Martha Mccaskey Case Study Essay Example

Martha Mccaskey Case Study Paper Veronica Koskovich-Underwood MgtOp 587 Martha McCaskey Case Study Ethical Issues At issue in the Martha McCaskey case is a question of proprietary information. More specifically, McCaskey is faced with the question of what constitutes proprietary information and what is safe to give to the client without breaching any trade secrets. According to DeGeorge, proprietary information, or trade secrets, are a right of each corporation that they can legally and morally protect and refuse to divulge to the public. The types of information that Seleris client is asking for about their target company are held tightly by the target to ensure their market share. If the information is given to competitors, they will lose their advantage. However, if specific information as to the new chip is not released but instead is based on industry standards and already publicly-held information, the trade secrets would still be upheld, as there is no way to know for sure that the target is using exactly what has been found. Another issue that McCaskey faces is the methods used to obtain the information to be given to the client. We will write a custom essay sample on Martha Mccaskey Case Study specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Martha Mccaskey Case Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Martha Mccaskey Case Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As mentioned above, if it comes directly from the target, it would be releasing trade secrets and infringing on the targets right to hold those. In this case, McCaskey has been asked to not contact the target in order to keep them from knowing that the client is looking into the new chip. In order to get the specific information that they are after, McCaskey will have to use alternative means such as contacting other competitors in the industry, vendors of the target, and possibly ex-employees of the target. Hackert and Malone are pushing for McCaskey to use Phil Devon after learning that he worked for the target in the past. Devon seems open to supplying McCaskey with any information that she needs, but she may be breaching the targets right to trade secrets by doing so. If he has stayed in the loop with the target and has direct knowledge of the new chip and the procedures being used there, she would ultimately be passing on information that the client has no right to. However, there is a chance that he has no direct knowledge of the new chip nd would only be giving her information that he has obtained in helping other clients out. Even that could be breaching areas of confidentiality though, as she would not know if the other companies held that information closely so the possibility of breaching other trade secrets is unknown. Also at issue is management encouraging what could be seen as unethical methods to complete the projects. As discussed in the Don Taylor case, management has a duty to operate the company as ethically as possible. By encouraging these unethical activities to McCaskey, Malone and Hackert are saying that they are supportive of using unethical methods in order to further IAD and Seleris, as well as their clients. The case material discussed that IAD did not have any written policies in place in regards to solicitation and acceptable methods to complete contracts. Richardson would occasionally hold lunch meetings in which he would state that no one should use unethical behaviors, but remained vague in just what that meant. DeGeorge notes that a business has the duty to give clear policies to its employees in order for them to complete their jobs accurately and as desired. Employees also cannot be required to act unethically on the job. Malone and Hackert are impeding McCaskeys responsibility to complete her job ethically by encouraging her to use Devon no matter what the cost. Another issue that should be noted is the personal issue that McCaskey has in deciding between staying silent on the matter and completing her job as requested, or in voicing her concerns. In the â€Å"Conflict on a Trading Floor† case and the Don Taylor case, it was noted that it is our duty to report any unethical proceedings in the work place. However, DeGeorge notes that employees do not have an obligation to create serious risk to themselves without some compensation to be gained. In McCaskeys case, she knows of no immediate benefit to her calling out the policies that are being implemented by the old guard. In fact, she has been all but guaranteed a promotion, raise, and easier job duties if she successfully completes the project. It does not appear that those in the new guard are using the same methods and there has been a significant amount of turnover in the past couple of years at IAD. There is a chance that future replacements will not be willing to use the same methods and the problem will eradicate itself. But by remaining silent, she becomes part of the problem and may have to violate her own moral beliefs. On the other hand, if McCaskey brings attention to what she considers an unethical procedure, she could be at risk with her job. She could be seen as a troublemaker and put back on team projects that are not to her liking. She would almost certainly be pulled from this project which would result in no promotion, further hurting her own well-being. A fourth issue that may not deal directly with McCaskey would be whether it is appropriate for Phil Devon to be releasing the information that he may have on the target company that he used to work for, or from other companies that he has assisted on new projects with since leaving the target. As an employee of the target, he would be directly breaching the right of the target to have trade secrets. However, as he no longer works there, Devon is not obliged to consider the interests of the target any longer. Unless a noncompete agreement was signed when he left, he is technically not doing anything wrong by divulging information that he may have on the company. This same logic would apply to any of the other companies that Devon has consulted with recently. Case Analysis The three primary alternatives that are to be considered are: 1) hiring Phil Devon and Martha McCaskey working with him directly; 2) hiring Phil Devon and having another associate work with him while Martha McCaskey remains project leader; and 3) Martha McCaskey stepping down from the project and voicing her concerns about the methods used within IAD. The primary stakeholders that have been identified are: 1) McCaskey; Tom Malone and Bud Hackert; Seleris; Target company; Client; and Phil Devon; 2) McCaskey; Malone and Hackert; Seleris; Target company; Kauffman (or the employee chosen to work with Devon; and Phil Devon; 3) McCaskey; Malone and Hackert; IAD; Target company; and Client. From a utilitarian perspective, option one woud result in the greatest net welfare for the stakeholders identified. While it goes against what McCaskey believes in and hurts the target company the most, all other layers considered receive the greatest benefit out of this option. Under the utilitarian method, more of the stakeholders receive benefits than costs with option one. Malone, Hackert, Seleris, and the client achieve the end result that they are ultimately wanting from the situation. Malone and Hackert retain a major client for Seleris and IAD remains in good standing with corporate. Seleris sees growth as a company and retains a large portion of their current business. The client receives the information they are seeking and is able to better compete with the competition. However, all of these stakeholders are setting precedence in the methods that are used to obtain the information and completing projects. Phil Devon receives a large financial consideration for his assistance on the project, but risks possible lawsuits or future retribution from the client for releasing sensitive information on them. The target company sees the greatest cost by having confidential information leaked to a competitor and no longer having the niche in the industry that they would have otherwise. McCaskey sees the greatest mixture of benefits and costs, but ultimately sees more negatives than positives. She successfully completes the project and receives the promotion and raise, follows her superiors wishes, and retains a major client for IAD and Seleris. However, she does not follow her own moral judgement and is directly responsible for the way the project is completed. She also is setting a precedence of methods that she is willing to use and for methods that will be acceptable under her as manager. Under the second option, assuming that the project is successfully completed to the clients liking and McCaskey receives her promotion, many of the same costs and benefits come into play. The additional player in this scenario, Kauffman, would most likely receive praise and possibly compensation for his role in the completion of the project, but would be being used to do the unethical activities that no one else is willing to. McCaskey does have the added benefit of not directly doing the unethical research, but she is causing Kauffman to act unethically by having him work directly with Devon. With the third option, assuming that the project is not successfully completed without McCaskey and she does not receive her promotion, more costs occur for the stakeholders identified. McCaskey would be upholding her moral values, but she would not receive the promotion and would have to continue doing the tedious fieldwork that she has been doing. This option could result in being given only problem projects that no one else wants in the future, she could be labeled a troublemaker, and she would lose her good standing with upper management. A slight possibility would exist that her actions would bring about positive changes in the division and/or corporation, if management takes note of her concerns and decides to implement policies that would prevent these happenings from occurring again. Malone and Hackert would lose McCaskey as a good candidate for group leader, as well as a major client and future additional projects. IAD not only would lose a major client and future business from them, but would also most likely come under scrutiny of corporate. The client loses the ability to compete head on with the target company by not receiving the information they requested. They would also lose a consulting firm for future projects if they decide Seleris is no longer fulfilling their duties as their consultants. The target company would see the largest benefit from this option, as their trade secrets would not be leaked and they would retain their market niche with the new chip. From a rights and duties perspective, even though a greater number of rights and duties are upheld with options one and two, option three is preferred in that it upholds the more important rights and duties of McCaskey and the target company. When adding weight for importance to the rights of performing your job ethically and retaining trade secrets, the greatest good comes from option three where both of these rights are upheld. An analysis of rights and duties shows a greater number of rights and duties upheld than not with option one. By hiring Phil Devon and completing the project successfully, all stakeholders except for Devon and the target are fulfilling their duty to maximize profits and act in the best interest of their immediate stakeholders. For example, McCaskey is acting in the best interest of IAD by retaining a client and bringing in future profits from this client. The client is acting in the best interest of their own shareholders by finding a way to compete directly with the target and thereby maximizing profits. McCaskey is also upholding her duty to obey her supervisors and to act in her own best interest by ensuring she receives the promotion and raise. However, she is defying her duty to not harm others by completing research that she knows will directly harm the target and their business interests. She is also denying herself the right to perform her job ethically and not upholding the norms of her profession. Malone and Hackert see their authority rights upheld, but dont uphold McCaskeys right and duty to perform her job ethically. The target companys right to keep trade secrets is being denied. Devon is acting in his own best interest, as well as his familys, but he is not conducting business ethically and is denying the target the right to have trade secrets. With option two, most of the rights and duties remain the same. Regardless of whether McCaskey performs the research herself or just oversees it, she is not changing the overall picture. She has actually brought someone else into an ethical dilemma by choosing not to address it head on. Now Kauffman is not upholding the duty to perform his job ethically, nor does he uphold the norms of his profession. Option three results in more rights and duties being denied to the majority of the stakeholders. McCaskey sees more of her rights and duties upheld than the other options, as she is using her right to voice ethical concerns in the workplace and upholding her duty not to harm others and to uphold the standards of her profession. The target company is also seeing more rights upheld, as they retain their right to hold trade secrets and to fair competition in the marketplace. Malone, Hackert, IAD, and the client, however, see more rights and duties denied. All fail at their duty to maximize profits for the division and company, while Malone and Hackert lose their right to authority. But all are now upholding the individual rights and duties held by McCaskey and the target. From a justice perspective, option three upholds fairness for the target company by not releasing confidential information, for McCaskey by not requiring her to do something that could be considered ethically wrong, and for all others by not allowing them to profit from unethical behaviors. In all three options, distributive justice is more of a concern than any other kind. By completing the project and obtaining the data from Devon, regardless of whether done by McCaskey or by Kauffman, all stakeholders except for the target receive benefits from unethical proceedings that are not right. McCaskey receives a promotion and higher pay, IAD and Seleris receive full payment on the contract and even receive additional contracts because of the successful completion, Devon receives a large payment for releasing information that is confidential, and the client will most likely receive a greater market share of the new chip than they would have otherwise. The target, however, loses market share from the divulgence of this information. However, in option three, all parties receive the compensation that they deserve from the situation. The target retains its market share while the others lose out on money from their unethical dealings. While option one or two could be argued from a utilitarian perspective, the added weight of importance to the rights and duties method, as well as the clear indication by the justice perspective, option three supports more of the prominent concerns in this case. I therefore propose option three as the best option for McCaskey to move forward with. Broad Implications of the Case One of the more prominent themes to this case is the issue of proprietary information and means used to obtain it from competitors. According to DeGeorge, businesses have the right, both legally and morally, to have trade secrets to help protect specific facts about their products or processes. However, it is not discussed who outside the immediate company employees have any duty to protect those secrets. As technology moves further and further ahead, the implications of trade secrets being leaked becomes greater. Without the trade secrets, there is no way to protect yourself from a competitor moving in on your niche in the market that you may otherwise have had they not obtained the secrets. But on the other side is the right to a competitive marketplace and the duty to maximize profits for the competitor. Consulting firms such as Seleris in the case are becoming a more common option to obtain trade secrets. But employees of these firms eed to take into consideration the ethical connotations to what they are doing by assisting in the gathering of this information. While they have no immediate duty to the competitors to help protect the information, from an ethical perspective the methods that they use to obtain it could be negative. Trade secrets are at a greater risk as the present trend in the workplace continues of employees moving around from job to job during their careers. No l onger are employees with the mindset that they should stay with the same firm throughout their career to ensure a better retirement package. If an employee is not guaranteed to stay with a firm, what information should they actually have access to? In most cases, this is now limited to only what they need to know to complete their individual job. Also of note is what constitutes proprietary information. DeGeorge defines it as any trade secrets that a company can legally and morally protect from others. But in order to legally defend data in the current day, you would need a patent or trademark, which often times can’t be obtained until the item has a prototype developed. This makes it more difficult to protect new projects from being copied by competitors. Another theme that is touched on in the case and brought out in the issue of proprietary information is employee loyalty and duties to their current employers. DeGeorge explains that while companies would like to have both loyalty to the firm during employment, it cannot be demanded. Corporations want employees to perform their jobs to the best of their abilities and to do what needs to be done to ensure the success of the company. However, in the present day workforce, it is more common to hear employees talking about what the company can do for them. It is not uncommon to switch jobs several times during your career, nor to apply the knowledge that youve gained from a past job on a current one. DeGeorge states that while workers have rights on the job, they also have duty to perform the job for which they are hired. That being said, the employer cannot require an employee to do something that is illegal or unethical. Usually businesses have policies in place that help define what workers rights and responsibilities are. Employees need to take the time to review this information and ask questions about the policies prior to being hired on to ensure that they are comfortable with what is being asked of them. However, policies will not address every instance that could possibly occur during an employment. Employees need to know their basic rights and processes available to them so that they can address any conce rns as they arise. While employed by a particular organization, the employee has a responsibility to not sabotage the activities of the company. However, once employment ends, that responsibility is gone. But is there still a responsibility to protect trade secrets and sensitive information that you may have had access to once in a new position? A trend that is starting in the current workforce is to impose noncompete agreements with employees who are leaving and who had access to sensitive information to help curb this issue. Overall, the protection of proprietary information seems to have a direct relation to the loyalty and obedience that employees show a firm. Ultimately, it is the individual employee who needs to make the conscience decision to help protect the information. While competitors may be able to gain some insight on what is going on behind closed doors through competitors and basic industry trends of the time, without firsthand knowledge of what a specific company is pursuing, it is more difficult to know for sure if your recreation of their item will be better than what they have done and win you the market on the item.

Election of 2000 essays

Election of 2000 essays Bill Clinton, as a president was a major paradox in and of himself. People loved him, yet they hated him. Americans, as a whole loved the prosperity, and capitalist growth that was brought by Clintons years in the Oval Office. They loved the stocks ownership, the money, the way our country was flourishing. Clinton was very good at what he did-soothing lines drawn between parties, even going so far as to sign a Republican-sponsored welfare bill. He moved the country from right to left, and back again. Clinton was a talented politician, yet he missed the opportunity to be an exceptional president. The biggest paradox may be Clinton becoming the focal point for the revival of ideological politics; people wanted the government to be a friend, not an enemy, whilst many people saw Clinton as the flailed president. Clinton did a lot of good, but he also made many mistakes, that made many people see him as a failed president. For every American that liked Clinton, one didnt. Many of those who didnt see eye-to-eye with him were the uneducated, rural white males. Moreover, this then, sets the stage for the 2000 election. Clintons vice president; Al Gore had the best shot at winning the democratic presidential nomination simply for being vice-president. Whatever the reason, being the vice president seems to be one of the single most advantages when running for president. Not only did Gore have connections with powerful democrats; he had Clinton backing him. Gore was in the publics eye as vice-president, and people generally agreed that he had been an excellent vice president. Gore was also favored by democrats at a high rate of 73% of the American public. Just as Gore became the Democratic favorite, Bush soon became the Republican favorite, largely due to a famous name, a remarkable network of sup ...

Lines and Angles in ACT Math Review and Practice

Lines and Angles in ACT Math Review and Practice SAT / ACT Prep Online Guides and Tips There are several math topics that act as foundations for understanding ACT Math, even though there are not many questions specifically dedicated to the topic. This is most certainly the case for line and angle problems. Though it is rare to see a pure line and angle problem (without the addition of other geometric shapes), you’ll need to know just how lines and angles work and how to solve for all your missing measures before you can take on those more complex problems. This will be your complete guide to lines and angles on the ACT- what they are, how you’ll see them on the test, and how to solve these types of questions to maximize your points on test day. Properties of Lines and Angles Before we get into how lines and angles function, let’s define our terms. A line is a completely straight marker, meaning it has no curvature. It can either have termination points (and will be called a â€Å"line segment†) or go on infinitely. Its degree measure is always 180 °. Parallel lines are two or more lines that are a set distance apart (equidistant) and never meet. They travel in the same direction continuously. Perpendicular lines meet each other at 90 degree angles. An angle is the meeting of two lines. The measure of how they meet is expressed in degrees, and the point at which they intersect is called the angle’s â€Å"vertex.† Line and Angle Equalities Most of what you’ll need to know about lines and angles on the ACT is how to identify when and how they will be equal or supplementary to one another. Equal angles (or lines) are angles (or lines) that have the same measurement. Supplementary angles are angles that add up to 180 degrees. Because all these angles form a straight line and a straight line equals 180 degrees, the three angles are supplementary. Opposite Angles When two (or more) lines intersect, they form a series of opposite angles. Angles that are exactly opposite will always be equal to one another. Both sets of opposite angles will be equal. Opposite Interior Angles When there are two parallel lines that are crossed by another line (called a transversal), the angles on alternate interiors will be equal to one another. And the angles that are on the same side of the transversal line and the same side of their respective parallel lines will also be equal. That may be difficult to picture, so let’s look at a diagram: The marked angles are all congruent (equal) and the unmarked angles are all congruent. (Note: when you are told that two lines are parallel on ACT Math, the problem will almost always involve opposite interior angles in some way.) Now let’s look at an opposite interior angle ACT problem. Here, the test has made it slightly tricky by asking you for supplementary angles instead of equal ones. But the principle remains the same- we must identify angle measurements/equalities by using opposite interior angle equalities. We can see straight away that $x$ lies on a straight line with both 1 and 2, so angles 1 and 2 will be supplementary with $x$. We can also see that angles 1 and 10 are opposite interior angles and so will be equal to one another. And angle 9 is opposite angle 10 and thus will also be equal. This means that angle $1 = 2 = 9 = 10$ and all are supplementary to $x$. Finally, we can ignore the angles 4, 5, 6, 7 and 12, 13, 14, 15. Why? Because lines $c$ and $d$ are not parallel and so do not have opposite interior angle equalities. This means that $x$ is only supplementary to angles 1, 2, 9, 10. Our final answer is H. Equal lines and equal angles can be quite disorientingin the right hands. Typical Line and Angle Problems Almost every line and angle problem on the ACT is given to you as a diagram problem. You will be presented with a series of givens and then told to find a missing value of some kind. Almost always, this requires multiple steps and the use of multiple pieces of line/angle knowledge. The other notable feature of lines and angle problems on the ACT is that you will be given a â€Å"pure† line and angle problem very rarely. Most of them involve other geometric shapes in some way, most commonly triangles. The good news is that you will generally not need to know more than the fact that all the interior angles in a triangle add up to 180 degrees, but check out our guide to ACT triangles if you are unfamiliar with or unused to working with triangles. Now, we are told that two lines are parallel, so there’s a good chance we’ll need to use our opposite interior angle knowledge. With that in mind, let us expand the drawing we are given so that we can see our opposite interior angles more clearly. Using our opposite interior angles, we know that angle BAC is 82, which means that angle ACX must also be 82 degrees. We can also see that angles ACX and ACD make a straight line. Their sum must therefore be 180 degrees. $ACX + ACD = 180$ $82 + ACD = 180$ $ACD = 98$ We are also told that lines AE and CE are bisectors, which means they cut their respective angles exactly in half. This means that angle EAC = $82/2 = 41$ And angle ECA = $98/2 = 49$ Now, we also know that a the interior angles of a triangle add up to 180 degrees, so we are able to find our angle measure AEC by: $AEC + EAC + ECA = 180$ $AEC + 41 + 49 = 180$ $AEC + 90 = 180$ $AEC = 90$ Our final answer is C, angle AEC is 90 degrees. As we said before, this question is representative of most line and angle problems you’ll see on the test. Based on your givens, you must use your knowledge of opposite interior angles (opposite interiors are equal) and your knowledge of the degree measure of a line (a line is 180 degrees) in order to put together all the clues and solve your problem. And yet, in addition to understanding the properties of lines and angles by themselves, you must also understand the basics of triangles. Because many ACT problems that involve lines and angles also use triangles, your knowledge of lines and angles should definitely be supplemented with triangle study. So don’t forget to brush up on your ACT triangles! Now let's check out our angle tips and tricks. Tips for Solving a Line and/or Angle Problem Most of the time, you must solve a line and angle question piece by piece in order to unlock the final solution. This means you must be careful and vigilant that you keep not only your facts and equalities straight, but your variables as well. As you go through this process, keep in mind these three tips: Tip 1: Write in your givens If you are given a diagram in which your givens are NOT written in, then write them in yourself! Sometimes, seeing the numbers on the page can make all the difference in the world between a difficult problem and an easy one. You’ll also be far less likely to mix up your numbers and variables if you keep your work on the page instead of in your head. Tip 2: Work from your givens to find the next puzzle piece Sometimes, it can be tricky to know where or when or in what order to work through a problem. Take a moment to find what you can before you worry about how to go forward. If you have opposite angles, write in the measure of the angle opposite your given. If you have angles that make a straight line, find the value of the missing variable. Immediately find the missing pieces that you can, and that bounty of information will often lead you straight to your solution. Tip 3: If necessary, use plugging in answers or plugging in numbers If you find yourself stuck (or there is literally no other way to solve the problem), then whip out your PIA or PIN knowledge. Sometimes the process can be slower than a straight solve, but these strategies will almost always get you where you need to go and so can be worth the extra seconds. Ready to put your knowledge to the test? Test Your Knowledge 1. 2. 3. 4. Answers: C, J, B, B Answer Explanations: 1. This problem requires multiple steps, so definitely write in your angle measurements as you find them. In order to find out how many angles measure 50 degrees, we must find the measures of all our angles, so let's go through the process. To begin with, we can see that the 130 degree angle lies on a straight line, so its supplementary angle will be: $180 - 130 = 50$ degrees. Now, we also know that opposite angles are equal, so the angle opposite 50 degrees must also be 50 degrees. We also know that a triangle adds up to be 180 degrees and that our figure in the center is a triangle. So: $180 - 80 - 50 = 50$ degrees. This means that the missing value in our triangle is also 50 degrees. Again, we know that opposite angles equal one another, so the angle opposite this 50 degrees will also be 50 degrees. Based on opposite interior angle equalities, the full angle at the opposite 130 degrees will also be 130 degrees. Because the full angle is 130 degrees and part of it is made up of an 80 degree angle, which means that we can find the other angle by saying: $130 - 80 = 50$ And again, the angle opposite this 50 degree angle will also be 50 degrees. We can also see that the 80 degree angle, plus the 50 degree angle, plus one of the unmarked angles will equal 180 degrees, since they make up a straight line. So we can find the unmarked angle by saying: $180 - 80 - 50 = 50$ Finally, we can use opposite angle equalities to find the last unmarked angle. We have found all our angle equalities, so all that's left is to count how many angles are equal to 50 degrees. There are a total of 8, 50 degree angles. Our final answer is C, 8. 2. For this question, we must use our knowledge that both straight lines and the sum of the interior angles in a triangle equal 180 degrees. First, let us find the measure of angle $y$. Angle $y$ makes a straight line with the 72 degree angle, so: $y + 72 = 180$ $y = 108$ Now, we can use the same process to find angle $x$, which forms a straight line with the 57 degree angle. $x + 57 = 180$ $x = 123$ Now, let us find angle $z$ by first finding the third, unknown, angle in the triangle (which we will call angle $a$). The interior angles in a triangle add up to 180 degrees, so: $a + 57 + 72 = 180$ $a + 129 = 180$ $a = 51$ Now, let’s use that angle to find $z$. The two angles make a straight line, so their sum will be 180. $a + z = 180$ $51 + z = 180$ $z = 129$ (Note: you may notice that the sum of the two non-adjacent interior angles of the triangle is equal to the exterior angle. This is not a coincidence and is in fact one of the many rules of triangles. But don’t worry about having to memorize this rule- you can always find the exterior angles using the properties of straight lines just how we did!) Now, we must find the sum of angles $x, y,$ and $z$, so let’s add our values together. $108 + 123 + 129$ $360$ Our final answer is J, 360. 3. Here, we are dealing with several bisecting angles. This means that the angles are cut exactly in half. This means that angle ABD = DBE and angle DBE = EBC. And because DBE is equal to both ABD and EBC, it means that angles ABD and EBC are also equal. This means that we have three equal angles, all making one line. And we know a line equals 180 degrees, so: $x + x + x = 180$ $3x = 180$ $x = 60$ Each angle measure is 60 degrees, which means that angle DBE is 60 degrees. Our final answer is B, 60 degrees. 4. We can see that angle BAC is part of a triangle. And we know that we need two angle measures of a triangle in order to determine the third. But we can also see that the 45 degree angle is opposite one of our unknown interior triangle angles. Because opposite angles are equal, this means that our second unknown interior angle of the triangle is 45 degrees. We now have two angle measures of the triangle, so let us find the measure of BAC. $BAC + 35 + 45 = 180$ $BAC + 80 = 180$ $BAC = 100$ Measure BAC is 100 degrees. Our final answer is B, 100 degrees. These problems require multiple steps, but the process is often simpler than it looks. So don't tire yourself out prematurely. The Take-Aways The trickiest aspect about line and angles questions is the fact that they require multiple steps and several different numbers and measurements. It can be easy to mix-up your solutions and your work due to careless error, so make sure you take steps to avoid doing so. Remember your equalities, keep your work organized, and do your best to avoid careless errors. Once you’ve locked down lines and angles, you will be well equipped to take on the more and more complex geometry problems the ACT will throw at you over the course of the test. What’s Next? Now that you've learned all about your lines and angles, make sure you're up to speed on the rest of your must-know math topics and formulas for the ACT. Look to our ACT Math tag for all of our guides to ACT Math, including ratios, solid geometry, and more. Studying last minute? Check out our tips for making your time count before test day. Running out of time on the ACT math section? Make sure you review how to buy yourself extra time as you go through your test. Looking to get a perfect score? Perfection is far from unobtainable, so check out our article on how to get a 36 on ACT Math, written by a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Major case study Research Paper Example | Topics and Well Written Essays - 2000 words - 2

Major case study - Research Paper Example Wildlife tourism can involve tours, experiences accessible in association with the accommodation of tourists, attractions at fixed sites, or it can come about as unguided meeting by independent travelers (Spenceley, 2012, pp. 85-88). Wildlife tourism has several stakeholders. The first stakeholders in this sector are the visitors. They have an expectation of accessing experiences that are of affordable high quality. These experiences include interesting activities of wildlife watching and guided excursions. Some tourists would like to have opportunities to familiarize themselves with the local culture and to have authentic interaction with local communities (Benson, 2001, p. 132). Another set of stakeholders is the tourism industry which includes private with public sector operators, the travel trade as well as industry associations. This ensures that there is development in the wildlife sector. They also ensure the individual operators get maximum short term profits. The third stakeholder is the host and the indigenous community. The indigenous community improves minimal negative social effect of this sector. While capitalizing on profits from the local area, they ensure that there is no disruption on the local wildlife (Lovelock, 2007, pp. 152-156). Another role they play is the protection of their environmental and livelihood assets, and minimization of disturbance to their communities and culture. It has the potential to add tourism-related benefits, to step up local services and employment opportunities, to improve the infrastructure with local business opportunities, and so stimulate revenue generation (Sosinski, 2011, p. 88). Wildlife managers in public plus private sectors are other stakeholders whose sole duty is the conservation, NGOs protection of wildlife habitats, biodiversity, generation of revenues and greater awareness via tourism to sustain conservation as

Strategic Management of Technology Essay Example | Topics and Well Written Essays - 3000 words

Strategic Management of Technology - Essay Example Companies such as IBM, Microsoft, Oracle to name a few, have been beset with the task of identifying suitable locations around the globe to set up infrastructures to profit on specialized workforce and competitive pricing. Look no further, for India is the destination for you. Algeiser Software Pvt. Ltd., a medium-sized software company employing 300 software engineers, is looking to improve its stakes in the international market through rigorous marketing and presentations. The strength of the Algeiser lies in its highly qualified loyal engineers, who believe that with the globalization of Indian markets to foreign investment and tie-ups, there are strong possibilities of the company going places. Many foreign companies would be participating in taking advantage of the liberalized policy by the Indian government to promote its well qualified workforce and cheap labour. The company's General Manager, Projects, Mr. Mukund Malhotra is well aware of his company's assets and is quite confident of coming up with a contingency plan to compete in this highly competitive market. The company directors are sure that with further inputs from Mr. Malhotra, and using his experience and tactical business development portfolio, Algeiser Software Pvt. Ltd. ... India is one of the fastest growing IT and telecom markets in the world today. The Indian IT market grew at over 26% in 2005, which included domestic BPO-ITeS, providing tremendous opportunities for IT and telecom vendors and service providers. Ranked as the 18th highest spender in IT in 2005, India is poised for greater growth and is expected to move up the table to 13th position in 2010. Its IT and Telecommunications markets provides trends and market dynamics for the IT and telecom industry, highlighting various products/segments driving the market like PCs, enterprise systems, storage, MFDs, IT Services, packaged software, BPO, enterprise applications, telecom services, datacom and so on. Leading hardware, software and services providers in India include, Cisco Systems, HCL, HP, IBM, Infosys, Microsoft, NIIT, Oracle, Satyam, Sun Microsystems, TCS, and Wipro (IDC, 2007). 1. Strategy Strategy plays an important part in the success of any organization. Imagine what would happen if one were to start an organisation without even considering its overall objectives and contingencies. Strategic management is the organisation of products, services, processes and systems; the elements present within the operating and wider environment of the enterprise, leading to effective growth and success. These elements require proper direction to generate an everlasting, successful, profitable, effective and innovative business system. This is the prerogative of a successful strategic business management. Algeiser Software Pvt. Ltd. faces major hurdles in the form of financial limitations, and international exposure to compete with these mega giants. With its limited financial backing, the company will have to remain content with its present market share, which is

Success Factors in Supply Chain Management Essay Example for Free

Success Factors in Supply Chain Management Essay Supply chain management (SCM) works with the process flow of information as well as products from supply chain organizations. Development in technology facilitates organizations ability to coordinate activities for use of supply chain servicing. The Council of Supply Chain Management Professionals (CSCMP, 2011) defines supply chain management in the following way: Supply chain management encompasses the planning and management of all activities involved in sourcing and procurement, conversion, and all logistics management activities. Importantly, it also includes coordination and collaboration with channel partners, which can be suppliers, intermediaries, third-party service providers, and customers. In essence, supply chain management integrates supply and demand management within and across companies (p.1). There are four basic components within the supply chain management that are essential for SCM processes. First, ensure that to manage resource requirements, a strategy exists which the customers needs are met for services/products based on their strategic demands. Secondly, the appropriate business supply chain partners, in fact, are the ones that will provide the end product from materials, servicing requirements through payment processes, delivery of goods, pricing, and any other method by which the process will be measured. Third would ensure that operations is on board for ensuring the schedules take into consideration tasks for packaging, testing, process preparation, and delivery preparations. Lastly, logistics requirements are well thought-out, such as warehousing, orders, return processing, carrier/delivery service, and invoicing. SUPPLY CHAIN MANAGEMENT SOFTWARE PACKAGE COMPARISON For the SCM software package review, there were three companies in the comparison: SAP Supply Chain, PackManager, and IBS Enterprise. One area of concern was with PackManager whereby once installed technology support is not a provision. Daniels and Daniels (2012) indicate the areas of the five basic supply chain management activities which include plan, source, make, deliver and return. The comparison of the three SCM software packages above assist businesses in making an appropriate decision based on their specific needs. Each company had something that others may not have and, as a result, supports that one company may not be the viable solution for every industry. . To complete a comprehensive review of SCM software packages, the site which assisted with the compilation of data, FindTheBest.com (2014) CONCLUSION SCM is the dynamic managing of SC activities which take into consideration customers value as well as manage a viable benefit. The comparative review indicates that there are many choices in SCM software. Each of these will provide a †¦ supply chains in the most effective efficient ways possible (Handfield, P. 1, 2011). Wang et al (2009), further stated that the †¦problems, criteria, needs, alternatives and other variables will vary from one entity to the next, there is no universal solution (P. 95). In order to support the best choice for the appropriate SCM, then key factors should be quantified in the overall decision process. REFERENCES Council of Supply Chain Management Professionals (CSCMP). (2011). Logistics Management. Retrieved from http://cscmp.org/aboutcscmp/definitions.asp Daniels, P., Daniels, A. (2010). _Business Driven Technology_ (4th ed.). Retrieved from The University of Phoenix eBook Collection database Find the Best. (2014). Retrieved from http://FindTheBest.com Handfield, R. (2011). What is Supply Chain Management?. Retrieved from http://scm.ncsu.edu/scm-articles/article/what-is-supply-chain-management Wang, Z., Yan, R., Hollister, K., Xing, R. (2009). A Relative Comparison of Leading Supply Chain Management Software Packn mages. International Journal of InfDrmDtion Systems and Supply Cnagement (IJISSCM), 2(1), 81-96. doi:10.4018/jisscm.2009010106

Characteristic Downfall :: essays research papers

In T.S. Eliot's "The Love Song of J. Alfred Prufrock," the author is establishing the trouble the narrator is having dealing with middle age. Prufrock(the narrator) believes that age is a burden and is deeply troubled by it.. His love of some women cannot be because he feels the prime of his life is over. His preoccupation with the passing of time characterizes the fear of aging he has. The poemdeals with the aging and fears associated with it of the narrator. Prufrock is not confident with himself mentally or his appearance. He is terrified of what will occur when people see his balding head or his slim and aging body. He believes everyone will think he is old and useless. They will talk about him behind his back. (They will say"How is hair is growing thin!") My morning coat, my collar mounting firmly to the chin, My necktie rich and modest, but asserted by a simple pin-- [They will say: "But how his arms and legs are thin!"] This insecurity is definitely a hindrance for him. It holds him back from doing the things he wishes to do. This is the sort of characteristic that makes Alfred into a tragic, doomed character. He will not find happiness until he finds self-assurance within himself. The repetition of words like vision and revision, show his feelings of inadequacy in communicating with the people around him. J. Alfred Prufrock's self esteem affects his love life greatly. The woman he is in love with is younger than he is and this distresses him. He does not believe that some younger women could possibly accept him or find him attractive. Expressing any kind of affection to her is awkward and difficult. Prufrock knows what he must say but cannot bring himself to say it. "Should I, after tea and cakes and ices, Have the strength to force the moment to it's crisis?"(79-80) His apprehensiveness in his love life, is very troublesome for him indeed. He wishes greatly to express his affection but it becomes suppressed within him. He compares himself to Lazarus who was an aged man restored to life by Jesus. He feels that it will take a miracle to make him feel young again. Prufrock sees his age as the end of his romantic zeal. He assumes the response to his love will be snappy and heartless. Prufrock believes that women do not find older men attractive or see a possibility of romance in them. The rhyme scheme Elliot uses in this poem depicts the disenchanted and confused mind of the narrator. The poem is written using a non-uniform

The Steps in the Business Buying-Decision Process

First process is problem recognition in which someone in the company recognizes a problem or need that can be met by acquiring a good or service. It can result from internal (a machine break down and need new parts) and external stimuli (buyer receive a call from a salesperson who offers a better machine or a lower price). Next stage is general need description in which a buyer describes the general characteristics and quantity of a needed item.An example, for complex items, the buyer needs to work with others-engineers, users, consultants to define the item. Third step is product specification. The buying organization decides on and specifies the best technical product characteristics for a needed item by using product value analysis. Supplier search is another step in which the buyer tries to find the best vendors. They can compile a small list of qualified suppliers by reviewing trade directories, doing computer searches, or phoning other companies for recommendations.Another stag e is proposal solicitation. In this stage the buyer invites qualified suppliers to submit proposals. Business marketers must be skilled in researching, writing, and presenting proposals in response to buyer proposal solicitation. Next step is supplier selection in which the buyer reviews proposals and selects a supplier or suppliers. The buying center often will draw up a list of the desired supplier attributes (product and service quality, reputation) and their relative importance.Order-routine specification is the next step of business buying-decision process. the buyer writes the final order with the chosen supplier(s), listing the technical specifications, quantity needed, expected time of delivery, return policies, and warranties. Final stage is performance review in which the buyer assesses the performance of the supplier and decides to continue, modify, or drop the arrangement. The seller’s job is to monitor the same factors used by the buyer to make sure that the sell er is giving the expected satisfaction.

Motor Development Autobiography Essay

The motor development was consisted of seven periods across the lifespan, each period is characterized by the different motor skills. Progression from one period to another would depend on the changes in three critical constraints, as well as individual’s skills and experiences. According to the developmental perspective, the changes in the motor skills were defined as sequential, cumulative and individual. Everyone would follow the same sequence of the motor development, however, age does not determine the sequence because the skills are built based on individual’s background experiences and knowledge. Prenatal Period The first stage of motor development is the prenatal period, it is the period from conception to birth. The prenatal period is characterized by three major sub periods: Germinal, embryonic and period. The germinal period represents the first two weeks after the fertilization, where the ovum attached the uterine wall and the cell layers are formed. The embryonic period began from two to eight weeks, when the cephalacadual and proximodistal growth took place. At this time, infants could move around to obtain the upright posture, where different parts of the body are also distinguishable. Our motor development began prenatally, usually started from the embryonic and fetal period. The fetal period started from two to nine months, when most of the body systems were getting more structurally developed. However, the organs and body systems were still functionally immature. The fetal period was characterized by rapid growth and organ completion, as well as reflex activities and movements. As early as three months, babies could demonstrate both spontaneous and reflexive movements. My mother told me that she first felt my kicking and hand movement around the fourth month, and she also went to do the ultrasound to check if I was a healthy baby. My mother kept the testing record updated, the doctor also told her about my gender when I was a six-month-old baby. During the prenatal period, the development represented the interaction of  heredity and environment. The organism constraints such as genetic makeup, would dominate the development, while the environmental constraints could also affect the development. Teratogen was an environmental factor that cause harm to the embryo or fetus, it could lead to the birth defects. However, the baby’s genetic makeup and the amount of exposure would play important roles that affect the degree of harmfulness. The epigenetic crisis represented a time of particular susceptibility to harm, that different trimester exposed to teratogen would lead to different degrees of functional or structural damages. I was a healthy baby and received high APGAR scores mainly because my mother did not drink alcohol nor smoke during the pregnancy. My mother was a housewife, she stayed home most of the time looking at baby pictures and listening to classical music. Her daily exercise was walking, when she had to g o to the supermarket near my house. During the pregnancy, my mother’s life was simple and worriless, she was also a happy and a healthy mother. Reflexive Period The reflexive period started from birth to two weeks, the reflexive or spontaneous movements are used to insure the infant’s survival. There were two types of reflexes, the primitive and postural reflexes. The primitive reflexes were used for the protection and nutrition purposes, usually disappear by the sixth month. I demonstrated the rooting reflex when I was one month old, when my mother tactile my cheek, I immediately turned my head toward her finger (see picture five). My mom also told me that I used to like sucking my thumb before I go to sleep (see picture four). It showed sucking reflex, which was the biological response for the basic needs and helped infants to survive. The asymmetric tonic neck reflex appeared around the same time, when my right arm was extended and the left to keep my body facing a direction (see picture four). On the other hand, the postural reflexes are used for the development of later voluntary movements. The postural reflexes may never disappe ar, those reflexes also automatically provided the maintenance of infant’s upright position in relation to the environment. Setting up an upright posture could also help infants survive in the environment, as the environmental constraints began to have more  influences on the development. Overall, the organism constraint dominated the development during the reflexive period, and the environmental constraints were influential. Preadpated Period The motor development of preadapted period would usually take place when an infant is around two weeks to a year old. During this early developmental period, the organism constraints played a dominated role, the environmental constraints were influential, and the task constraints organized the action. The goal of the movement would be the attainment of independent walking and independent finger feeding. When I was an infant, I followed the sequence of motor development to obtain my upright posture. At two weeks, I couldn’t lift my head off the support surface to gaze about the environment. I would need help on lifting my head, therefore my mother would put her hand behind my trunk to support my body (see picture two). The posture at this age was the prone position (see picture one). At birth, infants would show their first motor movement by learning to prone. Soon after that, I began to elevate myself on my arms. As soon as I reached five months old, I was able to sit alone without support (see picture seven). Around five and half month old, I could demonstrate rolling, which was the earliest pattern of infant locomotion development. However, I skipped the stage of crawling, an important stage of motor development that helps infants to prepare for later walking skills. Because I was the oldest child in the family, my parents thought maybe I was too fat to demonstrate crawling (see picture six – I couldn’t crawl up to a chair). I thought the main reason for not crawling was that I often played with older children in our community. Since I am able to see many â€Å"role models†, it is likely that I learn how to stand first, thus skipped the crawling. The environmental constraints played an important role for me in the process of learning to stand, walk, and later running. The rate enhancer would be the opportunity for me to play with the older children, and to learn more motor skills from them. However, the rate limiter and organism constraints for not acquiring the walking or running skills would be the strength. Because my  mother was a housewife, she spent a lot of time taking care of me. She taught me how to stand by holding both of my arms first, to give me strength support (see picture nine). Soon I was able to acquire the standing motor skill, I can stand by myself (see picture ten). My parents then bought me a â€Å"walker† to help me learn how to walk (see picture eight). The walker was very helpful because it had wheels under the chair, I can actually go anywhere I wanted, just like a walking person. Around approximately ten-months old, I began to cruise and showed walking patterns. However, the rate-limiter and constraint of walking is my posture, because I have not yet obtained the upright posture for walking. It might be the fact that I wanted to play with the older children, and I was also able to see how other children walk, I showed early mature walking patterns at the age of eleven-months old. At this time, I was an independent walker with newly learned walking skills! When I first began to walk, I was walking very slowly, making short strides and put my arms up high to make balance. The primary rate limiters for not acquiring the upright position in walking were the postural control and strength. My body proportion was also a disadvantage to obtain the walking skills, because the proportion of my head was thirty percent of the body while my legs are only fifteen percent. I had heavy body and short legs, (heavy center of mass and light base of support) it would be hard for me to keep the upright postural control and balance for walking pattern. At this point, the environmental and task constraints would show more influences on the motor development. As I obtained the skill of independent bipedal locomotion (walking), I encountered movement problems. According to dynamical systems perspective, the degrees of freedom and context-conditioned variability are the problems for a new walker. If I was able to go anywhere I want, then I had the right of choosing where to go, or how to get to the desired place. However, the problems were solved from self-organization of the body system and the emerging of the constraints. The major rate limiters for not acquiring the running skills would mainly come from the organism constraints, such as the posture, strength and motivation. For me, I was motivated to learn those motor skills because I  wanted to play with older children. I was a fast learner also because my parents spent time and efforts to help me obtain the locomotion skills. Therefore, six months after I learned how to walk, I was able to run anywhere I want to go (see picture eleven). I have also developed manipulative skills as I learned to use hands to feed myself, and I was able to show better hand-eye coordination and movement. Fundamental Motor Skills Period The fundamental skills period began at the age of one, ends by the age of seven. In a way, this period of time would be a sensitive period to learn certain motor skills for later skillful movements. The fundamental motor skills period would be the building blocks for later emerging skills, and acquiring those skills were essential to later developing motor skills. Those skills were characterized as the phylogenetic skills, which are skills typical to individuals. Obtaining the locomotion and manipulative skills would be the fundamental and developmental process to obtain later movements. At this time, both fine and gross mother skills were beginning to develop. Those skills might not be maturational determined, and the arm and leg coordination were still immature. When I was a year old, I would throw a ball only using my arm movement, my legs and trunks barely made any movements. As I grow two more years older, I could demonstrate the pattern of block rotation, at the point where my body moved as one long axis. I would step my feet first, then put my arm backward ready to throw. My arm, leg and trunk have lined up as straight along the axis, and allowed me to have more power in throwing. Around the age of six or seven, I was able to demonstrate the differentiated rotation movement. My arms, legs, hip and shoulder would move separately as I began to obtain higher level of throwing. When I threw, my hip usually showed the first movement, followed by my shoulder and arms. At this young age, I had difficulties to demonstrate the locomotion skills of skipping. Skipping would be the latest motor movement for children to learn, not only because it had higher level of difficulty, but also it required the ability to hop on each leg sequentially. Older children would have no problem demonstrate skipping because they have better postural control, movements and coordination. Fine motor skills were begun to develop, such as drawing skills. When I was a one-year-old child, I would draw some scribbles on the paper, the outline and the shape of the objects were not clear to see. As I grew older, I showed more realistic drawings by making more clear lines, shapes and forms. I was also able to draw many different emotions on the faces and I used more variation in coloring my pictures. At the age of six, both my sister and I were interested to learn roller-skating. My father had brought two roller-skates for us, and we also took roller-skating class. It was really hard for me when I first started to learn roller-skating, and it was difficult to keep the balance. Skating is a complex motor skill because the arm and leg movements could not be in the same direction. My arm and leg coordination was also messed up, because I would always freeze my arms as I put it up high to obtain the balance. After many practices and countless falls, my sister and I have finally learned some basic fundamental skills of roller-skating (see picture fourteen). We wore kneepads because it was impossible not to fall, but we took them off as we were able to perform better in roller-skating. My father have also signed me up for a swim class, because he thought swimming was a very healthy exercise and it would help me to become healthier (see picture fifteen). Swimming was also a complex motor activity, while I tried to keep my legs padding in the water, the degrees of freedom limited me from doing any arm movements. Overall, the organism constraints dominated the development, the environmental constraints were influential and the task constraints organized the action. The rate limiter would be the proficiency barrier, the immature functional organism constraints held me back from acquiring the higher level of motor movement. Context-Specific Skills Period As I began to get older, around the age of seven to eleven, I reached the context specific period. The context specific period was characterized by the ontogenetic skills, which are skills unique to individual. Most children  at this period have obtained context-specific knowledge and experience to acquire their individualized skills. The context-specific period also represented a transition period between the attainment of the fundamental motor skills and the transformation into skillful motor performance. Because it was influenced more by the environmental and task constrains, motivation and parental support would be important to help children move on successfully to the skillful period. Organism constraints also played important roles, such as physical, social and emotional development. At this time, I have grown taller and gained more body weight. There were also changes in my cardiovascular system, the aerobic power increased because I was able to uptake more amount of oxygen at a time. The improvement can be seen from exercising, such as swimming. I was still at the swimming class, my swimming had improved and I was moved up to a higher level. In order to graduate from the swimming class, it was required for everyone to pass an examination by performing the swimming skills in a weekly competition. I remembered how nervous I was when I had to swim butterfly in the competition, I felt so relieved when I passed the examination and get the award. Because of the training from swim class, I had more swimming experiences and obtained better swimming skills. Swimming has also helped me to improve arm and leg coordination in the development of gross motor skills. At this time, both fine and gross motor skills have also improved. I was still in love with roller-skating, but I have also fallen in love with ice-skating. Once my friends asked me to go ice-skating with them, they were surprised to see my skating skills. I have never gone ice-skating before, but because I knew how to roller-skate, thus it was easier for me to stay balanced. I showed better skating skills because I had already obtained the gross motor skills needed for skating, the arm and leg coordination had also improved as I gained more skating experiences. During the winter of my senior year in high school, my uncle asked me to go skiing with him. I was a little nervous because I have never skied before, and also I heard that skiing was a dangerous sport. However, all those worries had gone away as I began to learn skiing. As my uncle taught me how to ski, he was surprised to the pattern of well-coordinated arm and leg movement, as well as my balance. I was still in love with flute, and I had also become a member of the concert band in my middle school. At this time, I am more skillful in playing flute. Because I have been practicing everyday, my fingers are also more flexible as I gained more experiences. As I practiced more, the perceptual and speed processing increased, which allowed me to read the music faster. During my last year of the school, our concert band was informed to attend a National Musical Competition. We were invited to go to Florida State for three days for the competition, which we had to play against ten middle schools in the United States (see picture sixteen). I still could remember that moment when the judge announced our school to be the one winning the first price, for a moment I thought I was dreaming. It was unbelievable, it was the happiest moment in my life, and all the hard work has been paid off. I felt so proud to be a member of our concert band, because I had also contributed my effort to win the price. My parents and friends were very happy for me, and they encouraged me to take more challenges. The environmental and task constraints are the rate enhancers to help me move on to the next skillful period, and I have also gained more confidence in myself. However, the rate limiter for not acquiring the skillful skills would be the proficiency barrier, because of the functional organism limitation. I have not yet obtained the skillfulness of the perceptual cognitive functioning, such as not having enough knowledge base and a slower speed of processing. Skillful Period The skillful period usually started at the age of eleven, the word â€Å"skillfulness† could also represent context-specific because the skills were also individualized. After winning the first price and gaining the recognition, I decided to devote myself into playing flute. My parents supported me, they have also asked a professional flutist to be my tutor. With the hope that I might be a professional flutist someday, I have been practicing two hours per day to improve my playing skills. It was the organism constraints that influenced my determination and persistency, because I was motivated go achieve the goal (see picture seventeen). The environmental constraint also played an important role during the skillful period. For me, not only because my parents set high expectations toward me,  but also we were in the middle socio-economic status where the money for tutoring was affordable. If I ever become a successful swimmer or flute player, I’d thank my parents for gi ving me the opportunities. I have also been consistently going to swim, and it had become my regular exercise every week. At this time, my father did not need to force me nor sign me up for a swim class, because I liked swimming as much as I loved playing flute. I would still go ice-skating with my friends, and I have also learned how to perform some tricks. My uncle would still take me up to the mountain every winter to ski, I was able to ski on a higher hills and under more complex tasks. For those motor activities, I know if I were able to be persistent to practice, it would enhance my knowledge and experiences and my performance would get closer to the professional level. From the dynamical systems perspective, self-organizing system and organism constraints have set a balanced, equilibrium and coordinated state in the individuals. Compensation Period The compensation period represented a time when a skilled individual is compensating for a change in an organism constraint. Throughout the life span, our motor skills performance would keep on improving. As we reached at the point where organism constraints took place to change, our motor skills performance would decline. It showed the adjustment of our motor behavior, and our movements might not be as skillful. Due to the changes in organism constraints, a person at this period of time was also particularly vulnerable in gross motor skills, because those skills required larger forces and aerobic efforts. Changes in organism constraints are due to the declines in the body system such as maximum oxygen uptake, stroke volume, or maximum heart rate. There would be changes in our fundamental motor skills, such as locomotion and balance. At this time, our walking skills and balance have declined and we became more vulnerable to falls and injuries. It is also because the decreased bone ma ss, led to the changes in strength characteristics of the bones. In addition, our auditory and somatosensory systems would not be functioning well; a person could suffer from hearing loss or loss of sensitivity. Changes in the environmental constraints would also influence an individual at this period of time. The lifestyle, societal expectations or socio-economic status would make differences on their perceptions and actions. At the compensation period, the declining of physical abilities had impact on individual’s psychological and emotional systems. A person at this period might lose the interests in doing their favorite sports, or change the interest or hobby. Other than obtaining an active lifestyle, the higher socio-economic status would play a role to help an individual at this period to live longer and healthier, because of the better medical care. Future Goals As for now and the future, I would keep up with the concert band in the University of Maryland College Park, and attend as many musical performance as I could. I would still take private lessons and practice one to two hours per day to get myself on the right track. I know my dream would come true if I could keep up my persistency and hard work. This could be characterized as my organism constraints, because I was self-motivated and have confidence at what I do. My uncle would still invite me to go skiing with him every winter, we have been great skiing partners. However, it was harder to keep up with the skiing skills at a certain level if you just practice once or twice a year. The environmental constraint had limited my skiing skills, if I were to live somewhere in Alaska, I would have better chance to be a skillful skier. I also would continue my swimming practices, because it would be hard to catch up the butterfly if I stopped practicing it. I know I would never forget how to m aster those motor skill performances, they have been a part of me. However, to reach a certain level of expectation and goals, I would still need my parental support and encouragement, as well as my persistency and practices.

Free Essays on China Country Briefing

1. Executive Summary China is a country that is developing day by day. China was a country that had problems with growth and struggled economically. It wasn’t until the early part of 2001, when China officially maintained a steady growth economically. There are records that would show that China had already achieved and surpassed the government’s declared target at seven percent growth; but figures from the Chinese government are often distorted to meet standards due to the governments’ involvement in business and the fiscal stimulus program. Now according to many analysts, China’s economy has achieved a â€Å"soft landing†. They did this by establishing a stable growth with low inflation. Even with this improvement in China’s economy many believe that with all of the hundreds of millions of people without employment who work for the nation’s state-owned sectors. There will not be enough investments and profit to resolve china’s structural problems. Since about 1980 the Chinese government has had a strong role in their economy. The government is the ultimate owner of State-Owned Enterprises (SOEs), which is mainly the Communist Party. They also control two thirds of an urban employment know as GDP. The government also has eliminated controls on the prices of goods such as transportation, grains, cotton, and coal. The government also sets all interest rates and financial institution fees. In terms of trade, china restricts many imports by setting high tariffs and taxes, trading rights restrictions, and a variety of other barriers. Due to the strict laws and tariffs china has to deal with smuggling. China is now working closely with the WTO to help its economy grow and become sable. They have now cut tariffs on many goods, along with reducing the number of goods with import quotas. China’s industrial sector is made up mainly by manufacturing, mining, and construction. Industrial makes up abou... Free Essays on China Country Briefing Free Essays on China Country Briefing 1. Executive Summary China is a country that is developing day by day. China was a country that had problems with growth and struggled economically. It wasn’t until the early part of 2001, when China officially maintained a steady growth economically. There are records that would show that China had already achieved and surpassed the government’s declared target at seven percent growth; but figures from the Chinese government are often distorted to meet standards due to the governments’ involvement in business and the fiscal stimulus program. Now according to many analysts, China’s economy has achieved a â€Å"soft landing†. They did this by establishing a stable growth with low inflation. Even with this improvement in China’s economy many believe that with all of the hundreds of millions of people without employment who work for the nation’s state-owned sectors. There will not be enough investments and profit to resolve china’s structural problems. Since about 1980 the Chinese government has had a strong role in their economy. The government is the ultimate owner of State-Owned Enterprises (SOEs), which is mainly the Communist Party. They also control two thirds of an urban employment know as GDP. The government also has eliminated controls on the prices of goods such as transportation, grains, cotton, and coal. The government also sets all interest rates and financial institution fees. In terms of trade, china restricts many imports by setting high tariffs and taxes, trading rights restrictions, and a variety of other barriers. Due to the strict laws and tariffs china has to deal with smuggling. China is now working closely with the WTO to help its economy grow and become sable. They have now cut tariffs on many goods, along with reducing the number of goods with import quotas. China’s industrial sector is made up mainly by manufacturing, mining, and construction. Industrial makes up abou...

An Overview of the Origin of Swimming

An Overview of the Origin of Swimming Written records of swimming date back to near 2000 BC, however, nowhere are strokes or techniques mentioned, children were simply taught to swim. A record from between 2160 BC and 1780 BC from an Egyptian nobleman says â€Å"his children took swimming lessons with the king’s children† (Colwin 4). In addition, many passages from the Biblical Old Testament mention swimming or the act of swimming; such as in the old testament book of Isaiah: â€Å"as he that swimmeth spreadeth forth his hands to swim† (KJV Isa 25:11). Until around the 1500s, no swimming manuals teaching specific techniques existed. In 1559, Sir Everard Digby wrote, in Latin, A short introduction for to learne to swimme. Later Christofer Middleton translated Sir Digby’s work into the common English â€Å"for the better in|struction of those who vnderstand not the Latine tongue† (Digby 1). Digby wrote instructions on how to swim â€Å"like a dog† and â€Å"like a dolphin† as well as many other forms (Digby table of contents). From there, other manuals were written to further refine strokes. While swimming originates as an old pastime, until the early 1800s competitive swimming’s history did not exist because competitive swimming itself did not exist. Up until then, swimming acted as a pleasurable pastime intended more for relaxation than exercise. That mentality shifted during the 19th century in Britain with the opening of St. George’s Baths in 1828, the first indoor public pool. Following that in 1837, the British National Swimming Society made many more indoor pools and began holding swimming competitions (Sharma 1). While the sport remained on the back burner for several decades it steadily grew in popularity until swimming debuted on a global scale in the Grecian Olympics of 1896. In recent decades, athletes such as Mark Spitz, Michael Phelps, Ryan Lochte, Nathan Adrian, Natalie Coughlin, Katie Ladecky, and Missy Franklin have rocketed the swimming world into becoming one of the most televised sports during the summer Olympics. The language the sport of competitive swimming employs many words from non-aquatic sources. For example, the butterfly stroke, though allegedly invented in 1933 by Brooklyn swimmer Henry Myers (Colwin 30). Instead the butterfly stroke derives its name from the butterfly insect since the technique somewhat resembles that of its namesake. Several other words in swimming’s lexicon follow the same mentality. Named not for who invented the technique, but rather for what it looks like. Kicks such as the dolphin and whip kick when categorized in this way provide pristine examples for this method. The dolphin kick looks like that of a dolphin’s tail moving up and down in the water. The whip kick, sometimes called the frog kick, also makes sense because as human legs perform the kick they mimic the action of frog legs. The swim strokes themselves hold other examples of words coming from non-aquatic sources. Butterfly (previously explained), backstroke, breaststroke, and freestyle all have nothing to do with water. The back and breast strokes seem to explain themselves, one executed while swimming on your back and the other executed while swimming with your chest or breast side of your body facing downward in the water. While the easiest to swim, freestyle tends to exists as a more complex term to understand. Technically breast, back, and fly exist as alternate strokes for the freestyle though usually traditionally performed as the complete reverse of backstroke. The stroke of free takes on the dictionary definition of â€Å"enjoying personal rights or liberty† (â€Å"free†), which allows swimmers to swim whatever stroke they deem the easiest or the fastest for themselves. Most of the words in the following lexicon find their roots in Germanic languages. Old Norse, Old Dutch, Old English, and even Old Frisian boast the origin of these words. Invented in Britain, competitive swimming has its lexical language background in these and other Proto-Germanic roots. Of the words in the following lexicon only five can have their origins traced back to Latin, French, or Greek. Of the five outliers, three are Latinate in origin. ‘Dolphin’ derived from a term for the animal and the constellation ‘dolphinus’, ‘paddles’ from the Medieval Latin term ‘padela’, and ‘cap’ from the word cappa. The Old French word ‘touch’ from ‘tochier’ joins with a Germanic word ‘pod’ to make the compound ‘tochierpod’ or ‘touchpad’. Finally, swimming gets its word ‘cards’ from the Greek word ‘khartes’. Verbs and nouns entirely comprise the lexicon list, evidence for this observation lies in the reasoning that verbs and nouns describe either an action or a piece of equipment. However, three words defy normal constructs of language. ‘Dolphin’, ‘whip’, and ‘flutter’ are normally used in language as a noun and two verbs respectively. In swimming, these words take on the role of an adjective because they are describing the type of kick used in a stroke (the dolphin kick in butterfly, the whip kick in breaststroke, and the flutter kick in backstroke and freestyle). Swimming, with its complex history of starting as a leisure activity and evolving into a competitive sport, becomes a wonderful example of how a language can adapt its words to fit a new activity. In addition to creating a new lexicon, a competitive swimmer may ignore old definitions as new definitions are created such as the case of ‘dolphin’. The following lexicon presents a collection of twenty swimming terms that demonstrate all of what has been previously written.

Earth by Bill McKiben Essay Example | Topics and Well Written Essays - 750 words

Earth by Bill McKiben - Essay Example In addition, we cannot separate current economies from carbon emission and hence the world will continuously become devastated. Global warming and melting of mountain capes ice are some of the indicators of the destructive effects of our carbon dioxide driven economies. Unlike the original earth, the eaarth has a production rate that greatly exceeds the earth holding capacity. The author is also concerned about the measurement of global economic growth rate and the preference that people have on positive economic growth. Positive economic growth results when the total production in a country exceeds consumption or people’s requirements. However, this is not an absolute measure of economic growth or productivity in a country. This is because economists do not account for carbon dioxide production. Thus, the author argues that the current measures of economic progress should be replaced with measures that account for carbon emissions. Due to our lack of concern about the environ ment, the cost of living will increase constantly despite having positive economic growth. The author argues that it is a contradiction for people to pay high prices for basic commodities such as food while their countries have strong economies. This phenomenon is basic difference between earth and eaarth. ... In addition, countries have subsidies on petroleum products instead of subsidizing basic food products. High cost of living has resulted from the damages that we have caused on the environment. Unpredictable weather patterns have been a direct result of damages that modern economies have done on the environment. Floods have been a common phenomenon in some countries such as Bangladesh. According to the author, the damages that people have done on the environment initiates a series of problems that leads to lack of basic human needs. For example high carbon emissions leads to global warming leading to low rainfall and poor harvest. On the other hand, global warming leads to floods, which cause destruction of infrastructure leading to high cost of living (McKibben 110). The author argues that people concentrate on the consequences of these problems instead of addressing their roots. An immediate solution to the problem is the additional of more carbon dioxide into the atmosphere throug h economic stimulus packages offered by the government or subsidies on petroleum products. The author notes that people are gradually acknowledging the devastating effects that they have caused to the environment. This indicates that people have noticed the difference between earth and eaarth. However, people are not doing enough to restore the earth to its previous position. For instance, people have not stopped destructive behaviours such as deforestation and misuse of energy. The author also notes that consequences of environmental destruction do not affect countries according to their role in production of pollutants. Thus, pollution from America would cause problems to a country that is many miles away such as Bangladesh. This indicates that the efforts towards environmental