World Geography Free Essay Example, 1000 words

Through all these ages, geographic knowledge helped man in his exploration and navigation endeavors. James and Trapasso (2006) claimed that it would have been difficult for Columbus to discover America and the West Indies without a world map. On the other hand, Arab traders would not travel to unchartered territories without knowing the distance between continents. This means that there would be no definite globalization, governance structures and spatial planning without the knowledge of geography. Importance of Geography Understanding different aspects of the earth is important in explaining apparent disparities in terms of resource endowment, political orientations and climatic discordance of regions. According to Chant (2002), knowledge developed from studying influence of latitudes is important in explaining difference between tropic and polar climates. Understanding climatic difference of regions marked the foundation of agriculture as part of economic geography. Therefore, geography unearthed the varied resource endowment of regions across the world. In addition, without knowledge of temperature and soil differences, people in Sri Lanka would not know that their country has high potential for tea farming. On the other hand, people would still be wondering why natural tragedies like earth quakes and hurricanes happen. We will write a custom essay sample on World Geography or any topic specifically for you Only $17.96 $11.86/pageorder now According to Short (2003), study of longitudinal aspects was important in comprehending time difference observed between different regions across the world. Geography and European Imperialism At some point in historical studies, one may fail to understand how European countries like Britain, Germany and France conquered vast geographical regions in Africa and Asia. However, such phenomena can be explained by acknowledging the role played by geography in imperialism. European imperialism features as one of the territorial expansions which benefited immensely from geography. During the early 18th Century, European nations like Britain and France were undergoing substantial development and accumulation of wealth. According to Phillips and Jones (2005), the desire to amass great wealth led to exploration of other geographical regions having indefinite governance structures but with abundant natural resources. In this context, member states involved in European imperialism started planning for their territorial expansion using geographical knowledge of Africa and Asia. First, British army commanders were able to indentify viable spots in Asian territories like Singapore where they could establish ports for their navy ships.

Isolation And Cognition, By Octavia Butler And Philip Jose...

Literature is not as one-dimensional as many people think. It is not a frivolous study for those who are poor at math and science. No, literature is a conduit that connects an individual to the vast, ever-expanding pool of human knowledge. In addition to connecting us to the past and improving our writing skills, literature widens our perspectives allowing us to explore the strengths as well as the faults of human individuals and societies. Some genres of literature are better than others when exploring human nature, and science fiction is one of the best. Darko Suvin, author of an analysis on science fiction titled Estrangement and Cognition, assets that all science fiction introduces a new idea, called a novum, that effectively challenges a reader’s worldview. It can educate us about other cultures and increase sympathies for those who we see as different from us simply by giving us exposure to what is foreign. Authors Octavia Butler and Philip Josà © Farmer both use cognit ive estrangement in this way to suggest and reinforce the idea that humans are too resistant to change, and are inherently xenophobic. It is important to understand how science fiction is used to convey an author’s ideas. In a nutshell, Darko Suvin delineates science fiction as a literary genre that utilizes cognitive estrangement in order to build an imaginary, yet believable, world centered around a novum (Suvin 7-8). He further defines estrangement as the creative and fantastic side of the genre. The

U.S. Securities and Exchange Commission and Walt Disney Company Free Essays

In organizations where there seems to be an increasing focus on unethical behavior within public companies from senior managers, it is vital that organizations establish policies and processes to ensure that it is complying with the rules and regulations put in place by the Securities and Exchange Commission. Walt Disney Company is able to meet its reporting requirements for the Security and Exchange Commission by using the following resources. The availability of technology, internal disclosure controls, internal controls over financial reporting, and independent accounting auditors who verify that these controls are in place and working as intended. We will write a custom essay sample on U.S. Securities and Exchange Commission and Walt Disney Company or any similar topic only for you Order Now The SEC requires that Disney posts all Interactive Data Files. These files are required to be submitted and posted pursuant to Rule 405 of Regulation S-T during the preceding 12 months. Viewing the Investor Relations tab of The Walt Disney Company corporate website shows that historical SEC filings are listed by category for a variety of required reports, including forms 10-K, 10-Q, 8-K, 11-K, S-8, 425, S-4, and proxy statements. Disney uses internal disclosure controls by their policy that all SEC filings be signed by a senior member of the management. These people are President, CFO, Managing VP and Internal Counsel helps ensure that the filings are correct, comply with reporting requirements, and are communicated to the other stakeholders in the management of Disney. These are Board of Directors and other Senior Members of the management team. In an era where CEOs and CFOs are continually being called before US Congress to testify on the financial situation within their firms, this policy adds a layer of accountability to senior management. Internal Controls over Financial Reporting. Company management explicitly acknowledges their accountability for being able to create accurate, reliable, sufficiently detailed, and timely external financial reports Independent Accounting Auditors. Disney makes use of PricewaterhouseCoopers as an independent auditing firm to provide a third party analysis of their internal controls over financial reporting. In addition, PricewaterhouseCoopers’ own report to the Board of Directors and Shareholders of The Walt Disney Company is included in the Annual Report and discusses the process by which Disney’s internal controls over financial reporting are tested and audited to provide a reasonable level of assurance that the controls are working and that external financial reports are being reported based on generally accepted accounting principles as required by U. S. Law. By following all of the procedures that Disney has put into place they can be positive that they are following the SEC rules and regulations. How to cite U.S. Securities and Exchange Commission and Walt Disney Company, Papers

Nursing Case Study Clinicals Placement Fundamentals

Question: Describe about the Nursing Case Study for Clinicals Placement Fundamentals. Answer: Clinical placement is fundamental to nursing students since they get to implement the theory they learn in class and at the same time, they gain experience which is very crucial in the medical profession (Bourne, 2013). As much as clinical placement is important, students on placement are sometimes bullied by their co-workers (Catanzariti Egan, 2015). This is a behavior that should be condemned by every medical professional since it has very many negative effects hence the need to port such outdated behaviors. This paper aims at outlining the processes if notifying, reporting as well as investigating incidences that happen in the workplace. The paper will also shine more light on the working relationship between preceptors and undergraduate nurses on clinical placement and how some factors can be misconstrued to be bullying while in the real sense they are not. Communication is fundamental and professionals should learn communications skills so as to ensure that they convey the exac t message that they intend. People in leadership positions should not just control those they lead but act as role models by making other members feel like they are part of the team (Glazer Fitzpatrick, 2013). Notifying, Reporting and Investigating Incidences Notifying As far as workplace bullying is concerned, the person who is affected in one way or the other by the behavior should clearly document the incident in the incident report. It is fundamental for the individual to consult the policies put in place by the institution as to the procedure for handling such sensitive matters. The human resource department is the one tasked with issues to do with workers payment and discipline, therefore, it is logical that one can liaise with them so as to access to companys precise reporting procedure (Catanzariti Egan, 2015). The Charles Darwin university policy on students on placement dictates that the student should advise the university or the institution of placement of any medical or health conditions that may his or her ability to do the duties assigned by the institution of placement. The student should only accept assignments which are proportionate to his or her level of skill. Furthermore, the student should inform the university as well as th e agency of placement immediately he or she is involved in an accident or incident during office hours. The student must also notify the agency as well as the school if he or she is unable to attend all or part of the placement. These policies are aimed at encouraging students to voice their concerns in case they feel that the tasks they are assigned to while on placement are jeopardizing their health in one way or the other. Reporting The individual who is the subject of bullying in the workplace should formally report the bullying behavior to pave way for investigations. Reporting ensures that the individual is able to answer relevant questions as soon as possible so that action can be taken on the person behind the bad behavior (Victoria Community Services Health Industry Training Board Victoria, 2010). Investigation The main aim of conducting investigations is to get to the root cause of the problem rather than finding fault and shifting blame from one person to another. Investigations should be done to try and ascertain the claims made in the incident report. Investigations also ensure that the claims made by the victim can be substantiated hence avoiding any chances of imposing disciplinary measures based on false claims. The best strategy to do that is to interview the complainant, the respondent as well as the witnesses who were at the scene of the incident. It is wise to keep records of the interview just in case one many need it as a reference in future. Relevant documents have been sort as well as additional information, for instance, the document showing that the complainant has seen the psychiatrist for the purposes of counseling among others (Ferguson, 2011). The investigator must carefully evaluate whether the behavior is corresponding to the laid out criteria of workplace bullying. F or an incident to be considered to be office bullying, it must be repeated, unreasonable as well as harmful to the affected persons health and safety (Glazer Fitzpatrick, 2013). Analysis of the Case Study First day Workplace bullying is essentially repeated, health-harming mistreatment of one or more individuals by one or more culprits. However, poor personal skills, poor communication skills, poor coping skills, poor leadership skills as well as constructive criticism cannot be categorized as bullying (Baughan, Smith Baughan, 2013). Looking the case study, leaving a new student to do the search and find not to mention the self-directed learning modules can be categorized as social isolation. The nurse students skills should have been used to help out in the hospital considering the day she reported; her preceptor complained that there was a poor mix of skills. The preceptor should have returned later to check on how the student was doing considering this was her first day in a new institution (Glazer Fitzpatrick, 2013). Both the student and the preceptor did very little to ensure that there are rapport and foundation of their therapeutic relationship. The preceptor failed to establish a therapeutic relationship especially owing to the fact that she is the mentor and as such she should demonstrate her leadership skills by at least establishing rapport. The fact that Shannon is a passive communicator makes the situation even work because instead of articulating her dissatisfaction, she decides to avoid conflict by agreeing to what her preceptor tells her. The student is also to blame to some extent since she should have been pro-active and engages the preceptor after completing the task assigned to him to see if the preceptor could spare some time to discuss with her about scope of practice, placement as well as questions she may have had regarding the institution (Billett Henderson, 2011). Second day The preceptor employs humor in a way that sounds very negative to Shannon. Humor is essentially a cognitive, emotional, behavioral, psychological and social phenomenon. The comment that the preceptor makes about being stuck with Shannon can be interpreted as try to depict the student as being a baggage to the registered nurse rather than a helper hence it cannot be considered humorous by any right thinking person (Tehrani, 2012). The purpose of clinical placement is to reduce the gap between theory and practice as well as to enable the student to gain some needed experience which will be very important in the future and the preceptor is making the students efforts to meet this objective very hard. It is the role and responsibility of the preceptor to make the student feel welcome and mentor her throughout the placement period. Furthermore, the preceptor should offer everyday guidance to the student as well as planning his or her schedule of the day (Rothwell Chee, 2013). To be an effective preceptor it is very crucial to have good leadership and communication skills. The preceptor and the student should always maintain a professional relationship that observes certain boundaries. Making humor that is humiliating to the student is going beyond the professional boundaries. Factors like public humiliation, belittling as well as removal of areas of work without consultation affect the relationship between the pr eceptor and the student. Clinical education is essentially health care education conducted in health care facilities such as a clinic, hospitals as well as emergency centers (Forrest, McKimm, Edgar, 2013). Clinical need takes precedence over clinical education in a situation where there are patients who need immediate attention hence the medical professional has to handle the emergency first and teaching of the student on placement come much later (Safe Work Australia., 2012). Third day Once again the student portrays her passive communication style when she did not express his dissatisfaction of being excluded from the post-resuscitation debrief especially owing to the fact that the student was the first responder (Haugen Musser, 2012). The student should have discussed with the preceptor about her concerns in an asserting but certainly respectful manner. Furthermore, Shannon should have initiated discussions with her preceptor regarding the resuscitation incident. A gesture of initiating a conversation would have demonstrated to the preceptor that the student is proactive as far as her learning is concerned and she would have put more effort to assist the student whenever needed. The preceptor cannot be blamed entire especially keeping in mind that preceptors do not receive the much needed organizational support, preparation as well as clarity of their role. Furthermore, they usually have very busy hours hence they constantly forced to succumb to workload pressur es which interfere with their responsibility as preceptors (Mahon Nicotera, 2011). The preceptor did very little to engage the student and when she did, it was in a manner that was very discouraging to the student. A perfect example is when she uses words like OMG as an expression of shock. She preceptor should have acknowledged the efforts made by the student of trying to help the patient in the best way she knew how as she waited for the doctors to come and attend to the patient. This is would have created a warm atmosphere between the student and her preceptor (Haitana Bland, 2011). Recommendations to Foster the Students Personal and Professional Development The student should adopt an assertive style of communication. This will help in creating an individual who is confident and who is not afraid to express his or her concerns hence ensuring that there is a perfect environment for learning to take place (Boyd Dare, 2014). Any student who is going for clinical placement should demonstrate his or her ability to be pro-active. Clarifications should be made early enough regarding his or her clinical experience, expectations, scope of practice as well as expected learning objectives (Goetsch, 2011). The student should learn to build rapport since it is a crucial component in the student-preceptor relationship. Rapport promotes open communication and develops trust among individuals therefore building excellent relationships (Boyd Dare, 2014). The student should learn conflict resolution strategies since conflicts damage professional relationships. Resolving conflicts ensures that there is there is a peaceful environment where people can learn from each other (Boyd Dare, 2014). All in all, clinical placement is fundamental as far as students are concerned since it bridges the gap between theory and practice. Preceptors should try their best to help the students assigned to them and make their placement period enjoyable and educational instead of bullying them by humiliating them inform of other staff. Preceptors should also possess excellent communication and leadership skills to ensure that can be able to handle the students assigned to them hence bringing out the best in individual students. Students also have a very crucial part to play as far as their clinical placement is concerned. They should try to be more assertive while ensuring that they are not disrespectful. They should also be pro-active meaning that they should try to do everything in their power to create a good relationship with their preceptors so that good communication is fostered. A therapeutic relationship between the preceptor and the student will ensure that effective learning takes place at the end of the day. References Baughan, J., Smith, A., Baughan, J. (2013).Compassion, caring, and communication: Skills for nursing practice. Billett, S., Henderson, A. (2011).Developing learning professionals: Integrating experiences in university and practice settings. Dordrecht: Springer. Bourne, I. (2013).Facing Danger In The Helping Professions: A Skilled Approach. Maidenhead: McGraw-Hill Education. Boyd, C., Dare, J. (2014).Communication skills for nurses. Catanzariti, J., Egan, K. (2015).Workplace bullying. Ferguson, O. (2011).Health care. Detroit [Mich.: Greenhaven Press. Forrest, K., McKimm, J., Edgar, S. (2013).Essential simulation in clinical education. Chichester, West Sussex: John Wiley Sons. Glazer, G. L., Fitzpatrick, J. J. (2013).Nursing leadership from the outside in. New York: Springer Pub. Co. Goetsch, D. L. (2011).Occupational safety and health for technologists, engineers, and managers. Upper Saddle River, N.J: Prentice Hall. Haitana, J., Bland, M. (January 01, 2011). Building relationships: the key to preceptoring nursing students.Nursing Praxis in New Zealand Inc,27,1, 4-12. Haugen, D. M., Musser, S. (2012).Health care. Farmington Hills, MI: Greenhaven Press. Mahon, M. M., Nicotera, A. M. (January 01, 2011). Nursing and conflict communication: avoidance as preferred strategy.Nursing Administration Quarterly,35,2.) Rothwell, W. J., Chee, P. (2013).Becoming an effective mentoring leader: Proven strategies for building excellence in your organization. New York: McGraw-Hill. Safe Work Australia., Safe Work Australia. (2012).Comparative performance monitoring report: Comparison of work health and safety and workers' compensation schemes in Australia and New Zealand. Canberra, A.C.T: Safe Work Australia. Tehrani, N. (2012).Workplace bullying: Symptoms and solutions. London: Routledge. Victoria., Community Services Health Industry Training Board Victoria. (2010).Handbook of students on clinical placement: For students undertaking Certificate IV in Nursing or Diploma of Nursing.

Visual Analysis Annunciation Essay Example

Visual Analysis Annunciation Essay Realism was an art movement dating from the early 1800s lasting through the 1900s and even beyond. During this time, artists responded to the previous art movement, Romanticism. While Romanticism presented figures to the world in an idealistic way, Realism broke the boundaries by presenting life as is, in its whole untouched form. The realists wanted to break away from the formal artistic styles and subjects of the past. To do this, they painted ordinary working class people as opposed to the heroic, biblical, or royal figures as in years past. Their ultimate goal was to capture the humility of everyday life (Scholastic Press.) Two paintings from this period represent the movement by portraying the Virgin Mary as a recognizable young woman encountering an awesome presence. Both pieces are entitled Annunciation. The Annunciation is the event from the Christian Bible where the Archangel Gabriel comes to Mary and announces she is going to bear the Son of God. This is a very famous event and has been painted numerous times in multiple art movements. In movements pre-dating Realism, the Annunciation was portrayed as a grand event. Mary had a halo and was dressed in royal blue robes looking frightened by the angel. She often looked like a heavenly figure, standing out from any of her surroundings. Gabriel was painted with grand glowing wings and rich robes, surrounded by cherubs. While that kind of depiction is elaborate and grand with detail and spectacle, the Realism-influenced paintings made the event serene and powerful in an emotional way. We will write a custom essay sample on Visual Analysis Annunciation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Visual Analysis Annunciation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Visual Analysis Annunciation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Henry Tanner’s Annunciation portrays a young woman sitting on a bed just right of center. She looks Palestinian, with dark hair and eyes, dressed in rags. To the left is a large yellow-gold figure, blurred. The woman’s gaze is shifted towards the figure and slightly upward. She has her hands folded in the lap and slouches over and slightly back. Her toes stick out of the blanket on her lap. Behin

“Management at All Levels of Specialized Functions, Is Influenced by the Critical Elements of the Business Environment”. Explain with Suitable Examples Essays

â€Å"Management at All Levels of Specialized Functions, Is Influenced by the Critical Elements of the Business Environment†. Explain with Suitable Examples Essays â€Å"Management at All Levels of Specialized Functions, Is Influenced by the Critical Elements of the Business Environment†. Explain with Suitable Examples Essay â€Å"Management at All Levels of Specialized Functions, Is Influenced by the Critical Elements of the Business Environment†. Explain with Suitable Examples Essay Essay Topic: Invisible Man ASSIGNMENT Course Code :MS-03 Course Title:Economic and Social Environment Assignment Code:MS-03/TMA/SEM-I/2013 Coverage:All Blocks Note : Attempt all the questions and submit this assignment on or before 30th April, 2013 to the coordinator of your study center. 1. â€Å"Management at all levels of specialized functions, is influenced by the critical elements of the business environment†. Explain with suitable examples. 2. What is the exact position of China in so far as its economic system/structure and the role of the Government are concerned? How would you describe its economic system? . Name and briefly describe a sick unit with which you are familiar or identify one such unit and briefly attempt the following: a)Factors which caused sickness, including management failures and the present position. b)Measures, if any, initiated for ensuring its healthy functioning. 4. a)Define the following: Balance of trade; balance of invisible transfers; current account balance; capital account balance and balance of payments. b)Prepare a write up on the merits and demerits of currency convertibility for a developing country. 5. Collect data on foreign technical and financial collaborations for the last ten years and write a detailed note on the annual trends of these collaborations. 6. a)Distinguish between basic restructuring and financial restructuring. b)Discuss the various organizational measures which promote privatization. MS-03 Management Programme ASSIGNMENT FIRST SEMESTER 2013 MS- 03: Economic and Social Environment [pic] School of Management Studies INDIRA GANDHI NATIONAL OPEN UNIVERSITY MAIDAN GARHI, NEW DELHI – 110 068 [pic] School of Management Studies INDIRA GANDHI NATIONAL OPEN UNIVERSITY MAIDAN GARHI, NEW DELHI – 110 068

Field Trip Essay Example | Topics and Well Written Essays - 750 words - 2

Field Trip - Essay Example It plays an important part in the conservation of the Indian tiger. Open from the middle of November till mid of June, visitors can stay at Dhikala, which is located inside the Corbett National Park. Jeeps can be hired from Ramnagar, which travel to the Park and Dhikala. Buses also travel to Dhikala from the Ramnagar station. Alternately the route from Delhi - Moradabad, through Kashipur and finally Ramnagar, Corbett can be taken. The estimated distance is 280km, and the journey approximately takes 7 hours. [Jim Corbett National Park, 2002]. The reserve encompasses a total area of 1318.54 sq km. The area is divided into the Jim Corbett National Park, which constitutes about 520 sq km of the core area. The buffer region, covering 797.72 sq km of the total area is the reserve forest region. Elephant Safaris are the best way to explore the huge area of the reserve. Jim Corbett tiger reserve and National park geologically falls in the Outer and Shivalik foothills of the Himalayas. The park was known as the Ramganga National Park, after the tributary of Ganga that flows through the reserve from East till West, post India's independence in 1947. It was renamed as Jim Corbett National Park in 1956, to commemorate the memory of Jim Corbett. The "Project Tiger," conservation project to save the Indian Tiger and its habitat, was launched in 1973 from this park. The special attract Project Tiger The special attraction of the park is the Bengal Tiger, which is an endangered species. In fact the name of the park - Corbett, is after the famous hunter and naturalist Jim Corbett, who was known for the initiatives he took to save the tiger from extinction. "Project Tiger" was started with support from the World Wide Fund for Nature by Indian conservationist. The main objective was to protect the tiger from extinction. Corbett with its thick forest cover and plenty of "food" for the tigers - the number of animal species present and also replenished by the Ramganga acted as an apt destination for a natural habitat of the endangered species. [Riley 208] Geology The Chinji Stage and Kamlial Stage are the two types of geological formations that can be found in the Jim Corbett National Park. Red and maroon shades sandstones, sandstones of grey, purple and grey hues comprise the geological formations of the Park. The Chinji stage that characterizes the uppermost stage of the lower Siwalik geological formations consists of bright colored sandstones. The sandstones of the area are characterized by intercalations of siltstones. Geologists have estimated these to date back to the Miocene (varying between upper and mid) age. [Negi 50 - 51] The Garhwal group's lowermost formation is Rudraprayag. Black and grey colored slates and cherts; grey quartzite; compact, medium grained, grayish white and white quartzite comprise the Rudraprayag formation. Over the Rudraprayag formations are the Lameri formation. Divided into Lameri A, Lameri B and Lameri C these are mainly dolomite bands, slates and phyllites.

Reflection Essay Example | Topics and Well Written Essays - 1000 words - 16

Reflection - Essay Example Many students feel that the meals they take for lunch are not tasty and as a result they prefer to skip the meals. According to Martin and Oakley (438), care programs that provide the learners with meals that have proper nutrition will succeed to make the learners ready for their studies. Learners should enjoy high nutritious meals before they get to school because this will help them to easily transition to meals offered in school. The physical environment of the school is ideal for learning. While in school, the students are to access the services of a well organised classroom, play ground and dining hall. When activities change, students change their physical setting, making them able to relate the activity they are doing with the environment. A student like Samuel for example is able to differentiate the different setting with the activities to be undertaken. The physical setting of the classroom makes students ready to learn. According to Cashin and Cooper, interaction between the teachers and the students improves the environment of learning compared to using online platforms to teach students on language. The positive interactions between the students and the mentor make the students motivated to learn. The mentors are also able to demonstrate their interest to participate in the learning process of the students and to provide the students with sufficient mentorship. From the experience of interacting with the students, the general performance of the students improve substantially when new innovative mentoring techniques are used in an alternating manner. Some of the effective techniques used include brainstorming sessions, note taking sessions and group activity sessions. While note taking enables the students to further master the language, other techniques like group activities make the students to motivate each other to learn more. Teacher’s participation

PERSONAL ETHICAL DEVELOPMENT EXERCISE Assignment

PERSONAL ETHICAL DEVELOPMENT EXERCISE - Assignment Example Mental well being of an individual is the overall result of his mind, body and soul. Therefore, it is essential to deal with the various issues confronting an individual in all these aspects. I will try to understand the various issues concerning the people of my responsibility and guide them in their mental requirements. I will assume the role of a mentor who can approach and assist them in any difficult situation. I will be greatly aware of my role as a leader in the physical well being of my people and I will always seek ways to ensure that they are physically and mentally fit. I will make sure that they go through physical training programs regularly and motivate them about the need of a sound body for a sound mind. In order to encourage them in maintaining their good health, I will also conduct such programs that motivate them. In keeping the unity and values of family relationship intact, I will encourage constant cooperation among the family members and such activities as sharing, discussions, entertainments, etc will be encouraged. I will always ensure that the people in the family and friend-circle know each other very deeply. I will encourage my acquaintances to share each other and motivate and help mutually. In the areas of education and career, I will always be cooperative with and helpful to other individuals of the group and I will ensure that there is long lasting harmony and unity in the group. I will be useful to all my colleagues and mates in their needs and will always search for their assistance and cooperation at times of need. Finances/Stewardship As a leader, I will always be careful about dealing with the finances and use my stewardship in the most effective way. I will look into the needs of my people and make use of the resources for their assistance. I will also motivate them as a steward and would not let go anything wrong about in my responsibility. I will always make sure that the people entrusted to me are at ease and comfort, and I will give priority to their needs. Service/Philanthropy In areas of service and charity, I will always maintain decorum and propriety in my activities and the people who reach out for my service or philanthropy will never be dissatisfied or frustrated about my role. I will always ensure that the people in need are given the best treatment and their comforts are always looked for. PERSONAL MISSION WORKSHEET Why do I desire to become as an organizational leader The role of an organizational leader is inevitable in the contemporary context of business and I feel it is the best way to be an agent of change in the industry. In the progress of an organization, the role of the leader is often emphasized and as a leader I desire to get the organization progressing, to get it operating at high efficiency in order to meet its short-term goals as well as the long term goals. "In a large complex organization and environment only a 100% fully engaged human leader can hope to achieve these lofty requirements to fulfill their duties. Thus, leadership is not for everyone, and leadership is one with responsibility. A leader must be able to

The Photoelectric Effect

The Photoelectric Effect Assessment Task Topic: The Photoelectric Effect 1. Introduction The photoelectric effect is the name given to the phenomenon whereby electrons are emitted from a metal when exposed to electromagnetic radiation of the appropriate frequency. It was first discovered by Heinrich Hertz in 1887, but remained a conundrum to many scientists who sought to explain it, as it clearly contradicted the accepted principles of classical physics such as James Clerk Maxwells Theory of Electromagnetic Waves. This phenomenon, unable to be explained by the wave model of light, was finally explained by Albert Einstein in 1905 with the inception of his Quantum Theory, a concept that would completely revolutionise scientific thought. The photoelectric effect has played and continues to play an important role in mankinds scientific development. 2. Discovery of the Photoelectric Effect: Hertz The original observation of the photoelectric effect can be traced back to the German scientist Heinrich Hertz. In 1887, in an attempt to generate and detect electromagnetic radiation, Hertz created a rapidly-oscillating electric field with a high voltage induction coil to cause a spark discharge between two spherical brass electrodes. He observed that when a small length of copper wire with brass spheres attached on either end was bent into a loop, leaving a small gap between the spheres, and held near the sparking induction coil, a spark would jump across the gap at the same time when the brass electrodes in the induction loop sparked. This induced spark occurred despite the copper loop not being connected to any electrical current source. Thus Hertz came to the conclusion that the copper loop was a detector of the electromagnetic waves propagated by the transmitting loop. This successful experiment was followed up by a series of others, through which Hertz demonstrated that these electromagnetic waves could be reflected from a metal mirror, and refracted as they passed through a prism made from pitch, thus proving that these waves behaved similarly to light waves. He also proved these waves were polarised. Through the course of his investigations, he discovered a mysterious phenomenon: I occasionally enclosed the spark B[the detector spark]in a dark case so as to more easily make the observations; and in so doing I observed that the maximum spark-length became decidedly smaller in the case than it was before. On removing in succession the various parts of the case, it was seen that the only portion of it which exercised this prejudicial effect was that which screened the spark B from the spark A[the transmitter spark]. The partition on that side exhibited this effect, not only when it was in the immediate neighbourhood of the spark B, but also when it was interposed at greater distances from B between A and B. A phenomenon so remarkable called for closer investigation. Upon shielding the detecting loop with glass, the intensity of the spark produced was reduced. However, when a quartz shield (a substance that allows UV rays to pass) was applied, there was no drop in the spark intensity. He then used a quartz prism to separate the light from the transmitter spark into its various components, discovering that the wavelength which made the detector spark more powerful was in the ultraviolet range. Unable to explain this phenomenon, Hertz concluded his series of investigations in 1887, declaring that: †¦ I confine myself at present to communicating the results obtained, without attempting any theory respecting the manner in which the observed phenomena are brought about. 3. Further Investigations: Hallwachs, Thomson, von Lenard After learning of Hertzs experiments, another German scientist, Wilhelm Hallwachs, devised a much simpler investigation to demonstrate the photoelectric effect. In his own words: In a recent publication Hertz has described investigations on the dependence of the maximum length of an induction spark on the radiation received by it from another induction spark. He proved that the phenomenon observed is an action of the ultraviolet light. No further light on the nature of the phenomenon could be obtained, because of the complicated conditions of the research in which it appeared. I have endeavored to obtain related phenomena which would occur under simpler conditions, in order to make the explanation of the phenomena easier. Success was obtained by investigating the action of the electric light on electrically charged bodies. By placing a zinc plate atop an insulating stand and wiring it to a negatively-charged gold leaf electroscope, he observed a slow loss of charge from the electroscope. However, when he exposed the zinc plate to ultraviolet light from an arc lamp or from burning magnesium, the discharge occurred much quicker. Conversely, a positively-charged electroscope resulted in no fast leakage of charge. In 1899, British scientist J.J. Thomson finally identified that the light caused the metal surface to emit electrons. He enclosed the metal in an evacuated tube before exposing it to radiation, showing the electrons to be the same particles emitted in cathode ray tubes. Three years later, German physicist Philipp von Lenard, who had worked with Hertz earlier in Bonn, conducted a series of experiments in which he used a bright carbon arc light to examine how the energy of the emitted electrons varied with the lights intensity (see Figure 2). By using a vacuum tube, he showed that when electrons emitted by the metal plate upon exposure to light hit another plate, the collector, a small measurable current was produced. By charging the collector negatively so as to repel the electrons, von Lenard discovered that a minimum voltage existed, Vstop, so that only electrons with a certain energy threshold could reach the collector and thus generate a current. He found that while increasing light intensity caused more electrons to be emitted (as can be gathered from an observed increase in current), it did not affect the amount of energy carried by each electron, as the stopping voltage was constant. On the other hand, increasing the frequency of the light led to an augmentation in the electrons kinetic energy, thus finding that for a particular frequency of light, the kinetic energy of the electrons remained constant. Von Lenard also showed that if the frequency was lowered beyond a certain threshold, no current was produced, regardless of the intensity of the light. However, like the scientists preceding him, he was unable to account for these phenomena. 4. Inadequacy of Classical Physics Explanations The phenomenon observed during the photoelectric effect was in contradiction to classical theory explanations such as Maxwells Theory of Electromagnetic Waves which was then commonly accepted by scientists. According to such rules of classical physics, for an electron to gain enough energy to be liberated from the metal, the metal surface would have to be exposed to the light waves for a period of time. However, as observed in experiments of the photoelectric effect, the electrons were freed instantly. The Wave Theory maintains that increasing the intensity of a beam of light also increases the amplitude of the oscillating electric field vector E, thus the amount of electrons emitted should be proportional to the intensity of the light. However, according to the observations made, the current flow was independent of light intensity, yet varied according to the frequency of the light, and was non-existent when the frequency decreased beyond a certain level, regardless of the intensity. Von Lenards experiment confirmed the existence of a threshold frequency in the photoelectric effect, another phenomenon unable to be explained with a classical physics approach. Thus the belief in light being completely wavelike in nature was incompatible with the experimental observations of the photoelectric effect. 5. Black Body Radiation and Plancks Hypothesis A black body cavity can be defined as a perfect cavity that absorbs all radiation that falls onto it and then perfectly radiates all energy absorbed until it is at equilibrium with its surroundings. The intensity of various wavelengths emitted by the black body changes according to its temperature, forming black body radiation curves (see diagram on right). Experimental data showed that the intensity of radiation emitted increased with decreasing wavelength, until a definite peak is reached, after which lower wavelengths of radiation are emitted at lower intensities. Yet, according to the classical wave theory of light, as the wavelength of the radiation emitted shortened, the intensity should increase, thus as the wavelength tends to zero, intensity would approach infinity. However, this would be a gross violation of the principle of conservation of energy. Hence it remained an inexplicable conundrum for scientists for a long time, who gave this effect the name ultraviolet catastrophe. In 1900, German scientist Max Planck came up with a revolutionary explanation for this phenomenon. He made the assumption that the radiant energy may be treated statistically not as continuous waves but rather as discrete packets of energy, each of which he called a quantum. Based on this radical assumption of light as particles, he formulated a mathematical equation by which this phenomenon could be exemplified. He proposed this relation that calculated the energy of a quantum for radiation of a certain frequency: E= hf,Ebeing the energy in joules, fthe frequency in Hertz, and ha small constant (6.626 x 10-34Js) now known as Plancks constant. Figure 4 is a graph of experimental results that confirms Plancks equation, with the gradient corresponding to h. He proposed that any quanta of a particular frequency (and thus wavelength) would carry the same amount of energy. However, he did not attribute any physical significance to this postulation, merely perceiving it as a mathematical t rick by which the corresponding answer could be obtained. 6. Quantum Theory: Einsteins Explanation Due to the inadequacies of classical physics in explaining the photoelectric effect, in 1905 Albert Einstein further developed upon Plancks hypothesis to come up with a new ground-breaking theory to explain the photoelectric effect. He proposed that light was made up not of continuous waves but rather of discrete bundles of energy which he termed photons. He wrote in the renowned journal Annalen der Physik: It seems to me that the observations on black-body radiation, photoluminescence, the production of cathode rays by ultraviolet light and other phenomena involving the emission or conversion of light can be better understood on the assumption that the energy of light is distributed discontinuously in space. According to the assumption considered here, when a light ray starting from a point is propagated, the energy is not continuously distributed over an ever increasing volume, but it consists of a finite number of energy quanta, localised in space, which move without being divided and which can be absorbed or emitted only as a whole. Einstein used Plancks equation that each photon had an energy E=hf, and proposed that light intensity was proportional to the number of photons. The higher the frequency of the electromagnetic radiation, the greater the energy carried by its photons. Einstein provided a comprehensive explanation for the photoelectric effect. When an electron is liberated from the metal surface, the energy in the light photons must be great enough to overcome the forces that bind the electrons to the surface. This minimum energy required to liberate an electron from a metal surface is known as the work function, represented by the symbol  ¢, and is dependent solely on the material of the metal. The corresponding minimum frequency required for the photons to contain the required energy is called the threshold frequency (f0). If the energy of the photon is greater than the work function of the metal (i.e. E> hf0), than the difference in their energy levels will provide the kinetic energy for the photoelectrons (electrons released from interaction with a photon), allowing them to travel and thus generate an electric current. Einsteins quantum theory explains the existence of a threshold frequency for the light below which no electrons would be emitted from the metal, an experimental observation that had puzzled scientists up to that time. Einstein established that when different metal surfaces are illuminated with monochromatic light, photoelectrons are emitted by the metal surface. The magnitude of the forces by which electrons are held varies with different metals. Thus the work functions of each different metal are also varied. Below is a table of the work functions of various metals. Figure 6:Work Functions for Various Metals Source: Nave, CR. HyperPhysics: Photoelectric Effect According to Einsteins theory a single photon collides with an electron in the metal, transferring all its energy to the electron, thus liberating the (photoelectron from the metal surface. This concept successfully explained the instantaneity of the electron emission upon light exposure, another phenomenon that classical wave theory was unable to account for. In Einsteins own words, According to the idea that the incident light consists of energy quanta†¦ one can picture the production of cathode rays by light as follows. Energy quanta penetrate into a surface layer of the body, and their energy is at least partly transformed into electron kinetic energy. The simplest picture is that a light quantum transfers all of its energy to a single electron; we shall assume that that happens. We must, however, not exclude the possibility that electrons only receive part of the energy from light quanta. An electron obtaining kinetic energy inside the body will have lost part of its kinetic energy when it has reached the surface. Moreover, we must assume that each electron on leaving the body must produce work P, which is characteristic for the body. Electrons which are excited at the surface and at right angles to it will leave the body with the greatest normal velocity. Einstein formulated an equation, known as Einsteins Photoelectric Equation, to provide a quantitative explanation for the photoelectric effect: E= hf=  ¢+ Ek with Ebeing the energy of the photon (thus E= hffrom Plancks hypothesis), ¢the work function of the particular metal ( ¢= hf0), and Ekthe photoelectrons kinetic energy (in Joules or electron volts). Einsteins theory also explains the stopping voltage in the photoelectric effect, which von Lenard had discovered earlier. This voltage is a good measure of the kinetic energy of the photoelectrons. It can be demonstrated (see figure 7) by introducing a variable electric potential difference to make the anode negative, thus generating a repelling force against the photoelectrons emitted from the cathode. As this opposing voltage is increased, it will arrive at a point where there is no current flowing in the external circuit as the photoelectrons kinetic energy is not enough to overcome the voltage. This stopping potential equals the maximum kinetic energy of the electrons at the cathode, as it is just enough to stop any electron from reaching the anode. Thus EK max= -qV0, where EK maxis the maximum kinetic energy of the electron in joules, V0the magnitude of the stopping potential in volts, and q the charge of the electron (-1.60 x 10-19C). As the unit of the joule is too large to be used effectively for atomic systems, the electron volt (eV) is employed instead, with 1 eV = 1.60 x 10-19J. Thus the maximum kinetic energy of a photoelectron can be experimentally obtained from the stopping voltage. Radiation with higher frequencies will result in higher stopping voltages, and vice versa. With his theory of the quantisation of light, Einstein was able to derive Plancks formula and account directly for such hitherto inexplicable phenomena as the photoelectric effect and black-body radiation. His work overturned the previously accepted, but now proven flawed, wave theory of light, heralding a new era with the concept of wave-particle duality, in which light can be seen both as waves and as particles (quanta). It was for his services to Theoretical Physics, and especially for his discovery of the law of the photoelectric effect that Einstein was awarded the Nobel Prize for Physics in 1921. Another notable scientist, the American Robert Millikan, expressed grave doubts about Einsteins quantum theory and set out to experimentally prove him wrong. However, after a decade of thorough scientific investigations, Millikans results confirmed Einsteins theory in every aspect. He was even able to measure Plancks constant to within 0.5% accuracy. These travails earned Millikan the Nobel Prize in 1923 and further validated Einsteins quantum theory in explaining the photoelectric effect. 7. Practical Applications of the Photoelectric Effect The principle of the photoelectric effect is utilised in many domains. One significant application of the photoelectric effect is the solar cell. This is a device that converts electromagnetic radiation from sunlight into electrical energy. It is generally made up of a series of metallic plates facing the sun, emitting photoelectrons when struck by sunlight. These electrons then flow through an external circuit, thus generating electrical power. Another practical application is the photomultiplier tube (PMT). When light is shone onto a photosensitive cathode, electrons are emitted, and subsequently accelerated towards a second cathode. This produces more electrons, and is repeated for a number of cathodes, resulting in the multiplication of the number of electrons initially emitted by a factor of a million, to be detected as a current pulse at the final electrode. Thus PMTs are extremely sensitive light detectors, used in scientific applications that require high levels of accuracy, such as emission spectroscopy experiments. Phototubes also operate on the principle of the photoelectric effect. The electrical characteristics of these devices are dependent on the light that they are exposed to. Thus the current produced from a phototube may be used to operate sensor-based appliances such as automatic doors, sensor taps, alarm systems and light-activated counters. 8. Conclusion The photoelectric effect has undeniably played a significant role in the development of modern physics ever since its discovery. It has revolutionised mankinds understanding of the nature of light, its wave-particle duality. It was in the pursuit of an explanation for this phenomenon that Einstein made what was an important great leap forward in the world of science 3/4his conception of quantum theory. In fact the photoelectric effect and the problem of the ultraviolet catastrophe in black-body radiation formed the two experimental foundations upon which quantum theory was built. Thus the experiments conducted on the photoelectric effect can be considered among the most significant in the history of physics. Three distinguished physicists received the Nobel Prize in part for their work on the photoelectric effect: Max Planck in 1918, Albert Einstein in 1921 and Robert Millikan in 1923. The observations of the photoelectric effect and its subsequent explanations by Einstein can be regarded as directly responsible for the birth of modern physics. Appendix:A Timeline of the Photoelectric Effect Bibliography Andriessen, M et al. Physics 2: HSC Course2nded. Sydney: John Wiley Sons Australia; 2003. Burns, RW. Communications: An International History of the Formative Years. London: Institution of Electrical Engineers; 2003. Cassidy, D. [Internet]. Einstein on the Photoelectric Effect.[cited 2ndJuly 2008]. Available from http://www.aip.org/history/einstein/essay-photoelectric.htm Fowler, M. [Internet]. The Photoelectric Effect.1997. [cited 2ndJuly 2008]. Available from http://galileo.phys.virginia.edu/classes/252/photoelectric_effect.html Institute of Physics.[Internet].Did you know†¦ Photoelectric Effect.2007. [cited 2ndJuly 2008]. Available from http://www.einsteinyear.org/facts/photoelectric_effect/ Lukefahr, H Hannah J. [Internet]. Photo Electric Effect.[cited 2ndJuly 2008]. Available from http://www.eequalsmcsquared.auckland.ac.nz/sites/emc2/tl/pee/overview.cfm McGraw-Hill Higher Education. [Internet]. Millikan Oil Drop.2005. [cited 3rdJuly 2008]. Available from http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::100%::100%::/sites/dl/free/ 0072512644/117354/02_Millikan_Oil_Drop.swf::Milikan%20Oil%20Drop MIT OpenCourseWare. [Internet]. The Demise of Classical Physics.[cited 4thJuly 2008]. Available from http://ocw.mit.edu/NR/rdonlyres/Chemistry/5-61Fall-2004/EBB0651F-6B5D-4333-83CE-8FB1E0863860/0/5_61_l03_f04.pdf Nave, CR. [Internet]. Blackbody Radiation.[cited 4thJuly 2008]. Available from http://hyperphysics.phy-astr.gsu.edu/hbase/mod6.html Nave, CR. [Internet]. Wave-Particle Duality and Photoelectric Effect.[cited 2ndJuly 2008]. Available from http://hyperphysics.phy-astr.gsu.edu/hbase/mod1.html Ng, A. HSC Study Package 2007: Physics.Sydney; 2008. Schombert, J. [Internet]. Photoelectric Effect.[cited 2ndJuly 2008]. Available from http://abyss.uoregon.edu/~js/glossary/photoelectric_effect.html Ter Haar, D. The Old Quantum Theory. Oxford: Pergamon Press; 1967. [Online version cited 4thJuly 2008]. Available from http://lorentz.phl.jhu.edu/AnnusMirabilis/AeReserveArticles/eins_lq.pdf Trapp, D. [Internet]. Electrons from Bright Light: the Photoelectric Effect.. [modified 19thJan 2007; cited 3rdJuly 2008]. Available from http://homepage.mac.com/dtrapp/ePhysics.f/labV_7.html University of Winnipeg. [Internet]. The Photoelectric Effect.[modified 10thSeptember 1997; cited 2ndJuly 2008]. Available from http://theory.uwinnipeg.ca/physics/quant/node3.html Vallance, C. [Internet]. The Photoelectric Effect.[cited 3rdJuly 2008]. Available from http://physchem.ox.ac.uk/~vallance/pdfs/PhotoelectricEffect.pdf Yuly, ME. [Internet]. Photoelectric Effect. [cited 8thJuly 2008]. Available from http://campus.houghton.edu/webs/employees/myuly/Courses/phys275/Labs/photoelectric.pdf

The Old Man and the Sea - A Fish Story :: Old Man and the Sea Essays

The Old Man and the Sea - A Fish Story    The book, The Old Man and the Sea, is about an old man named Santiago who struggles with a gigantic marlin fish. This is a story of his courage, heroism, and strength. In the book, Ernest Hemingway uses Santiago to explore the theme of man and his relations to animals. In this case it is Santiago's relationship to the different fish he catches, especially the giant Marlin fish. Santiago respected, cared, and thought of the fish as equals. The relationship with the fish is shown through many examples and explanations in the following paragraphs.   Ã‚     Santiago truly cared about the huge Marlin fish he caught and this was a part of his relationship with fish. He would talk to his fish and treat them with his utmost care. This is shown as the Santiago states, â€Å"I wish it was a dream and that I had never hooked him. I'm sorry about it, fish. It makes everything wrong †¦ I shouldn't have gone out so far fish†(Hemingway 110). Santiago is truly sorry that he had to go out so far into the water and catch the giant fish. Because he went out so far, the sharks ate the fish on the way back to the port. He did not want his fish to be ripped and eaten by Santiago's worst enemy,  the sharks. He wished it were only a dream so that the fish would not have to go through the pain. This example shows how mush he cared for the fish and how his relationship with the fish was affected by his feeling of caring.       Santiago also deeply respects fish in general and this aspect of his relationship to the fish is clearly shown throughout the book. There are many instances where Santiago displays his respect for fish and one of them is stated, â€Å"the Old Man hit [the albacore fish] on the head for kindness and kicked him, his body shuddering, under the shade of the stern† (Hemingway 39). This shows Santiago's respect and feelings for the albacore fish. Hitting the fish on the head and kicking the fish is a sign of respect. Another example of Santiago's respect for a fish is when he describes the fish, â€Å"never have I seen a greater, or more beautiful, or a calmer or more noble thing than you, brother† (Hemingway  92).

Learning Organization Essay

EXECUTIVE SUMMARY are proliferating as corporations seek to better themselves and gain an edge. Unfortunately, however, failed programs far outnumber successes, and improvement rates remain low. That’s because most companies have failed to grasp a basic truth. Before people and companies can improve, they first must learn. And to do this, they need to look beyond rhetoric and high philosophy and focus on the fundamentals. Three critical issues must be addressed before a company can truly become a learning organization, writes Harvard Business School professor David Garvin. First is the question of meaning: a well-grounded, easy-to-apply definition of a learning organization. Second comes management: clearer operational guidelines for practice. Finally, better tools for measurement can assess an organization’s rate and level of learning. Using these â€Å"three Ms† as a framework, Garvin defines learning organizations as skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from past experience, learning from the best practices of others, and transferring knowledge quickly and efficiently throughout the organization. And since you can’t manage something if you can’t measure it, a complete learning audit is a must. That includes measuring cognitive and behavioral changes as well as tangible improvements in results. No learning organization is built overnight. Success comes from carefully cultivated attitudes, commitments, and management processes that accrue slowly and steadily. The first step is to foster an environment conducive to learning. Analog Devices, Chaparral Steel, Xerox, GE, and other companies provide enlightened examples. CONTINUOUS IMPROVEMENT PROGRAMS  CONTINUOUS IMPROVEMENT PROGRAMS are sprouting up all over as organizations strive to better themselves and gain an edge. The topic list is long and varied, and sometimes it seems as though a program a month is needed just to keep up. Unfortunately, failed programs far outnumber successes, and improvement rates remain distressingly low. Why? Because most companies have failed to grasp a basic truth. Continuous improvement requires a commitment to learning. How, after all, can an organization improve without first learning something new? Solving a problem, introducing a product, and reengineering a process all require seeing the world in a new light and acting accordingly. In the absence of learning, companies-and individuals -simply repeat old practices. Change remains cosmetic, and improvements are either fortuitous or short-lived. A few farsighted executives – Ray Stata of Analog Devices, Gordon Forward of Chaparral Steel, Paul Allaire of Xerox-have recognized the link between learning and continuous improvement and have begun to refocus their companies around it. Scholars too have jumped on the bandwagon, beating the drum for â€Å"learning organizations† and â€Å"knowledge-creating companies. † In rapidly changing businesses like semiconductors and consumer electronics, these ideas are fast taking hold. Yet despite the encouraging signs, the topic in large part remains murky, confused, and difficult to penetrate. Meaning, Management, and Measurement Scholars are partly to blame. Their discussions of learning organizations have often been reverential and utopian, filled with near mystical terminology. Paradise, they would have you believe, is just around the corner. Peter Senge, who popularized learning organizations in his book The Fifth Discipline, described them as places â€Å"where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. â€Å"‘ To achieve these ends, Senge suggested the use of five â€Å"component technologies†: systems thinking, personal mastery, mental models, shared vision, and team learning. In a similar spirit, Ikujiro Nonaka characterized knowledge-creating companies as places where â€Å"inventing new knowledge is not a specialized activity †¦ it is a way of behaving, indeed, a way of being, in which everyone is a knowledge worker. â€Å"‘ Nonaka suggested that companies use metaphors and organizational redundancy to focus thinking, encourage dialogue, and make tacit, instinctively understood ideas explicit. Sound idyllic? Absolutely. Desirable? Without question. But does it provide a framework for action? Hardly. The recommendations are far too abstract, and too many questions remain unanswered. How, for example, will managers know when their companies have become learning organizations? What concrete changes in behavior are required? What policies and programs must be in place? How do you get from here to there? Most discussions of learning organizations finesse these issues. Their focus is high philosophy and grand themes, sweeping metaphors rather than the gritty details of practice. Three critical issues are left unresolved; yet each is essential for effective implementation. First is the question of meaning. We need a plausible, well-grounded definition of learning organizations; it must be actionable and easy to apply. Second is the question of management. We need clearer guidelines for practice, filled with operational advice rather than high aspirations. And third is the question of measurement. We need better tools for assessing an organization’s rate and level of learning to ensure that gains have in fact been made. Once these â€Å"three Ms† are addressed, managers will have a firmer foundation for launching learning organizations. Without this groundwork, progress is unlikely, and for the simplest of reasons. For learning to become a meaningful corporate goal, it must first be understood. What Is a Learning Organization? Surprisingly, a clear definition of learning has proved to be elusive over the years. Organizational theorists have studied learning for a long time; the accompanying quotations suggest that there is still considerable disagreement (see â€Å"Definitions of Organizational Learning† on page 77). Most scholars view organizational learning as a process that unfolds over time and link it with knowledge acquisition and improved performance. But they differ on other important matters. Some, for example, believe that behavioral change is required. for learning; others insist that new ways of thinking are enough. Some cite information processing as the mechanism through which learning takes place; others propose-shared insights, organizational routines, even memo. And some think that organizational learning is common, while others believe that flawed, self-serving interpretations are the norm. How can we discern among this cacophony of voices yet build on earlier insights? As a first step, consider the following definition: A learning organization is an organization skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. This definition begins with a simple truth: new ideas are essential if learning is to take place. Sometimes they are created de novo, through flashes of insight or creativity; at other times they arrive from outside the organization or are communicated by knowledgeable insiders. Whatever their source, these ideas are the trigger for organizational improvement. But they cannot by themselves create a learning organization. Without accompanying changes in the way that work gets done, only the potential for improvement exists. This is a surprisingly stringent test for it rules out a number of obvious candidates for learning organizations. Many universities fail to qualify, as do many consulting firms. Even General Motors, despite its recent efforts to improve performance, is found wanting. All of these organizations have been effective at creating or acquiring new knowledge but notably less successful in applying that knowledge to their own activities. Total quality management, for example, is now taught at many business schools, yet the number using it to guide their own decision making is very small. Organizational consultants advise clients on social dynamics and small-group behavior but are notorious for their own infighting and factionalism. And GM, with a few exceptions (like Saturn and NUMMI), has had little success in revamping its manufacturing practices, even though its managers are experts on lean manufacturing, JIT production, and the requirements for improved quality of work life. Organizations that do pass the definitional test – Honda, Corning, and General Electric come quickly to mind – have, by contrast, become adept at translating new knowledge into new ways of behaving. These companies actively manage the learning process to ensure that it occurs by design rather than by chance. Distinctive policies and practices are responsible for their success; they form the building blocks of learning organizations. Building Blocks Learning organizations are skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from their own experience and past history, learning from the experiences and best practices of others, and transferring knowledge quickly and efficiently throughout the organization. Each is accompanied by a distinctive mind-set, tool kit, and pattern of behavior. Many companies practice these activities to some degree. But few are consistently successful because they rely largely on happenstance and isolated examples. By creating systems and processes that support these activities and integrate them into the fabric of daily operations, companies can manage their learning more effectively. 1. Systematic problem solving. This first activity rests heavily on the philosophy and methods of the quality movement. Its underlying ideas, now widely accepted, include: †¢ Relying on the scientific method, rather than guesswork, for diagnosing problems (what Deming calls the â€Å"Plan, Do, Check, Act† cycle, and others refer to as â€Å"hypothesis-generating, hypothesistesting† techniques). †¢ Insisting on data, rather than assumptions, as background for decision making (what quality practitioners call â€Å"fact-based management†). †¢ Using simple statistical tools (histograms, Pareto charts, correlations, cause-and-effect diagrams) to organize data and draw inferences. Most training programs focus primarily on problem solving techniques, using exercises and practical examples. These tools are relatively straightforward and easily communicated; the necessary mind-set, however, is more difficult to establish. Accuracy and precision are essential for learning. Employees must therefore become more disciplined in their thinking and more attentive to details. They must continually ask, â€Å"How do we know that’s true? â€Å", recognizing that close enough is not good enough if real learning is to take place. They must push beyond obvious symptoms to assess underlying causes, often collecting evidence when conventional wisdom says it is unnecessary. Otherwise, the organization will remain a prisoner of â€Å"gut facts† and sloppy reasoning, and learning will be stifled. Xerox has mastered this approach on a companywide scale. In 1983, senior managers launched the company’s Leadership Through Quality initiative; since then, all employees have been trained in small-group activities and problem-solving techniques. Today a six-step process is used for virtually all decisions (see â€Å"Xerox’s Problem-Solving Process†). Employees are provided with tools in four areas: generating ideas and collecting information (brainstorming, interviewing, surveying); reaching consensus (list reduction, rating forms, weighted voting); analyzing and displaying data (cause-andeffect diagrams, force-field analysis); and planning actions (flow charts, Gantt charts). They then practice these-tools during training sessions that last several days. Training is presented in â€Å"family groups,† members of the same department or business-unit team, and the tools are applied to real problems facing the group. The result of this process has been a common vocabulary and a consistent, companywide approach to problem solving. Once employees have been trained, they are expected to use the techniques at all meetings, and no topic is off limits. When a high-level group was formed to review Xerox’s organizational structure and suggest alternatives, it employed the very same process and tools. 2. Experimentation. This activity involves the systematic searching for and testing of new knowledge. Using the scientific method is essential, and there are obvious parallels to systematic problem solving. But unlike problem solving, experimentation is usually motivated by opportunity and expanding horizons, not by current difficulties. It takes two main forms: ongoing programs and one-ofa-kind demonstration projects. Ongoing programs normally involve a continuing series of small experiments, designed to produce incremental gains in knowledge. They are the mainstay of most continuous improvement programs and are especially common on the shop floor. Corning, for example, experiments continually with diverse raw materials and new formulations to increase yields and provide better grades of glass. Allegheny Ludlum, a specialty steelmaker, regularly examines new rolling methods and improved technologies to raise productivity and reduce costs. Successful ongoing programs share several characteristics. First, they work hard to ensure a steady flow of new ideas, even if they must be imported from outside the organization. Chaparral Steel sends its first-line supervisors on sabbaticals around the globe, where they visit academic and industry leaders, develop an understanding of new Xerox’s Problem-Solving Process Step Questions to be Answered What do we want to change? Expansion/ Divergence Lots of problems for consideration Contraction/ Convergence One problem statement, one â€Å"desired state† agreed upon What’s Next to Go to the Next Step Identification of the gap â€Å"Desired state† described in observable terms Key causes documented and ranked 1. Identify and select problem 2. Analyse Problem What’s preventing us from reaching the â€Å"desired state†? How could we make the change? What’s the best way to do it? Lots of potential causes identified. Key causes identified and verified 3. Generate potential solutions 4. Select and plan the solution Lots of ideas on how to solve the problem Lots of criteria for evaluating potential solutions. Lots of ideas on how to implement and evaluate the selected solution Potential solutions clarified Criteria to use for evaluating solution agreed upon Implementation and evaluation plans agreed upon Implementation of agreed-on contingency plans (if necessary) Effectiveness of solution agreed upon Continuing problems (if any) identified Solution List. Plan for making and monitoring the change Measurement criteria to evaluate solution effectiveness 5. Implement the solution Are we following the plan? Solution in place 6. Evaluate the solution How well did it work? Verification that the problem is solved, or Agreement to address continuing problems work practices and technologies, then bring what they’ve learned back to the company and apply it to daily operations. Inlarge part as a result of these initiatives, Chaparral is one of the five lowest cost steel plants in the world. GE’s Impact Program originally sent manufacturing managers to Japan to study factory innovations, such as quality circles and kanban cards, and then apply them in their own organizations; today Europe is the destination, and productivity improvement practices the target. The program is one reason GE has recorded productivity gains averaging nearly 5% over the last four years. Successful ongoing programs also require an incentive system that favors risk taking. Employees must feel that the benefits of experimentation exceed the costs; otherwise, they will not participate. This creates a difficult challenge for managers, who are trapped between two perilous extremes. They must maintain accountability and control over experiments without stifling creativity by unduly penalizing employees for failures. Allegheny Ludlum has perfected this juggling act: it keeps expensive, high-impact experiments off the scorecard used to evaluate managers but requires prior approvals from four senior vice presidents. The result has been=a history of productivity improvements annually avenging 7% to 8%. Finally, ongoing programs need managers and employees who are trained in the skills required to perform and evaluate experiments. These skills are seldom intuitive and must usually be learned. They cover a broad sweep: statistical methods, like design of experiments, that efficiently compare a large number of alternatives; graphical techniques, like process analysis, that are essential for redesigning work flows; and creativity techniques, like storyboarding and role playing, that keep novel ideas flowing. The most effective training programs are tightly focused and feature a small set of techniques tailored to employees’ needs. Training in design of experiments, for example, is useful for manufacturing engineers, while creativity techniques are well suited to development groups. Demonstration projects are usually larger and more complex than ongoing experiments. They involve holistic, system wide changes, introduced at a single site, and are often undertaken with the goal of developing new organizational capabilities. Because these projects represent a sharp break from the past, they are usually designed from scratch, using a â€Å"clean slate† approach. General Foods’s Topeka plant, one of the first high commitment work systems in this country, was a pioneering demonstration project initiated to introduce the idea of self-managing teams and high levels of worker autonomy; a more recent example, designed to rethink small-car development, manufacturing, and sales, is GM’s Saturn Division. Demonstration projects share a number of distinctive characteristics: †¢ They are usually the first projects to embody principles and approaches that the organization hopes to adopt later on a larger scale. For this reason, they are more transitional efforts than endpoints and involve considerable â€Å"learning by doing. † Mid-course corrections are common. †¢ They implicitly establish policy guidelines and decision rules for later projects. Managers must therefore be sensitive to the precedents they are setting and must send strong signals if they expect to establish new norms. †¢ They often encounter severe tests of commitment from employees who wish to see whether the rules have, in fact, changed. †¢ They are normally developed by strong multifunctional teams reporting directly to senior management. (For projects targeting employee involvement or quality of work life, teams should be multilevel as well. ) †¢ They tend to have only limited impact on the rest of the organization if they are not accompanied by explicit strategies for transferring learning. All of these characteristics appeared in a demonstration project launched by Copeland Corporation, a highly successful compressor manufacturer, in the mid-1970s. Matt Diggs, then the new CEO, wanted to transform the company’s approach to manufacturing. Previously, Copeland had machined and assembled all products in a single facility: Costs were high, and quality was marginal. The problem, Diggs felt, was too much complexity. At’ the outset, Diggs assigned a small, multifunctional team the task of designing a â€Å"focused factory† dedicated to a narrow, newly developed product line. The team reported directly to Diggs and took three years to complete its work. Initially, the project budget was $10 million to $12 million; that figure was repeatedly revised as the team found, through experience and with Diggs’s prodding, that it could achieve dramatic improvements. The final investment, a total of $30 million, yielded unanticipated breakthroughs in reliability testing, automatic tool adjustment, and programmable control. All were achieved through learning by doing. The team set additional precedents during the plant’s start-up and early operations. To dramatize the importance of quality, for example, the quality manager was appointed second-in-command, a significant move upward. The same reporting relationship was used at all subsequent plants. In addition, Diggs urged the plant manager to ramp up slowly to full production and resist all efforts to proliferate products. These instructions were unusual at Copeland, where the marketing department normally ruled. Both directives were quickly tested; management held firm, and the implications were felt throughout the organization. Manufacturing’s stature improved, and the company as a whole recognized its competitive contribution. One observer commented, â€Å"Marketing had always run the company, so they couldn’t believe it. The change was visible at the highest levels, and it went down hard. † Once the first focused factory was running smoothly -it seized 25% of the market in two years and held its edge in reliability for over a decade-Copeland built four more factories in quick succession. Diggs assigned members of the initial project to each factory’s design team to ensure that early learnings were not lost; these people later rotated into operating assignments. Today focused factories remain the cornerstone of Copeland’s manufacturing strategy and a continuing source of its cost and quality advantages. Whether they are demonstration projects like Copeland’s or ongoing programs like Allegheny Ludlum’s, all forms of experimentation seek the same end: moving from superficial knowledge to deep understanding. At its simplest, the distinction is between knowing how things are done and knowing why they occur. Knowing how is partial knowledge; it is rooted in norms of behavior, standards of practice, and settings of equipment. Knowing why is more fundamental: it captures underlying causeand-effect relationships and accommodates exceptions, adaptations, and unforeseen events. The ability to control temperatures and pressures to align grains of silicon and form silicon steel is an example of knowing how; understanding the chemical and physical process that produces the alignment is knowing why. Further distinctions are possible, as the insert â€Å"Stages of Knowledge† suggests. Operating knowledge can be arrayed in a hierarchy, moving from limited understanding and the ability to make few distinctions to more complete understanding in which all contingencies are anticipated and controlled. In this context, experimentation and problem solving foster learning by pushing organizations up the hierarchy, from lower to higher stages of knowledge. 3. Learning from past experience. Companies must review their successes and failures, assess them systematically, and record the lessons in a form that employers find open and accessible. One expert has called t9is process the â€Å"Santayana Review,† citing the famous philosopher George Santayana, who coined the phrase â€Å"Those who cannot remember the past are condemned to repeat it. † Unfortunately, too many managers today are indifferent, even hostile, to the past, and by failing to reflect on it, they let valuable knowledge escape. A study of more than 150 new products concluded that â€Å"the knowledge gained from failures [is] often instrumental in achieving subsequent successes†¦. In the simplest terms, failure is the ultimate teacher. â€Å"‘ IBM’s 360 computer series, for example, one of the most popular and profitable ever built, was based on the technology of the failed Stretch computer that preceded it. In this case, as in many others, learning occurred by chance rather than by careful planning. A few companies, however, have established processes that require their managers to periodically think about the past and learn from their mistakes. Boeing did so immediately after its difficulties with the 737 and 747 plane programs. Both planes were introduced with much fanfare and also with serious problems. To ensure that the problems were not repeated, senior managers commissioned a high-level employee group, called Project Homework, to compare the development processes of the 737 and 747 with those of the 707 and 727, two of the company’s most profitable planes. The group was asked to develop a set of â€Å"lessons learned† that could be used on future projects. After working for three years, they produced hundreds of recommendations and an inch-thick booklet. Several members of the team were then transferred to the 757 and 767 start-ups, and guided by experience, they produced the most successful, error-free launches in Boeing’s history. Other companies have used a similar retrospective approach. Like Boeing, Xerox studied its product development process, examining three troubled products in an effort to understand why the company’s new business initiatives failed so often. Arthur D. Little, the consulting company, focused on its past successes. Senior management invited ADL consultants from around the world to a two-day â€Å"jamboree,† featuring booths and presentations documenting a wide range of the company’s most successful practices, publications, and techniques. British Petroleum went even further and established the post-project appraisal unit to review major investment projects, write up case studies, and derive lessons for planners that were then incorporated into revisions of the company’s planning guidelines. A five-person unit reported to the board of directors and reviewed six projects annually. The bulk of the time was spent in the field interviewing managers. ‘ This type of review is now conducted regularly at the project level. At the heart of this approach, one expert has observed, â€Å"is a mind-set that †¦ enables companies to recognize the value of productive failure as contrasted with unproductive success. A productive failure is one that leads to insight, understanding, and thus an addition to the commonly held wisdom of the organization. An unproductive success occurs when something goes well, but nobody knows how or why. â€Å"‘ IBM’s legendary founder, Thomas Watson, Sr. , apparently understood the distinction well. Company lore has it that a young manager; after losing $10 million in a risky venture was called into Watson’s office. The young man, thoroughly intimidated, began by saying, â€Å"I guess you want my resignation. † Watson replied, â€Å"You can’t be serious. We just spent $10 million educating you. † Fortunately, the learning process need not be so expensive. Case studies and post-project reviews like those of Xerox and British Petroleum can be performed with little cost other than managers’ time. Companies can also enlist the help of faculty and students at local colleges or universities; they bring fresh perspectives and view internships and case studies as opportunities to gain experience and increase their own learning. A few companies have established computerized data banks to speed up the learning process. At Paul Revere Life Insurance, management requires all problem-solving teams to complete short registration forms describing their proposed projects if they hope to qualify for the company’s award program. The company then enters the forms into its computer system and can immediately retrieve a listing of other groups of people who have worked or are working on the topic, along with a contact person. Relevant experience is then just a telephone call away. 4. Learning from others. Of course, not all learning comes from reflection and self-analysis. Sometimes the most powerful insights come from looking outside one’s immediate environment to gain a new perspective. Enlightened managers know that even companies in completely different businesses can be fertile sources of ideas and catalysts for creative thinking. At these organizations, enthusiastic borrowing is replacing the â€Å"not invented here† syndrome. Milliken calls the process SIS, for â€Å"Steal Ideas Shamelessly†; the broader term for it is benchmarking. According to one expert, â€Å"benchmarking is an ongoing investigation and learning experience that ensures that best industry practices are uncovered, analyzed, adopted, and implemented. † The greatest benefits come from studying practices, the way that work gets done, rather than results, and from involving line managers in the process. Almost anything can be benchmarked. Xerox, the concept’s creator, has applied it to billing, warehousing, and automated manufacturing. Milliken has been even more creative: in an inspired moment, it benchmarked Xerox’s approach to benchmarking. Unfortunately, there is still considerable confusion about the requirements for successful benchmarking. Benchmarking is not â€Å"industrial tourism,† a series of ad hoc visits to companies that have received favorable publicity or won quality awards. Rather, it is a disciplined process that begins with a thorough search to identify best-practice organizations, continues with careful study of one’s own practices and performance, progresses through systematic site visits and interview and concludes with an analysis of results, development of recommendations, and implementation. While timeconsuming, the process need not be terribly expensive AT&T’s Benchmarking Group estimates that a moderate-sized project takes four to six months and incurs out-of-pocket costs of $20,000 (when personnel costs ax included, the figure is three to four times higher). Bench marking is one way of gaining an outside perspective; another, equally fertile source of ideas is customers. Conversations with customers invariably stimulate learning; they are, after all, experts in what they do. Customers can provide up-to-date product information, competitive comparisons, insights into changing preferences, and immediate feedback about service and patt ern of use. And companies need these insights at all levels, from the executive suite to the shop floor. At Motorola, members of the Operating and Policy Committee, including the CEO, meet personally and on a regular basis with customers. At Worthington Steel, all machine operators make periodic, unescorted trips to customers’ factories to discuss their needs. Sometimes customers can’t articulate their needs or remember even the most recent problems they have had with a product or service. If that’s the case, managers must observe them in action. Xerox employs a number of anthropologists at its Palo Alto Research Center to observe users of new document products in their offices. Digital Equipment has developed an interactive process called â€Å"contextual inquiry† that is used by software engineers to observe users of new technologies as they go about their work. Milliken has created â€Å"first-delivery teams† that accompany the first shipment of all products; team members follow the product through the customer’s production process to see how it is used and then develop ideas for further improvement. Whatever the source of outside ideas, learning will only occur in a receptive environment. Managers can’t be defensive and must be open to criticism or bad news. This is a difficult challenge, but it is essential for success. Companies that approach customers assuming that â€Å"we must be right, they have to be wrong† or visit other organizations certain that â€Å"they can’t  teach us anything† seldom learn very much. Learning organizations, by contrast, cultivate the art of open, attentive listening. 5. Transferring knowledge. For learning to be more than a local affair, knowledge must spread quickly and efficiently throughout the organization. Ideas carry maximum impact when they are shared broadly rather than held in a few hands. A variety of mechanisms spur this process, including written, oral, and visual reports, site visits and tours, personnel rotation programs, education and training programs, and standardization programs. Each has distinctive strengths and weaknesses. Reports and tours are by far the most popular mediums. Reports serve many purposes: they summarize findings, provide checklists of dos and don’ts, and describe important processes and events. They cover a multitude of topics, from benchmarking studies to accounting conventions to newly discovered marketing techniques. Today written reports are often supplemented by videotapes, which offer greater immediacy and fidelity. Tours are an equally popular means of transferring knowledge, especially for large, multidivisional organizations with multiple sites.

Avoid These 5 Mistakes When NetworkingÂÂ

Avoid These 5 Mistakes When Networking   We all know how daunting networking can be. It’s often the last thing we want to do: going out to â€Å"socialize† when we could be on the couch with take-out and Netflix, having to sell ourselves in every conversation, having to get in front of the right people to make the right impression. But, it has to be done. And it should be done right. Here are 5 common networking pitfalls and how to avoid them.1. Don’t get caught with your pants downEven if you make a last-minute decision to attend, make sure you’re prepared. Don’t forget your business cards. Don’t go up to anyone uninformed. Spend 15 minutes before you hit the party making a game plan- who you’d like to introduce yourself to, what specifically you’d like to accomplish, etc. Do some research into the people and companies you’re likely to run into; this will make for better conversations and you’ll come across as intelligent and on top of your game. Pick yo ur marks and take accurate, appropriate shots.2. Don’t be unprofessionalYou don’t need to  make a special hair appointment or show up in a cocktail dress to a casual after-work event, but you also shouldn’t dress like a slob. Go no lower than business casual, and when in doubt, take your cues from coworkers or other contacts you know are also attending.Once you’re there, act like a professional human. Don’t dismiss people just because they don’t look important. Don’t go around collecting business cards as if you were trick-or-treating. Don’t lie- you’ll always get caught. And make sure to have your elevator pitch practiced and ready to go. There’s nothing worse than being asked what you’re looking for and having to reply â€Å"Uh†¦. Um†¦. Work and stuff?†3. Don’t be naà ¯veAct like you’ve been to a networking event before. Don’t expect a job from every decision-maker you happen to shake hands with. And make sure not to ask for too much from everyone you meet. This is where a little strategic planning can really come in handy. Plan your big asks before you go. Once you’ve made them, try to  relax, act normally, and enjoy yourself. People are just people, after all.4. Don’t be selfishNobody likes a party hog. Don’t be the kind of networker who talks only about herself, thinks only about her needs, barges into conversations uninvited, and otherwise monopolizes everything and everyone. That goes for the shrimp puffs, too.5. Don’t forget to follow upThis is perhaps the most important. If you’ve made good contact with anyone, make sure to send a polite follow-up email the following day. Or even a phone call, depending on your level of connection! And if anyone does you any favors- i.e. puts you in touch with someone or agrees to circulate your resume- make sure to send a gracious thank you ASAP.

Scoville Scale Organoleptic Test

Scoville Scale Organoleptic Test The Scoville scale is a measure of how pungent or spicy hot chili peppers and other chemicals are. Here is how the scale is determined and what it means. Origin of the Scoville Scale The Scoville scale is named for American pharmacist Wilbur Scoville, who devised the Scoville Organoleptic Test in 1912 as a measure of the amount of capsaicin in hot peppers. Capsaicin is the chemical responsible for most of the spicy heat of peppers and certain other foods. Scoville Organoleptic Test or Scoville Scale To perform the Scoville Organoleptic Test, an alcohol extract of capsaicin oil from a dried pepper is mixed with a solution of water and sugar to the point where a panel of taste-testers can barely detect the heat of the pepper. The pepper is assigned Scoville units based on how much the oil was diluted with water in order to reach this point. As an example, if a pepper has a Scoville rating of 50,000, that means capsaicin oil from that pepper was diluted 50,000 times before the testers could just barely detect the heat. The higher the Scoville rating, the hotter the pepper. Tasters on the panel taste one sample per session so that the results from one sample dont interfere with subsequent testing. Even so, the test is subjective because it relies on human taste, so it is inherently imprecise. Scoville ratings for peppers also change according to a type of peppers growing conditions (especially humidity and soil), maturity, seed lineage, and other factors. The Scoville rating for a t ype of pepper may vary naturally by a factor of 10 or more. Scoville Scale and Chemicals The hottest hot pepper on the Scoville scale is the Carolina Reaper, with a Scoville rating of 2.2 million Scoville units, followed by the Trinidad Moruga Scorpion pepper, with a Scoville rating of around 1.6 million Scoville units (compared with 16 million Scoville units for pure capsaicin). Other extremely hot and pungent peppers include the Naga Jolokia or Bhut Jolokia and its cultivars, the Ghost chili and Dorset Naga. However, other plants produce spicy hot chemicals which can be measured using the Scoville scale, including piperine from black pepper and gingerol from ginger. The hottest chemical is resiniferatoxin, which comes from a species of resin spurge, a cactus-like plant found in Morocco. Resiniferatoxin has a Scoville rating a thousand times hotter than pure capsaicin from hot peppers, or over 16 billion  Scoville units! ASTA Pungency Units Because the Scoville test is subjective, the American Spice Trade Association (ASTA) uses high-performance liquid chromatography (HPLC) to accurately measure the concentration of spice-producing chemicals. The value is expressed in ASTA Pungency Units, where different chemicals are mathematically weighted according to their capacity to produce a sensation of heat. The conversion for ASTA Pungency Units to Scoville heat units is that ASTA pungency units are multiplied by 15 to give equivalent Scoville units (1 ASTA pungency unit 15 Scoville units). Even though HPLC gives an accurate measurement of the chemical concentration, the conversion to Scoville units is a little off, since converting ASTA Pungency Units to Scoville Units yields a value from 20-50% lower than the value from the original Scoville Organoleptic Test. Scoville Scale for Peppers Scoville heat units Pepper Type 1,500,0002,000,000 Pepper spray, Trinidad Moruga Scorpion 855,0001,463,700 Naga Viper pepper, Infinity chili, Bhut Jolokia chili pepper, Bedfordshire Super Naga, Trinidad Scorpion, Butch T pepper 350,000580,000 Red Savina habanero 100,000350,000 Habanero chili, Scotch bonnet pepper, Peruvian White Habanero, Datil pepper, Rocoto, Madame Jeanette, Jamaican hot pepper, Guyana Wiri Wiri 50,000100,000 Byadgi chili, Birds eye chili (Thai chili), Malagueta pepper, Chiltepin pepper, Piri piri, Pequin pepper 30,00050,000 Guntur chilli, Cayenne pepper, Aj pepper, Tabasco pepper, Cumari pepper, Katara 10,00023,000 Serrano pepper, Peter pepper, Aleppo pepper 3,5008,000 Tabasco sauce, Espelette pepper, Jalapeo pepper, Chipotle pepper, Guajillo pepper, some Anaheim peppers, Hungarian wax pepper 1,0002,500 Some Anaheim peppers, Poblano pepper, Rocotillo pepper, Peppadew 100900 Pimento, Peperoncini, Banana pepper No significant heat Bell pepper, Cubanelle, Aji dulce Tips to Make Hot Peppers Stop Burning Capsaicin isnt water soluble, so drinking cold water wont ease the burn of a hot pepper. Drinking alcohol is even worse because the capsaicin dissolves in it and gets spread around your mouth. The molecule binds to pain receptors, so the trick is to either neutralize alkaline capsaicin  with an acidic food or drink (e.g., soda, citrus) or surround it with a fatty food (e.g., sour cream, cheese).