Team Strategic Plan

Team Strategic Plan * Core Values: * Loyalty – stay committed to the team’s schedule. * Respect – Treat others as you would wish to be treated * Selfless Service – Put the best interest of the team and class above yourself * Integrity – Do what is right, even when no one is watching * Personal Courage – Do the hard right over the easy wrong * Operating Guidelines: * Zero tolerance for any member who refuses to contribute to the success of the team. * All team members are required to follow the Texas A&M-commerce’s code of conducts. * We will consult each other before taking any decisions. * SWOT Analysis: Internal Strengths- * Teamwork focused * Well rounded educational foundation * Diversity * Quantitative analysis * Writing skills * Internal Weaknesses- * 75% of members are 1st semester graduate students. * Ineffectiveness in communication because English is the second language for 75% of members. * None of the team members are famil iar with APA style. * External Opportunities- * Easy access to information about Strategic Management (textbook and library). * Abilities to research online needed information. * Aptitudes to ask for help to our wonderful well-educated teacher and at the Texas A&M-commerce library. External Threats- * Geographic distance * Limited time to achieve this assignment. * The high expectations of our teacher will not allow us to present a poor documented strategic plan. * Mission: (Who, what, when, where, why) This team was organized to enhance the collective learning experience and draw from the diverse backgrounds of its team members in order to successfully complete all MGT 591 course requirements to the highest standards . * Vision: (What we want to be): we will present to this class a strategic plan on the addressed topic: The potential Impact of Compassionate Leaders on Performance Excellence Initiatives. Goals: (Must be Specific, Measurable) * Broad Goals- write a research paper on the potential Impact of Compassionate Leaders on Performance Excellence Initiatives. * Specific Goals- * 1-Submit the team strategic plan on or before 11:30p. m. CST on 9/8. * 2- Submit the team Research Paper any time before 11:30p. m. CST on 10/27 * Strategy: (The plan of how and when to Achieve the Goals & Objectives. Who will do what, when) * Strategy Formulation- in order to be fully on time with the schedule, we will use all sources of communication available such as online chat, emails, phones, and face-to-face intercourse. Strategy Implementation- * First day of meeting: we will get to know each team member, choose a topic, and brainstorming on the best ways to get this assignment done on time. * Second day of meeting: first we will set a fix and detailed schedule. Then, we will found a common ground on whether to assign each team member with a specific part to research on, or to research the topic as a whole. * From then on until the final day: we will make sure to help eac h other stay on schedule. * Critical Success Factors: (Only two or three): * All team members must do thorough research on the topic. It is imperative to submit on time to avoid penalties. * Effective communication among team members. * Distinctive Competencies: (Different than Core values, but in line with them): the source of our competitive advantage comes from our diverse backgrounds. Each one of us has a different culture, which enables us to provide a synergy beneficial to this research paper. * Measurements and Feedback: this section will be use each and every day to avoid any misunderstanding. At any time, we will let each other know what we think should be done.

The Lake of Isle of Innisfree

â€Å"The Lake Of Isle Of Innisfree† is about a person who wants to have a different life in â€Å"Innisfree† and to relax in his life before. The first stanza is telling the readers that the main character wants to be free and leaves the annoying things behind his head and be free. The first sentence starts with â€Å"I will arise and go now, and go to Innisfree. † It’s showing the readers that he is keen to go to Innisfree and is determined to go away. The next sentence â€Å"small cabin† is showing that his life is easy and doesn’t need luxury or any other dear things. The two last sentences in the stanza are showing how fun he will live in Innisfree. Bean Rows†, â€Å"honey bee†, and â€Å"bee-loud glade. † All show that he will have peace here and live the way he wants here. This stanza shows just how determined he wants to go to Innisfree, how peaceful he will be here, and how relaxed he will be here. The next stanza shows how the main character will live in Innisfree, and is comparing to the life before he was in Innisfree. The second stanza starts with â€Å"And I shall have some peace there for peace comes dropping slow. † It’s using a metaphor saying that his life is easy and simple. Showing that the life in Innisfree is peaceful and quiet.The next sentence â€Å"cricket sings† tells the readers that it isn’t noisy in Innisfree, it’s quiet, peaceful and a natural sound. â€Å"Purple glow. † In the third sentence is showing the readers that Innisfree view is also beautiful in its view not just sound. The last sentence of the stanza is showing the difference between Innisfree’s views of night and day. This stanza is shows just how beautiful Innisfree is between night and day it’s also comparing between the views of his life before. The last stanza is like the first stanza, the main character is determined to go to Innisfree.It starts wit h â€Å"I will arise and go now, for always night and day. † Means that the main character doesn’t care how tired how far it will be to Innisfree he won’t care. He just wants to go there. The next 3 sentences are all comparing to the life before he was. This stanza is comparing how he lived before and now. It’s also comparing to how determined he is to go to Innisfree. This poem is about a person who has a bored life before and wants to have a new life in Innisfree. The story’s main idea is to relax and have a simple life. It’s also means that money isn’t everything.

French Direct Objects and Direct Object Pronouns

French Direct Objects and Direct Object Pronouns Direct objects are the people or things in a sentence that receive the action of the verb. To find the direct object in a sentence, ask the question Who? or What?: Je vois Pierre. – I see Pierre. (Who do I see? – Pierre)Je mange le pain. – Im eating the bread. (What am I eating? – bread) Direct object pronouns are the words that replace the direct object to avoid repetition. If it werent for direct object pronouns, we would be saying things like Marie was at the bank today. When I saw Marie, I smiled. Instead, we usually say Marie was at the bank today. When I saw her, I smiled. The use of direct object pronouns makes sentences sound more natural. The Direct Object Pronouns The French direct object pronouns are: Me / m  Ã¢â‚¬â€œÃ‚  meTe / t  Ã¢â‚¬â€œ youLe / l   Ã¢â‚¬â€œ him, itLa / l  Ã¢â‚¬â€œÃ‚  her, itNous  Ã¢â‚¬â€œÃ‚  usVous  Ã¢â‚¬â€œÃ‚  youLes  Ã¢â‚¬â€œ them Me and te change to m and t, respectively, in front of a vowel or mute H. Le and la both change to l. Like indirect object pronouns, French direct object pronouns are placed in front of the verb. Je le mange. – Im eating it.Il la voit. – He sees her.  Je taime. – I love you.Tu maimes. – You love me. General Rules Four main constructions use the French neuter object pronoun. 1. To Replace or Refer to an Idea Contained in an Adjective, Noun, or Clause This is the case in the following examples: Si tu es  satisfait, je  le  suis aussi. – If youre  satisified, I am too.Êtes-vous  amà ©ricain?  Oui, je  le  suis. – Are you  American? Yes, I am.Il est  espion!  Non, il ne  lest pas. –  Hes a  spy!  No, hes not.Il taime. Jespà ¨re que tu  le  comprends. – He loves you. I hope you understand  that.  Ã‚  Je vais me venger. Je  le  jure! – ​I will get revenge. I swear  it! 2. In the Second Clause of a Comparison This is the case after  the words aussi,  autre,  autrement,  comme,  plus,  moins,  mieux. Note that the  ne  which shows up in the second clause of many of these examples is also optional. Il est plus  grand  que je ne  le  croyais. – Hes  taller  than I thought.Cela  vaut  moins que tu ne  le  penses. – Thats  worth  less than you think.Elle est  autre  quil ne  lespà ©rait. – Shes  different  than he hoped.Il nest pas aussi  stupide  quon  le  croit. – Hes not  as stupid  as people think.Ce nest pas gentil de  parler des autres  comme tu  le  fais. – Its not nice to  talk about others  like you do. 3. With Negative Expressions of Opinion and Desire: Ne Pas Penser, Ne Pas Vouloir, Ne Pas Croire Va-t-il  venir?  Je ne  le  pense pas. – Is he going to come?  I dont think so.Allez,  viens  avec nous!  Je ne  le  veux pas. – Come on, come with us! I dont want to. 4. With the Verbs Croire, Devoir, Dire, Falloir, Oser, Penser,  Pouvoir,  Savoir,  Vouloir Comme vous  le  dites,  ce  nest pas juste. – As you say,  its not fair.Viens  quand tu  le  pourras. – Come  when you can.Il pourrait  aider  sil  le  voulait. –  He could  help  if he wanted to. Tips and Notes When a direct object precedes a verb conjugated into a compound tense such as the passà © composà ©, the past participle has to agree with the direct object.   If youre having trouble deciding between direct and indirect objects, the general rule is that if the person or thing is preceded by a preposition, that person is an indirect object. If its not preceded by a preposition, it is a direct object.

Technical Writing, Project Specification Plan Essay Example

Technical Writing, Project Specification Plan Essay Example Technical Writing, Project Specification Plan Essay Technical Writing, Project Specification Plan Essay Project Specification plan Sign-off sheet Name and Job title| Involvement in the project| Signature | Sharon Shameful,Chief Executive| -Signs off the project as a whole-Authorisation of interviews-Signs of on new project proposals| | Nathan SafeHuman Resources | -Hires new staff also responsible for their interviews-Hires the technical writer-In charge of keeping up to date with staff reviews and reporting to management| | Money Penny Chief Financial Officer| -Signs off financial implications of the new policies and processes. Will provide financial background on health and safety training of staff. | | Mathew HandymanHealth Safety officer temporary Maintenance manager| -Signs off on the health and safety implications of the new policies and processes-Checks that proper health and safety procedure is implemented by all staff. -In charge of maintenance of all machinery and also trains new staff in using these. | | Hayden StarStaff Supervisor| -Supervisor ground staff-Interview new staff alongside human resource manager-Trains new staff in machinery| | Purpose The purpose of this documentation project is to come up with a new, improved process to prevent any future accidents involving dangerous equipment and providing employees with improved policies with proper health and safety procedure to prevent these accidents. The deliverables are: * A description of the new process, written up as business proposal, which will include a swim lane diagram illustrating who does what, at which level. * Dangerous Equipment use policy. * Procedures or instructions for one of the employees. The purpose of the documentation will be revised at daily meetings with the project manager, Nathan Safe. Definition of Audience Document| Audience | Audience Description| Business Proposal for training new staff and existing employees in the safe use of equipment| Management team| Has a good knowledge of finances and council operation as well as health and safety in relations to dangerous equipment| Dangerous equipment use policy| All Employees| Ground knowledge of all equipment. Some already experienced in use of dangerous equipments. Are motivated to learn more after what has happened to a staff member. Procedure for Health and Safety and Maintenance officer| Mathew Handyman| Knows all about the machinery on hand and also their safety policies, but needs to be more proactive. | Note 1. Bruce alongside with his supervisor Hayden and 2 other colleagues will be available throughout the project for user testing Relationship of these documents to others The new documentation will repla ce the outdated Dangerous equipment use policy that has proved to be ineffective. The new policy and procedures must: * Follow proper health and safety codes set by ACC Fit with the councils financial budget * Fit with local councils general health and safety policies Production Information The business proposal will be presented in both electronic and paper form. The electronic copy will be make it easy for new additions. The proposal will consist of 2 – 3 pages and will also include at least one swim-lane diagram (in colour). The dangerous equipment use policy will be delivered as one page printed document. This will be handed out to all ground staff and also copies will be posted in the staff room in the maintenance shed. Intranet file will also be available to staff via the council network. Procedures will be only handed to one employee who will have to include this in action daily. Writers requirement Project will be mainly carried out on the premises of Maurati local council. Finalising and part of the writing will be done at the technical writers home office. During the project, the council will provide the technical writer, * Access to meeting rooms for interviews * Access to relevant documents * Access to scanner Admin will be assisting with all the printing and scanning. Originals will be printed by the technical writer at his preferred printing press. Nathan Safe, Money Penny, Mathew Handyman and Hayden Star will all be available for interviews during business hours. Sharon who is currently busy with the local gala will only be available on Friday. Ground staff will be available during their posted times, however, this will only be during their lunch hours. Free lunch vouchers will be handed at each interviews to all ground staff for taking time of their lunch to come for an interview. The technical writer will report all interview of staff to Nathan Safe. Schedules and Milestones Project Stage| Tentative time of Completion | Initial Research * Informal talk with Staff * Relevant document investigations * Scheduling with SMEs| 15 May 2012| Development of the project * Actual interviews conducted * Rough swim-lane diagram | 16-18 May 2012| Draft proposal complete| 20 May 2012| Draft Policy and procedure documents complete| 23 May 2012| Feedback on proposal and policy draftsTesting of procedure draft| 24 May 2012| Revising Editing| 25 May 2012| Documentation Completed| 4 June 2012| Constraints Delays will be inevitable. Budget Technical writer’s work | Cost| Researching – 10 hours| $60 x 10= $600| Drafting Stage| $60 x 5= $300| Interview Staff and facilitating user-testing (vouchers will be provided free for charge to interviewees)| $60 x10= $600| Training Individual on Procedure| $60 x 10 =$600| Revising Polishing 10 hours| $60 x 10 =$600| Printing Disbursement (standard) | $250| Total| $2,950 + GST|

Origins and Use of Amaranth in Prehistoric America

Origins and Use of Amaranth in Prehistoric America Amaranth is a grain with high nutrition value, comparable to those of maize and rice. Amaranth has been a staple in Mesoamerica for thousands of years, first collected as a wild food, and then domesticated at least as early as 4000 BC. The edible parts are the seeds, which are consumed whole toasted or milled into flour. Other uses of amaranth include dye, forage and ornamental purposes. Amaranth is a plant of the family of Amaranthaceae. About 60 species are native to the Americas, whereas less numerous are the species originally from Europe, Africa, and Asia. The most widespread species are native to North, Central and South America, and these are A. Cruentus, A. caudatus, and A. hypochondriacus. Amaranthus cruentus, and A. hypochondriacus are native of Mexico and Guatemala. The first one is used in Mexico to produce typical sweets called alegrà ­a, in which the amaranth grains are toasted and mixed with honey or chocolate. Amaranthus caudatus is a widely distributed staple food both in South America and in India. This species originated as one of the staple foods for the ancient inhabitants of the Andean region. Amaranth Domestication Amaranth was probably widely used among hunter-gatherers in both North and South America. The wild seeds, even if small in size, are produced in abundance by the plant and are easy to collect. Evidence of domesticated amaranth seeds comes from the Coxcatlan cave in the Tehuacan valley of Mexico and dates as early as 4000 BC. Later evidence, like caches with charred amaranth seeds, has been found throughout the US Southwest and the Hopewell culture of the US Midwest. Domesticated species are usually larger and have shorter and weaker leaves which make the collection of the grains simpler. As other grains, seeds are collected through rubbing the inflorescences between the hands. Use of Amaranth in ancient Mesoamerica In ancient Mesoamerica, amaranth seeds were commonly used. The Aztec/Mexica cultivated large quantities of amaranth and it was also used as a  form of tribute payment. Its name in Nahuatl was huauhtli. Among the Aztecs, amaranth flour was used to make baked images of their patron deity, Huitzilopochtli, especially during the festival called Panquetzaliztli, which means â€Å"raising banners†. During these ceremonies, amaranth dough figurines of Huitzilopochtli were carried around in processions and then divided up among the population. The Mixtecs of Oaxaca also recognized a great importance to this plant. The precious Postclassic turquoise mosaic covering the skull encountered within Tomb 7 at Monte Alban was actually kept together by a sticky amaranth paste. Cultivation of amaranth decreased and almost disappeared in Colonial times, under the Spanish rule. The Spanish banished the crop because of its religious importance and use in ceremonies that the newcomers were trying to extirpate. Sources Mapes, Christina and Eduardo Espitia, 2001, Amaranth, in The Oxford Encyclopedia of Mesoamerican Cultures, vol. 1, edited by David Carrasco, Oxford University Press. pp: 13-14 Sauer, Jonathan D., 1967, The Grain Amaranths and Their Relatives: A Revised Taxonomic and Geographic, Annals of the Missouri Botanical Garden, Vol. 54, No. 2, pp. 103-137

Loss Aversion Research Paper Example | Topics and Well Written Essays - 1000 words

Loss Aversion - Research Paper Example This is evident in trying to explain loss aversion since its explanation is only one sided ignoring the loss-gain explanation aspect of this aspect (McGraw, Peter, Jeff, Daniel and David, 1440). Loss aversion patterns observed in the past periods makes it clear that when a loss and a gain of equal magnitude are compared and an assessment made, losses are realized to impact more on making choices than gains of the same magnitude would do. This is because a loss as it occurs is felt in the very short instances with great influence and severity as compared to if the same amounts of gains occurred. This asymmetry is mostly driven by thoughts and feelings that losses should inflict more pain than would gains of the same or slightly higher magnitude would bring joy and pleasure to the individuals (Harinck, Fieke, Eric, Ilja Van and Paul, 1099-1100). Some form of bias have been witnessed in the observations made since the loss aversion form of impact is mostly felt on non-monetary circumsta nces with the asymmetry not completely detected on monetary situations. This has been proved from several previous studies on monetary gains and losses such as that on mixed gambles assessed on bipolar scales. Support for loss aversion According to the previous discussions, loss aversion happens when people think and expect that losses have greater impacts when compared to the same gain magnitude. This version of the case has been proved by two studies; initially, it was proved that losses that were witnessed from a gamble resulted into greater impacts in feelings than those for gains; this might have been because the expectation may have been quite high. From the studies, it is highly acknowledged that the hedonic impact of losses is higher than corresponding gains. This is proved because negative aspects are processed severally in the different parts for the brains than the processing of positive acts, this highly raises psychological feelings due to increased neural activity. In decision making research, there are constructs of loss aversion that have been used in giving explanation to the effects detected such as endowment and status quo reports. The other effect that this form of act tends to explain is the framing effect that is developed for negotiations in the formation of coalitions (Harinck, Fieke, Eric, Ilja Van and Paul, 1100). . Reasons against loss aversion Despite the application of Loss Aversion having been proved, they may be irrelevant at times. From research, it is found that supporters of loss aversion highly exaggerate the situation. It is clear that negative outcomes are painful when they inflict any individual but it has been witnessed in the past that individual exaggerate the degree of the impact which even propels the inflicted to prolong the period of the feeling. The form of bias exhibited above has been witnessed and recorded through valid proofs in a diverse field of study where people tend to normally exaggerate their negative fe elings about negative occurrences (Kermer, Deborah, Erin, Timothy and Daniel, 651). In the past individuals have also failed to gauge how much they are able

Strategies for English Learners Essay Example | Topics and Well Written Essays - 1500 words

Strategies for English Learners - Essay Example The strategies used need to consider other factors such as the critical period hypothesis, neurological, psychomotor and cognitive levels of English learners. Considerations for English Learning Strategies Proficiency in learning, reading and writing English can be achieved through various strategies. However the strategies need to consider various aspects of English learning. The critical period hypothesis is an important factor that needs consideration in any English learning strategy. The hypothesis postulates that there is a significant relationship between the ability of learners to acquire a given language and their age. According to ........, English learners in a linguistically rich environment could easily acquire the language within a given window period after which the students could require exertion of more efforts to acquire the language. Therefore, acquisition of proficiency in English could be accomplished early in life based on the critical period hypothesis. At this period, it is easier for children to acquire the language and other motor skills. Acquisition of the language after the period could be difficult and the learner might never attain full command of English. Neurology should also be considered in the strategies employed in learning and acquisition of proficiency in English. ... The language acquisition devices he developed has linguistics properties that distinguish speech sounds from other sounds, organizes linguistic data into various classes and engages in constant evaluation of language development. According to ............., the motor hypothesis maintains that babbling is a product of motor development in humans although some researcher do not agree. For instance, Pettito and other researchers propose that babbling is a neurolinguistic foundation. They argue that the rhythms of natural language can be determined biologically and therefore the babbling of babies is for them to discover the sounds of languages in their environment. Cognitive considerations for English learning strategies require that the learning techniques involve the abilities of humans for learning. According to ......., humans learn through taking of instructions, imitation of other people’s behaviour and observation. These learning abilities utilize the senses of endowed to individuals. Through cognitive learning, students go beyond simple imitation techniques to provide knowledge through mental or cognitive processes. The cognitive methods that could be used in English learning include the mental representation of physical objects and events in addition to processing of other linguistic information. Through cognitive process, English learners could learn by listening, watching, reading, touching and experiences. The learning process in cognitive may be passive since there is no motor movement. Affective consideration is another factor that must be considered while choosing the best learning method for English learning. Affective learning involves emotions. English