the past participle may have to agree with its  direct object.

Professionalism values and ethics Essay Example | Topics and Well Written Essays - 3000 words - 1

Professionalism values and ethics - Essay Example This report aims at investigating how professional values and ethics are employed by the architect contracted to turn UAL Campus. The design’s main goal was to optimise connections between departments within the building, which include the movement of materials and students. The idea behind the design can be said to be the same historical reason, which comprised movement of grain around the granary using wagons. This report will analyse comprehensively the purpose retrofitting and architectural design of University of Arts London, Kings Cross campus in the context of the build environment. The historic, economic, aesthetic and ecological context of the built environment will be evaluated in terms of professionalism, values and ethics. There are a range of factors that shape the built environment posing an architectural dilemma that need to be solved in adherence to professional values and ethics of architect. This project was considered for this paper since the building exemplifies an exemplary conversation of a derelict historic building into a glorious public space and still retain sustainable values (Harries, 1998). Some of the questions that emerged from people with regards from this case include: The architects commissioned were Stanton Architects to design the campus that was estimated to cost  £200 million in the Grade II listed Granary Complex. The university sought to transform the historical building into an aesthetic centre of learning which would be sustainable enough to meet the needs of the students and those of the community too. The University of Arts London campus project was completed in 2011. The building consolidates the Central Saint Martins’ college’s activities under one roof. It comprises of the Granary Building, Eastern Transit Shed, and there are two new four storey studio buildings. The environmental location of this project is very impressive as well as the atmosphere (Fox 2012). It is in

Virtual Classroom Research Paper Example | Topics and Well Written Essays - 3750 words

Virtual Classroom - Research Paper Example In modern classrooms, learning has become extremely sophisticated due to implementation of technology in learning. Ideally, almost every aspect of learning has been virtualized. Libraries have been made electronic and traditional libraries only used rarely for rigorous research only. Teacher-student communication has shifted from physical to virtual. Many learning institutions have embraced virtual learning through online modules. The library thesis will consist of the selected topic, review of the literature, a hypothesis will be developed, the variable will be defined, participants will be discussed, measurement instruments will be selected, and data will be collected and analyzed. The results will be interpreted. At the end of this research paper, recommendations regarding virtual classrooms will be provided. Virtual Classroom for Middle School There has been a lot of controversy on whether or not to adopt the system of virtual teaching in K-12 industry. Many factors have contribu ted to this unrelenting debate. In a bid to provide solutions to unequal access to education facilities, many proposals kept coming along. In America, public schools mainly get funds from property tax. This factor makes schools in many developing and prominent neighborhoods benefit. The result is that schools in the rich neighborhood tend to perform better than the poor ones (Jarventaus, 2007). The poor and at-risk students are already struggling with other issues of life and therefore, being at the same level with others may be a mere dream. Certainly, education is the engine of mobility and therefore, embracing new technologies in learning seems to be the way forward in realizing mobility in the modern society. However, due to differences in societal issues affecting education, virtual learning comes in handy albeit with some challenges. In order to standardize learning, should virtual classrooms be adopted? Virtual classroom has both advantages and disadvantages if adopted in an institution. Traditional classroom methods will be compared to the virtual classroom method in hope of shedding more light into the debate on applicability of virtual classrooms especially at lower levels of learning. The question remains if the education system is going towards the right direction with the current technological advancement. Whereas it is possible for students at higher levels of learning to handle the challenges of virtual learning, implementation of virtual learning for grade schools remains a controversy. Therefore, a rigorous approach towards demystifying the controversy needs to be taken, at least to bring clarity into this controversial issue. What are the consequences of embracing virtual classroom technology in lower levels of learning? The controversy here lies on applicability of virtual classroom for students at lower levels of learning. The context of study in this case is in middle school level particularly students between sixth to eighth grade. Lookin g down the history, many can see a situation where learning had to take place in a teacher-student scenario. Learning changed tremendously when technology came up with many ingenious ways to communicate, access information, and disseminate knowledge to students (Cavanaugh, 2009). Seemingly, virtual classroom brought a lot of enthusiasm, as one method that would be time saving and less costly (Jarventaus, 2007

The impact of spray location on coated granule quality Essay

The impact of spray location on coated granule quality - Essay Example It is used for several purposes including granulation, coating, drying, and pelletization.(Teunou and Poncelet; Yang et al.; Olsen "Batch Fluid-Bed Processing Equipment - a Design Overview: Part I,") In the food industry, fluidization is used in freezing and cooling, freeze drying, puffing, classification, blanching, and cooking.(Dewettinck and Huyghebaert) Essentially, fluidized bed coating entails the introduction of granules into a coating cell and fluidization by air flow. The coating substance is sprayed through a nozzle with the aim of achieving a homogenous layering of the coating material on the granule. The process may be done as a batch or continuous one. Current industry trends favor the use of the continuous process over the batch process, in order to optimize efficiency of operation, and consistency of product quality.(Teunou and Poncelet) In the food industry, granule coating can be used to prepare encapsulated powders which separate reactive components in a mixture, mask unpleasant taste or flavor, protect unstable ingredients from degradation by environmental factors, reduce hygroscopicity, or provide controlled release.(Teunou and Poncelet) It also produces modified flow, compression, dust reduction and density properties in the coated products.(Teunou and Poncelet) The method has been used to encapsulate enzymes, labile proteins, yeast and aromas in polysaccharide matrices and for film coating of extruded products by lipids, resins, or proteins.(Teunou and Poncelet) Maa et al. reported the coating of lactose granules with recombinant human deoxyribonuclease using spray coating technologies.(Maa, Nguyen and Hsu) In food processing, The applications of fluidized bed coating in the food industry have been reviewed by a number of authors.(Dziezak; Arshady; Duxbury and Swientek) A recent review by Werner et al. looked at the current state of the art with respect to air-suspension particle coating in the food industry.(Werner et al.) In the pharmaceutical industry, fluidized bed coating is utilized in the facilitation of delayed, sustained or controlled release; selective enteric release, masking of taste, stability to degradation, and pharmaceutical elegance.(Dewettinck and Huyghebaert) Explanation of different spray location technologies There are three classic geometries for spray coating location: the top spray, bottom spray (or "wurster" spray), and tangential (or side) spray with rotating disk(Olsen "Batch Fluid-Bed Processing Equipment - a Design Overview Part 2"; Yang et al.). Top-spray Method The oldest spray location technology is the top spray method, in which the spray nozzle is located atop the fluid bed chamber, and the sprayed droplets move countercurrently to the air flow.(Yang et al.) It was developed from the older fluidized bed dryers.(Dewettinck and Huyghebaert) It involves the acceleration of granules from a container past a nozzle which sprays the coating countercurrently on the fluidized particles.(Dewettinck

How a good team working ethos

How a good team working ethos How A Good Team Working Ethos On A Project Can Be Developed With Particular Reference To Equality At Work Introduction And Executive Summary This report is intended to explain how we, as a company, will develop a good team working ethos on a project, with particular reference to equality at work. This report has been prepared on request of the client as part of the prequalification exercise and outlines our proposals, and informs of any legal obligations and relevant legislation that the client should be made aware of. A good team working ethos equates to a positive characteristic attitude of a group of people towards what constitutes moral working practice.   Achieving equality at work will involve all persons associated with an organisation being considered on a par with one another, by themselves and others. As a company we are a well established leading provider of project management services, with an excellent track record for successfully managing a range of exciting projects, all of which which ha haveve satisfied all of our clients needs.   Our diversified team of staff is comprised of extensively qualified full-time and part-time project managers from a variety of backgrounds.   Our project managers are all provided with continuing professional development training, equipping them all with highly developed communication, consultation and conflict resolution skills.   Every member of our team are required to undergo extensive internal training so that they fully understand our company ethos.   The main principles of our company ethos include: complying with the laws enforced wherever we operate , and to be sensitive to local customs and traditions; to conduct all our business and make all our decisions within a clear ethical framework; to maintain safe and healthy working environments; to create, develop and sustain strong and long lasting relationships with our clients; to achieve a thorough understanding of our clients aims and needs; to contribute positively to the communities in which we work; and to operate sus tainably in all that we do. Every member of our team is also required to undergo extensive internal training so that they fully understand our equal opportunities policy.   The main principles of our equal opportunities policy include: creating a safe, healthy, challenging, rewarding, participative and fair working environment for all our staff; and ensuring the utilisation of the full talents and skills of all our staff through effective selection, training and development. The purpose of this policy is to provide a framework within which our services can be provided in a fair, appropriate manner to meet the needs of our team and clients, and meet our legal obligations in relation to all forms of discrimination. As a company we are devoted to ensuring that our clients receive a professionally delivered service that satisfies all of their needs.   As a part of our service we are primarily concerned with keeping the clients best interests in mind and safe guarding them from any legal implications.   All of our staff are familiar with and have a current knowledge of all aspects of relevant legislative documentation related to the working environment.   Legislation that all of our clients should be aware of includes:   Health and Safety at Work etc Act 1974 Workplace (Health, Safety Welfare) Regulations 1992 The Management of Health and Safety at Work Regulations 1999 Sex Discrimination Act 1975 Disability Discrimination Act 1995 Disability Discrimination Act 2005 The Sex Discrimination Act (Gender Reassignment) Regulations 1999 Race Relations Act 1976 Employment Equality (Religion or Belief) Regulations 2003 Employment Equality (Sexual Orientation) Regulations 2003 Employment Equality (Age) Regulations 2006 We are recognised as an Investor in People organisation, and so fully comply with all aspects of the Investors in People framework. The framework set out by Investors in People UK addresses health and well being, equality and diversity in the workplace and literacy, language and numeracy.   All of our staff are familiar with every aspect of the Investors in People framework and are accustomed to sharing their knowledge of the subject with clients and other professionals, in an effort to create a fair and agreeable environment in which to work and to improve business performance.   To get the best work out of our employees and to maintain a good team working ethos our staff are trained, when working in a team leader capacity, to follow team members advice, listen to their suggestions and grant reasonable requests; provide motivation to members of the team and eliminate issues that are slowing the team down; remind team members of their roles and encourage them to share skills; regularly remind team members of the project goals and keep them up to date with the progress of the project; and to hold regular meetings to evaluate the overall team performance. To ensure effective teamwork on projects our staff are also trained, when working as part of a team, to invest trust in other members of the team, engage in healthy conflict, commit themselves to project based tasks, hold themselves and one another accountable, focus on collective results, regularly engage in communication, and maintain moral and ethical conduct at all times. As a company we believe that everyone has the right to be treated fairly and equally at work and be free of discrimination in employment.   All of our staff, regardless of employment status, are subject to extensive training to educate them about their rights as employees and the rights of their colleagues.   As employers we are committed to protecting people from unequal treatment in recruitment and job advertising, pay and benefits, terms and conditions at work, promotion and training, dismissal, redundancy and retirement. As a company we endeavour to ensure that we deliver a good team working ethos on all projects we undertake, with particular attention paid to ensuring equality at work.   Should we be successful in our tender, we assure you that we will do everything within our power to ensure that the experience and continued working experience of working with yourselves is an enjoyable and prosperous one. 1 .0  Ã‚   Introduction This report is intended to explain how we, as a company, will develop a good team working ethos on a project, with particular reference to equality at work. This report has been prepared on request of the client as part of the prequalification exercise and outlines our proposals, and informs of any legal obligations and relevant legislation that the client should be made aware of. A Good Team Working Ethos With Particular Reference To Equality At Work An ethic, by definition (MSN Encarta Dictionary, 2009)[1], is a system of moral standards or principles†, which is derived from the word ethos, which is in turn the fundamental and distinctive character of a group, social context, or period of time, typically expressed in attitudes, habits and beliefs† (MSN Encarta Dictionary,2009)[1]. This suggests that a good team working ethos will equate to a positive characteristic attitude of a group of people towards what constitutes moral working practice.   Good team working ethos requires the individuals within tha t team to have the same level of ethical standards. Equality, by definition (MSN Encarta Dictionary, 2009)[1], is having rights, treatment, quantity or value equal to all others in a specific group†.   This suggests that achieving equality at work will involve all persons associated with an organisation being considered on a par with one another, by themselves and others. Company Profile As a company we are a well established leading provider of project management services with an excellent track record for successfully managing a range of exciting projects, which have satisfied all of our clients needs.   Our diversified team of staff is comprised of extensively qualified full-time and part-time project managers from a variety of backgrounds, all possessing unique and invaluable skills. Our project managers are all provided with continuing professional development training, equipping them all with strongly developed communication, consultation and conflict resolution skills, enabling the company to continue to grow in business and reputation. Every member of our team is required to undergo extensive internal training so that they fully understand our company ethos. The main principles of our company ethos include: complying with the laws enforced wherever we operate, and to be sensitive to local customs and traditions; to conduct all our business and make all our decisions within a clear ethical framework; to maintain safe and healthy working environments, operating safe systems and methods of work and ensuring the safety of members of the public; to create, develop and sustain strong and long lasting relationships with our clients; to achieve a thorough understanding of our clients aims and needs in order to ensure that we satisfy them; to contribute positively to the communities in which we work; and to operate sustainability in all that we do so as to avoid compromising the ability of future generations to meet their own needs. Every member of our team is also required to undergo extensive internal training so that they fully understand our equal opportunities policy. The main principles of our equal opportunities policy include: creating a safe, healthy, challenging, rewarding, participative and fair working environment for all our staff; and ensuring the utilisation of the full talents and skills of all our staff through effective selection, training and development. The purpose of this policy is to provide a framework within which our services can be provided in a fair, appropriate manner to meet the needs of our team and clients, and meet our legal obligations in relation to gender, marital status, pregnancy, physical status or disability, gender reassignment, race, colour, ethnic origin, nationality, religious belief, sexual orientation, age and employment status.   Legislation As a company we are devoted to ensuring that our clients receive a professionally delivered service that satisfies all of their needs. As a part of our service all of our staff are also trained to keep the clients best interests in mind for the entire duration of projects, and as a company we are primarily concerned with safe guarding the client from any legal implications.   All of our staff are regularly provided with training to ensure that they are familiar with and have a current knowledge of all aspects of relevant legislative documentation related to the working environment and can impart this information to the client where applicable on a project.   Legislation that all of our clients should be aware of, with reference to health and safety, equality at work and discrimination, includes:   Health and Safety at Work etc Act 1974 Also referred to as HASAW or HSW. It is the primary piece of legislation covering occupational health and safety in the United Kingdom.   It is an act that makes further provision for securing the health, safety and welfare of persons at work, for controlling the keeping, use and preventing the unlawful acquisition, possession of and use of dangerous substances, and for controlling certain emissions into the atmosphere (source, date). Workplace (Health, Safety Welfare) Regulations 1992 Regulations which impose requirements with respect to the health, safety and welfare of persons in a workplace.   These regulations are imposed upon employers and persons who have, to any extent, control of a workplace. These regulations impose requirements with respect to maintenance, ventilation, indoor temperatures, lighting, cleanliness, suitable working areas, protection from falling objects, the provision of suitable sanitary conveniences, the provision of suitable washing facilities, the provision of a supply of drinking water and suitable drinking vessels, the provision of suitable accommodation for clothing and of facilities for changing clothing, and the provision of suitable facilities for rest and to eat meals(source, date). The Management of Health and Safety at Work Regulations 1999 Regulations which re-enact the Workplace (Health, Safety Welfare) Regulations 1992, with the addition of new regulations relating to occupational health and safety in the United Kingdom(source, date). Sex Discrimination Act 1975 An act which makes it unlawful to discriminate against employees, job seekers, trainees and any other bodies on the grounds of gender.   The act makes unlawful, direct and indirect discrimination against women, sex discrimination against men, discrimination on the grounds of gender reassignment and direct and indirect discrimination against married persons in the employment field(source, date).  Ã‚   Disability Discrimination Act 1995 An act which makes it unlawful to discriminate against disabled persons in connection with employment, the provision of goods, facilities and services, or the disposal or management of premises.   The act addresses the duty of the employer to make provisions, adjustments and alterations to accommodate disabled persons and the duty of the providers of services to make adjustments to accommodate disabled persons(source, date). Disability Discrimination Act 2005 An act to amend the Disability Discrimination Act 1995, which makes it unlawful to discriminate against disabled persons in connection with employment, the provision of goods, facilities and services, or the disposal or management of premises(source, date). The Sex Discrimination (Gender Reassignment) Regulations 1999 Regulations which extend the Sex Discrimination Act 1975, which makes it unlawful to discriminate against employees, job seekers, trainees and any other bodies on the grounds of gender(source, date). Race Relations Act 1976 An act which makes it unlawful to discriminate against employees, job seekers, trainees and any other bodies on the grounds of race and relations between people of different racial groups(source, date).      Employment Equality (Religion or Belief) Regulations 2003 Regulations which make it unlawful to discriminate against employees, job seekers, trainees and any other bodies on the grounds of religion and belief. These regulations make unlawful direct and indirect discrimination, victimisation and harassment on the grounds of any religion, religious belief, or similar philosophical belief(source, date).  Ã‚  Ã‚   Employment Equality (Sexual Orientation) Regulations 2003 Regulations which make it unlawful to discriminate against employees, job seekers, trainees and any other bodies on the grounds of sexual orientation.   These regulations make unlawful direct and indirect discrimination, victimisation and harassment on the grounds of sexual orientation towards persons of the same sex, persons of the opposite sex, or to both persons of the same sex and opposite sex(source, date). Employment Equality (Age) Regulations 2006 Regulations which make it unlawful to discriminate against employees, job seekers, trainees and any other bodies on the grounds of age.   The regulations cover workers of all ages, young and old, in all types of employment and vocational training, and include access to help and guidance, promotion, development, redundancy, perks and pay(source, date).   How A Good Team Working Ethos Will Be Achieved Teams According to Pryke and Smith (2006) teams are defined as : Groups of people with complementary skills who are committed to a common purpose and hold themselves mutually accountable for its achievement.   Ideally, they develop a distinct identity and work together in a co-ordinated and mutually supportive way to fulfil their goal or purpose†.† (Pryke and Smyth, 2006)[2] As a company we are recognised as an Investor in People organisation, and so fully comply with all aspects of the Investors in People framework.   The framework set out by Investors in People UK addresses health and well being, equality and diversity in the workplace and literacy, language and numeracy.   The health and well being aspect of the framework looks at increasing productivity by improving workplace health and is intended to improve loyalty and advocacy, morale costs, staff retention productivity, and quality and customer satisfaction, whilst reducing staff turnover, absence rates, agency cover costs, health insurance, litigation costs and recruitment costs.   The equality and diversity in the workplace aspect of the framework emphasises that treating people equally is essential to being an effective organisation and focuses on equality of opportunity, the culture of the organisation, recruitment and selection, and how an organisation promotes and values equality and diversity.   The literacy, language and numeracy aspect of the framework encourages the reviewing of literacy, language and numeracy skills within organisations and provides a structure for implementing literacy, language and numeracy programmes in order to help employees work to the best of their abilities and give them the confidence to go for promotions, take up additional training opportunities, participate fully in the workplace, reduce costly mistakes, keep up with change and understand health and safety.   All of our staff are familiar with every aspect of the Investors in People framework and are accustomed to sharing their knowledge of the subject with clients and other professionals, in an effort to create a fair and agreeable environment in which to work, and to improve business performance.   To get the best work out of our employees and to maintain a good team working ethos our staff are trained, when working in a team leader capacity, to follow team members advice, listen to their suggestions and grant reasonable requests, resulting in improved morale and happiness of the people in the team; provide motivation to members of the team and eliminate issues that are slowing the team down, resulting in improved quality and efficiency of their work; remind team members of their roles and encourage team members to share skills, resulting in protecting people from bureaucracy and carrying out needless tasks, whilst simultaneously helping the team to work smarter and learn new skills; regularly remind team members of the project goals and keep them up to date with the progress of the project, resulting in increased chances of the project being completed on schedule, and creating a sense of unity between the members of the team; and to hold regular meetings to evaluate the overal l team performance, resulting in the elimination of behaviour which is detrimental to the project or the team and giving the team members a sense of belonging. To ensure effective teamwork on projects our staff are also trained, when working as part of a team, to invest trust in other members of the team, engage in healthy conflict resulting in the resolution of complex issues, commit themselves to project based tasks, hold themselves and one another accountable for achievements and shortcomings, focus on collective results, regularly engage in communication with other members of the team, and maintain moral and ethical conduct at all times.   How Equality At Work Will Be Achievedachieved According to the Equalities Review, in their fairness and freedom report (Fairness and Freedom: The Final Report of the Equalities Review, 2007), An equal society protects and promotes equal, real freedom and substantive opportunity to live in the ways people value and would choose, so that everyone can flourish.† and An equal society recognises peoples different needs, situations and goals and removes the barriers that limit what people can do and can be.† As a company we believe that everyone has the right to be treated fairly and equally at work and be free of discrimination in employment.   All of our staff, regardless of employment status, are subject to extensive training to educate them about their rights as employees and the rights of their colleagues, to ensure that none of our employees or the people that they come into contact with whilst working on a project, are subject to any form of discrimination, harassment or unfair treatment.   As employers we are committed to protecting people from unequal treatment in job recruitment and job advertising, pay and benefits, terms and conditions at work, promotion and training, dismissal, redundancy and retirement.      Conclusion As a company we endeavour to ensure that we deliver a good team working ethos on all projects we undertake, with particular attention paid to ensuring equality at work.   Should we be successful in our tender, we assure you that we will do everything within our power to ensure that the experience and continued working experience of working with yourselves is an enjoyable and prosperous one.

Life and Death in Frosts Stopping by Woods and Thomas Do Not Go Gentl

Life and Death in Frost's Stopping by Woods and Thomas' Do Not Go Gentle  Ã‚   Robert Frost's "Stopping by Woods on a Snowy Evening" and Dylan Thomas' "Do Not Go Gentle into That Good Night" reflect deeply on both life and death. Frost interprets death as rest and peace from a hard and deserving life, whereas Thomas depicts death as an early end to an unfulfilled life. Contrary to Thomas's four characters who rage against death because of its premature arrival, Frost's speaker accepts death but is inclined to live for promises; therefore both Frost and Thomas choose life over death, but for conflicting reasons. Robert Frost's deeply-rooted beliefs in nature influence him to view death positively. Through enticing images of solitude and relaxation and peaceful diction, Frost explains why nature and death coincide. Frost makes "mysteries, such as death, resolve into the natural" and suddenly the "mysterious becomes simple" (Nicholl 194). His choice to use "darkest evening of the year" helps to set the mystery surrounding death, but the simplicity of the character and the scenery bring death closer to nature; "suddenly the absolute is brought near, and made almost visible" (Nicholl 194). The individual man encountering woods that are "lovely, dark, and deep" create a contradiction of feelings that intertwine the mystery and simplicity of death. The "dark" and "deep" foreshadow the fears and enigmas of dying. The "lovely" negates the anxiety and demonstrates the excitement and desire to die. Though death seems scary and unknown, it is also wonderful and peaceful to the central character. The tr aveler appears desiring a rest and death is an enchanting choice. With pleasant images as "easy wind and downy flake," the man becomes a... ...ngness" (Roberts 378). Frost?s traveler is faced with a choice of life or death and chooses life not to attain grandeur but to keep promises. Thomas?s four kinds of men maintain the right to fight against death for life, but only because life is too short and greatness is yet to be achieved. Frost induces that death should be embraced because it is synonymous with sleep, whereas Thomas concludes that death should be contested due to its hindrance of achievements, but similarly both Frost and Thomas choose the alternative of life to that of death. Works Cited: Frost, Robert. "Stopping by Woods on a Snowy Evening." The Norton Anthology of American Literature. Ed. Julia Reidhead. 5th ed. 2 vols. New York: Norton, 1998. Thomas, Dylan. ?Do Not Go Gentle Into That Good Night.? Sound and Sense. Eighth edition. Ed. Laurence Perrine. Orlando: Harcourt Brace, 1992.

Elementary Education Essay

Reading Comprehension -The student uses a variety of strategies to comprehend grade level text; Strand: Reading Process Listening and Speaking – The student effectively applies listening and speaking strategies. Informative – The student develops and demonstrates technical writing that provides information related to real-world tasks. Benchmark: LA. 2. 1. 7. 3. The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; LA. 2. 5. 2. 4. The student will listen politely to oral presentations by classmates. LA. 2. 3. 1. 1. The student will prewrite by generating ideas from multiple sources (e. g. , text, brainstorming, webbing, drawing, writer’s notebook, group discussion, other activities); LA. 4. 4. 2. 5. The student will write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Grade Level: Grade 2 Objectives: 1. Using the book The Trumpet of the Swan, the class will understand the main idea of the story by reading, listening and students discussion. 2. Basing on the journals of Louis in the Trumpet of the Swan, the class will come up with their very own journal writing. 3. Using the given information in the book The Trumpet of the Swan, the class will make a map of the main character’s travels and adventures. Activities: Before reading: 1. Ask the class if they know what a journal is and if they have ever written one. 2. Tell the class you are going to read them a story entitle The Trumpet of the Swan. During reading: 3. Read the Trumpet of the Swan. 4. Show a map of Canada and point important spots that are mentioned in the Trumpet of the Swan. 5. Show a sample journal and explain how to write and what to write. After reading: 6. Ask the class to read Sam’s poem and summarize the text and identify the main idea of the poem (Reading). 7. Ask the class to write a journal about nature (Writing). 8. Have the class make a map of Louis’ travels and adventures including all the important spots in Canada, Montana and the Northeast (Visually Representing). 9. Have the class discuss the book by having them share their favorite part and ask questions like the following: How to behave in the woods if you want to appreciate nature, what are their stand on the ethics of Louis’ father, why is there a need for Serena to hear the beautiful song of her mate, does anyone identify with Applegate Skinner? Or have someone recite a part of Sam’s poem (Talking/Speaking). 10. Ask the class to listen when a classmate recites a poem and identify the main idea of the poem (Listening). Assessment of Writing Development: The 2 ways of assessing a student’s writing development are Rubrics and Portfolio assessment. ? â€Å"Rubrics are tools teachers and students use to evaluate and classify writing, whether individual pieces or portfolios. They identify and articulate what is being evaluated in the writing, and offer â€Å"descriptors† to classify writing into certain categories (1-5, for instance, or A-F). Narrative rubrics and chart rubrics are the two most common forms† (UNL|FLWI, 2008). ? Portfolio assessment is the collection of students’ work over time reflecting their progress, efforts and achievements and teachers based it on the following items: â€Å"students’ Projects, surveys, reports and units from reading and writing Favorite poems, songs, letters, and comments, Interesting thoughts to remember, Finished samples that illustrate wide writing, Examples of writing across the curriculum, Literature extensions, Student record of books read and attempted, Audio tape of reading, Writing responses to literary components, Writing that shows growth in usage of traits, Samples in which ideas are modified from first draft to final product, Unedited first draft, Revised first draft, Evidence of effort, Self-evaluations, Writing that illustrates evidence of topic generation† (Hurst, 2009). Assessment of Grammar Skills: You can informally assess children’s grammar skills by: ? Reviewing children’s work on relevant pages in their Student Books, handwriting sentences they copied during Daily Routines, and especially their own independent Quick Writing. ? Another method is by â€Å"formal graded assessments such as quizzes, selected homework activities, and in-class tests† (Porter and vanDommelen, 2005). Assessment of Spelling Skills: The two ways of assessing the students’ spelling skills are observation and analysis of the work samples. ? Observation can be done in the classroom by observing the students as they write and as they try to use words that are beyond their ability level. It is important that observation be supplemented later with the students’ work samples and it should be done in a systematic way. ? Analysis of the work samples is an assessment of students’ â€Å"spelling ability from examination of samples of their unaided writing† (Westwood, 2008). These â€Å"samples can be taken from students’ exercise books, test papers, and language arts portfolios† (Fiderer as cited in Westwood, 2008). THE SPELLING PATTERNS: 1. Blends: are 2 or 3 letters combined to form a distinct spelling sound. Examples are : -br- in brown and break and -fr- in fry and freeze 2. Digraph: A group of two successive letters whose phonetic value is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING. 3. Diphthong: the union of two vowels, pronounced by a single impulse of the voice; as, ea in beat, ou in sound. 4. R-controlled vowels: When a vowel is followed by an r, it makes a special sound. These are called r-controlled vowels, or r-colored vowels. Examples are /ar/ sound as in car, /er/ sound as in butter. 5. Long vowel: a sound which is the same as, or very similar to the letter name of one of the vowels. Examples are /a/ as in gate, /e/ as in need. 6. Short vowel: Are vowels of shorter duration. Examples are short /a/ as in bat, short /e/ as in bet. 7. Contraction: is a word made up from a verb and another word where an apostrophe takes the place of any letters that are left out. It can be positive contraction or negative contraction. Examples are: aren’t – are not and here’s – here is. CUING SYSTEM: 1. Semantics — the study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms. 2. Syntax — the conventions and rules for assembling words into meaningful sentences; syntax varies across languages. 3. Graphophonic — Refers to the sound relationship between the orthography (symbols) and phonology (sounds) of a language. 4. Phonological awareness — The understanding that speech is composed of sub-parts — sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes. Cuing Strategies â€Å"Used by effective readers to figure out unfamiliar words and to make meaning, cuing strategies include knowledge of syntax, semantics, words and word meaning, and graphophonics (letter/sound associations). Teachers can guide students to use cuing strategies by reminding them to ask themselves, did it sound right? Did it make sense? Did the word look right? † (Teacher Resources, 2002). References † Advice for Teachers: Assessing Student Writing. † UNL | FLWI. 2008. 03 Apr. 2009 . Porter, Patricia, and Deborah VanDommelen. â€Å"Integrating Assessment with Grammar-for-Writing Instruction. † CATESOL: California Teachers of English to Speakers of Other Languages. 2005. 03 Apr. 2009 . Hurst, Carol Otis. â€Å"Portfolio Assessment in the Reading-Writing Classroom. † Carol Hurst’s Children’s Literature Site – Reviews and teaching ideas for kids’ books. 03 Apr. 2009 . Westwood, Peter. What Teachers Need to Know about Spelling. Aust Council for Ed Research, 2008. â€Å"Teaching Reading: Lens on Literacy. † Teacher Professional Development and Teacher Resources by Annenberg Media. 2002. .

The Essay Experts Ressaylutions for 2017

The Essay Experts Ressaylutions for 2017 I’ve been encountering a lot of articles lately advising me on the dangers of New Year’s resolutions. Indeed, it has been proven that such resolutions almost always fail, usually because they are overambitious and unreasonable, aiming to chomp off too big a bite at once. For instance, we might say we’re going to start meditating for 30 minutes every day when we haven’t been meditating at all. Or we don’t create the right environment to support the change. We think we can stop checking Facebook messages at night while still sleeping with our phone in our room. Guess what: Real change takes a realistic, one-step-at-a-time mindset and a commitment to actually change something. If you want to stop eating chocolate, it will help not to buy it when it’s on sale at the grocery store. Even better, don’t walk by that section of the store. My trick for getting my new year’s resolutions accomplished is to announce them to the world, and get regular coaching to keep me accountable. I still don’t get all of them done. But I insist that I get more done than if I hadn’t made the resolutions at all. Here’s how 2016 panned out, and what’s ahead for next year. 2016 Ressaylutions Update 1. Infuse my WHY statement throughout The Essay Expert’s website. Success! This one turned into a complete redesign of my site, which is complete. I’ve put my WHY statement on my new homepage, theessayexpert.com, and on our new Why The Essay Expert page. I added more â€Å"why† focused descriptions to my Executive Resume LinkedIn Success Package, Mid-Level Resume LinkedIn Success Package, and Entry-Level Resume LinkedIn Success Package pages too. Every time I write new copy for my website or for a marketing message, I now look for ways to infuse the communication with my WHY. 2. Provide better information on services on my site.†¨ Success! I’ve written better descriptions of my services on my website and am putting the finishing touches on my new â€Å"a la carte† web pages. 3. Serve 250 clients. I refocused instead of expanded, serving fewer clients, almost exclusively at an executive level. 4. Publish 2 new editions of How to Write a KILLER LinkedIn Profile.†¨ One down! I released the 12th edition and prepared the 13th, but chose not to publish it because LinkedIn is about to implement sweeping changes that will make the current version obsolete within weeks. 5. Get How to Write a KILLER LinkedIn Profile in front of colleges and universities. I got the book into many college bookstores, and Barnes Noble agreed to carry 15 copies in its stores. I will be doing a book event at the Barnes Noble in Madison on January 19th! 6. Increase college essay / personal statement portion of my business to 25% of business.†¨ Instead of focusing here, I’ve put efforts into building my executive resume writing business. I continue to bring in college and MBA admissions projects by word of mouth. 7. Find an editor to do some of the editing of resumes and LinkedIn profiles that I’m currently doing. Fail. I interviewed some potential editors and so far haven’t found the right match. I am also seeking someone to help with sales calls and client inquiries. If you know someone you think would be a great resume editor or sales person, please send them my way! What The Essay Expert Is Up to for 2017 1. Launch Writely, a Client Management Portal. The Essay Expert has been using Infusionsoft to send automated emails to clients, and we’ve run into its limitations. Writely will provide a better platform for both clients and the writers at The Essay Expert. All communications and documents will be accessible through a secure portal – something I’ve wanted for years! 2. Find that editor. See #7 above. As long as I am the only editor at The Essay Expert, we are limited as to the number of clients we can serve. I want that to change. 3. Publish a trade edition of How to Write a WINNING Resume. I’m in the final stages of negotiating a contract with Skyhorse Publishing to create a trade edition of my book on resume writing. 4. Publish the 14th edition of How to Write a KILLER LinkedIn Profile, updated with the new face of LinkedIn. I will do this as soon as LinkedIn rolls out its new features (and takes away some too). The question is whether I will release another print edition or just an e-book. If you have an opinion, please weigh in! 5. Write a marketing plan – including SEO enhancements. I have been relying on just a couple of sources for new clients and I need to diversify. I will work with my business coach to write a real marketing plan that I can stick to and build business. I already know that part of the plan will involve SEO so that my Google results improve. I have hired someone to work with me on this project starting next week. 6. Explore the possibility of moving to the East Coast. I’ve been in the Midwest for eight years and I’m feeling like it’s time for a change. As The Essay Expert focuses more on Executive projects, I think a move east could be a good business decision, as well as a positive personal one. Stay tuned! Have you made resolutions for 2017? How are they going so far? Are they realistic or might you want to adjust them so you can succeed? Please share – putting your promise and progress out to someone else creates accountability and makes it more likely that you will stay on track. Here’s to a year of accomplishment and follow-through! Save Save Save Save Save Save

dreams1 essays

dreams1 essays Dreaming is an experience that has fascinated people for a very long time. Although researches about dreams have been limited in the past, it has developed tremendously in its field of science. There are many explanations why people dream, but there are three main theoretical explanations for why there is dreaming: the biological view, the cognitive view, and the psychoanalytic view. I will be assessing a dream of my own, using all three perspectives. All three views have been debated thoroughly in the past, but it is the psychoanalytic view that has created the most attention to me. In the end, I will show why I find the psychoanalytic view most valuable. I recently had a very simple dream of going fishing with my dad at a lake. The dream was very vivid, in that I went through a series of steps. The initial step was setting up the fishing gear, the second step was the actual fishing, and the last step was catching fish. I frequently have this dream and it has reoccurred throughout my life. Maybe dissecting my dream with these three theories will help explain why I dream of this so frequently. Perhaps one of the most important discoveries for neurobiology of dreams occurred in 1953. It was the discovery of the rapid eye movement(REM)(Piero, 3). REM is a stage of sleep marked by rapid eye movements, high frequency brain waves, and dreaming (Huffman, 144). It is this stage that influenced the coming of the first theory I will talk about, the biological view or also known as the activation-synthesis hypothesis. It was Alan Hobson and Robert W. McCarley in 1977, who showed that most physiological and cognitive characteristics of REM sleep are associated with the same brainstem physiological control system that activates body and mind in the waking state (Antrobus, 2). In other words as certain cells in the sleep center of the brain stem are activated during REM sleep, the brain struggles to make sen ...

Assignment Project Management and Quiz Essay Example | Topics and Well Written Essays - 1000 words

Assignment Project Management and Quiz - Essay Example For each PERT action, estimates are amalgamated thrice in order to settle on the potential activity completion period. On the other hand, in the case of CPM it is supposition is that the times are identified by assurance. The development of PERT took place in the period of 1958 when the Special Projects Office belonging to the U.S. Navy first founded the Program Evaluation and Review Technique (PERT) in order to prepare and manage the program of Polaris missile. Even today, PERT is used to supervise unlimited schedules of different government agreements. In 1957, about the same period as PERT, J. E.Kelly from Remington Rand as well as M. R.Walker belonging to du Pont worked out the critical path method (CPM). Initially, at du Pont CPM assisted in the construction and preservation of chemical plants. Among all the procedures of CPM and PERT six of them are similar in both cases. Initially, this includes portraying the project as well as all its momentous tasks or actions. Secondly, bu ilding up the connections among the activities and selecting which of the actions would head others. Thirdly, it involves mapping out the network linking the entire list of activities. Fourthly, it comprises of allocating time and the estimations of costs to individual activities. Next, it consists of calculating the most extensive time path via the network. Lastly, it contains the utilization of the network to assist in preparing, arranging, supervising and administrating the project. Both of these techniques are very advantageous. They formally recognize the duties and tasks which must be finalized on time in order to ensure that the entire project finishes on time. Moreover, it also works out which jobs and duties can be delayed for a period of time if there is a need for the reallocation of resources to get hold of the missed jobs. Conversely, the connection between tasks and time is not immediately clear. This makes it difficult for others to understand them who are not familia r with these techniques. Example of St. Paul Hospital In order to complete the project of the construction of St. Paul hospital, PERT and CPM techniques were used. Primarily, it was decided to select the medical and administrative staff for the hospital. Secondly, the site where the hospital would be located was chosen followed by extensive site survey in order to determine whether the site was suitable or not for the construction to begin. Subsequently, the selection of all the essential equipments was made which will be required to carry out the tasks in the hospital. Next, the final and conclusive construction proposals and designs were prepared. Followed by this, the utilities were to be brought to the site in order to begin the procedure of establishing the hospital. Later on the process of recruitment and selection of the hospital staff was to be carried out. This included sending out application forms along with the specified designation which was required. When the applicant s applied, interviews were to be held and positions were to be filled of the hospital staff. After that all the selected vital equipments were to be purchased and delivered to the site. Eventually, the construction of the hospital was to begin and ultimately completed. Work Cited Render.B, Stair.M.S, Hanna.M.E. Quantitative Analysis for Management. 10th Ed. NY: McGraw-Hill Publishing Company Limited,

Marketing Essay Example | Topics and Well Written Essays - 750 words - 19

Marketing - Essay Example One of the areas of differentiation that can distinguish Coke is the corporate social responsibility. CSR is used as a point of differentiation as CSR is not different from quality. A company has to demonstrate responsibility towards all of the seven stakeholders - the owners or the stock holders, the suppliers, the customers, the employees, the community, the government and the competitors. By having strategic approaches to philanthropy firms fulfill their responsibility to shareholders and their commitment to community (McAlister & Ferrell, 2002). Consumers globally have become socially conscious and they are concerned about the impact that companies have on the society. This includes the impact on the physical environment, the workers and the consumers. Mass media has contributed to consumer awareness towards these issues. Coke should try to seek competitive advantage through philanthropic activities. It has been found that integrating operations, quality, strategy and technology can help sustain competitive advantage and strengthen the focus on doing things right. By being socially responsible and adhering to the ethical principles, a company’s brand image is enhanced, and it is able to attract and retain employees. Other benefits that they can achieve are increased market share, lower operating cots and easier to attract investors (Labbai, 2007). 2. Due to internationalization and globalization firms often are confused whether to have a globalized or a localized business strategy. Differences in culture, behavior, the political stability, government regulations, demographics and customer needs across boundaries creates new challenges and provides new opportunities to firms and they need to adapt their strategy according to the need. A global strategy treats the world as a single market whereas localized approach takes into account the local opportunities