Elderly Care Ministry Proposal Essay Example for Free

Elderly Care Ministry Proposal Essay We are grateful to our church elders for recognizing the need to minister to the elderly people who reside in our community’s assisted living facility, and for their desire to impact the residents, their families and over time the community at large with the love of Jesus Christ. We appreciate the confidence and support bestowed upon us in designing a ministry plan to care for both member and non-member elderly residents. It is our goal to establish a ministry that will be the â€Å"hands and feet† of Christ, exemplifying His love and care for the aging in an encouraging positive manner through ministry programs that are relevant and meaningful. Working in conjunction with our local assisted living facility which greatly welcomes volunteer assistance, each ministry leader has prepared a proposal for a particular area that has been identified as pertinent to aging adults. The following proposal is divided into seven sub-ministry areas, identifying the dynamic relationship on aging and the impact our ministries will make: Exercise The purpose of exercise in the context of this ministry to aging adults is to assist in overall physical health and mental acuity and aid in an enjoyable time of social interaction to enhance one’s overall quality of life. Time with older adults will offer the leaders and team members an opportunity to interact and build relationships with people leading to spiritual conversations and encouragement. Research Older adults who exercise regularly may slow the onset and progression of chronic disease and limit the development of disabling conditions while increasing active life expectancy, and may experience significant psychological and cognitive benefits (Chodzko-Zajko, 2009). Guidelines from the American College of Sports Medicine regarding types and amounts of physical exercise for older adults include consistent aerobic exercise, muscular strength training, and flexibility (Chodzko-Zajko, 2009). Other studies suggest that physical exercise may be as effective as drug treatment for cognitive impairment in the aging brain (Asha, 2009). Scientific studies recommend that staying physically active, eating a heart-healthy diet and having social involvement may help maintain not only body, but also brain health (Corwin, 2009). Implementation The activities director at this facility leads a physical exercise session with the residents each morning five days a week. There are a number of things this ministry can do to assist. As leaders and team members come to implement each area of ministry, they will make themselves available to develop friendships with the residents and encourage residents in physical exercise, in life, and in their walk with God, while welcoming others toward a relationship with Jesus Christ. 1. There is an ongoing need for educated speakers to encourage the residents regarding the overall health benefits of physical and cognitive exercise along with the impact of eating well and having an active social life. This ministry leader will invite individual believers in Christ who work in various fields related to physical exercise and health disciplines to come every other month to speak and encourage the residents. Presently we have in our church a wellness coordinator, a nurse, several medical students, an exercise physiologist, a strength trainer, a nutritionist, and a psychologist with a specialty in geriatrics, as well as a social worker who has worked with many senior citizens with cognitive impairments. Each of these individuals will be happy to make a presentation to the residents regarding the need for a consistent, healthy life style and why it is important for older adults. The speakers will be encouraged to end their presentation by addressing the following question from a biblical perspective, â€Å"Why should I care about exercise or want to improve my life when I won’t be around much longer?† and point out the worth each person has to God and the value they bring to every relationship, and to life in general (Psalm 139, New International Version). 2. Many of the residents are unable to go outside for walks unassisted. A team of people have volunteered to visit on a regular basis to walk outside with residents, and continue their walks and friendships inside in inclement weather. 3. The strength trainer at our church has volunteered to teach and assist residents in their use of weights and then lead a time of weight training on an ongoing basis as a part of this ministry. He will also train other members to assist and lead in this area of ministry. Included with his strength training he plans to talk about the strength found in Jesus Christ. 4. A dance instructor at our church has volunteered to do flexibility training along with teaching line dancing, even with a wheel chair section, and then hold dances every other month. Conclusion The improvements in offerings related to the area of exercise fulfill the ministry purpose of helping residents have a better quality of life, and the overall purpose of encouraging them through an expression of God’s love while pointing people to the hope found in Jesus Christ.

Acquire Communicative Competence In Second Language English Language Essay

Acquire Communicative Competence In Second Language English Language Essay Communication is very important to both, children and adults. Regardless of any disabilities, all human being acquire the ability to communicate subconsciously. The topic is chosen as an issue of education due to two main reasons. First, it is within the same topic that the writer chooses as his research scope. Secondly, because it is the most prominent problem that the writer realizes faced by the students in the school that he did his practicum. A child acquires his mother tongue through exposure he receives from the surrounding namely his parents, friends and the societies. The mutes learn the sign language base on a similar purpose to any normal kids, which is to deliver and receive messages. The developmental stages of the acquisition process are best defined through various aspects throughout the childrens ageing process (Lightbrown Spada; 2006). Due to the similar fact on the importance of communication, people are required to master more than only one language. Improvement in technologies, business opportunities, education and many other fields has open more opportunities for the world societies to exchange and share ideas of similar interest. One of the most typical technologies that have increased the needs of learning English as a second language is the enhancement of the internet. This is why learning and mastering a second language becomes crucial. In answering this question which is, what does it means to acquire communicative competence?, it is important to clarify the meaning of all of the important terms included in the question such as the terms acquire, communication, as well as communicative competence. Literally, acquire means to gain something by your own efforts, ability or behavior: She has acquired a good knowledge of English (Oxford Dictionary; 2005). Acquire is best understood when being compared to the word learn where it is a process gone through by learners in formal settings with a well-defined stages according to the appropriate level of difficulties. Acquire on the other hand is a process of automatically empowering a skill or ability through either formal or informal settings. Communication means the activity or process of expressing ideas and feelings or of giving people information: Speech is the fastest method of communication between people. (Oxford Dictionary; 2005). It includes process of sending info rmation either verbally through words of spoken mouth or non-verbally through sign language. Communicative competence has been so far considered as a major term in the field of second language acquisition. There is no specific definition yet that can be claimed as the most suitable meaning in defining what does communicative competence means. However, base on various readings, I managed to find the best explanation in defining the meaning of this term. According to George Yule (The study of language; 2006), communicative competence can best be defined as the general ability to use language accurately, appropriately and flexibly. However the degree of such competencies can be measured in three different components. It consists of the grammatical competence, sociolinguistic competence and the strategic competence. The first component is grammatical competence, which involves the accurate use of words and structures. (George Yule; 2006) Noam Chomsky definition of grammatical competence takes into account phonological competence as part of the components. One good example of this component is learners need to learn and understand the different time references of sets of words such as he takes, he took and he has taken, and to be able to make appropriate time reference when speaking or writing the words. In short, it can be interpreted as the ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication Concentration on grammatical competence only, however will not provide the learner with the ability to interpret or produce second language expressions appropriately. This ability is actually the second component, called sociolinguistic competence. It enables the learner to know when to say Can I have some water? versus Give me some water! according to the social context. Much of the discussion on the pragmatics aspect has to become familiar in the cultural context of the second language if the learner is to develop sociolinguistic competence. (George Yule; 2006) The third component is called strategic competence. This is the ability to organize a message effectively and to compensate, via strategies, for any difficulties. In second language use, learners inevitably experience moments when there is a gap between communicative intent and their ability to express that intent. (George Yule; 2006) The implications might either be good as well as bad. The good thing is when learners try to express themselves using a communication strategy. Example is when a learner use the vocabularies that already known to them in referring to things that they have no idea of its English word such as, a plate to put cigarettes dust that refers to an ashtray. In the worst cases, learners may just stop talking, which is a bad idea in learning a language. In close reference to only the definition provided above, communicative competence can best be defined as being able to automatically and interpret received information accurately with correct grammatical application that reflects the real contextual meaning wished to be conveyed, as well as able to compensate unknown or difficult words into typical, understandable language. There are a few assumptions made by linguists in regards of the nature of verbal communication which I believe may help to further explain the meaning of acquiring a second language communicative competence. The assumptions include that communication is meaning-based, conventional and interactional. (Jack Richards; 1985). Under the meaning-based aspect of communication, most of the examples given are based on people that learn English as their second language. It helps a lot in making my very own assumption in regards of determining the true meaning of acquiring a second language communicative competency. This assumption differentiate English users base on two different needs. The basic survival need and the survival level need. The basic survival need refers to, learners who have active vocabulary of perhaps two hundred words, minimal knowledge of the syntax of English, but in a situation where English is required for simple and basic communicative purposes. The immediate need refer to a core basic referents or things in the real world such as name of things, states, events and attributes using known words. Basic survival requires learner to be able to link words together to make predications, that is, to express propositions. At this level, learning a language is seen as learning how to create propositions. (Jack Richards; 1985) The survival level need implies more than construction of propositions. At this level, learners are usually identified as adult speakers. They use propositions in utterances in a variety of ways such as to ask a question about a proposition, to affirm a proposition, deny or negate a proposition or express an attitude toward a proposition. Speakers immediate need is to work out a way of performing such operations as stating, affirming, denying, or questioning propositions as economically as possible. Here speakers have needs similar to children who are learning their mother tongue as complex utterances are expressed within the limited grammatical system known to the speaker. However, the way they express the need is rather more advance and complex compared to children expression or utterances. By making comparison of both levels, it can be concluded that being able to make propositions alone does not make a second language learner communicatively competence. The skills that learners and speakers of a second language use to express their needs as well to be able to produce accurate utterances and acquire the ability to restructure their existing vocabularies to meet the demand of contextual suitability, is a part of the components of acquiring a second language competency. The next assumption is on the conventional aspect of communication. Under this assumptions, the goals of English language learners change through the acquisition process. It is stated that, as language acquisition proceeds, the learner revises his or her ideas about how propositions are expressed in English. Learners syntax become more complex as his or her knowledge of negation, the auxiliary system, questions, word order, embedding, conjoining and so on expands. (Jack Richards; 1985) At this stage, learners are believed to have gained the grammatical competence. Propositions or utterances made by learners are differentiated into two kinds. The first is a conventional way of making propositions and utterances which is in close context to daily usage and the second is novel utterances. The best way to explain the difference between both types of communication forms is by looking at these two sentences below. Would you mind mailing this letter to me? It is my desire that this letter be mailed by you. (Jack Richards; 1985) The first is an example of a conventional utterance as it is used by native speakers of the language and in close context to real life conversation. The latter is an example of a novel utterance. Even though it is a grammatically correct sentence, it holds no status as a potential utterance within discourse, which is not applicable in daily conversation. This assumption address that, once learners have progressed to the stage where they are beginning to generate novel utterances, they find that many of their utterances fail to conform to pattern of conventional usage, although they are undoubtedly English sentences. (Jack Richards; 1985) This proves that, only a fraction of sentences that could be generated by our grammatical competence are actually ever used in communication. This is because communication is largely consists of the use of language in a more conventional ways. In reference to defining the meaning of acquiring communicative competency, I believe that producing grammatically correct sentences is of ultimate importance because it hinders misunderstanding and increase the intelligibility. The fact that language is conventional has important implications for language teaching as it suggest that language acquisition is better compared to the process of language learning. However, it is also important for learners to practice communicating, verbalizing or delivering their thoughts using sentences which are in close context to the purposes of the communication that takes place so that the intended meanings become clearer and more authentic. The next assumption is on the interactional aspect of communication. Under this assumption it is said that, language is used to keep open the channels of communication between people and to establish a suitable rapport. (Jack Richards; 1985) In any action, each actor provides a field of action for the other actors, and the reciprocity thus established allows the participants to exercise enacting a self or identity, and using strategies to accomplish other interactional ends. (Jack Richards: Goffman: Watson; 1985) In explaining the quoted explanation, it is best to look into the initial stage of conversation between two strangers. To raise a safe topic is a typical strategy in starting a small talk. Topics are carefully chosen so that there is a strong likelihood of mutual agreement. This allows speakers the right to stress his agreement with the hearer, and therefore satisfy the hearers desire to be right or to be corroborated in his opinions. (Jack Richards; 1985) A safe topic is de fined as much of what passes for communication with the purposes of sociability. (Jack Richards: Bolinger: 1975) Examples of safe topics are topics for virtually everyone such as the weather, the beauty of scenery, opinions on the public transportation and many more. (Jack Richards: Brown Levinson: 1978) These are examples of what has been called phatic communion. Basically, there are three main mechanisms of phatic communion namely the speakers repertoire of verbal and visual gestures, speakers stock of canned topics and formulaic utterances and lastly the awareness of taking turns in a conversation. Speakers repertoire of verbal and visual gestures refer to the signals send and receive by speakers which signal interest in what his or her conversational partner is saying. This includes the use colloquial utterances to show agreement as well as disagreement such as mhmm, uh-uh, a-hah, yeah, really? and many more. The importance of colloquial language in terms of addressing appropriate context according to the appropriate social class has been highlighted by Janet Holmes in her book, An Introduction to Sociolinguistics. She stated that, there are other strategies besides topic manipulation which have been used in order to capture people most relaxed or vernacular speech style. The second mechanism is the speakers stock of canned topics and formulaic utterances. These are produced at relevant points in discourse, such as the small talk that is required to make brief encounters with acquaintances. (Jack Richards; 1985) From my opinion, I think the terms stock of canned topics and formulaic utterances here refer to the utterances that a speaker says while the conversation takes place either between his or her common friends as well as to strangers. This is the ability to connect topics which is in the similar context with what has been said at the initial stage of the conversation with the purpose of extending the conversation for a longer period. The third mechanism is the awareness of taking turns in a conversation. This refers to the awareness of when to talk and when not to talk, that is, appropriate use of turn-taking conventions. (Jack Richards; 1985) This is a mere fact of practicing politeness in a conventional communication. Being polite is a serious business in any language. It is difficult to learn because it involves understanding not just the language, but also the social and cultural values of the community. In fact it involves a great deal more than superficial politeness routines that parents explicitly teach their children. (Janet Holmes; 2008) The assumption has provided me with another insight towards defining second language communicative competency. It takes into account the credibility as well as the ability of a learner or speaker to speak freely regardless of who the receivers or hearers are. The selection of suitable topics in initiating a conversation, the ability to hold a conversation for quite some times and to show respect towards the other speaker without stereotyping and by not neglecting the affectionate factors such as politeness is also a key element in acquiring a second language competency. To conclude, acquiring a second language communicative competency requires learners to master the basic needs of communication which are the ability to transmit and interpret received information accurately with correct grammatical application that reflects the real contextual meaning as well as able to compensate unknown or difficult words into typical, understandable language. Other than that, learners need to be able to acquire the ability to restructure their existing vocabularies to meet the demand of contextual suitability. Furthermore, it is important for learners to practice to communicate using sentences which are in close context to the purposes of the communication that takes place so that the intended meanings become clearer and more authentic. Learners should also be able to manipulate suitable topics in initiating a conversation and to hold the conversation for quite some times while showing respect towards the other speaker without stereotyping and by not neglecting th e affectionate factors such as politeness. There is a major difference between communicatively competence and speaking competently. I realized that throughout the essay, most of the explanations made were regulated around only two points. First, is in defining the meaning of communicative competence. Second, is elaborating the meaning of acquiring second language communicative competence from the perspective of only verbal communication. I realize that the process of communication is not restricted to only one channel which is speaking. It can also be through other means of sending and receiving messages such as writing, listening and reading. This is considered as a delimitation which I encountered in accomplishing the task. My initial plan was to define the meaning of acquiring communicative competence from the four main components of English language learning which are speaking, listening, reading and writing. However, due to the limited resources, I decided to choose only one part of the second language communicative comp etency aspect.

The Theoretical Approach To Innovation Business Essay

The Theoretical Approach To Innovation Business Essay It is difficult to imagine nowadays business world without innovation. Many enterprises simply depend on their ability to be innovative for achieving and sustaining competitive advantage (Frishammar, Parida, Westerberg, 2012). Moreover, it is important to note that not only theoretical but also conceptual understanding of innovation has developed significantly since the early 1980s (Hong, Oxley, McCann, 2012). Hence, it is essential to understand the importance of linking innovation to new markets. In this paper the following will be discussed: Models of innovation; Types of innovation; The importance of anticipating market needs and connecting them with a new technological capability in the cases of radical and incremental innovations; Ways to empower people to innovate. Theoretical Approach to Innovation Innovation undoubtedly became the engine of the progress, competitive ability and economic growth. Baumol (2002) even regards innovation as a life-and-death matter for a firm. However, paradox is that still some difficulties remain in understanding what exactly the innovation is and how important it is in nowadays world. Despite the fact that there are many definitions of processes of innovation, Gordon and McCann (2005) suggest that, generally, all innovations contain three underlying elements: newness (1), improvement (2) and the overcoming of uncertainty (3). Newness is probably one of the most important parts of innovation, although such newness could be understood as something novel to the form or industry as a whole (McCann, Oxley, 2013, p.54). Improvemet is related to the fact that firms need to find the superior quality to those products which currently exist in the market. Overcoming uncertainty means that such improvement is determined by the market and that market need have to be clarified. In addition, it is esential to remember that all these elements are driven by the technological advance. So it is clear that the process of innovation is complex, involving many different variables to consider. Models of Innovation When talking about innovation and its importance it is substancial to understand the models, concepts and types of innovation. Many models have been developed throughout all these years. However, no model appears to be capable to being utilized as a generalised model of innovation (Forrest, 1991). In this paper the following 5 models will be discussed: Linear model Technology push Linear model Market pull Interactive Network System Linear Models Technology Push and Maket Pull In 1960s and 1970s the new approach to the models of innovation has come. Concentration was focused on the idea that specific processes can generate new technologies and the learning involved in technological change (Shavinina, 2003). The first linear description of innovation was called technology push. The main idea of this model is that innovation is based on the advance in both science and techology because, at the same time, it can lead to the technological development and rise of new products in the market. The step sequence is as follows (Shavinina, 2003): Basic Science à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Applied Science and Engineering à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Manufacturing à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Marketing à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Sales Another linear model was developed afterwards the technology push model and was called market pull. The main focus in this model was orientated into the importance of marketplace and existing demand. Hence, innovation is the result of the demands of potential customers. The step sequence is as follows (Shavinina, 2003): Market Place à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Technology Development à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Manufacturing à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Sales Both linear models were comparatively simple and rational so they were widely adopted until 1980s. However, the growing compexity of innovations and market made both models hardly adaptable to the future innovations. Interactive Models After the linear models the need to create a more detailed model arose. Interactive model was very important step in the progress of conceptualizing innovation because it was an attempt to bring together the technology push and marketing pull approaches into a comprehensive model of innovation (Shavinina, 2003). Rothwell and Zegveld (1985, p.50) suggest that the overall pattern of innovation process can be thought of as a complex net of communication paths, both intra-organisational and extra-organisational, linking together the various in-house functions and linking the firm to the broader scientific and technological community and to the marketplace. The key fact in the interactive model is that the innovation is no longer the end product of a final stage of activity and the process is more circular then sequential. The interactive model is relevant even in nowadays as the original model has been extended to make it specific to particular situation. System and Network Models As the process of innovation is getting more complex in the course of time, the importance of systematic approach to the innovation is growing. In addition, such complexity requires interaction not only from agents within the firm but also from cooperation amongst firms (Shavinina, 2003). Synergy, interactions and crossing between organisational boundaries are the most descriptive features when talking about system and network models. All the models described above are very important in understanding the process of innovation and its importance. One models lack of some important elements, others are more elaborate but still lacking some important points (e.g. taking into account the post-innovation stage, including different environmental variables or such external factors like trade unions, goverments, social interest grouos, etc.). Hence, it is clear that it is impossible to adjust only one particular model as the best one. The research and understanding of the particular innovation have to be included in every innovative organisation. Types of Innovation The same important is to consider the different types of innovation. Generally, innovations are classified according to the market that the innovations are aimed at (product innovations; process innovations) or according to the technical knowledge and investment to the development. Mainly, there are 4 types of innovations: Type of Innovation Explanation Incremental innovation The intention of incremental innovation is to use the insights from customers or others to develop better solutions that are attractive and would add to the profits from the existing products (Pavitt 1998; Xin, Yeung, and Cheng 2008). Radical innovation The core idea of the radical innovation is the development of a completely new technology, which can provide a product which has never been available before (Nasirpourosgoei, Coles, 2006). Product innovation A product innovation is the introduction of a good or service that is new or significantly improved with respect to its characteristics or intended uses (OECD, 2005). Process innovation A process innovation is the implementation of a new or significantly improved production or delivery method (OECD, 2005). Table 1. The Types of Innovations. Source: Authors Consruction. The data was taken from OECD and research papers. In this paper the incremental and radical innovations will be discussed in greater detail. Radical and incremental innovations are fundamentally different. In the main, radical innovation represents the ability to develop products that are completely new to the world or particular industry, while incremental innovation refers to the ability to develop products that are new to the firm (Frishammar, Parida, Westerberg, 2012). In other words, incremental innovations are usually thought to enhance the capabilities of the firm, whereas radical ones are thought to undermine it (Holck, Mahnke, Zicari, 2008). Moreover, radical innovations are ground-breaking development that requires significant resources to materialize. For that reason, such innovation has longer time lags to profitability compared with incremental innovations (Chaney, Devinney, and Winer 1991; Veryzer 1998). Radical innovations, in comparison with incremental innovations, are more noticeable and visible. What is more, radical innovations are more likely to arise in large corporate or networked ventures. Hence, there is a long list of radical innovation examples that have changed the market, its structure and understanding: penicillin, X-rays, computerized tomography, magnetic resonance imaging, personal computer, cell phones, laser, etc (Ruben, Slocum 2008). Example of Radical Innovation. The Case of Amazon.com One of the latest examples of radical innovation is the case of amazon.com and its approach to sell books via the Internet. Amazon successfully emerged from the dot-com bubble and demonstrated significant results of growth from $4 billion in 2002 to $20 billion in 2008. One of the main reason why Amazon successfully survived the Internet bubble was the firms ability to anticipate the changing market needs and customer values. Amazon started to sell wide range of books that upended the staid book industry that led to a number of the traditional book stores going out of business. A few years later, the company offered another completely new field a commission-based brokerage service to buyers and sellers of used books. Then Amazon moved forward again developing a model to serve an entirely different customer: third-party sellers (Johnson, 2010). Jeffrey Preston, the founder and CEO of Amazon.com, Inc., says: If you want to continuously revitalize the service that you offer to your customers, you cannot stop at what you are good at. You have to ask what your customers need and want, and then, no matter how hard it is, you better get good at those things (Johnson, 2010). It is obvious, that Amazon.com, Inc. is one of the best examples how important is to understand and anticipate market needs and connect them with a new technological capability. Example of Incremental Innovation. The Case of MySQL All the differencies between radical and incremental innovations has shaped the common belief that only radical innovations can bring more tangible results and recognition. However, the following example of the incremental innovation can break that stereotype. Jesper Holck, Volker Mahnke, and Roberto Zicari (2008) presents the case of the MySQL AB as a proof that it is possible to win and succeed through the incremental innovation. MySQL is a SQL  [1]  database management system. Despite the fact that the genesis of this system is dated in the late 80s the most important advance has been made with the beginning of 21st century when www.MySQL.com was formed to maintain the database. MySQL gained a sound position in the Web service community. Another advantageous feature was the fact that MySQL understood and anticipated the market need in the late 1990s when business and new ventures were trying to join the Internet and exploit the WWW revolution. The key point why MySQL was successful in that was the firms strategy to to follow the 15 minute rule, stating that it should be possible to get MySQL up and running in less than 15 minutes (Holck, Mahnke, Zicari, 2008). This was very attractive, especially for the Internet start-ups, because it was simple, quick and reliable way to use Relational DataBase Management Systems. Moreover, MySQL databases did not require any specific IT eduction to install those system s, the users were less considered with the missing features of MySQL and they needed the basic functionality of MySQL as a data store for customers, goods, etc. MySQL was attractive even for the great enterprises, because of the free availability and possibility for the computer departments to test it without asking for financial resources to do this (Holck, Mahnke, Zicari, 2008). In addition, MySQL had a strong superiority in demanding comparatively very little computer resources and can run efficiently even on inexpensive PCs. After the burst of the Internet bubble, MySQL AB consisted of 20 people who were focusing on technology and the managerial issues played secondary role in the firm. To enhance organisational efficiency a number of highly professional people for the top management were recruited. Therefore, MySQL AB showed significant results in the growth of employees, operating income and profits (Holck, Mahnke, Zicari, 2008). Another important issue that was faced was the battle of the storage engines (Holck, Mahnke, Zicari, 2008). Storage engine is the program that handles how data are read from and written to the files etc. where the data are stored. MySQL AB chose the InnoDB as a promising and copetitive storage engine. However, afterwards one of the MySQL competitors, Oracle, made a strategically important movement and bought Innobase OY, the company behind InnoDB. My SQL felt a pressure and increasing competitors. In response, in 2007 MySQL released its first own open source storage engine: Fa lcon (Holck, Mahnke, Zicari, 2008). So what strategy has empowered MySQL AB to achieve significant results and become serious competitor to giant companies like IBM, Microsoft, Oracle? Jesper Holck, Volker Mahnke, and Roberto Zicari (2008) suggest that success was determined by small incremental innovations and ability to anticipate the market. The following 7 principles of MySQL strategy were the basis of the firms strategy (Holck, Mahnke, Zicari, 2008): Commitment to existing standarts. MySQL chose to rely on existing application programming interface and data storage technology. That enabled users of to easily switch to MySQL and so the switching costs were reduced. Ability to distinguish and prioritize must-to-have features from nice-to-have features. MySQL concentrated on a key features of the product, like speed, simplicity to install and size of the memory footprint. Ability to link the development of both commercial and non-commercial product versions. MySQL chose to let both the Community and the Enterprise version build on the same code base, i.e. the exact same source code files (Holck, Mahnke, Zicari, 2008). The most important thing by linking the development of both commercial and non-commercial product versions was the fact that it helped to realize the economies of scale. Upbringing and coordination of user communities. MySQL undertsand the importance of paying attention to various groups of users that are involved in the development process, e.g. MySQL employees, developer community (active users, contributing with interfaces, forum answers, blog entries, etc.), user community. MySQL created a coherent community that are interested in the product. Such cohesiveness enables not only to understand users, collect the feedback but also to motivate community members to develop the product. Product testing with communities. Despite the fact that majority of MySQLs open source development community do not generate revenue directly, community members are great supporters. In other words, they provide valuable testing, error-reporting, and bug-fixing information that allows to reduce the costs of testing and even marketing. Implementation of dual-licensing strategy. MySQL offers different licensing arrangements for different user groups. Jesper Holck, Volker Mahnke, and Roberto Zicari (2008) note that Dual licensing is an important element in benefiting from an incremental innovation based business model for software products that are embedded in other products. Linking the power of market and communities. One of the main reasons why MySQL was successful in incremental innovation is the fact that the firm was capable to combine community and markets. Important feature is that MySQL can offer enterprise customers extra value, like more functionality, better performance, new features and fewer errors, while community users provide very valuable testing and feedback that delivers error-reporting and bug-fixing. Empowering People to Innovate Talking about the need for innovation and the main drivers of innovation, there are many factors that can determine it. According to the Canadian Innovation Centre (Canadian Dairy Commission, 2010), these factors can be divided into both internal and external drivers: Internal Factors External Factors Competition Improve Profitability Lower Costs Improve Return on Investment New Entrants Improve the Cash Flow Market drivers: Demand Economic Forces Social Changes Demographics Improve Quality Table 2. External and Internal Drivers of Innovation Source: Authors Consruction. The data was taken from Canadian Dairy Commission However, this list of factors is not limited and could be expanded. For example, Canadian firms (Canadian Dairy Commission, 2010) from the food industry responded that they were engaging in innovation projects because they wanted: To introduce new products to the existing line of products; To increase market share; To meet buyers standarts and requirements; To improve productivity; To reduce production costs. Innovation seems to be an engine of every organisation and its progress. However, some companies are not successful in innovating. In 2010 Strategyn, an innovation management consulting firm, conducted an independent study to measure the success rate of traditional innovation processes. The study averaged the success rates cited in 12 sources, including the Harvard Business Review, the consulting firm Frost Sullivan, the professional services firm PricewaterhouseCoopers, the Product Development Management Association and the Corporate Strategy Board. The results were surprinsingly low innovation success rate was calculated at only 17 percent (Strategyn, 2010). Hence, it is extremely imporant to know, how encourage people to participate in innovation. OECD (2010) suggests that there are 7 determinants which can influence peoples capabilities to innovate: Basic scientific skills. Education is very important factor in supporting innovation because knowledge-based societies rely on a highly qualified and flexible labour force in all sectors of the economy and society. Innovation requires the capacity to continually learn and upgrade skills (OECD, 2010, p.46). Tertiary education. Well-developed higher education system is another important factor. High graduation rates in universities can foster the development of a highly skilled workforce. Doctorate holders. Doctoral graduates are the most promising innovators. They have been specifically trained to conduct reasearch and are considered best qualified to create and diffuse knowledge (OECD, 2010, p.48). International mobility. It plays an important role in creating and diffusing knowledge, especially tacit knowledge. Entrepreneurial talent. It provides with a broader skill development, employment opportunities as well as greater possibility to innovate. Innovative workplace. Effective management is a crucial factor. It is highly important to ensure that the talents of individuals are being tapped. Ability to motivate and organisational culture can also determine the success of innovation. Consumers demand for innovation. Users and consumers play inevitable role in the innovation process. Hence, it is extremely important for companies to understand and anticipate market needs and connect them with a new technological capability. Users and consumers have a power to stimulate and encourage the process of development. It is visible that despite the list of benefits and drivers of innovation, some firms might be reluctant to innovate. For that reason, it is extremely important to know how to empower people to be more innovative. Considering the OECD research, it is obvious that probably the most important role goes to the educational system, consumers demand and workplace. Conclusion There are many different models of innovation (linear, interactive, network, system, etc.). However, the complexity of the process of innovation determines that it is impossible to adjust only one particular model as the best one. For that reason, the success of the firm highly depends on its ability to find and adapt the best model according to the nature of the company, its strategy, product, size, etc. The types of innovation can also vary. However, the general types are as follows: incremental innovation, radical innovation, product innovation and process innovation. The common belief that incremental innovation can be less tangible than radical innovation is disproved by the example of the case of MySQL AB. The set of incremental innovations became a reason of success and enabled company to gain a competitive advantage amongst the market leaders. The cases of Amazon.com and MySQL AB proved the importance of anticipating the market needs. Both companies were successful in understanding its costumers: Amazon.com found a completely new niche, while MySQL paid high attention to user communities, tried to gather feedback and nurture its potential customers. Understanding the market needs was successfully connected with the new technological capabilities in both Amazon.com and MySQL cases. Hence, despite the fact that both firms used different type of innovation, they achieved significant results by understanding the consumers need and developing new technological approach. Innovation is extremely important for every company that seeks to achieve the progress. Hence, there are list of external and internal drivers that have a power to motivate firms to innovate. However, even in nowadays business world, some companies remain reluctant to be innovative. For that reason Organisation for Economic Co-operation and Development identified a need to give some indications about what can actually empower people to innovate. The most important factors that can determine peoples willingness to innovate are educational system, consumers demand and workplace. All in all, innovation is an endless process. Companies need to have a clear strategy and vision, undersand the market and pay attention to the processes of research and development. However, despite its complexity, innovation is the key to the success and continuous progress.

Adolescent Peer Pressure :: Peer Pressure Essays

Between the ages of twelve and nineteen is a period in a teenager's life that determines what kind of adult he or she will become. This period of adolescence, also known as the "formative years", is the subject of much study and research to determine why adolescents are vulnerable to the phenomenon called peer pressure. The disturbing number of incidents of teenage drug use, teenage pregnancy and teenage suicide is most assuredly the reason that fuels the need for such research. Perhaps it is because as children they are taught the importance of having and maintaining friends. Or perhaps they don't feel that they can talk to their parents or teachers when problems arise. Or maybe they simply want to rebel against the pressures placed on them as youths. Because adolescents spend their time either at home or in school, it is within these confines that the answers to adolescents' behavior lay. In other words, family and school can sometimes cause adolescents to give in to peer pressure because of an overemphasis on the importance of social adjustment, a lack of interest or communication on the part of the parents and teachers, and the unrealistic expectations that these entities create. Although the purpose of attending school is to receive an education, it also provides children with a medium through which they can develop relationships with other children that eventually turn into friendships. The ability to form friendships can be traced back to even the pre-school years and its importance henceforth emphasized by eager parents who want their children to fit in at school. "Interactions with friends or other peers are crucial for the development of a mature morality." (Juvonen, p.11) Most would agree that social interaction is important but sometimes parents are guilty of over-emphasizing this importance. Let's recall the numerous birthday parties where every child in the neighborhood was invited to come regardless of whether or not they were actual friends. This desire to socialize children also occurs in the classroom at school. "The classroom setting represents not only an educational arena but a powerful social context in which the psychological adjustment of children and adolescents can be affected."(Juvonen, p.248) Teachers tend to promote social interaction by assigning exercises that require working in pairs or groups. Furthermore, when a teacher spots a child playing alone, they will encourage him or her to join the other children while overlooking the possibility that the child might have preferred to be alone.

Nathan Hawthorne :: Literary Analysis, Young Goodman Brown

In Nathan Hawthorne’s short story, â€Å"Young Goodman Brown,† the plot is carried through each stage of Freytag’s Pyramid. I will be discussing the rising action, climax, falling action, and discovery and reversal. I will explain why each of these sections are important to the reader. The complications begin as Goodman Brown walks out the door. The tensions between Goodman Browns own self and his wife Faith begin the rising action of the story. The first complication is between Goodman Brown and Faith. Goodman Brown has an errand, which, he never discloses to Faith or the reader. She asks him not to go, because she feels that something is wrong, he insists that he must leave her. I believe this undisclosed errand is to raise suspense for the reader. The next complication is as Goodman Brown turns away to leave. He is hesitant and starts to question his own judgments. He justifies his actions by forecasting that after this errand he will never leave Faiths side. The road he walks toward brings more tension. â€Å"The dreary road, darkened by all the gloomiest trees of the forest, which barely stood aside to let the narrow path creep through, and closed immediately behind,†(325). The description of the road brings suspense to the reader. He said â€Å"There may be a devilish Indian behind every tree,† (326) then he spots a figure of a man. Goodman Brown nervously follows the old man as they talk and walk down the road. Goodman Brown notices the old man’s staff â€Å"which bore the likeness of a great black snake,† (326). The man rushes Goodman Brown down the trail. Goodman Brown eventually stops and said â€Å"It is my purpose now to return whence I came,† (327). The devilish old man persistence to continue down this long darken trail rises suspense. It makes the reader wonder, what is so important? Does Goodman Brown run away or keep going? This brings the third complication. In the forest Goodman Brown sees Goody Cloyse once his spiritual advisor and teacher. The devilish old man throws down his staff and she disappears. This make Goodman Brown believe that she is a witch. He also sees Deacon Gookin and the Minister in the ominous forest. This brings a burden to Goodman Brown that he can hardly stand. These are supposed to be the three purest of the townspeople. Yet, he sees them in a place â€Å"where no church have ever been gathered or solitary Christian prayed,† (329).

Harley Davidson Essay

Market segment: is a portion of a larger market whose needs differ somewhat from the larger market. Market segmentation involves four steps: Identifying product-related need sets, grouping customers with similar need sets, describing each group, selecting an attractive segment(s) to serve. The goal is develop a product focused solely on the needs of the segment this will meet the segment’s desires better than a firm whose product or service attempts to meet the needs of multiple segments. Q2. Geographic segmentation- allows us to segment a market that is spread over a large geographic area into sub-markets that cover smaller geographic areas. Geographic segmentation usually involves dividing up geographic markets by using existing political boundaries, natural climatic zones, or population boundaries. Demographic segmentation- occurs when one or more demographic traits are employed to divide a market. Typical demographic traits that are used include age, gender, race, ethnicity, marital status, family size and stage of the family life cycle. Psychographic segmentation- bases divide markets based on differences in lifestyles or differences in personality traits. Lifestyle segmentation is one of the most popular and effective ways to create segments for consumer products. Consumer shopping behavior patterns include such things as the type of store shopped in, timing of purchases (i.e. time of day, week, or year), how much of a product is purchased on a given visit to the store, and how often the individual frequents a particular type of retail establishment or shopping mall. Behavioral segmentation-include product consumption or usage rates base (as discussed earlier). Other segmentation bases included in this category are product usage occasion, product use versus non-use, and loyalties to specific brands. Website: http://courses.unt.edu/kt3650_7/sld006.htm Q3. Harley-Davidson has change their market segment by attacking the market globally in different areas of the country. Harley noticed next to China, India is the second largest two-wheelers market in the world. More than 500-600 super bikes are sold every year in India. The super-bike segment in India is currently dominated by Japanese bike makers including Honda, Suzuki and Yamaha. Another way Harley-Davidson is changing their segments is by reaching more diverse customer pool, even as the company consistently grows with their traditional customer base. â€Å"In 2012, U.S. sales of new Harley-Davidson motorcycles to our â€Å"outreach† customers — young adults 18-34, women, African-Americans and Hispanics – grew overall at more than twice the rate as sales to our traditional U.S. customer base of Caucasian men, ages 35-plus.† For the fifth straight year in 2012, Harley-Davidson was the number one seller of new street motorcycle to each of these groups. In fact, Harley-Davidson experienced double-digit market share gains from 2008-2012 in the U.S. with these segments. Q4. Marketing potential in general boils down to a very basic formula. It figures out a customers’ profile (who you want to target with your marketing) and combine that with the geographic size you want to target (how many of those people are in that area). This is a general market potential. It relates to target market because it narrows down the customers that are more advantages to buy the product per contra to not having not having a target market which puts a higher risk for product sale but also enables a large slice of the market. Website: http://courses.unt.edu/kt3650_7/sld006.htm

Income Measurement and Profitability Analysis

Chapter 5 Income Measurement and Profitability Analysis exercises Exercise 5–1 Requirement 1 Alpine West should recognize revenue over the ski season on an anticipated usage basis, in this case equally throughout the season. The fact that the $450 price is nonrefundable is not relevant to the revenue recognition decision. Revenue should be recognized as it is earned, in this case as the services are provided during the ski season. Requirement 2 November 6, 2013 Cash450 Unearned revenue450 To record the cash collection December 31, 2013Unearned revenue ($450 x 1/5)90 Revenue90 To recognize revenue earned in December (no revenue earned in November, as season starts on December 1). Requirement 3 $90 is included in revenue in the 2013 income statement. The $360 remaining balance in unearned revenue is included in the current liability section of the 2013 balance sheet. Exercise 5–3 Requirement 1 2013 cost recovery %: $234,000 = 65% (gross profit % = 35%) $360,000 2014 cost recovery %: $245,000 = 70% (gross profit % = 30%) $350,000 2013 gross profit:Cash collection from 2013 sales of $150,000 x 35%=$52,500 2014 gross profit: Cash collection from 2013 sales of $100,000 x 35%=$ 35,000 +Cash collection from 2014 sales of $120,000 x 30%= 36,000 Total 2014 gross profit $71,000 Requirement 2 2013 deferred gross profit balance: 2013 initial gross profit ($360,000 – 234,000)$126,000 Less: Gross profit recognized in 2013 (52,500) Balance in deferred gross profit account$73,500 2014 deferred gross profit balance: 2013 initial gross profit ($360,000 – 234,000)$ 126,000 Less: Gross profit recognized in 2013 (52,500)Gross profit recognized in 2014(35,000) 2014 initial gross profit ($350,000 – 245,000)105,000 Less: Gross profit recognized in 2014 (36,000) Balance in deferred gross profit account$107,500 Exercise 5–4 2013 Installment receivables360,000 Inventory234,000 Deferred gross profit126,000 To record installment sales 2013 Cash150,0 00 Installment receivables150,000 To record cash collections from installment sales 2013 Deferred gross profit52,500 Realized gross profit52,500 To recognize gross profit from installment sales 2014 Installment receivables350,000Inventory245,000 Deferred gross profit105,000 To record installment sales 2014 Cash220,000 Installment receivables220,000 To record cash collections from installment sales 2014 Deferred gross profit71,000 Realized gross profit71,000 To recognize gross profit from installment sales Exercise 5–5 Requirement 1 YearIncome recognized 2013$180,000 ($300,000 – 120,000) 2014- 0 – 2015- 0 – 2016 – 0 – Total$180,000 Requirement 2 Cost recovery %: $120,000 ————- = 40% (gross profit % = 60%) $300,000 | | | | |Year |Cash Collected |Cost Recovery(40%) |Gross Profit(60%) | |2013 |$ 75,000 |$ 30,000 |$ 45,000 | |2014 | 75,000 | 30,000 | 45,000 | |2015 | 75,000 | 30,000 | 45,000 | |2016 | 75,000 | 30,000 | 45,000 | | Totals |$300,000 |$120,000 |$180,000 | | | | | | Requirement 3 | | | | | |Year |Cash Collected |Cost Recovery |Gross Profit | |2013 |$ 75,000 |$ 75,000 | – 0 – | |2014 | 75,000 | 45,000 $ 30,000 | |2015 | 75,000 | – 0 – | 75,000 | |2016 | 75,000 | – 0 – | 75,000 | | Totals |$300,000 |$120,000 |$180,000 | | | | | | Exercise 5–11 Requirement 1 20132014 Contract price$2,000,000$2,000,000 Actual costs to date 300,0001,875,000 Estimated costs to complete 1,200,000 – 0 – Total estimated costs 1,500,0001,875,000 Gross profit (estimated in 2013)$ 500,000$ 125,000 Gross profit recognition: 2013: $ 300,000 = 20% x $500,000 = $100,000 $1,500,000 2014:$125,000 – 100,000 = $25,000 Requirement 2 2013$ – 0 – 2014$125,000 Requirement 3 | | | | | |Balance Sheet | | | | |At December 31, 2013 | | | |Current assets: | | | | |Accounts receivable | |$ 130,000 | | |Costs and profit ($400,000*) in excess | | | | |of billings ($380,000) | |20,000 | | | | | | | * Costs ($300,000) + profit ($100,000) Exercise 5–11 (concluded) Requirement 4 | | | | |Balance Sheet | | | | |At December 31, 2013 | | | | |Current assets: | | | | |Accounts receivable | |$ 130,000 | | | | | | | |Current liabilities: | | | | |Billings ($380,000) in excess of costs ($300,000) | |$ 80,000 | | | | | | | problems Problem 5–2 Requirement 1 2013 cost recovery % : $180,000 = 60% (gross profit % = 40%) $300,000 2014 cost recovery %: $280,000 = 70% (gross profit % = 30%) $400,000 2013 gross profit: Cash collection from 2013 sales = $120,000 x 40%= $48,000 2014 gross profit: Cash collection from 2013 sales = $100,000 x 40%= $ 40,000 +Cash collection from 2014 sales = $150,000 x 30%= 45,000 Total 2014 gross profit $85,000 Requirement 2 013 Installment receivables300,000 Inventory180,000 Deferred gross profit120,000 To record installment sales Cash120,000 Installment receivables120,000 To record cash colle ctions from installment sales Deferred gross profit48,000 Realized gross profit48,000 To recognize gross profit from installment sales Problem 5–2 (continued) 2014 Installment receivables400,000 Inventory280,000 Deferred gross profit120,000 To record installment sales Cash250,000 Installment receivables250,000 To record cash collections from installment sales Deferred gross profit85,000 Realized gross profit85,000 To recognize gross profit from installment sales Requirement 3 | | | | |Date |Cash Collected |Cost Recovery |Gross Profit | | | | | | |2013 | | | | |2013 sales |$120,000 |$120,000 |- 0 – | | | | | | |2014 | | | |2013 sales | $100,000 | $ 60,000 |$40,000 | |2014 sales | 150,000 | 150,000 | – 0 – | | 2014 totals |$250,000 |$210,000 |$40,000 | | | | | | Problem 5–2 (concluded) 2013 Installment receivables300,000 Inventory180,000 Deferred gross profit120,000 To record installment sales Cash120,000 Installment receivables120,000 To record cash collection from installment sales 2014 Installment receivables400,000 Inventory280,000 Deferred gross profit120,000 To record installment sales Cash250,000 Installment receivables250,000To record cash collection from installment sales Deferred gross profit40,000 Realized gross profit40,000 To recognize gross profit from installment sales Problem 5–5 Requirement 1 201320142015 Contract price$10,000,000$10,000,000$10,000,000 Actual costs to date 2,400,000 6,000,000 8,200,000 Estimated costs to complete 5,600,000 2,000,000 – 0 – Total estimated costs 8,000,000 8,000,000 8,200,000 Estimated gross profit (loss) (actual in 2015)$ 2,000,000$ 2,000,000$ 1,800,000 Gross profit (loss) recognition: 2013: $2,400,000 = 30. 0% x $2,000,000 = $600,000 $8,000,000 2014: $6,000,000 = 75. 0% x $2,000,000 = $1,500,000 – 600,000 = $900,000 $8,000,000 015:$1,800,000 – 1,500,000 = $300,000 Problem 5–5 (continued) Requirement 2 | | | | | | |2013 |2014 |2015 | | | | | | |Construction in progress |2,400,000 |3,600,000 |2,200,000 | | Various accounts 2,400,000 |3,600,000 |2,200,000 | |To record construction costs | | | | | | | | | |Accounts receivable |2,000,000 |4,000,000 |4,000,000 | | Billings on construction contract |2,000,000 |4,000,000 |4,000,000 | |To record progress billings | | | | | | | | | |Cash |1,800,000 |3,600,000 |4,600,000 | | Accounts receivable |1,800,000 |3,600,000 |4,600,000 | |To record cash collections | | | | | | | | | |Construction in progress | 600,000 | 900,000 | 300,000 | |(gross profit) | | | | |Cost of construction |2,400,000 |3,600,000 |2,200,000 | |(cost incurred) | | | | | Revenue from long-term contracts (1) |3,000,000 |4,500,000 |2,500,000 | |To record gross profit | | | | | | | | | (1) Revenue recognized: 2013: 30% x $10,000,000 =$3,000,000 2014: 75% x $10,000,000 =$7,500,000 Less: Revenue recognized in 2013(3,000,000) Revenue recognized in 2014$4,500,000 2015: 100% x $10,000,000 =$10,000,000 Less: Re venue recognized in 2013 & 2014 (7,500,000) Revenue recognized in 2015$2,500,000 Problem 5–5 (continued) Requirement 3 | | | | | |Balance Sheet | |2013 | |2014 | | | | | | | |Current assets: | | | | | |Accounts receivable | |$ 200,000 | |$600,000 | |Construction in progress |$3,000,000 | |$7,500,000 | | | Less: Billings |(2,000,000) | |(6,000,000) | | |Costs and profit in excess | | | | | |of billings | |1,000,000 | |1,500,000 | Requirement 4 01320142015 Costs incurred during the year$2,400,000$3,800,000$3,200,000 Estimated costs to complete as of year-end 5,600,000 3,100,000 – 201320142015 Contract price$10,000,000$10,000,000$10,000,000 Actual costs to date 2,400,000 6,200,000 9,400,000 Estimated costs to complete 5,600,000 3,100,000 – 0 – Total estimated costs 8,000,000 9,300,000 9,400,000 Estimated gross profit (actual in 2015)$ 2,000,000$ 700,000$ 600,000 Problem 5–5 (concluded) Gross profit (loss) recognition: 2013: $2,400,000 = 30. 0% x $2,0 00,000 = $600,000 $8,000,000 2014: $6,200,000 = 66. 6667% x $700,000 = $466,667 – 600,000 = $(133,333) $9,300,000 015:$600,000 – 466,667 = $133,333 Requirement 5 201320142015 Costs incurred during the year$2,400,000$3,800,000$3,900,000 Estimated costs to complete as of year-end 5,600,000 4,100,000 – 201320142015 Contract price$10,000,000$10,000,000$10,000,000 Actual costs to date 2,400,000 6,200,00010,100,000 Estimated costs to complete 5,600,000 4,100,000 – 0 – Total estimated costs 8,000,00010,300,00010,100,000 Estimated gross profit (loss) (actual in 2015)$ 2,000,000$ (300,000)$ (100,000) Gross profit (loss) recognition: 2013: $2,400,000 = 30. 0% x $2,000,000 = $600,000 $8,000,000 2014: $(300,000) – 600,000 = $(900,000) 2015: $(100,000) – (300,000) = $200,000