Segmentation and Targeting Essay Example | Topics and Well Written Essays - 750 words

Segmentation and Targeting - Essay Example Starbuck has experienced tremendous growth since it was founded. Identify the company’s target market and positioning strategy The level of coffee consumption in the United States has been on a downward trend, especially in the late twentieth century. However, Starbuck has been quite cautious when choosing its target markets. A target market can simply be defined as a group of consumers who share the same interests that a particular company selects to serve. The process of choosing a target market can be undertaken by evaluating social, environmental, political, and competitive factors. Consumers bargaining power and entry barriers all fall under the category of market factors. The prices offered by Starbucks were extremely high and the company was trying to develop a new culture for its customers. Considering that Starbuck was very careful when it came to coffee production, the company managed to maintain a stable relationship with its suppliers hence, it faced minimal threat s and competition (Starbucks Corporation SWOT Analysis, 2008). Office employees with both middle and high revenue were the sole target for Starbuck. Schultz wanted Starbuck to be the place where people could meet and relax on their way home, after work and socialize with each other. Therefore, the company was aggressive in meeting the needs of the consumers. Great consideration was also placed on the arrangement of the store. Target market can be executed in various ways namely concentrated, distinguished and undistinguished (Kotler & Armstrong, 2004). The concentrated strategy focuses its efforts on a single market section and develops and maintains an exclusive approach for every section. The distinguished approach reaches out to the market by creating distinct products and promoting the programs for the various sections. The undistinguished strategy on the other targets the whole market using a single (Kotler & Armstrong, 2004). Starbuck adapted the undistinguished strategy to ma rket their products. The company measured the whole market as one single section. The main obstacle that Starbuck faced when it employed this strategy is the development of a brand that would satisfy the needs of all customers. Nevertheless, Starbuck did not compromise any of its services hence, they did everything they could in order to produce a quality product. A company must choose which position it wishes to occupy in the market after identifying its target. The positioning entails the way consumers define a particular product in terms of quality, size, price and performance and several other factors. Previously, Starbuck had been using transactional marketing where profit was obtained mainly from reserved customers who had a long-term relationship with the company. However, the customer retention approach aims at enchantment instead of consumer fulfillment. Starbuck later discovered that public opinion was a better approach. This kind of strategy takes a long time to thrive, t hough the benefits are worthwhile (Brassington & Pettit, 2000). How does their product line fit with their target market and positioning? Does it make sense? Starbuck began to create high quality products and services to its consumers. Schultz was aware of the fact that coffee is indeed perishable hence, he emphasized on the production of quality products by supervising each stage of coffee manufacture. Whole bean coffee was purchased from countries such as Kenyan and Ethiopia (Stanley, 2002). The coffee was then roasted and

What finding meaning in life is for you Essay Example | Topics and Well Written Essays - 500 words

What finding meaning in life is for you - Essay Example As we transition from childhood to adulthood, our experiences and mental capacities steer us in different directions. For example, in a school with 200 students who go through the same syllabus and share the same experiences, not all of them end up in similar careers. Some will find fulfillment in music, others will be inclined to pursue art, while some will end up settling in politics. In all the students, however, the common denominator is the fact that each of them sees their futures in different areas (Zimmerman 34). Individuals gravitate towards different things when seeking meaning in life, and this is what lead to fulfillment in different aspects. Meaning in life changes over time, but it can also be rigid. Again, this comes back to individual preferences and character. For example, at some point (e.g., in college) some people seek professional prosperity over other issues. However, once they attained this they start leaning towards other interests that they think are just as important in life. For example, a senior student in college may think, for a long time that getting a good job is the essence of life (Zimmerman 49). However, after building a successful career, the student may discover that having a family is the most important thing in life. As such, the career becomes secondary to family life. Other individuals may discover a newfound passion for business and community service, and then consider this to be the basis for their lives, relegating previous meanings to minor roles. The essence of a human being is to understand oneself and becoming self-actualized. This is part of finding meaning in life and that is what separates humans from animals. Human beings need to become aware of their surroundings, their priorities, and their trajectories (Zimmerman 83). In general, people who can be classified as having no meaning in life are often less

Physical Education Essays School Sports

Physical Education Essays School Sports Introduction Physical education has been a central component of the national education system since its first implementation in public schools in the late 19th century. Incorporation of physical activity into schools is believed to offer a range of physical, psychological and social benefits and the National Curriculumcontains policy, based on research by the British Heart Foundation and independent education researchers, for physical education and sport promotion amongst the nations youth. This policy has generally been effective in helping students increase their physical activity levels and meet national guidelines. However, this policy is lacking in some ways and metrics for evaluating the success of the regions physical education programme are somewhat limited. The purpose of this essay is to review existing evidence regarding physical education in schools. The benefits of physical activity for children will first be considered, followed by a review of the National Curriculums policy on physical education. The efficacy of this policy will then be discussed, highlighting any evidence evaluating this relationship. Limitations to existing policy will then be presented, and recommendations for future research and practice will be provided. This essay concludes with a brief summary and outline of key points. Benefits of Physical Activity for Children The UK public education system had upheld a tradition of physical activity promotion within its schools, as well as recognised the multiple benefits of regular exercise on educational outcomes. These beliefs are based on empirical research, of which the benefits of physical activity for health and well-being have been widely documented (see Hills et al., 2011). These benefits appear to impact three broad dimensions of well-being in youth, including physical, psychological and social dimensions (Metcalf, Henley Wilkin, 2012). These three dimensions combine to determine an individuals Quality of Life (QoL), or an individuals subjective standard of happiness and general life satisfaction (Hills, Andersen Byrne, 2011). QoL has become an increasingly targeted outcome variable in public health and medical interventions due to its strong correlation with physical health (Hills et al., 2011). Numerous empirical studies (e.g., Marmot et al., 2012; Metcalf et al., 2012) have demonstrated that improved QoL is associated with reduced disease and illness, as well as reduced healthcare costs associated with treating such conditions. Including physical education in schools has, therefore, been recognised as a productive means of promoting exercise and healthy lifestyle habits from a young age (Hills et al., 2011). A recent review of the health benefits of physical activity and fitness for school-aged youth demonstrated that even moderate amounts of daily exercise led to numerous positive outcomes amongst youth population members (Janssen Le Blanc, 2010). Based on a review of 86 papers yielding 113 intervention outcomes, this study demonstrated that physical activity was associated with moderate-to-strong positive effects on blood cholesterol, blood pressure, metabolic syndrome, obesity, bone density, psychological depression and physical injury (Janssen Le Blanc, 2010). Furthermore, physical activity was associated with a dose-response effect, whereby children who received more exercise experienced greater benefit (Janssen Le Blanc, 2010). Finally, this study demonstrated that exercise of vigorous intensities yielded greater benefits, while aerobic activities were associated with the strongest effect on bone density. Based on these findings, it was recommended that children aged 5 to 17 years old accumulate at least 60 minutes daily of moderate-to-vigorous physical activity (Janssen LeBlanc, 2010). Furthermore, Level 2 students are believed to benefit from even higher exercise intensities, while all children in this age group should continue to include weight-bearing and resistance training activities that promote bone and muscular strength (Janssen Le Blanc, 2010). An increasing body of research has demonstrated the positive effects of more vigorous exercise intensities, and health professionals and sports scientists alike are incorporating high-intensity interval training into their program designs (Janssen Le Blanc, 2010). These findings confirm several previous studies (e.g., Craggs et al., 2011; Metcalf et al., 2012) regarding the positive physical effects of physical activity for physical outcomes, and Janssen and LeBlancs (2010) physical activity recommendations provide more rigorous guidelines than those of the National Health Service NHS (2013). Physical activity is also associated with social benefits that can improve QoL in children (Hills et al., 2011). From an early age, physical activity plays a key role in the socialisation process of young students, who engage in play activities as a means of understanding social dynamics such as observation, modelling, sharing, social reciprocity, social exchange, gender roles and more (Brockman et al., 2011). As children reach later stages of their academic careers, involvement in sports and non-competitive activities serve as a key social outlet for children to continue to understand social processes and develop social skills needed to function in both the academic and professional environment (Hills et al., 2011). Continuing to encourage the play aspect of physical activity appears to be an important means by whichto ensure continued participation and prevent the natural decline in physical activity that typically occurs around the ages of 10 to 11 (Brockman et al., 2011). Finally, physical activity offers psychological benefits, both with respect to general affect and cognitive capacity (Craggs et al., 2011). A recent review of physical activity interventions for American children (i.e., Tomporowski, Lamnbourne Okumura, 2011) demonstrated that consistent exercise of moderate-to-vigorous intensities was effective for promoting emotional and intellectual development. Exercise is particularly effective for enhancing executive functioning (Tomporowski et al., 2011). Biddle and Asare (2011) performed a similar review of physical activity studies with British children, demonstrating that physical activity had strong positive effects on reducing depression, with a small effect shown for reducing anxiety. However, interventions conducted specifically with children from the UK remain somewhat limited, with authors finding just nine interventions that met inclusion criteria (Biddle Asare, 2011). Findings related to improved cognition within these children as a result of physical activity are somewhat inconsistent, although there is some evidence (e.g., Craggs et al., 2011) of improved cognitive performance and academic achievement resulting from physical activity of various modalities. Although the physiological route by which these benefits take place is not fully understood, the effects of exercise on cognitive functioning may result from the release of neurochemicals, such as serotonin and dopamine, that regulate mood and clarify cognitive processes (Craggs et al., 2011). These activities may also enhance self-efficacy for physical activity, an affective state that may transfer to cognitive activities as well (Best, 2010). As technology develops, research is expected to match physical activity designs with benefits (Craggs et al., 2011). National Curriculums Policy on Physical Education Due to the extensive documentation of the benefits of physical activity, the National Curriculum has implemented policy on physical education for more than one century (Bouchard, Blair Haskell, 2012. A new National Curriculum is currently being designed for UK schools that will allow for more flexibility in programme design and offers a slimmer framework (Association for Physical Education, 2014). However, concepts from the former policy will still be incorporated into the new framework, including basic outlines for educational principles at key stages of learning and development. The policy currently segregates physical activity needs for students in Key Stages 1 and 2 versus those in Key Stages 3 and 4 (Gov.UK, 2013). However, the policy recognises that high-quality physical education is needed to promote full psychological, social and physical development, and the National Curriculum encourages engagement in sports and physical activities throughout all stages (Gov.UK, 2013). Furthermore, the curriculum assesses competency in physical activities, rather than just participation, in order to ensure that students know and apply skills learned within physical education courses and incorporates physical activity into their daily lives (Bouchard et al., 2012). At Key Stage 1, the National Curriculum recommends that students develop fundamental movement skills, become increasing competent and confident and access a broad range of opportunities to extend their agility, balance, and coordination, individually and with others (Gov.UK, 2013 p. 1). During this stage, pupils are encouraged to engage in both competition and non-competitive activities and become involved in increasingly challenging activities (Gov.UK, 2013). Finally, pupils within this stage are encouraged to learn basic movement skills that promote coordination and development of general motor programs, participate in team games, and perform activities that require simpler movement patterns (Gov.UK, 2013). At Key Stage 2, the National Curriculum recommends that students continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement (Gov.UK, 2013, p. 1). The National Curriculum encourages students to participate in activities that promote communication, collaboration, and the development of self-monitoring and self-evaluation of skills (Gov.UK, 2013). Additionally, students at this stage are encouraged to increasingly participate in competitive activities, develop flexibility, strength, technique, control and balance and perform activities with more complex movement patterns (Gov.UK, 2013). Comparing performance against peers and national standards is also recommended at this stage (Gov.UK, 2013). Swimming and water safety skills are introduced at Key Stage 1 or Key Stage 2. At Key Stage 3, the National Curriculum recommends that students build on and embed the physical development and skills learned in Key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities (Gov.UK, 2013, p. 1). During this stage, students are encouraged to use a range of different techniques and methods to compete against opponents, continue to improve performance based on peers and national standards, take part in increasingly difficult and novel situations, and engage in non-school sport activities (Gov.UK, 2013). Additionally, educators are encouraged to continue to foster confidence through personal mastery of tasks and improvements in comparison with individual and national standards (Gov.UK, 2013). In Key Stage 4, the National Curriculum recommends that students tackle complex and demanding physical activities (Gov.UK, 2013, p. 1). At this stage, students have generally learned to become more independent and have ideally developed self-monitoring skills to continue to direct their own sport and interest physical activity participation (Gov.UK, 2013). During Key Stage 4, students are taught to develop multiple tactics and strategies to use in competitive situations, continue to master techniques of chosen sports or activities, take part in adventurous activities that require complex decision-making, and take part in both school and non-school-related physical activities (Gov.UK, 2013). This curriculum has guided physical education pedagogy for several years, although recent reform has led to some structural changes that are discussed in more detail below. Efficacy of National Curriculum Policy The National Curriculums policy on physical education draws from contemporary development research and is believed to offer an efficacious guideline for individual schools to follow in their programme designs (Standage et al., 2012). As the 2013 policy has been submitted for revision, the 2014 framework is being implemented to provide even greater freedom and flexibility for schools in their physical education delivery and curriculum model designs (Haerens et al., 2011). According to the Association for Physical Education (2014), this increased flexibility will be even more evident in primary schools, and places a higher level of responsibilityon teachers to be experts in their subject matter and pedagogical approach toward physical education (Association for Physical Education, 2014). Such a policy is hoped to place more power in the hands of educators and schools to include programmes they believe will be beneficial for their student populous. Though the National Curriculum is believed to be an efficacious and thorough policy that allows for individuality and creativityon the part of teachers to understand their own students needs, the effects of this policy remain to be seen. The former policy had previously been criticised for its limited evaluative efforts and sometimes ambiguous effects on key learning outcomes (Evans, 2004). According to a report by Evans (2004), the UKs former policy on physical education contained antiquated concepts regarding the development of physical abilities, and argued that the policy promoted exclusive practices for students less apt toward exercise in some respects. In a 2005 study related to the former UK physical education policy, Fairclough and Stratton (2005) found that physical education for students aged 11 to 14 was effective for increasing physical activity in students who were of high academic ability, while students of low- to moderate- academic ability did not increase their physical activity levels in response to physical education programmes. Thorburn, Jess and Atencio (2011) challenged the common conception that physical education programmes contribute to the well-being of students. Based on a review of Scottish physical education programmes, these authors concluded that individual curriculums often produced contrasting effects in student such as those found in Fairclough and Strattons (2005) research. While high-achieving students appear to benefit from this curriculum, such policy may promote exclusiveness in students of differing academic abilities (Thorburn et al., 2011). As a result, physical education may actually detract from the well-being of marginalised student groups. While studies (e.g., Janssen LeBlanc, 2010; Standage et al., 2012) have demonstrated that increased physical activity has been associated with reduced obesity and increased educational outcomes, the precise relationship between physical education policy and these benefits is less clear. Geyer (2012) criticised former education policy for its strong centralist nature and auditing approach toward education improvements. Therefore, allowing for greater flexibility amongst individual schools to assess needs and design a curriculum that most effectively meets those needs is believed to be a significant improvement over former policy (Geyer, 2012). Additional, more stringent evaluative strategies amongst individual schools may allow for less of an auditing approach toward improving physical education outcomes and more of a proactive approach that anticipates changing needs amongst diverse student groups (Geyer, 2012). Limitations to Existing Policy Though the National Curriculum for physical education is based on evidence and has recognised the widespread benefits of physical activity for UK student population members, some limitations exist that have warranted changes within the new policy. In addition to the lack of evidence regarding its efficacy, as well as the centralised and auditory approach toward addressing improvements in the system, the curriculum has been criticised for a lack of clarity and a lack of awareness by parents and teachers as to how to properly implement existing policy (Haerens et al., 2011). For example, Haerens et al. (2011) showed that many teachers lack a clear understanding of the specific goals and outcomes of the National Curriculum at each Key Stage, or suggest that these outcomes do not match the needs of their particular institution. This limitation will ideally be addressed by decentralising the new curriculum and placing more power of design into the hands of teachers within the UK education system (Geyer, 2012). Additionally, parents have been shown to generally lack awareness about key outcomes associated with each stage of development in UK educational pedagogy (Kirk, 2014). This is unfortunate, as parents play a pivotal role in regulating the extracurricular activities of children, and their involvement in promoting physical activity is crucial to capitalising on the inclusion of physical education in schools (Kirk, 2014). Implementation challenges have plagued previous UK physical education policy, and parents may help overcome this barrier (Zhu, Ennis Chen, 2011).There have been contextual constraints among schools limiting fitness science learning in the academic environment, as well as discrepancies in personal values toward physical education as a key component to a science-based educational program (Zhu et al., 2011). Greater efforts are needed to raise awareness of the benefits of physical activity to parents in order to gain support for its inclusion and continued participation in schools (Zhu et al., 2011). Recommendations The benefits of physical activity for children are clear, and there are obvious societal advantages to promoting regular exercise from an early age (Standage et al., 2012). As the academic environment represents the most optimal setting in which to promote health and physical activity, a National Curriculum that includes physical education is crucial to a healthy and productive society (Kirk, 2014). However, improvements must be made in the individualisation of curricula based on need, as well as efforts to monitor the efficacy of existing policy (Bohn-Gettler Pellegrini, 2014). Finally, greater efforts to improve awareness of policy and the benefits of physical activity, particularly amongst parents, are needed in order to ensure national physical activity guidelines are met (Geyer, 2012). De-centralising the National Curriculum design and providing more flexibility for individual schools to target specific needs is recommended to promote the most effective physical educationprogramme for UK students (Geyer, 2012). Individual schools differ in their physical education needs, and their curriculum designs should reflect this need. Additionally, engaging parents in the design process as well as seeking their support at the school level may be beneficial in ensuring physical activity behaviours are encouraged in the home environment (Kirk, 2014). Finally, more research is needed that tracks key metrics related to the efficacy of new National Curriculum policy (Bohn-Gettler Pellegrini, 2014). For example, the relationship between physical education implementation and academic outcomes, obesity and QoL would all be beneficial in evaluating the efficacy of physical education policy (Hills et al., 2011). Such efforts may also help reduce the auditory approach taken in previous policy and encourage a more proactive physical education curriculum. Conclusion The purpose of this paper was to discuss contemporary issues regarding physical education policy within the National Curriculum. The benefits of physical activity for children were first explored, including psychological, social and physical outcomes. A review of the National Curriculum policy on physical education was then presented, including former policy and new changes within the 2014 revisions. The efficacy of this policy was then considered, as well as the limitations. Finally, recommendations for improving existing policy and increasing physical activity rates were discussed. Based on the evidence presented within this paper, physical activity appears to offer substantial benefits to students and the inclusion of physical education in the National Curriculum has the potential to offer long-term benefits to society. However, some issues regarding assessment, monitoring, decentralisation of design, incorporating parent involvement, and taking a more proactive approach toward improvements will all contribute to improved policy in the future. Implementing more rigorous research and intervention designs will ideally alleviate existing limitations in research surrounding this topic. References Association for Physical Education (2014). National curriculum 2014. [online] Available at: http://www.afpe.org.uk/advice-on-new-national-curriculum. Accessed 14 Oct. 2014. Best, J. R. (2010). Effects of physical activity on children’s executive function: contributions of experimental research on aerobic exercise. Developmental Review, 30(4), pp. 331-351. Biddle, S. J. and Asare, M. (2011). Physical activity and mental health in children and adolescents: a review of reviews. British Journal of Sports Medicine, 45. Abstract only. Available at: http://bjsm.bmj.com/content/45/11/886.abstract. Accessed 14 Oct. 2014. Bohn-Gettler, C. M. and Pellegrini, A. D. (2014). Justice, conflict and wellbeing. New York: Springer. Bouchard, C., Blair, S. N. and Haskell, W. (2012). Physical activity and health 2nd edition. Champaign, IL: Human Kinetics. Brockman, R., Fox, K. R. and Jago, R. (2011). What is the meaning and nature of active play for today’s children in the UK. Int J Behav Nutr Phys Act, 8, p. 15. Craggs, C., Corder, K., van Sluijs, E. M. and Griffin, S. J. (2011). Determinants of change in physical activity in children and adolescents: a systematic review. American Journal of Preventive Medicine, 40(6), pp. 645-658 Evans, J. (2004). Making a difference? Education and ability in physical education. European Physical Education Review, 10(1), pp. 95-108. Fairclough, S. and Stratton, G. (2005). ‘Physical education makes you fit and healthy’. Physical educations contribution to young peoples physical activity levels. Health Education Research, 20(1), pp. 14-23. Geyer, R. (2012). Can complexity move UK policy beyond ‘Evidence†Based Policy Making’ and the ‘Audit Culture’? Applying a ‘Complexity Cascade’ to education and health policy. Political Studies, 60(1), pp. 20-43. Gov.UK (2013). National curriculum in England: physical education programmes of study. [online] Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study/national-curriculum-in-england-physical-education-programmes-of-study. Accessed 14 Oct. 2014. Haerens, L., Kirk, D., Cardon, G. and De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), pp. 321-338. Hills, A. P., Andersen, L. B. and Byrne, N. M. (2011). Physical activity and obesity in children. British Journal of Sports Medicine, 45 (11), pp. 866-870. Janssen, I. and LeBlanc, A. G. (2010). Review Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40), pp. 1-16. Kirk, D. (2014). Physical education and curriculum study (Routledge Revivals): a critical introduction. London: Routledge. Marmot, M., Allen, J., Bell, R., Bloomer, E. and Goldblatt, P. (2012). WHO European review of social determinants of health and the health divide. The Lancet, 380(9846), pp. 1011-1029. Metcalf, B., Henley, W. and Wilkin, T. (2012). Effectiveness of intervention on physical activity of children: systematic review and meta-analysis of controlled trials with objectively measured outcomes (EarlyBird 54). BMJ: British Medical Journal, 345. [online] Available at: http://www.bmj.com/content/345/bmj.e5888. Accessed 14 Oct. 2014. National Health Service (2013). Physical activity guidelines for children and young people. [online] Available at: http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx#close. Accessed 14 Oct. 2014. Standage, M., Gillison, F. B., Ntoumanis, N. and Treasure, D. C. (2012). Predicting students’ physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport Exercise Psychology, 2012(34), pp. 37-60. Thorburn, M., Jess, M. and Atencio, M. (2011). Thinking differently about curriculum: analysing the potential contribution of physical education as part of ‘health and well-being’ during a time of revised curriculum ambitions in Scotland. Physical Education Sport Pedagogy, 16(4), pp. 383-398. Tomporowski, P. D., Lambourne, K. and Okumura, M. S. (2011). Physical activity interventions and childrens mental function: an introduction and overview. Preventive Medicine, 52, pp. S3-S9. Zhu, X., Ennis, C. D. and Chen, A. (2011). Implementation challenges for a constructivist physical education curriculum. Physical Education and Sport Pedagogy, 16(1), pp. 83-99.

The Devastation of Agent Orange Essay -- Exploratory Essays Research P

Abstract: This paper exposes the social injustices to Americans and to Vietnamese resulting from spraying of Agent Orange during the Vietnam Conflict. American Vietnam Veterans and many Vietnamese citizens have struggled with the United States Government for due reparations from the devastation of Agent Orange that has shattered their lives. Veterans have demanded compensation for this injustice through lawsuits and government allocations while the Vietnamese want the United States to clean up their dioxin-contaminated land and waterways. The United States has denied responsibility and the battle continues as veterans and the Vietnamese challenge the United States to accept its wrongdoing. This paper provides the evidence that the US government knowingly sprayed innocent people without warning. Based on the treatment of US military personnel, this paper argues that a major international effort will be required to force the US Government to assist in responding to the Vietnamese cr isis. Background During Operation Ranch Hand the US Air Force sprayed approximately 18 million gallons of the herbicide and defoliant, Agent Orange, over South Vietnam from 1965 - 1970 (Moore 2000). Both US military bases and Vietnamese cities were sprayed in order to decrease the amount of foliage to prevent surprise attacks as well as to deprive the enemy of food, since much of the spraying was over agricultural land. Agent Orange is composed of equal parts of 2,4-dichlorophenoxyacetic acid (2,4-D) and 2,4,5- trichlorophenoxyacetic acid (2,4,5-T) (Moore 2000). Agent Orange was also contaminated with 2,3,7,8-tetrachlorodibenzo-para-dioxin (dioxin) which is a byproduct of the manufacturing of 2,4,5-T (Moore 2000). Dioxin has been described as the "... ... Constable, Muneaki Matsuda, Vu Duc Thao and Amanda L. Piskac. "Recent Dioxin Contamination from Agent Orange in Residents of a Southern Vietnam city". Journal of Occupational and Environmental Medicine. Volume 43, Number 5. May 2001. pp. 433-443. Schector, Arnold, Marian Pavuk, John D. Constable, Le Cao Dai, and Olaf Papke. "A Follow-Up: High Level of Dioxin Contamination in Vietnamese from Agent Orange, Three Decades after the end of spraying". Journal of Occupational and Environmental Medicine. Volume 44, Number 5. March 2002. pp.218-220. Wilcox, Fred. Waiting for an Army to die. Seven Locks Press: Cabin John, MD. 1989. Winerip, Michael. "US Judge clears way for trial on Agent Orange". New York Times. May 18, 1983. Young, A.L. and G.M. Reggiani. Agent Orange and its associated dioxin: assessment of a controversy. Elsevier: Amsterdam. 1988.

Striving for Personal Success

Striving for Personal Success University of Phoenix Gen 200 Eleanor Roosevelt once said, â€Å"In the long run, we shape our lives, and we shape ourselves. The process never ends until we die. And the choices we make are ultimately our own responsibility† (Goodreads Inc. , 2013). Although life can be a major deterrent on success, it also can be one factor in obtaining college success. The personal responsibility a student holds is based on their motivation and self- sacrifices.Success in life and in college can only be measures by the hard work, drive, and dedication. Personal responsibility is defined as relating or pertaining to oneself and the state of responsibility as moral, legal, or mental accountability (Merriam-Webster, Incorporated, 2013). One way of applying personal responsibility in a student's life is to continue to push the limits that other people have placed on them and pushing those boundaries to the max. With huge success can come countless opportunities, th rough these opportunities comes dedication and challenges.It is in how each person deals with those dedication and challenges that makes the sacrifices worth everything. When the idea of quitting occurs is when an individual must lean on his or her support systems to pull them through that state of mind. It is family, friends, and amazing instructors who can be the factors between persevering through the hard times and giving up. The question a student will then have to face is, what is most important to that person? By fguring out that question and realize the time and dedication that has already been applied would be a waste.At this final point the individual has to find the motivation and drive to re light that fire under them and ontinue to strive on. It is that personal responsibility of holding oneself accountable for the hard work that will lead that person to college success. Personal responsibility is a factor in achieving success in life and in college, but personal respon sibility also can be a hinder. By being a college student people not only have dedication to their schoolwork, but also their outside school, such as family, friends, and a Job.The struggle is trying to find that balance needed to succeed in all fields. Alexandra Escobar said, â€Å"Professional women often struggle as they try to alance their work and personal roles, while still trying to grow in both,† she currently holds a master's degree in education and holds a chair for the College of Education at University of Phoenix South Florida Campus (â€Å"How women in business can â€Å"lean in†,† personal roles, but as shown through her degree and position held in her college now the success for a degree is possible.The major factor is time management. Every person must learn to create time for what matters, whether that is to wake up an hour earlier or turn the television off to complete that one assignment. 0. 1. Simpson once said, â€Å"The day you take comple te responsibility for yourself, the day you stop making any excuses that is the day you start to the top† ([email  protected], 2001). If this degree and college success is what matters, that person will find a way to make it work, or that person will find a way to make excuses.The main question every person must ask themselves is success at this very moment more important than success for growth that can better one's future or not? Personal responsibility and college success are proving to be one and the same. Success in college and in life can only be achieved by one's own self-sacrifice and elf-dedication. Winston Churchill once said, â€Å"The price of greatness is responsibility' ([email  protected], 2001). Winston Churchill is right.It is the self-sacrifice of choosing to miss out on social events, school events, or pull extra work hours so that person can finish his or her assignments needed to succeed in their classes. The self-dedication will need to be applied to obtain such greatness. By applying self- dedication and personal sacrifices one is allowing themself to grow in personal success. Each hurdle completed in their college Journey is another step closer to obtain ollege success as well as being able to apply the knowledge obtained into their lifestyle and in return gain success in the workforce.It is each individual's personal responsibility to apply what is being learned in and out of the classroom through their college Journey that will truly allow them to have the greatest form of college success. An educational success will be obtained by a college degree, but also a workforce knowledge and personal growth that can be achieved only by experiencing that balancing act between personal responsibility and college success. In conclusion, personal responsibility is the key to success. Success is also determined by self-sacrifice and self-dedication.

Planning Planning And Management - 995 Words

In Chapter 5, the concept of planning is used to correlate planning and management. Planning, in regards to management, can be setting rules and guidelines to complete a goal. Planning can be broken down into different categories or type such as strategic planning, tactical planning, and organizational planning. Some critical components to have when discussing strategic planning is the vision, mission, and values. Initially, a manager starts with strategic planning that gives them a long term goal that will help plan out their next five years. Top manager such as Chief Executive Officer, general manager, president, vice president, and division heads all set the primary direction of the company.( Kinicki and Williams, page 143) In Figure 5.3, it mentions managers need to pay attention to the environment outside the organization, deal with uncertain and highly competitive conditions, and aware of future orientation.( Kinicki and Williams, page 143). Strategic planning is important because it helps determine what to expect or what timeline they imagine for the company progression. When strategic planning, the goals should have broad ideas, ways to achieve the goals, time frame, and what growth they plan on accomplishing. Society is ever changing in technology and making a five-year goal is me aningful, but, if possible, speeding up the program would help launch the goal at a quicker pace. Strategic objectives are useful for management to help focus on goals for theShow MoreRelatedManagement and Planning1251 Words   |  6 Pagesï » ¿Management and Planning Management Planning Management: Theory, Practice and Application/330 Management Planning Planning is identifying the goals to be accomplished and making a decision to move forward the suitable actions needed to achieve those goals (Bateman and Snell, 2009). Examples of planning may include examining current situation, predicting the future, establishing goals, choose what types of activities one will engage, and selecting the resources needed to achieve the said goals (BatemanRead MoreManagement Planning1252 Words   |  6 PagesManagement Planning Student’s name Institution Management Planning Introduction Planning is the means of choosing the best option among others to carry out different managerial roles in order to attain predetermined objectives. It is a necessary management function, which includes formulation of one or more thorough plans to attain optimal balance of wants or demands with the available wealth. Planning is a thorough agenda concerning upcomingRead MoreManagement Planning1120 Words   |  5 PagesManagement Planning- Boeing Management Planning- The Boeing Company The Boeing Company was developed in 1916 by William Boeing and has been in existence for over 90 years. â€Å"Boeing is the world’s leading aerospace company and the largest manufacturer of commercial jetliners and military aircraft combined.† The Boeing  (1995) Boeing builds and designs missiles, satellites, and launch vehicles which are why they are a major service provider for NASA. Boeing is always expanding their productRead MoreManagement Planning and Ethics1121 Words   |  5 Pages(2003) state that planning is the conscious, systematic process of making decisions about goals and activities that an individual, group, work unit, or organization will pursue in the future (Planning and strategic management, p. 108). There are several levels in the planning process. Strategic planning involves setting long-term goals and is a function traditionally employed by top-level management. Newer models of strategic planning tend to involve all levels of management. Ex amples for strategicRead MoreStrategic Planning And It Management1424 Words   |  6 PagesStrategic planning is the process of determining a companys long-term goals and then identifying the best approach for achieving those goals (Wikipedia). This process aligns strategic planning with overall organization planning by assessing organizational objectives and strategies, setting the organizational mission and mandate, assessing the external environment and setting policies, objectives and strategies (Wikipedia). A study completed in 1999 revealed that less than 40% of US businesses includedRead MoreManagement Planning Paper1348 Words   |  6 PagesLemont Feb 27, 2008 Management Planning Paper In management, each of the four functions, planning, organizing, leading, and controlling, are crucial to the development of any business. Involving employees in the planning process help them understand the goals of the organization. Planning is analyzing a situation, determining the goals that will be pursued, and deciding in advance the actions needed to pursue the goals. This paper will evaluate the planning function of the Halliburton CompanyRead Moreproject planning and management1337 Words   |  6 Pagesï » ¿PART 1 1. To what extent does project management apply to Adventures Unlimited? Each tour established by Adventures Unlimited could be considered as a single project. Each tour has the destination, and is not routine and repetitive. The project begins when the consumer and Adventures Unlimited reach the same agreement, and ends when the consumer goes back. Each tour is unique and never been taken before. That is to say, each tour has the specific time, cost, and performance requirements. Read MorePlanning Functions of Management1530 Words   |  7 PagesPlanning Functions of Management â€Å"Planning is concerned with the future impact of today s decisions. It is the fundamental function of management from which the other four functions stem† (Erven, 1999). Considering planning is the first of the four functions of management, one can appreciate the importance and impact it has on the other functions. Production cannot begin and staff cannot be mobilized unless the planning phase has been completed. Factors however, do exist which affect the planningRead MoreManagement Planning at Walmart801 Words   |  4 Pageslevels of planning in order to achieve goals put in place by senior management. Wal-Mart has many different levels of management planning in place to follow through on its goals and objectives. There are many factors that influence Wal-Mart’s strategic, tactical, operational and contingency planning. Although Wal-Mart has been a very successful corporation throughout its existence, it has had to absorb the impact of legal issues, ethics, and corporate responsibility in its management planning. Read MoreNursing Management (Planning)4852 Words   |  20 Pagesobjectives and core values as it pertains to nursing services; †¢ discuss the elements/ components of planning; †¢ enumerate the types and phases of strategic planning; †¢ understand the importance of formulating mission, vision, value statements, objectives and philosophy act as a basis for any organization; and †¢ understand the purposes and benefits of strategic planning. Elements/ Components of planning Forecasting or Estimate the future Set Objectives/Goals and Determine Results Desired Develop and

Significant Events of the Delaware Colony

The Delaware colony was founded in 1638 by European colonists from the Netherlands and Sweden. Its history includes occupations by the Dutch, Swedish, British—and the colony of Pennsylvania, which included Delaware until 1703. Fast Facts: Delaware Colony Also Known As: New Netherland, New SwedenNamed After: Then-governor of Virginia, Lord de la WarrFounding Country: Netherlands, SwedenFounding Year: 1638First Known European Landing: Samuel ArgallResidential Native Communities: Lenni Lenape and NanticokeFounders: Peter Minuit and the New Sweden CompanyImportant People: James, Duke of York, William Penn Early Arrivals The first European arrivals in the area occurred in the early 17th century when the Dutch were involved in establishing many trading posts and colonies around the world including in North America. Henry Hudson had been hired by the Dutch to explore the New World in 1609 and he discovered and named the Hudson River. By 1611, the Dutch had established fur trading enterprises with the Native Americans called the Lenni Lenape. In 1614, Fort Nassau, on what is the Hudson River near Gloucester, New Jersey, was the earliest Dutch settlement in the New World. Peter Minuit and the New Sweden Company In 1637, Swedish explorers and stockholders created the New Sweden Company to explore and trade in the New World, under a charter with Swedish king Gustavus Adolphus. Adolphus died in 1632, and his daughter and successor Queen Christina took over the charters administration. Christinas chancellor formed the New Sweden Company in 1637 and hired Peter Minuit. Minuit was a German-born Dutch resident likely of French Huguenot ancestry, who had previously been the governor of New Netherland from 1626 to 1631 and is most well known for the purchase of Manhattan Island. In March of 1638, Minuit and his two ships, Key of Kalmar and the Griffin, landed at the mouth of a river they named Christina, in what is now Wilmington and founded the first permanent colony in Delaware. Annexed to New Netherland While the Dutch and Swedes coexisted for some time, the incursion of the Dutch into New Sweden territory saw its leader, Johan Rising, move against some Dutch settlements. In 1655, Peter Stuyvesant, New Netherlands governor, sent armed ships to New Sweden. The colony surrendered without a fight.  Thus, the area that was once New Sweden then became part of New Netherland.   British Ownership The British and Dutch were direct competitors during the 17th century. England felt they had a claim to the prosperous New Netherland territory due to the explorations by John Cabot made in 1498. In 1660, with the restoration of Charles II to the throne of England, the Dutch feared the British would attack their territory and forged an alliance with the French against the British. In response, Charles II  gave his brother, James, the Duke of York, New Netherland in March 1664. This annexation of New Netherland required a show of force. James sent a fleet of ships to New Netherland to demand its surrender. Peter Stuyvesant agreed. While the northern part of the New Netherland was named New York, the lower part was leased to William Penn as the lower counties on the Delaware. Penn wanted access to the sea from Pennsylvania. Thus, the territory was part of Pennsylvania until 1703. In addition, Delaware continued to share a governor with Pennsylvania until the Revolutionary War, even though it had its own representative assembly.   Beginning the War of Independence In October 1765, Delaware sent two delegates to a congress of the colonies in New York to deliberate on a joint colonial response to recent British measures, in particular, the Sugar Act of 1764 and the Stamp Act of 1765. The two men were landholder Caesar Rodney and attorney Thomas McKean: the two men and assemblyman George Read would continue to play a role in the movement for independence.   Delaware declared its independence from Great Britain on June 15, 1776, and signed the declaration of independence with its fellow colonies on July 4. Sources Delaware Facts. Delaware Historical SocietyMunroe, John A. History of Delaware, 5th ed. Cranbury NJ: University of Delaware Press, 2006.Wiener, Roberta and James R. Arnold. Delaware: The History of Delaware Colony, 1638–1776. Chicago, Raintree, 2005.