Response Strategies Essay Example | Topics and Well Written Essays - 250 words

Response Strategies - Essay Example In risk assessments i.e. interviews should be founded on the basis of the organizations or projects objectives. This is so as to determine which risks and opportunities are available that can affect the realization of the objective. This makes it easier to be able to identify any strengths or weaknesses in the area of study. It gives more insight about recent developments in the area of study which might positively or negatively affect the venture. Help also determine the legal and policy requirements that might post any risk to the entity (Fan, 2008). Following discovery and analysis of risks, appropriate action in response to the identified risks must be taken focusing on risks of most significance. The risks may be in form of opportunities or threats. The response actions to an opportunity may include; exploitation, sharing and enhancement. These actions aim at realizing that the available opportunities are realized. Responses to threats include avoidance, transferring and mitigation of threats. It is necessary therefore to start with the handling of the high-priority opportunities since they foster the growth of a certain project. The opportunities action strategy will insure a positive impact is realized, and maximizing the benefits realized for the project. Unlike the threats which may involve the incurring of costs or termination of a project even before it is realized. Hence, it’s quite appropriate to maximize on the opportunities

Pontrelli Planning Activities Essay Example for Free

Pontrelli Planning Activities Essay Pontrelli has a well-established mission statement for the company as a whole; they will need a more focused one, or a strategy statement for the current project concerning recycling. To piggyback from the current mission statement and adding a line concerning, â€Å"To focus on recycling within the company, conduct business with those who take recycling as a high priority and identifying new avenues to take the company involving recycling, while†¦(Insert the mission statement). † Next, we identify the values of the project obviously; the primary value would a care for being a good corporate citizen. Whether the company is considering recycling for public image or the culture of the company truly is involved is immaterial. As long as any project taken up meets the company’s values and gives benefit to the shareholders, then it can be considered a successful project. We will need to look at the company internally as well as the external associates and perceptions to determine an appropriate analysis. Conducting a SWOT will help us to determine the areas the company needs to focus on. This will allow the company to evaluate the project execution by keeping the direction on the straight and narrow path. The goal ultimately is to provide added value to the company through good PR, but cutting costs through recycling and identifying wasteful practices. This will produce increase efficiency throughout, helping to alter the culture of the company to one aligned with the company’s goals. The outline above clearly states the objectives in a broad manner, allowing us to move on to a planning phase where we will hash out the specifics of each step. During the planning phase, an implementation plan will be decided upon and the initiation of the project can begin. The project, having the activities planned out can begin.

Analysis of British Telecommunication :: GCSE Business Management Studies Essays

Business at Work Task 1: Introduction BT plc is British Telecommunication public limited companies (plc) registered in England Wales, with listings on the London & New York stock exchanges. The Business is well-known providers of telecommunications services and solutions for everybody in the UK. This business exists to supply telecommunications services, products and services, and IT solutions to corporate and residential customers. BT's Group plan is to increase the value for shareholders by increasing their performance rate by satisfying the customer’s want or needs and for corporate customers in Europe, achieving global reach through partnership which have the same motive of running the business, BT itself consists mainly of four lines of business: BT Retail, BT Wholesale, and BT Global Services and BT Open world. They focus on considered priorities to make a better world’s as a public limited company wants to deliver the uppermost levels of customer satisfaction performance and reduce the number of displeased customers each year which they've established a strategic target to do better than their competitors consistently and reduce the number of dissatisfied customers by 25% each year. BT wants to accomplish untreated gainful revenue growth, while constraining capital expenses enabling the company to be more financially controlled over the incoming / outgoing of cash flow. It also wishes to put broadband at the heart of BT, expand the market for broadband services so in the future the increasing of the usage of Broadband which will allow the BT to add value to the BT trademark. BT wants to find and provide solutions and other value-added services such as growing of BT’s brand by using different other pricing strategies of the product or services provided with the BT brand. As a well known business its aim is to place all UK networks under a single running structure and to control investment in charitable donations and data platforms, while transferring operations to new platforms. To use the strength of the BT brand to move into broadband services for consumers and also into connected markets, such as communications solutions and business mobility services for main business customers and information and finally to use different various combination of skilled and motivated people. From these objectives it indicates that the company wants to profit maximise by increasing market shares which has a big influence on profit. They want to expand their ability to reach into every home mainly in the United Kingdom. How successfully the business is meeting its objectives: The corporation known as BT plc it self is successful which is in fact meeting its objectives by the increase of the service given to other businesses and residential customers. Not only have they focused on

Such power – Creative Writing

The lattices unfolded, releasing images and numbers†¦ people became clear, their lives known to me, a child of the mind†¦ daughter of telepathy Can you see? Can you smell, hear, touch a million senses that aren't yours? Can you sense a person's innermost thoughts? See through their eyes, until all you feel is a shell of a world, just one small view of the complex image you know is there. Look around, with your inner eye; a whirlwind of images, sounds, words. Faces stare in the vortex; old voices test new phrases; a smell revives a stranger's memory. How do you hold it all? Whose feelings are real? It could engulf you, this power, the helplessness of the feeble minds you enter, until your cry enough! rings through so many heads†¦ You can bury yourself in one mind, or open up to the cacophony of the world. What surfaces? More complex than the physical world; thoughts can scatter to dark corners, or collect in the forebrain; how much can you read in the blackness that mere mortals cannot see? Subconsciousness. In there a part of us lurks, suspicious of everyone, waiting till our defences are torn to shreds and we can show our true nature, our first strength. Some people snap early; succumb to pressures, do what the voices say. Life can seem easier when you don't have control†¦ frustrating for some, for many it is simple release. How then can you cope? The responsibility, the knowledge – gleaned from others – of the consequences you might unknowingly inflict. That word seems nonsensical: you, the mind reader, the gifted, not knowing something. But if you don't – can't see the future, should you still control people? Do you? Do you learn from yourself as well? Either you become ruthless, manipulative, or terribly afraid of your gift. How could such a child grow normally, with those thoughts – unsaid, but not unheard. Decisions. They fill our lives, and the child sees. Yet do we truly decide for ourselves? We are influenced by every experience we have, every choice we make. We become the product of the life we lead; but somehow we made those decisions, often early on, about our future. Somewhat paradoxical is this world; clearly personality does not spring into existence, yet it influences itself in an unending spiral. No two choices are the same size, without ever becoming unimportant. Suppose, a most whimsical choice, someone wears light, loose clothing – on the very day a fast car whips past, catching on it and tearing†¦ everything could have any impact. A normal human cannot foretell the future; but we can imagine. If you see a thousand people's dreams, and learn their hopes and experiences, read a million thoughts for the future; is that not a style of precognition? Intentions are clear and what the normal person does not think of may be obvious to the next one along; you could change people's lives! You could change your own life. You must choose. You have power; knowledge, predictive ability and intelligence; you must choose whether to help others†¦ or yourself. You could have the world. When you can see what others want, need, expect from you, will you play up to it; or twist their thoughts, even their world? You look through a thousand eyes, and see how a thousand worlds could be better. How they could affect each other. Having this feeling from birth – this weight of knowledge, this heavy understanding; you may perhaps be bitter. You ask yourself again why something happened, when you could have prevented it. The child looked about him, his face pale and calm†¦ He knew the answers instantly for they were not his own. His eyes never shifted, they focused on his work, His answers coming fluidly although his mind would jerk. From one head to another, the little boy did pry†¦ His eyes skimming patterns that meant so much to his third eye. No one knew this was his talent, not math or science, but the ability to know, Know what others were thinking, and that's how he did not grow. He plundered and stole his way right to the top, Telling people what they thought†¦ his treachery unseen. The compliments were many†¦ yet he was alone, trapped in his own lies, And that is where he stayed until the day he died Can normal people comprehend how a telepath's mind would be shaped? If the â€Å"gift† comes later in life, how tempted would a person be by power, tempted to make decisions for others, or just to help†¦ a little more than is necessary? The darkness in your own soul may be more difficult than another's†¦ people lie to themselves, you thought you were above that, but you're still one of us. Dark undercurrents sway emotions and surface as fits of depression, anger, violence†¦ then regret. You watch as our emotions surge, fighting back your own. A normal teen? No†¦ a thousand normal teens. And you cannot tell a soul, for there are institutes for mad people like you†¦ they would not understand. Do you dream? Do you scream when, released at nights, your mind flits back and forth; thoughts unstructured, pieced together from other brains: †¦why †¦hurt †¦need †¦but †¦not †¦pain †¦remember†¦ and the images flicking, picture after picture, so fast, so quickly gone, old friends, places, a deathbed, a favourite dog, a tree which conjures sorrow†¦ a true nightmare, impossible to decipher so much pain. The world itself is the nightmare; why can you not put it to rights? But there are days without torture, days when the sun shines and you find a happiness to feed upon. You drown those who are hurting out, listen only to the sunshine and peace in a child's head. Somehow†¦ eventually†¦ you piece together some sort of education†¦ learn to select what you open your mind to; how much easier it would be, were you not alone of you kind. A teacher, a real teacher, who understood†¦ now that would be something†¦ Concentrate now. One mind at a time, please. No damage must be done. This man, read him, but learn the taste of your own thoughts; you know his prejudice is wrong. Don't just take, add of your own. Think for yourself, or be locked away. Would you? So many people so frightened, so scared of being â€Å"disappeared† – you pick up that fear, but – an idea! Couldn't you†¦ change the minds around you? Are you able to change thoughts, after reading them? Influence minds without saying a word†¦ This is why your power inspires fear; no one knows how much you can control. Maybe all you need is the knowledge, the knowledge of what people want to hear. You would never be locked away, so long as you listen, and speak those magical words to convince them. This is a curse, you think-feel-sense-absorb. You are destined never to be alone, do not understand the search for companionship. All you want is solitude, an empty mind. They would have thought you insane, had they known the fiery maelstrom in your head. A child cannot think without words, and you had so many, so many†¦ one of the first things you deciphered was not to be different. Different is scary. But of course, you were smart. You met smart people, and gained their â€Å"smarts† too. You understood anything a tutor told you – almost before they spoke†¦ necessarily, with the â€Å"gift† comes intelligence; or your mind could not cope with the data flowing so unhesitatingly. With the gift comes cunning. You are – different; and powerful. You are a world healer†¦ or a destroyer.

Qar Reading Strategy Essay

Question-Answer Relationships, or QAR, is a reading comprehension strategy developed to aid in the approach that students take when reading texts and answering questions about that text. Students learn to categorize types of questions which in turn help them know where to find information. It encourages students to be active, strategic readers of texts. QAR outlines where information can be found â€Å"In the Text† or â€Å"In my Head. † It then breaks down the actual question-answer relationships into four types: Right There, Think and Search, Author and Me, and On My Own. (Fisher, D. , Brozo, W. G. , Frey, N. , & Ivey, G, 2011, pg. 81) STEP-BY-STEP and EXAMPLE Chosen text: Frog and Toad Together, by Arnold Lobel 1. Hook/Engagement–Begin by reviewing what students have already learned about how to ask questions as a way to understand the meaning of texts. For example using this reading asks them to talk about the kinds of questions they can ask before, during, and after reading. Next, introduce the idea that there are two kinds of questions you can ask about texts. Explain to students that an â€Å"In the Text† question is a question that students can find the answer to by looking in the book that they are reading. An â€Å"In My Head† question is a question that requires students to think about what their own knowledge is to answer the question. Review a book that you have recently read aloud with students. Write the example below on a piece of chart paper or on the blackboard. Choose a few â€Å"In the Text† and â€Å"In My Head† questions about the book that obviously belong to one category or the other, and have students tell you in which column to write the question. When you give students a literal question, have them show you where they found the answer in the book. When you ask them an â€Å"In My Head† question, go through the book with them and show them that they couldn’t find the answer in the book. Have them give answers to the â€Å"In My Head† questions and explain how they answered them ( thinking about what they have learned that is not in the book). Here are some examples of the two types: â€Å"In the Text† questions| â€Å"In my Head† questions| What is the title of the book? What is the author’s name? How long is the book? | Do I like the title? Have I read any other books by this author? How long will it take me to read this book? | Explain that they are going to learn more and ask these types of questions about a new book you are going to read together. 2. Measurable Objectives–Explain that you are going to read the first three chapters of Frog and Toad Together aloud to them, and they are going to help you make a list of â€Å"In the Text† and â€Å"In My Head† questions. Then, they are going to help you answer the questions and see how these types of questions will help them to understand the story. 3. Focused Instruction–Review with students the four types of questions explained in the QAR Strategy. Explain that there are two types of â€Å"In the Text† questions and two types of â€Å"In My Head† questions. Draw a copy of the QAR table on chart paper or on the blackboard or use an overhead projector. The table should look something like this: â€Å"In the Text† questions| â€Å"In My Head† questions| Right There| Think and Search| Author and Me| On my Own| Read the first chapter, â€Å"A List,† from Frog and Toad Together aloud to students. Next, write the questions listed below under the â€Å"Right There† heading. Read the questions aloud, look through the chapter, show the students where you found the answer, and then think aloud the answer. a. Right There i. What is the first thing Toad writes on his list? â€Å"When I turn to page 4, I see that the first thing Toad writes on his list is ‘Wake up. ‘† ii. Who is the friend Toad goes to see? â€Å"When I turn to page 9, I see that Toad goes to see Frog. † Next, write these questions under the â€Å"Think and Search† heading. Read the questions aloud and then think aloud the answers. b. Think and Search iii. What caused Toad to forget what was on his list? â€Å"I read that Toad’s list blew away and Frog did not catch it, so that is why Toad couldn’t remember what was on his list. † iv. How did Toad finally remember what was the last thing on his list was? â€Å"Frog reminded Toad that it was getting dark and they should be going to sleep – the last thing on Toad’s list. † Next, write these questions under the â€Å"Author and Me† heading. Read the questions aloud and then think aloud the answers. c. Author and Me v. What do you think of Toad’s list? â€Å"I think that writing a list of things to do is a good idea. But, Toad could have left off some things, like waking up or getting dressed, because he doesn’t need to be reminded to do that. † vi. Did you agree with the reason Toad gives for not chasing after his list? â€Å"No. I think that he should have chased after his list, even if it that wasn’t one of the things on his list. He couldn’t have written that on his list anyway because he didn’t know the list would blow away. † Next, write these questions under the â€Å"On My Own† heading. Read the questions aloud and then think aloud the answers. d. On My Own vii. Have you or somebody in your family even written a list of things to do? â€Å"Yes. I have written a list of things that I have to do on a weekend day because that is not like a school day. On weekends, I do lots of different things, so I have to write a list to remind myself of all the things I have to do. † viii. What would you do if you lost your to-do list and couldn’t find it? â€Å"I would look for it for a while and if I couldn’t find it, I’d write a new list of things to do. † 4. This would be followed up with guided practice, independent practice, assessment, and the reflecting/planning. References Fisher, D. , Brozo, W. G. , Frey, N. , & Ivey, Gay. (2011). 50 Instructional Routines to Develop Content Literacy. Boston:Pearson. Jones, R. (1998). Strategies for reading comprehension: Question-Answer Relationships. Retrieved November 10, 2012, from http://www. readingquest. org/strat/qar. html TeacherVision. (2000-2012). Question-Answer Relationships. Retrieved November 10, 2012, from.