Confidence

What Are the Pre-Performance Recommendations for an Athlete?

A pre-performance routine Is a consistent procedure that athletes use to prepare themselves for competition. It is recommended that athletes must time their carbohydrate intake, a substantial amount of carbohydrate (200-egg) in the 2-4 hours prior the event. The carbohydrate foods most suited to pre-exercise eating are low-fat, low-fiber and low to moderate in protein; these are less likely to cause gastrointestinal upset.

Liquid meal supplements (such as a protein shake) or reverberate-containing sports bars (such as Powerboat Performance Bar) can be useful for athletes who suffer from pre-event nerves or have an unpredictable pre- event timetable

What Is a Carbohydrate Loading?

Carbohydrate loading Is a strategy Involving changes to training and nutrition that can maximize muscle glycogen (carbohydrate) stores prior to endurance competition. This diet typically involves a 3-4 day ‘depletion phase’ involving 3-4 days of hard training plus a low carbohydrate diet.

This depletion phase was thought to be necessary to stimulate the enzyme glycogen synthesize. This was then followed immediately by a 3-4 day ‘loading phase’ involving rest combined with a high carbohydrate diet. The combination of the two phases was shown to boost muscle carbohydrate stores beyond their usual resting levels.

Why Is Carbohydrate Loading so Beneficial? To What Types of Athletes?

The extra supply of carbohydrate has been demonstrated to improve endurance exercise by allowing athletes to exercise at their optimal pace for a longer time.

It is estimated that carbohydrate loading can improve performance over a set distance by 2-3%. An individual who exercises continuously at a moderate o high Intensity for 90 minutes or longer Is likely to benefit from carbohydrate loading. Typically, sports such as cycling, marathon running, longer distance triathlon, cross-country skiing and endurance swimming benefit from carbohydrate loading.

What Is Recommended for an Athlete to Eat/Drink During Competition?

It is recommended that a sport drink containing 30 grams of carbohydrate and 1 5 grams of protein (In 500 ml water) per hour of exercise could be taken.

With multiple events back to back, a larger amount of this beverage should be consumed 1 org recommended for an athlete to eat/drink after competition? Post-workout nutrition squires two things: protein to aid in protein synthesis and carbohydrates to replace muscle glycogen. Egg. Chicken breast (protein) with broccoli and brown rice (carbohydrates)

What Is Meant by the Term Supplementation?

The word “supplement” means exactly that: a nutrient or group of nutrients (vitamins, minerals, protein, carbohydrates, fats and oils) that are meant to supplement, but not substitute for a healthy diet that you eat on a regular basis.

Nutrition supplements come in a variety of forms: pills, capsules, powders, liquids, and even in gel form. The cost of nutrition supplements can range from almost “at cost” to being outrageously expensive.

Are there any benefits of supplementation of vitamins, minerals, and protein to performance?

The body is unable to manufacture vitamins, so diet must supply them as vitamins are essential to maintain bodily functions. Protein is responsible for the growth, repair and maintenance of body tissue the use of protein supplements is common amongst power and strength athletes such as weight-lifters, rugby league and rugby union players.

Are There Benefits From the Use of Sports Drinks; Liquid Meal Supplements, Calcium Supplements; Iron Supplements?

The benefits of sports drinks are; Convenient, easy to consume 64. What evidence is there for against vitamins/minerals supplementation? Loss of time, effort and money. Overdoses of the fat-soluble kind are the real culprits. The results of overdoses are many. For example, an overdose of vitamin A could cause ringing in the ears, blurred vision, hair loss and a host of other effects. Excessive quantities of some vitamins and minerals can be unnecessary, expensive and potentially dangerous.

What Evidence Is There for Against Creating Supplementation?

Creating is possibly unsafe when taken with a high dosage. There is some concern that it could harm the kidney and the liver, or heart function. Creating also causes muscles to draw water from the rest of the body and could cause dehydration.

What evidence is there for against caffeine supplementation? Caffeine can cause insomnia, nervousness and restlessness, stomach irritation, nausea and vomiting, increased heart rate and respiration, and other side effects.

Caffeine can make sleep disorders in patients with acquired immunodeficiency syndrome (AIDS) worse. Larger doses might cause headache, anxiety, agitation, chest pain, and ringing in the ears. Large goes may be unsafe and can cause irregular heartbeats and even death.

Explain Physiological Strategies for Recovery Strategies?

Physiological recovery strategies aim to remove the metabolic by-products of exercise through a cool down period as well as replace lost fluids and energy.

Cool down: The cool down, or active recovery, is a group of lower intensity exercises performed immediately after exercise to remove waste products, decrease muscle soreness (DOOMS), improve muscular relaxation, bring the cardiovascular system back to rest and allow time to reflect on the training or performance. This could involve short Jogging repetitions, slow swimming or similar low intensity activity. Static reduce the risk of injury.

Hydration: To replenish fluid lost during training or games the athlete should consume approximately one litter of water for every kilogram of body weight lost.

The addition of carbohydrates will speed up fluid replacement as well as refueling muscle glycogen stores. The foods eaten in the 30 minutes immediately after exercise should be medium to high glycerin. Sports drinks are useful because they provide fuel and fluid but should be limited to the 30 minute period following exercise. Solid foods, such as fruit, should be encouraged as they provide additional nutritional value.

Neural Recovery Strategies

Neural recovery strategies such as hydrotherapy and massage help replenish the nervous system. The change in chemicals found in muscles following heavy bouts of exercise or psychological stress can be addressed by these neural strategies.

Hydrotherapy: Hydrotherapy involves the use of water to relax, soothe pain and assist metabolic recovery whilst providing support for movements which eliminate Jarring and straining movements. Typical hydrotherapy methods include spas, underwater massage and swimming pools (heated and non-heated). Active exercise can be incorporated into hydrotherapy sessions allowing a gravity assisted environment.

Massage: The main purpose of massage is to assist in reducing training fatigue. It can also be helpful in a preventative way in reducing localized muscle tension that can with time lead to overuse injury.

Tissue Damage Recovery Strategies

Cryptography: Cryptography, or cold therapy, is the local or general use of low temperatures to remove heat from a body part. The goal of cryptography is to decrease pain and inflammation, promote vasoconstriction and prevent the build up of waste products.

Various forms of cryptography have become popular as recovery strategies for many athletes. Examples of various forms are cryptography are ice packs and a Cryogenic chamber.

Psychological Recovery Strategies

Psychological recovery strategies aim to disengage the athlete from the performance. Heart rate, breathing and body temperature remain elevated post exercise and may take time to drop as do anxiety levels about the performance or true performances. Strategies such as relaxation assist to bring these levels to normal levels.

Following intense training and demanding performances, athletes may experience symptoms of low concentration, lack of motivation and increased levels of anxiety. Psychological strategies can play an important part in emotional and possibly spiritual recovery by assisting in recovery of concentration, lifting motivation and decreasing anxiety levels. Some psychological strategies that can be used to enhance recovery are outlined below.

Debriefing – Effectively evaluating a performance can be useful way to provide emotional and psychological support after training or competition. This should focus on the process not the outcome. Debriefing allows the athlete to achieve ‘closure’ with regards to a past performance and set goals for future performances. This is usually logical, rational discussion removed from the hype and the emotion of performance.

Contingency planning – Simple strategies or distracted, such as mood-lifting activities, which are used in situations such as a major performance setback or traumatic event.

Social support -Athletes need to build up a network of support contacts outside their athletic lives.

Relaxation skills – These relax in many different ways, with some preferring to read a book, listen to music or watch television. Specialized relaxation techniques are also widely used, including meditation, progressive muscle relaxation, visualization, breathing exercises, positive self-talk and flotation. The athlete needs to practice only one or two techniques on a regular basis for these to become effective tools to use to aid recovery. The choice of relaxation methods is quite individual and involves experimentation to establish which technique works best.

Rest and sleep – Rest days are essential and a least one ay per week should be a non-training day. This allows time for physical and psychological recovery as well as time for other interests and activities. Adequate sleep (7-9 hours) is regarded as probably the most important recovery strategy as it provides regeneration and restoration of the body’s systems to allow adaptation to training. Too much sleep however, can be detrimental, contributing to sluggishness and lethargy.

What Is Meant by the Term Skill Acquisition?

Skill acquisition refers to the process that athletes use to learn or acquire a new skill.

A skill can be defined as an act or task such as typing or drawing, or in the instance of sport, catching, throwing, and running.

What is meant by cognitive stage?

The cognitive stage of skill acquisition is the early identification and understanding of the skill to be learned. Individuals focus on what to do, that is most of the learning activities during this stage will be in the mind, egg. Watching, thinking, analyzing, reasoning, Judging and visualizing, rather than lots of practice. During this stage the learner develops an in-depth understanding of the skill to be acquired.

What is meant by associative stage?

The associative stage of skill acquisition really focuses on the idea of practice with the learner learning how to do it. Practice at this stage increases the learner’s ability to perform the skill or task. They may not necessarily perform the skill well but have an understanding of how to do it. Most learners stay in this stage for a long period of time, with most not progressing to the next stage.

What is meant by the autonomous stage?

The autonomous stage of skill acquisition revolves around executing a skill automatically without having to stop and think about what to do next or how to o it.

It is an advanced level of performance where the individual can perform the skill fluently and instinctively and where outside influences do not affect the outcome. It may take individuals a long time to achieve this stage with many never reaching it. This may be due to the training demands, the complexity of the task or a lack of motivation.

Characteristics of a Learner

The learner brings many influence the capacity of the learner to acquire skills. Personality, heredity, confidence, prior experience, and ability particularly influence the direction of the learning experience. These characteristics influence the speed with which that person may acquire a skill.

Personality

Refers to an individual’s characteristic way of behaving and develops as a result of infinite social interactions and learning experiences throughout life. From a motor learning point of view, certain aspects of personality tend to be favorable with certain learning environments for example elite coaches tend to select athletes not only with superior physical talent but also those who possess positive learning attributes such as determination, enthusiasm and dedication. Learners whose personality reflects positive ways of behaving are more receptive to instruction and advice, more cooperative in performing set tasks and more helpful in creating a productive learning environment.

If they possess patience, a willingness to try new things, listen to advice and can co-operate with OTOH other team members and the coach, they are more likely to have a positive outcome from a skill learning experience. If however an individual loses patience easily, cannot accept advice or cannot share experiences with others they will be slower in developing their skills.

Heredity

Refers to the genetic characteristics inherited from our parents. These are unchangeable and limit the dimensions of our potential. The environment determines if we can reach the limits set by heredity.

Specific hereditary characteristics influence the potential for success in specific ports/skills. Confidence: As an individual begins to learn skills and experiences success, they begin to develop a sense of self-belief in their ability to perform. Some level of confidence is internally generated, based on how the learner sees themselves (related to their personality). This confidence will then pass into the next level of learning. By learning and performing skills from a simple to a complex level, confidence will rise as the individual is more likely to experience success as they develop their skills.

If however, they are given complex tasks early in their placement and they experience frequent failure, confidence is more likely to fall, which may slow down improvements in the individual’s skill level.

Prior Experience

If an individual has participated in an activity which involves similar qualities, such the hand/eye co-ordination found in hockey, they may be able to learn the skills involved in other sports such as cricket or golf more effectively. It can also be seen between sports such as basketball and netball, and gymnastics and diving.

Ability

Ability is the ease with which an individual is able to perform a movement or routine. We often all these individual’s gifted or talented as they often show ease and precision when executing a skill. Ability can also be seen in the way in which an individual is able to learn process and implement new skills. Ability incorporates a range of factors, such as sense of acuity, perception, reaction time and intelligence, which combine to allow the individual to do readily what is intended.

How Can the Physical Environment Affect the Skill Acquisition?

The physical learning environment can have a positive and negative impact on the learning process and is a major factor in the development of skills. The learning environment refers to everything outside the learner, including the weather, the skill itself, the situation it is practiced in, and information from coaches.

How Are the Relevant Performance Element Incorporated Into Practice?

For effective performance in game or competition, athletes need to be able to perform movements under pressure.

Performance elements such as tactics, strategies and team plans need to be part of skill practice to enable optimal performance.

Decision making

Athletes need to make many decisions that will influence the quality of the performance. These include decisions such as who to pass to, whether to shoot for goal or pass, or decisions to accelerate in a cycling or distance running event. Coaches need to provide opportunities for decision making in practice so the athlete can improve their skills resulting in clear decisions when performing.

Strategic and tactical development: Some sports have a high strategic and tactical component. In tactical sports such as basketball, touch football or cricket, the learning environment just reflect the game situations to develop players understanding of how to with game play are can be similar across some sports, such as moving into space or marking a player. Athletes can develop an awareness of the tactics required and apply these skills in a variety of game situations. Tactical development requires practice of pressure situations similar to a game, rather than stationary practice or drills.

As tactical development improves, game like practices can become more complex allowing for development of decision making and problem solving.

What Is Feedback?

Feedback is the process of providing a performer with information about the nature or result of their performance. The performer will receive information from internal and external sources which may be concurrent or delayed.

The sources of feedback are internal and external. Explain these. Feedback can come from internal ND external sources; it may be given at different times such as concurrent or delayed; and it may provide different information such as knowledge of performance and knowledge of results. Internal feedback information received from the senses as a result of movement or self-talk.

This helps athletes develop a kinesthesia sense or feel for a movement which allows them to distinguish between a skilled or less skilled performance. For example, when passing a netball, the athlete feels the ball in their hands and is aware of the ball leaving the hand as they can see, feel and hear it moving through the air and being caught by another player. External feedback is information received from external sources (outside the body) such as the crowd or the environment.

Knowledge of Results (KERR) and Knowledge of Performance (KIP)

Knowledge of results (KERR): suggests how successful the skill was performed, and comes from an external source. This could include a coach discussing the outcome of a performance with the athlete, an athlete seeing the ball drop into the basket from a Jump shot, or from score boards. If the skill execution is successful the athlete is aware of the need o repeat the performance. If results are not favorable, a change must be made to improve performance.

Knowledge of performance (KIP): information received about how well a skill was performed. It may be internal or external. For example a diver may gain information from an external source such as video replay about the position of her body during a movement or a basketball may put up shot and feels the execution is incorrect resulting in the shot being missed.

Concurrent and Delayed Feedbacks

Concurrent feedback: information received during a performance. This is most often internal feedback but can also be from external sources. This feedback allows for immediate correction of body position to improve results during the performance of a skill.

For example, during a tennis serve, the server recognizes that their ball toss is off direction. This concurrent feedback allows the player to stop the serve and improve the toss, rather than continuing the serve and being forced into error. Delayed Feedback: information provided to the athlete after the skill has been performed, and is therefore received too late to produce a response at the time. An example of allayed feedback is a comment from the coach at the end of the activity, at half time or from video analysis after the game. This information allows for changes to technique in future performances.

What Are the Characteristics of a Skilled Performer?

A skilled performer demonstrates characteristics and abilities which allows them to perform consistently at a very high level.

Kinesthesia sense: Kinesthesia refers to the sensory information received from the body about their body position and awareness of limbs during a movement. A skilled athlete’s neuromuscular pathways are trained to ‘feel’ the movement resulting in better coordination and greater ability to make corrections and modifications while executing the movement.

Anticipation

A skilled performer is capable of predicting hat might happen next, by reading cues, and choosing the appropriate response to the action.

This gives skilled athletes an advantage over other performers as they can position themselves in preparation for the next phase of play to counteract an opponent’s move. Anticipation is particularly important in externally paced activities or where fast movement and decision making is required. For example, by watching the ball from the bowler’s hand, a skilled cricket batsman can anticipate the bounce shot.

Consistency

Skilled performers demonstrate greater consistency resulting in fewer errors during a performance. An unskilled athlete may occasionally ‘fluke’ a good performance whereas a skilled athlete can perform well over and over.

Skilled performers have progressed to the autonomous stage of skill acquisition, resulting in an automatic performance of skill. Unskilled athletes make gross errors frequently and rely on external feedback to correct these errors for future performances. Skilled performers use internal feedback and knowledge of performance. Thus they correct small errors during performance to demonstrate greater consistency and efficiency.

Technique

Skilled athletes tend to maintain correct technique despite fatigue or the name situation. They have developed their skills to be fluent, smooth and well performed.

The movement is more economical, will not use as much energy, and is phonemically correct and therefore less likely to cause injury.

Mental Approach

Mental approach is the ability of an athlete to control their mind as they work towards a movement goal. Skilled athletes are able to achieve this through goal setting, visualization, concentration and focus. They are often more competitive, ambitious, confident and committed than unskilled athletes. They are more capable f controlling anxiety and arousal resulting in optimal performance and reduced errors.

They are able to perform skills as part of complex movement pattern and strategic play while making complex decisions. The mental discipline of an athlete becomes increasingly important as they move towards the elite level in their sport.

Inferiority Complex “I do not know anything; I have got nothing to show the world; I do not have any worth. ” These are the common thoughts of a person with inferiority complex. The study of this condition was first pioneered by Alfred Adler. Inferiority complex is characterized as a feeling that one is lesser than others in some way. People with this illness do not feel good about their selves or refuse to listen to anything positive about them. It is not just the usual feeling of inferiority that people sometimes have.

It is a much higher condition which can result to a person’s withdrawal from social contacts. This abnormal state can be caused by parental attitudes and upbringing, physical defects, mental limitations, social disadvantages and discriminations. Parental attitudes and upbringing refers to the parents’ behavior during one’s childhood that usually results to unfavorable outcome to a child’s personality. Such behaviors like emphasizing the mistakes and shortcomings of the child and the approval of negative remarks, instead of encouraging them to do better next time can be the cause.

Physical defects may also cause a person to feel inferior from others, especially when his appearance makes him feel or think that he is deprived. Mental limitations, social disadvantages and discrimination also are other factors that can promote inferiority complex for these also induce fear. It is usually the fear of competitions because one’s weaknesses can be exposed in such things. There are some possible solutions to this problem. First is enhancing one’s strength. By enhancing the strengths of a person, he can have a higher self esteem.

His goals in life can be achieved only if he has confidence with himself. Next, a can camouflage his weaknesses. If he can not convert his weakness into his strength, he can always find things in which he is good at. Through this, attention will be focused on the good things he has, rather on his disabilities. Lastly, one can consult a psychiatrist. The fact that it is their expertise means they can contribute so much in the process of surpassing the condition. Though inferiority complex may be hard to conquer, one must not think that he is at the end of the cliff.

Probably, the best thing to do is to consult a psychiatrist. Not only he will be guided along the way; he will also be assured of positive results through both of their efforts. Help is always available, but of course one must have the courage. If one will not help himself, overcoming this problem will be too difficult. So, if you or anybody you know has this condition, find or seek help. A consultation to a psychiatrist would not hurt. In fact, it is definitely a big help.

In recent studies philosophers have discussed whether stress and self-esteem have any relations to one another. Does the effect of a person’s stress affect their self esteem? It might seem that a person with low self esteem could be the effects of a high level of stress. Self-Esteem affects everyone, especially teenagers. The articles suggest that there may be other factors that influence stress and self esteem. Introduction “The Merriam-Webster dictionary defines stress as a physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in disease causation.

It may seem confusing but everyone has dealt with stress in their lifetime. Stress is something that is not diagnosed by a doctor, but when a person is stressed, they can definitely feel it (R. , Jill, 2012, par 2). What is self esteem? It is the opinion you have for yourself and your value as a person. Self confidence is also a major role in self esteem. Studies have shown that there is a negative relationship between self esteem and stress. It was also found that self esteem appears to control the effects of stress on psychological functioning.

Those with low self esteem distribute more of a higher stress level than those with a high self esteem. By having a high self esteem it makes dealing with stress easier. High self esteem may protect the individual from distress by allowing the individual to feel less vulnerable and help them rise up from difficult situations. High self esteem may also result in more active and effective coping and in enhanced motivation in response to stress (Abel, 1996). Individuals have their own way they deal with stress and their self esteem.

Stress and self esteem have relations to one another but people deal with things differently. “Another study examined self esteem as a moderator of the influence of perceived stress and coping on symptoms of depression in a sample of 713 college students. The results suggest that self esteem may play an important role in the development of depressive symptoms in college students through interactions with perceived stress and coping (Eisenbarth, 2012, par. 1). ” If an individual does not see them self as worthy, or important, a rise in stress is likely to occur (Eisenbarth, 2012).

I believe the strength of the relationship between the two variables is a medium. Even though research suggests that stress and self esteem do not have such a close connection, I think self esteem and stress are closely connected because every person handles stress differently. If a person has a high level of stress and a low self esteem, it may cause his or her self esteem level drop even more. College students tend to have a higher stress level which could lead to serious depression disorders. The transactional model of stress and coping forwarded by Lazarus and Folk-man (1984) defines stress as an imbalance between people’s perception of the demands placed upon them and their interpretation of the resources available to cope with those demands (Esienbarth, 2012, par 3).

” Those with higher levels of self esteem may take stress more lightly, while those with low self esteem may only see the negative sides of the stress which could cause their stress to heighten even more. “A United States study shows that forty three percent of adults suffer adverse health effects from stress (Hall, 2012, par 2). If an individual has a high self esteem and recently suffers from a lot of stress can cause the persons self esteem to go from high to low. Having a low self esteem can lead to weight gain and depression. If a person does not get help when suffering stress or self esteem problems, it could eventually lead to health problems. Researchers found that there is a strong relationship between how someone copes with stress and self esteem. People with low self esteem are more likely to view their behavior as being dependent on the situation while people with high self esteem have a greater ability to connect in a wide range of coping behaviors.

Why do people with low self esteem view their coping behavior more as self-dependent? It has been suggested that self esteem influences coping because it is so strongly related to personal preferences which they use for their own differences and outcomes (Abel, 1996). It may be that peoples coping styles reflect their self esteem, but they could also be building a barrier that could make their self esteem crash. If a person continuously worries about their self esteem and how to cope with it, the more stressed and anxious they may become.

Self esteem is not as important as self acceptance. Many people argue that self esteem and self acceptance are the same thing, however to some people they disagree (R. , Jill, 2012). Things people need to do to make themselves feel better is to learn to accept themselves for who they are and not what you expect yourself to be. Everyone does good and bad things. Stress and self esteem are handled differently by everyone. Building a high self esteem can take years to complete and when they face stress it doesn’t affect them as much as it does a person with low self esteem.

By having high self esteem it makes dealing with situations easier. People with low self esteem seem to be shy, quiet, and self conscious about themselves and when they have high levels of stress they tend to keep to them self and cope with it on their own (R. , Jill, 2012). There are many different ways of coping with stress because everyone has it. Stress is a normal situation for people and everyone deals with it their own ways. Even though research says stress and self esteem have little to do with each other, there have not been a lot of studies to prove it.

In conclusion, Stress and self esteem have little to do with how people deal with or perceive the levels of stress in their lives. It has more to do with other factors such as coping styles and self concept. The purpose of this correlation essay was to research that people with high self esteem see themselves to have lower levels of stress than those with low self esteem and people who have low self esteem perceive themselves to have high levels of stress than those with high self esteem (Eisenbarth, 2012).

References Abel, M. H. (1996). Self-Esteem: Moderator of mediator between perceived stress and expectancy of success. Psychological Reports, 79, 635-641. Eisenbarth, Chris. (2012). Does Self-Esteem Moderate the Relations among Perceived Stress, Coping, and Depression? College Student Journal, 46, 149-157. Retrieved from http://www. nclive. org. Hall, Joanna. (2012). Outsmart Stress. Good Health, 72-74. Retrieved from http://www. nclive. org. R. , Jill. (2012) Stress and Self Esteem. Retrieved from http://www. ourstressfullives. com

1. Why did Tektronix implement ERP in stages? How should a company decide on implementing in stages or going big-bang? Tektronix implemented the ERP in many waves. Each wave delivered a specific functionality for a particular division or geographic region. The concept of waves was important: * implementing in waves allowed to obtain regular feedback * flexibility in scheduling – e. development at MBD took much longer than anticipated – but due to the wave concept there were no major delays in the whole project * easier to gain overall acceptance – it is able to show already first benefits * implement together what is similar allows a more smooth process * frequent victories kept the team moral high and ensured that the Board continued to support the high cost and long timeline of implementation * start with an area that effects all divisions or the division with the lowest complexity a continues learning process. Roll out started with one country (US) after that was successful with key region in Europe and than in larger waves that were implemented more or less together Big bang implantation only for smaller companies with lower complexity or in strongly centralized organization. With a big bang implementation the company looses some of the flexibility of the wave approach and faces higher risks. 2. How did Tektronix manage the risks of ERP implementation? Project steering committee In order to make sure that the overall goals were achieved, a steering committee was created that refined the company’s vision to develop a global business mode.

The steering committee set out the overarching guidelines to which the system needed to adhere in order to be successful. In addition, they defined “Business Pratice Changes and Guiding Principles” to provide more concrete directions for the implementation. Project organization and management To implement these major changes, each of the three divisions had its own worldwide implementation of Order Management. The project team included strong leaders of each business division and Neun was given unlimited authority on the implementation. Nobody questioned his authority. Project implementation

Risks were reduced by implementation of the ERP in several waves. This allowed a continuous learning process and the independent implementation for the three business divisions. Starting with the division of the lowest complexity allowed later waves to profit from that earlier experience when implementing their special needs. Also there was a more flexible scheduling allowing extended development periods for the individual divisions when required. 3. What is your overall assessment of the Tektronix ERP project? The implementation of the ERP fulfilled all requirements that were initially defined.

They never lost track and after implementation were able to improve several processes. Moreover, complexity was strongly reduced and transparency increased, which allowed reducing overall costs. In addition, Tektronix recognized its own limitations and outsourced the whole implementation process. They worked together with several consulting and service firms and contributed different task according to the expertise provides by these firms. This process allowed them to stay focus and to implement the ERP in the most efficient way possible.

Topic: Why you should eat breakfast everyday General Purpose: To persuade Specific Purpose: To persuade the class why it is good to eat Thesis Statement: Eating breakfast can make each day so much better. I. Introduction A. Attention Getter: How many of you have heard that breakfast is the most important meal of the day. But still manage to walk out the house without eating breakfast. I bet you don’t forget your caffeine though, B. Reason to Listen: To understand why breakfast is so important. C.

Thesis Statement: Eating breakfast can make each day so much better. D. Credibility Statement: Research E. Preview of Main Points: 1. First I will go into the benefits of breakfast 2. Second, I will explain why you should make a priority to eat breakfast everyday 3. Last, I will tell you fun facts. A. Benefits of eating breakfast a. . Skipping breakfast can actually backfire on you, and cause you to gain weight. Going without food increases the production of insulin in your body, which can cause your body to store more fat. . The longer you go without eating, the more glycogen your muscles use, and the less energy you have. c. Depending on age and gender, your body needs a minimum amount of nutritional elements, such as vitamins, minerals, fiber, calories and fat, to keep organs functioning properly. Eating breakfast gives you a jump-start on meeting your nutritional requirements for the day, and also gets you on the path to making more healthy choices. (LIVESTRONG) B. Priority d.

Eating breakfast will allow you to focus better and do better in school e. Allow you to carry out your day with more energy. f. When you eat breakfast it allows your portions throughout the day. People who don’t eat breakfast tend to eat more during the day. (HEALTH. ORG) C. Fun Facts g. one in ten people skips breakfast, which can severely limit their ability to learn. h. Research shows that people who eat breakfast have healthier weights than children who skip breakfast and also perform better on memory tests. health 24. com) i. Breakfast is the meal that makes champions II. Conclusion F. Preview of Main Points: 4. First I will go into the benefits of breakfast 5. Second, I will explain why you should make a priority to eat breakfast everyday 6. Last, I will tell you fun facts You have overcome many trials and tribulations to get to this day and I couldn’t be any prouder. a. Everyone should just try and eat breakfast and see the major difference it makes in your day.

Gaining Independence Many parents stand by in frustration wondering how they can help a challenged child develop new skills. The very first step to completing this task is ridding our minds of the word disabled. The dictionary defines disabled as an umbrella term for someone who is being incapacitated by illness or injury or in broad terms physically or mentally impaired. The biggest gift we can give our children is independence. Independence is freedom from dependency of us. That’s what every mother wants, her child to fly from the nest and live a life of happiness and freedom.

Another thing we can do for our children is step back and allow them to struggle a bit. Remember the saying: “necessity is the mother of invention? ” What that means is through necessity, people become creative and make do with the things they do have. It makes them more kind, compassionate and grateful towards life. Through struggles a child learns perseverance. Perseverance will fuel a child with the energy to work hard at developing skills and build self esteem. The natural inclination of a parent is to swoop in and rescue the child when they struggle, or cry or attempt to give up because a learning experience has challenged them.

Unfortunately, by rescuing our children we are unconsciously conditioning them to be dependent on us. And that is something that can be prevented. Disabled children can be independent; they just need to show them how. First, help them find their own strengths. Everyone has a strong suit or strength. Whether its compassion, or math. But, everyone does. So, develop these strong suits and strengths and capitalize on the things they CAN do. Second, don’t use the word disability as an excuse. Everyone has some adversity or challenge to overcome. EVERYONE.

But, where appropriate, hold your child to the same standards as you would with any other child. Doing so, will make him or her stronger in the long run and give them the best chance to succeed and function more independently. Third be there to help, Independence doesn’t mean dropping someone in the middle of the ocean. Growing up pis a difficult enough for any child and can be stressful at many different levels. Knowing they have a safety net is critical part of developing confidence and allows them to stretch their abilities without being frozen by overwhelming fear of failure.

Fourth, you have to be avoid giving your child directions all the time. Otherwise they will never become independent. It is a good idea to supervise your child, but you should avoid correcting their actions and behaviors in front of others Generally it is best to show your kid how to do things and let them learn from their mistakes. It is always better to help your child rather than criticizing their actions. In conclusion, always put the person first, not their disability. Anyone with a disability would rather people to see them. Not their disability, simply because they are a person. Not a disability.

Identify the transitions experienced by most children and young people. Transitions are the moves children and young people make from home to nursery, from stage to stage (and through the Curriculum for Excellence levels), from primary to secondary, between schools, and from secondary to further education and beyond. Transitions and changes are part of everyone’s life. When these transitions work well they help children and young people to develop confidence and acquire skills to manage future change in their lives.

The vast majority of children and young people look forward to moving on, in learning and in life, and these moves almost always turn out to be positive experiences. However, transitions can also be challenging and support from parents and staff at school can help the transitions go more smoothly. All children and young people benefit from support from parents and staff as they make these important transitions. Transition into pre-school or nursery Starting nursery is an exciting step, and listening and talking to children about this change in their lives will help to prepare them for a good start.

Parents may also have questions and concerns at this time and should not be afraid to ask questions of the nursery staff. Parents have an important role to help and support staffs in getting to know their children by letting them know about their child’s interests and any health or personal issues which may affect the child’s learning. Transition from pre-school to primary school Primary teachers work closely with nursery staff and parents to ensure that information about each child’s learning and achievements is passed on.

This will help ensure that their learning and development continues without interruption. Staff will also share other information which will help the teacher to support each child’s learning – for example relevant health issues, friendship groups and preferred ways of working. Transition from stage to stage in primary school Generally there are no formal transition meetings for parents or pupils at this stage (although there can be, depending on the school and/or the needs f the individual child), but pupils often get a chance to meet their new teacher for the next session. Transition from primary to secondary school The primary school will share relevant personal information, profiles of progress and achievements across the whole curriculum with the secondary school that the child is attending to ensure that young people’s learning continues with minimum interruption. This high level of planning for transition between primary and secondary school ensures that most young people will make a smooth transfer.

As children get older they don’t always share information quite as readily as they did when they were younger. Teachers understand this and there will always be someone available in the secondary school to talk to about this important stage in a young person’s life. Parents can speak to the school if they are unsure who best to approach. Transition – Puberty Puberty is the stage in life when a child’s body develops into an adult’s body. The changes take place gradually, usually between the ages of 10 and 16.

During this time children change emotionally as well as physically. During puberty young people tend to focus more on friends and relationships outside the family. Relationships with parents and siblings can become strained. As a parent you may feel during this time that you’re no longer relevant to your child’s life. This is almost certainly not the case. Sometimes your child may appear to be rejecting and ignoring you. Despite this, you remain their primary role model and a central focus of their life. Transitions – preparing to leave school

Many of them will stay at school to study for further qualifications, others may choose a blend of school and college learning or work placement; some will plan to move on to university, college or a training programme or to get a job. Regardless of what each young person’s post – 16 learning choice is, it will be important for teachers to work with them and parents and others to make sure they find the option which will be best for them. This can involve working with other learning providers and support agencies, and taking part in programmes delivered in partnership with other agencies, e. . youth work, often out of school.    Describe with examples how transitions may affect children and young people’s behaviour and development. Most transitions have short-term or long-term effect on children’s development and behaviour. Long term effects:    Self harming    Withdrawal    Avoiding social contact    Lack of concentration    Not learning/developing    Low self confidence and self esteem    Strained relationships. For example, bereavement will upset the child and make him aggressive with other children.

Communication and intellectual development if children start to avoid social contact, they don’t care about school work, and lack of concentration. Social, emotional, and behaviour if children’s confidence and self-esteem are affected, if they show unwanted behaviour for attention and if they can’t make friends.    Identify the transitions that some children may experience. The diverse range of transitions faced by children and young people includes:    Starting or moving school    Bereavement: All looked after children and young people experience loss of some kind; for some this includes the death of someone close to them. They need sensitive and timely care and support to manage the impact of bereavement throughout their childhood and into adulthood. Reactions identified as common among bereaved children and young people include:

• sleep disturbances, insomnia, nightmares
• eating disorders, loss of appetite
• toilet problems: they may regress to soiling or wetting
• new physical disorders, such as asthma and eczema
• anxiety, separation anxiety, mood swings, withdrawal, aggressive behaviours, school phobia
• poor concentration
• possible guilt problems: thinking they are responsible for the loss
•  loss of memory, earning difficulties
•  hyperactivity, acting out, taking risks.

Entry to, or leaving, a pupil referral unit:

• Moving through child health services into adult services
• Coming out as gay or lesbian
• Leaving home

Young people and children will need help and support from peers and adults to successfully make the transition to the next stage in their life. The nature and timing and giver of the support will vary depending on the individual’s needs and circumstances.