Upstream Examples
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Upstream
Wall Street Journal Bestseller New York Times bestselling author Dan Heath explores how to prevent problems before they happen, drawing on insights from hundreds of interviews with unconventional problem solvers. So often in life, we get stuck in a cycle of response. We put out fires. We deal with emergencies. We stay downstream, handling one problem after another, but we never make our way upstream to fix the systems that caused the problems. Cops chase robbers, doctors treat patients with chronic illnesses, and call-center reps address customer complaints. But many crimes, chronic illnesses, and customer complaints are preventable. So why do our efforts skew so heavily toward reaction rather than prevention? Upstream probes the psychological forces that push us downstream—including “problem blindness,” which can leave us oblivious to serious problems in our midst. And Heath introduces us to the thinkers who have overcome these obstacles and scored massive victories by switching to an upstream mindset. One online travel website prevented twenty million customer service calls every year by making some simple tweaks to its booking system. A major urban school district cut its dropout rate in half after it figured out that it could predict which students would drop out—as early as the ninth grade. A European nation almost eliminated teenage alcohol and drug abuse by deliberately changing the nation’s culture. And one EMS system accelerated the emergency-response time of its ambulances by using data to predict where 911 calls would emerge—and forward-deploying its ambulances to stand by in those areas. Upstream delivers practical solutions for preventing problems rather than reacting to them. How many problems in our lives and in society are we tolerating simply because we’ve forgotten that we can fix them?
Food Science and Food Biotechnology
Author: Hayden Wells
language: en
Publisher: Scientific e-Resources
Release Date: 2019-08-03
Food science draws from many disciplines such as biology, chemical engineering, and biochemistry in an attempt to better understand food processes and ultimately improve food products for the general public. As the stewards of the field, food scientists study the physical, microbiological, and chemical makeup of food. Food Biotechnology can be used as a tool within many disciplines including food science nutrition dietetics and agriculture. Food biotechnology uses what is known about plant science and genetics to improve the food we eat and how it is produced. The topic of food biotechnology continues to be complex and confusing and it is therefore important to identify the key factual messages and to state them clearly and concisely. Providing one or more supporting facts can then reinforce this knowledge. Food biotechnology is a process scientists use to enhance the production, nutritional value, safety, and taste of foods. It can also benefit the environment by improving crops so that they need fewer pesticides. The concept is not new: For centuries farmers have selectively bred plants to pass on desirable qualities. For example, our ancestors began by replanting only corn seeds from the highest yielding and best tasting corn they grew each year. This process selected desirable genes and fixed them by growing the seeds of the selected crop year after year. The presentation of food science principles begins with an introduction to food components evaluation of quality factors in food and water. The book contain information useful to the food engineers, chemists, biologists, ingredient suppliers, and other professionals involved in the food chain.
Assessing Organizational Performance in Higher Education
Author: Barbara A. Miller
language: en
Publisher: John Wiley & Sons
Release Date: 2016-05-10
The book provides a full complement of assessment technologies that enable leaders to measure and evaluate performance using qualitative and quantitative performance indicators and reference points in each of seven areas of organizational performance. While these technologies are not new, applying them in a comprehensive assessment of the performance of both academic and administrative organization in higher education is a true innovation. Assessing Organizational Performance in Higher Education defines four types of assessment user groups, each of which has unique interest in organizational performance. This offers a new perspective on who uses performance results and why they use them. These varied groups emphasize that assessment results must be tailored to fit the needs of specific groups, that “one-size-fits-all” does not apply in assessment. An assessment process must be robust and capable of delivering the right information at the right time to the right user group.