Name three industries that are currently red oceans Where do blue Essay

Name three industries that are currently red oceans Where do blue ocean opportunities exist - Essay Example Some of them have gained competitive advantage through cutting production costs, while others gain competitive advantage through offering better features. Companies operating in textile industry as well as sports good manufacturing industry are competing while following the red ocean strategy. Blue ocean opportunities exist in tourism industry. In tourism industry there is an opportunity of travelling to the moon and exploring the world over there. A successful even of a tour to the moon can help in creating demand amongst people who want to travel to the moon (Wadhwa, 2015). Furthermore, blue ocean opportunities even exist in automobile manufacturing industry. Companies in this industry can develop a car that can fly from one end to another end. Right now, no company has been able to develop such a car. Developing such a car can helping creating new demand for a car that can fly and help people move between geographical locations in a speedy fashion. China Android Phone Manufacturers Enter Smartphone Market With Own Brands. (2015, February 27). Retrieved March 7, 2015, from

Employee Compensation Essay Example | Topics and Well Written Essays - 1000 words

Employee Compensation - Essay Example This essay stresses that organizations that are since committed to developing a compensation system that is designed around performance will want to consider the use of incentive pay. Typically given in addition to-rather than in place of-the basic wage, incentive plans should be viewed as an additional dimension to the wage structure. Incentives can be paid based on individual, group, or organization wide performance – a pay-for-performance concept. This paper makes a conclusion that the compensation structure consists of lavishing exorbitant sums on management level while penny-pinching on pay for other workers. This is an example of a harmful business model. The company can, and should narrow its pay gap by bringing down the top – and lifting the bottom up. It has a pay for performance plan for the management level employees. This is strength of the compensation structure but this need to be stretched out to the entire workforce so that the weakness exhibited by way of the huge executive compensation. To conclude, instead of cutting down on the executive compensation package, it would be beneficial if an opportunity is given to enter the profit sharing plan allowing employees to share in the success of a firm by distributing part of the company’s profits back to the workers. In essence, employees become owners of the company. The logic behind profit-sharing plans is that they increase commitment and loyalty to th e organization.

Essential Criteria For An Ideal Learning Environment English Language Essay

Essential Criteria For An Ideal Learning Environment English Language Essay After World War II, while the bomb damaged parliamentary buildings were being reconstructed, Winston Churchill urged that design of the great oratory halls remain as before. Fearing that a different plan might diminish the importance of their traditional form of debate, he stated, we shape our buildings and then they shape us. His statement raises an important question: Does the man made environment affect how we live and act within it? Commercial, retail and entertainment industries pay close attention to the formation of space. We often judge the quality of a restaurant prior to sampling the cuisine. We are then surprised or justified in our opinions of the quality of a product based on the surroundings within which we experience it. Do schools and classroom spaces enhance or detract from the learning process? Learning is essentially a mental process. So why do we bother with how the classroom looks or feels? Educational philosopher John Dewey urged that the learning environment be humane and attentive to individual children rather than be a form of mass instruction. Exceptional teachers however, sometimes boast of their ability to practice their art anywhere and under adverse circumstances. A fundamental question must be asked: How does one learn? Early discoveries by noted Swiss psychologist Jean Piaget and more recent theories explored by educator Howard Gardner have expanded the more traditional views of the process of learning. Age, sex, culture and individual character greatly influence not only ones ability to learn but indicate a multitude of ways that an individual potentially can learn. Learning is no longer considered merely an accumulation of knowledge but rather the understanding or ability to construct knowledge in meaningful ways for a particular purpose or solution to a well defined problem. The individual style of a teacher, the curriculum being presented, the maturity and learning ability of the individual student must each be accommodated within the classroom space. If these are thoughtfully considered, the new learning environments will enhance, not hinder the learning process. As more is discovered about the learning process, the curriculum and style of pedagogy will periodically be updated, adapted and re-evaluated. The classroom space will also undergo a similar scrutiny. The physical environment then, should not be constructed to manipulate or influence a particular style of teaching or learning, but rather be responsive to and adaptive by individual teacher and student needs. Over the past fifteen years, I have worked with several educators to design, build and remodel dozens of educational facilities. The past two years were spent in observing and researching teaching practices through a masters thesis study. I have concluded that the following six (6) general categories include criteria which are essential components necessary for meeting the demands of learning based schools. Both the designer and the teacher should understand and be aware of these qualities to ensure their careful consideration to construct an optimum learning environment. 1. Size, Shape and Scale: The size of a room affects the possible arrangement of activities within it. Generally, the larger the room, the more flexibility and the smaller, the more intimate. A rectangular shaped room affords more interactive visibility between occupants whereas L shaped ones or ones with alcoves allow for variety of privacy to individual learners. Movable wall devices can accommodate many different shapes. Scientific observations indicate that the student builds confidence through achievement. The ability to relate to elements within a room affords a degree of self empowering through scale that is relative. Size and locations of counters, windows, furniture and storage elements all should be considered or be adapted to the scale of the user(s). 2. Acoustical Quality and Noise Control: Acoustical liveliness is a product of room configuration (parallel walls), surface finishes (hard, soft), material density (solid, hollow) and air tightness (sound transfer). A room designed for music is constructed very differently from one designed for quiet conversation. Shower spaces are great for singing but poor for conducting discussions. If group activities are more prevalent than a single lecture source, rooms should more sound absorptive. Learning is hampered when the teacher or students do not have a common language or when students are unfamiliar with a strange concept if the spoken words are not heard or clearly enunciated. Hard walls such as glass or marker boards should not oppose each other but rather be opposite an open storage areas of differing heights and depths. Disturbing echoes or flutters can also be mitigated by angling walls at least 5 degrees out of their original parallel plane. Carpet on floors and acoustical ceilings cut down on reverberation (sound that continues to bounce). Massive walls or ones with sound insulation prevent exterior noise transfer but only if there is no air gap (walls only to the bottom of suspended ceilings do not help). If windows or doors must be opened for ventilation, a low frequency sound can be used to mask conversations or exterior noise which may disturb individual discussions. 3. Illumination and Views: High energy costs caused the design and production of efficient lighting systems for both business and school facilities. Incandescent fixtures have been replaced by fluorescent fixtures as the most common electric light source within classrooms. The human need and desire for natural sunlight and for views to adjacent spaces (for orientation) requires that the two illumination sources be balanced for a variety of activities. Because daylight varies with the season, time of day, weather and position of glazing, controls are necessary for its admission into the interior. Electric light sources are more easily controlled not only when balancing with sunlight but for the specific tasks that need illumination. Glare caused by the imbalance of light sources within ones field of view or bounced off of a reflective surface (marker board or computer monitor) is one of the major causes of irritation and is a detriment to learning. Knowledge of the extreme ratio of daylight to electric light (a s great as 500:1) requires that control devices for reflecting, shading or blocking be carefully considered. Reflectivity of surface finishes, arrangement and location of light sources as well as their method for diffusion within the classroom all play an important role in the comfort for the student and teacher for the purpose of learning. 4. Temperature, Humidity and Ventilation: Several studies indicate that teachers rather than students are more upset by temperature fluctuations within a classroom. Test scores are not adversely affected by temperatures except under extreme conditions. Students generally like the temperature slightly cooler (5 degrees to 10 degrees) than do teachers. Traditionally, boys or mens clothing insulates their bodies slightly better than does girls or womens clothing. Because the temperature, humidity and ventilation of an enclosed space will depend on a number of factors including the configuration and materials of the building, amount of glazing, size and volume of the space, number of occupants and their current state of activity as well as the heating and cooling system, flexibility for manipulating that system is extremely important for comfort. If the teacher must override existing controls by opening doors or windows to augment their comfort, the system is self defeated and the teacher probably agitated (i.e. not doing the be st teaching). Controls should be independent for each space and be simple to operate. 5. Communication, Electrical Power and Technology: The advent of electrically powered devices over the past four decades has increasingly invaded the home, business and educational environments. From satellite broadcasts to surfing the Internet, learning opportunities are constantly changing. Regardless of the individual pedagogy or curriculum utilized, a variety of electronic tools now augment and have become integral to the classroom. The business community has pioneered and developed flexible systems that are easily planned and readily available now within the classroom environment. Audio and data transfer systems are simple to network and upgrade when necessary. Raceways or conduits provided at regular intervals allow present and future planning of communication, power and technology. Floor (power and data) outlets should be avoided because of the possibility of maintenance or tripping hazards. Counter height and surface outlets, overhead poles or retractable coils provide needed flexibility. 6. Material Finishes, Textures and Colours: More controversy is evoked over the colour or texture of a finish material than any other aspect of its use. Studies indicate that 25 % of the population view or perceive colour differently than do the remaining majority. Colours not only evoke cultural style but have historic and symbolic references as well. Bright and light colours tend to advance and dim or dark colours tend to recede. Smooth surfaces appear harder than do rough textures. Self esteem affects an individuals learning progress. Since much of the work displayed within a classroom is student work, ease of display is extremely important. Surface colours must be none competing with exhibited work. Tack able wall surfaces are created with either sound absorbent (tack able) board or vinyl wall material wrapped around a durable surface and then adhered to the substrate. Finishes within reach of students should be cleanable, durable and/or replaceable. Apart from the finish of materials, the perception of newness or cleanlin ess also affects learning. Equivalent schools were observed as one was repainted and the other was not. Attendance and test scores improved dramatically in the facility which was simply refinished. Conclusions on Interrelationships: It is obvious that all of these criteria are interrelated. A small habitable space with a large amount of glazing with southern exposure (in the northern hemisphere) will most likely be bright and warm on a clear day. If a window is opened adjacent to a playground, noise will penetrate the room. If walls are finished with a glossy paint over hard surfaces such as plaster, speech will be difficult to understand especially as more individuals speak simultaneously. If a marker or chalk board is opposite an exterior window, it will be difficult to see because of the resultant glare. If floors are finished with a composition tile which was intended for easier maintenance, the room will reverberate and be livelier than if finished with carpet. If the carpet colour is plain and either very light or dark, it will quickly appear to be dirty. There is nothing new or remarkable about these environmental considerations. We consider most of them when using our native common sense. We often make individual adjustments to our living and learning space(s) to be more functional or comfortable. However, sometimes these adjustments may diminish an others opportunity for learning. Tin foil or shades on windows reduce occasions for a view of the sky, a beautiful sunset, the landscape or an outside object used to illustrate a particular lesson. Shrinking the height of an existing classroom to reduce heating or cooling costs may alter the sound qualities or prevent the display of student work. Brightly coloured walls or high light levels may increase glare and possibly unwanted heat gain through lamp radiation. Hard cleanable surfaces may simplify maintenance tasks but increase reverberation or prevent teacher or student displays and consequently provide an atmosphere which is unpleasant to learn or teach within. All of these well int ended decisions resulted in unintentional problems which are known to affect childrens learning ability or make education more difficult. When planning or remodelling a classroom environment, a successful (subjective) learning space requires that both the educator and environmental designer understand the affects of each criteria quality with respect to learning as well as each criterias interrelationship to each other. A good classroom must include the possibility for individual control as well as provide a well proportioned, stimulating and comfortable learning space which takes advantage of local character, solar orientation, appropriate views, and proper functional interaction with adjoining learning elements and strong connections with the surrounding community. Allowing teachers to easily adapt learning environments to their individual pedagogical style(s) will increase the opportunity for student learning.

Risk Taking Behaviour in Adolescence Essay -- Adolescent Behavior

Adolescence is a venerable and unstable time of adjustment in which a child transcends into adulthood (Casey, 2008). During adolescence there are examinable changes in various areas of life. These changes occur physically as the adolescent goes through puberty, as well as psychological changes where high emotional reactivity emerges, and social development is at its height (Casey, 2008). Adolescents are more likely than adults or children to engage in risky behaviour that can subsequently lead to death or illness by drunk driving, carrying weapons, using illegal drugs, and engaging in unprotected sex, which in turn can lead to STD’s and teenage pregnancies (Eaton, 2006). The prior is proof that adolescents do engage in risky behaviour. Through this essay we will explore the various theories of why risky behaviour is at its height during adolescence. An Examination of Adolescence During adolescence emotional reactivity is heightened, and the social environment is changing as adolescents spend more time with their peers than adults (Casey, 2008). To an adolescent, the value of positive information, as well as negative information may be exaggerated which leads to greater emotional reactivity and sensitivity during this growth period (Casey, 2008). This can heighten the incidence of addiction and the onset of psychological disorders (Casey, 2008). There are various theories that attempt to explain why adolescents engage in risky behaviour. One of these theories by Yurgelun-Todd stems from human adolescent brain development, and proposes that cognitive development during the adolescent period is associated with increasingly superior efficiency of cognitive control and affective modulation (Casey, 2008). This theory also suggest... ...odel since some of the studies done may not be accurate. For example, with concern to the study Casey’s discussed concerning delay of gratification study, there was too much variability. Their hunger levels prior to the study should have been recorded, as well as their favourite cookie type because these details may influence how likely the children are to control their impulses. But, overall this model did contribute greatly to the field of adolescent risk taking. Works Cited Casey, B. J., Jones, R. M., & Hare, T. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124, 111–126. Eaton Reyna, V.F. and Rivers, S.E. (2008). Current theories of risk and rational decision making. Developmental Review, 28, 1–11. Steinberg, L. (2004). Risk taking in adolescence: What changes, and Why? Annals of the New York Academy of Sciences, 1021, 51-58.

Perspective Essay

Everyone can view perspectives differently and sometimes it is hard to understand another person’s perspective. Many people do the things they do because they feel that their perspective is the right one. Personally I believe that sometimes people do not want to look at the others personal perspective because they know that they are wrong with their own. In other words, some people know what they are doing is wrong and do not want to do anything to fix it. In my perspective of being angry with my friend, I was angered that my friend who had been living with me for a week during the summer was not picking up after himself. I had to clean up all of his messes and had to make sure that our living area was not in complete disarray. It angered me because I had to clean up after him as well as myself. I feel that he should have contributed at least a little bit to our situation. We were both away from our homes and were both in the same situation and he just relied on me to be his personal â€Å"maid.† My response to this situation that I was dealing with was that I was very short tempered, and I did not want to communicate with my friend as much. He got the hint that something was wrong, but he did not have any idea about what was wrong. I tried to just blow off the situation and see if he was going to eventually start helping out, but nothing changed. Finally, I opened my mouth and told him that he needed to start helping around the place. He got super offensive and he stated, â€Å"I thought that room service was cleaning our room.† Some people expect things in life, and my friend was one of these people. My perspective changed after I looked at how this kid grew up. He had his parents and his grandma do everything for him. From doing the dishes to taking out the trash, this kid had never done a chore in his life. Sometimes you just have to look at the other person’s personal background and look at how they were raised. Of course it was not the right way to being raised, but I couldn’t control what he was used to. Problems occur in perspective taking all the time because not everyone is raised the same. Many people come from different backgrounds and different societies. We all view things differently and based on the way we were raised. Sometimes your own perspective may not be the agreeable one, and that is the hardest thing to change, especially if you grew up with it.

Is Lying Bad?

Imagine the president of the United States telling everyone that if they spend all of their money until they go bankrupt, then the president will reimburse you, plus get an extra three million dollars. After everyone is totally bankrupt, they figure out that the president was lying and now there is an extremely slight chance that they will ever get their money back. Many people believe that lying is one of the worst things a person can do. They view it as something that hurts everyone and eventually destroys or consumes the person that lies. Others believe that lying can be the best way to handle a situation. They view it as protecting someone's feelings or calming a difficult situation. Many people in our lives share the belief that sometimes the truth isn't is everyone's best interest, but it should be. First and foremost, lying effects you extremely. If you tell a little white lie such as, â€Å"Does this dress make me look fat? † â€Å"No! â€Å", then you may have some guilt riding on your shoulders. If you tell a huge, important lie, then the guilt will be riding on your shoulders like a one thousand pound weight. For instance, what the president did. After a pointless lie, the whole nation is totally poor and most likely starved because of the lack of money for food and water. People lie everyday to, in someway or another, keep themselves out of trouble. Many teenagers will lie to their parents about what they are doing for the evening, how much of their homework they have done, or how that glass vase got broken while they were out of town. We even lie to our boyfriends or girlfriends about who that other boy was that called the house or what exactly we did with our friends last night. All anyone is trying to accomplish by this is to stay out of trouble when we know we've done wrong; but we never think of the effects of lying. Although we think we're being sly, parents are usually smarter than we give them credit for! Eventually there will be no point in telling this lie any longer because be then, everyone has already found out! Then the problem becomes the issue of trust. If you lie, there is no trust. That can be one of the serious consequences of lying. You should never have to lie, or deceive any one. Lies are empty. Evil is simply hurting yourself or others, and lies can do that, even when you don't think they are. Lying can also effect others in a negative way too. How about lying to impress other people? More common in children and teenagers, we lie to make others think we're cool, and when you really think about it, that's the part that's not cool! Most young people care too much about what others think about them. If you tell even the littlest lie, it will harm you in the long run. For instance, your friend asks you if you want to hang out or maybe do something. You say that you can't because you are too busy studying and drowning in school work. Even though, you are actually having the time of your life with some other friends at Golf World. About fifteen minutes late, you look towards the door and here comes your poor, lonely friend through the big glass doors. She spots you, stares sadly for a moment, and then leaves. That is all it takes. One small lie and there you go, one less trustworthy, good friend. To sum it all up, lying is always and entirely bad. Whether it is a small, white lie or a big, important lie it can still hurt you or someone else. Lying effects you in a negative way, making you carry guilt, losing trust, and lying for dumb reasons such as to impress others. Lying effects others in a negative way also, because others might think bad about them or you might just make them look ignorant. It is wrong because it is being deceitful to lie. White lies don't benefit anyone but the person lying. It makes them feel better because they don't want to confront the actual issue at hand. Imagine a world where no one ever told the truth. How would you ever find the truth? How would you deal with having to live in a life of lies? â€Å"Liars when they speak the truth are not believed. † —Aristotle. So why even lie at all?

How to Conjugate the French Verb Craindre (to Fear)

How to Conjugate the French Verb Craindre (to Fear) Craindre  (to fear)  is an  irregular -re verb  thats conjugated like all other  French verbs ending in -aindre,  -eindre, and  -oindre.  This is evident in the conjugation table below that shows the simple conjugations of craindre; compound conjugations that consist of the conjugated auxiliary verb avoir and the past participle craint are not included in the table. Craindre: Conjugated Like all verbs ending in -aindre Irregular -re verbs fall into a few patterns that make memorizing their conjugations a little easier: verbs conjugated like prendre, verbs conjugated like battre, verbs including mettre and all its derivatives, those including rompre and its derivatives, and a fifth group including all verbs that end in -aindre like craindre, -eindre like peindre, and -oindre like joindre. A final group of very irregular verbs, such as dire, à ©crire, faire, have such unusual and unwieldy conjugations that they follow no pattern and need to be memorized in order to use them. The fifth group of verbs ending in -aindre like craindre drops the d in the stem in both singular and plural forms and adds a g in front of the n in plural forms. Other verbs like craindre include:   contraindre   to force, to compel  plaindre  Ã‚  to pity, to feel sorry for Usage and Expressions   Craindre is a transitive verb thats used in numerous idiomatic expressions. It can be translated as to fear, to be frightened of, or to be afraid of. The causative se faire craindre means to intimidate. craindre Dieu  Ã‚  to go in fear of / to fear Godcraindre le pire  (familiar)   to fear the worstNe crains rien.  Ã‚   Have no fear. /  Never fear. / Dont be afraid.Il ny a rien craindre.   Theres no cause for alarm. / Theres nothing to fear.Sa grosse voix le faisait craindre de tous ses à ©là ¨ves.  Ã‚  His booming voice made all his  pupils  afraid of him.Elle sait  se faire craindre de ses subordonnà ©s.   She knows how to intimidate her subordinates.Je ne crains pas les piqà »res.  Ã‚  Im not afraid  of injections.Il y a tout craindre dune intervention militaire.   One can expect the worst from a military intervention.Craignant de la rà ©veiller, il a retirà © ses chaussures. He took off his shoes for fear of waking her up.Je crains de lavoir blessà ©e.   Im afraid Ive hurt her.Je crains fort quil (ne) soit dà ©j trop tard.   Im really afraid its already too late.Je crains que oui / non. Im afraid so / not.Ça craint le froid. Its s ensitive to cold.Ça craint. (very informal) Its a real pain. craindre pour quelquun / quelque chose to fear for somebody or something Simple Conjugations of the Irregular French -re Verb Craindre Present Future Imperfect Present participle je crains craindrai craignais craignant tu crains craindras craignais il craint craindra craignait nous craignons craindrons craignions vous craignez craindrez craigniez ils craignent craindront craignaient Pass compos Auxiliary verb avoir Past participle craint Subjunctive Conditional Pass simple Imperfect subjunctive je craigne craindrais craignis craignisse tu craignes craindrais craignis craignisses il craigne craindrait craignit craignt nous craignions craindrions craignmes craignissions vous craigniez craindriez craigntes craignissiez ils craignent craindraient craignirent craignissent Imperative (tu) crains (nous) craignons (vous) craignez