Specific Teaching Strategies to Differentiate Instruction

Research shows that one of the most effective ways to meet all learners needs is to differentiate instruction. Many teachers use differentiated instruction strategies because it allows them to engage their students by accommodating each students unique learning style. However, when you have a large group of students, it can be tough to keep up with each child’s individual needs. It takes time to come up with, and implement differentiated activities.  To help keep the workload manageable, teachers have tried a variety of strategies, from tiered assignments to choice boards. Here are a few more teacher-tested teaching strategies to differentiate instruction in your elementary classroom.   Choice Board Choice boards are activities that give students options as to what activities to complete to meet class requirements. A great example of this comes from a third-grade teacher named Mrs. West. Mrs. West uses choice boards with her third-grade students because she feels it is the easiest way to differentiate instruction while keeping her students engaged. While choice boards can be set up in a variety of ways (student interest, ability, learning style, etc.) Mrs. West chooses to set up her choice boards by using the Multiple Intelligence Theory. She sets up the choice board like a tic tac toe board—in each box she writes a different activity and asks her students to choose one activity from each row. The activities vary in content, product, and process. Here is an example of the types of tasks she uses on her students choice board. Choice Board for Multiple Intelligences: Verbal/Linguistic – Write instructions on how to use your favorite gadget.Logical/Mathematical – Design a map of your bedroom.Visual/Spatial –   Create a comic strip.Interpersonal-   Interview a friend or your best friend.Free ChoiceBody-Kinesthetic - Make up a game.Musical – Write a song.Naturalist – Conduct an experiment.Intrapersonal – Write about the future. Learning Menu Learning menus are much like choice boards whereas students have the opportunity to choose which tasks on the menu that they would like to complete. However, the learning menu is unique in that it actually takes the form of a menu. Instead of having a nine square grid with nine unique choices on it, the menu can have an unlimited amount of choices for the students to choose from. You can also set up your menu in a variety of ways, as mentioned above. Here is an example of a spelling homework learning menu: Learning Menu for Homework: (Students choose one from each category)Appetizer - Sort spelling words into categories, choose three spelling words to define, highlight all vowels.Entree - Use all spelling words to write a story, write a poem using five spelling words, write a sentence for each spelling word.Dessert - Write your spelling words in ABC order, Create a word search using at least five words, use a mirror to write your spelling words backward.   Tiered Activities In a tiered activity, all students are working on the same activity, but the activity is differentiated according to ability level. A great example of this type of tiered strategy is in an elementary school classroom where kindergartners are at the reading center.   An easy way to differentiate learning without the students even knowing it  is to have the students play the game, Memory. This game is easy to differentiate because you can have beginning students try to match a letter with its sound, while the more advanced students can try and match a letter to a word. To differentiate this station, all you have to do is have different bags of cards for each level, and direct specific students to which cards they should choose from. To make differentiation invisible, color-code the bags and tell each student which color he/she should choose. Another example of tiered activities is to break the assignment into three sections using varied levels of tasks. Here is an example of a basic tiered activity: Tier One: (Low) - Describe how the character acts.Tier Two: (Middle) - Describe the changes the character went through.Tier Three: (High) - Describe the clues that the author gives about the character. Many elementary school teachers find that this differentiated instructional strategy is an effective way for students to reach the same goals while taking into account each of their students’ individual needs. Adjusting Questions Many teachers find that an effective questioning strategy is to use adjusted questions to help them differentiate instruction in their classroom. The way this strategy works is simple—you use Blooms Taxonomy to develop questions starting with the most basic level, then moving towards the more advanced levels. Students at varying levels are able to answer questions on the same topic, but also at their own level. Here is an example of how teachers can use adjusted questing to differentiate an activity: For this example, the students had to read a paragraph, then answer a question that was tiered to their level. Basic learner - Describe what happened after...Advanced learner - Can you explain why...More Advanced learner - Do you know of another situation where... Flexible Grouping Many teachers who differentiate instruction in their classroom find flexible grouping an effective method of differentiation because it provides students with the opportunity to work with other students who may have a similar learning style, readiness, or interest as them. Depending on the purpose of the lesson, teachers can plan their activities based on a students’ attributes, then use flexible grouping to group students accordingly. The key to making flexible grouping effective is making sure the groups are not static. Its important that teachers continually conduct assessments throughout the year, and move students among the groups as they master their skills. Often time’s teachers tend to group students according to their ability at the beginning of the school year, and then forget to change the groups, or do not think they need to. This is not an effective strategy and will only hinder students from progressing. The Jigsaw The Jigsaw cooperative learning strategy is another effective method to differentiate instruction. In order for this strategy to be effective, students must work together with their classmates to complete an assignment. Heres how to works: Students are divided into small groups and each student is assigned one task. This is where the differentiation comes in—each child within the group is responsible for learning one thing, then bringing the information that they learned back to their group to teach their peers. The teacher can differentiate learning by choosing what, and how, each student in the group will learn the information. Here is an example of what a Jigsaw learning group looks like. Example of a Jigsaw Cooperative Learning Group: Students are divided into groups of five students. Their task is to research Rosa Parks. Each student within the group is given a task that suits their unique learning style. Here is an example. Student 1: Create a fake interview with Rosa Parks and find out about her early life.Student 2: Create a song about the Montgomery bus boycott.Student 3: Write a journal entry about Rosa Parks life as a civil rights pioneer.Student 4: Create a game that tells facts about racial discrimination.Student 5: Create a poster about Rosa Parks legacy and death. In todays elementary schools, classrooms are not taught with a â€Å"one size fits all† approach. Differentiated instruction allows for teachers to meet the needs of all learners, while still maintaining high standards and expectations for their students. Whenever you teach a concept in a variety of different modalities, you increase the chances that you will reach each and every student.

The External Environment Of Pratt And Whitney - 1026 Words

A. Concepts 1. The organization’s environment describes the atmosphere inside and outside of the organization and how the entity responds to the conditions. The company should understand how these forces drive the organization and in which direction. With this knowledge, the organization will be able to plan and make adjustments as necessary. B. Analysis 1. To interact and lead in the industry, Pratt Whitney is focused on the future of commercial and military aircraft engines. More than a quarter of the world’s passenger fleet is driven by a Pratt Whitney engine. Internally, Pratt Whitney seeks the most talented and diverse workforce available to keep ahead of the competition through creativity and teamwork. CONCEPT GROUP TWO:†¦show more content†¦The Canada-based location alone has produced upward of 80,000 engines with more than 60 percent of them in use by 10,000 operators in over 200 countries. Nearly 500 clients in 121 countries use Pratt Whitney engines with 30 more customers operating aircraft that are powered by Pratt Whitney produced military service engines In 2015, Pratt Whitney reported a profit of nearly 2 billion dollars on revenues of 14 billion. Additionally, Pratt Whitney has 33,500 employees with a client base of 11,000 internationally. ii. The Technological Dimension - Pratt Whitney designs commercial engines that are used to provide necessary power to various airlines and operators for both commercial and cargo craft. In addition to being known globally known for cutting edge manufacturing techniques, Pratt Whitney is dedicated to continuous growth to consistently meet growing technological advance and demands. Since 1925, Pratt Whitney has been the only provider for aircraft in branches of the service, starting with the Navy as their first client. Today, the company is the ONLY producer of aircraft engines for fifth generation fighter craft. Pratt Whitney’s current technological focus is to develop a system that powers next generation propulsion units that are able to further strides in fuel efficiency, lessen em issions, and reduce noise. Pratt Whitney is dedicated toShow MoreRelatedOrganizational Forces1436 Words   |  6 PagesOrganizational Behavioral Forces There are many forces that dictate the organizational behavior within an organization. The organizational behavior will tend to shift based upon the different demands both internally and externally. Internal and external factors have an equal importance within organizations and will have different effects and outcomes on an organization. In this paper we will compare four very different organizations and demonstrate the effect four factors have on the organizationalRead MoreOrganizational Behavioral Forces Essay1433 Words   |  6 PagesOrganizational Behavioral Forces There are many forces that dictate the organizational behavior within an organization. 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Statistics 2 Free Essays

1. How large a sample was needed for the Voss et al. (2004) study according to the power analysis? Was this the minimum sample size needed for the study or did the researchers allow for sample mortality? Answer: After conducting a power analysis, the researchers planned a sample size of 96 patients for their study. We will write a custom essay sample on Statistics 2 or any similar topic only for you Order Now The 96 subjects allowed for 30 subjects per group for the three study groups plus 6 subjects for sample mortality or attrition. 2. What was the sample size for the Voss et al. (2004) study? Was this sample size adequate for this study? Provide a rationale for your answer. Answer: The sample size for this study was N = 62. The power analysis indicated that a sample of 96 was needed and the 62 subjects in the sample were less than was projected by the power analysis. However, preliminary analyses after the 62 patients were enrolled revealed significant groups differences. Since significant group differences were found, then the sample size was adequate and no Type II error occurred of saying the groups were not significantly different when they were. 3. What effect size was used in conducting the power analysis for this study? What effect size was found during data analysis and how did this effect the sample size needed for this study? Answer: A moderate effect size of 0. 33 was used to conduct the power analysis. During data analysis, the researchers indicated that significant group differences and large effect sizes were found for anxiety, pain sensation, and pain distress. Since a large effect size was found during data analysis, the sample size of 62 was adequate to detect significant group differences versus the 96 projected in the power analysis. The larger the effect size, the smaller the sample needed to detect group differences. 4. What power was used to conduct the power analysis in the Voss et al. (2004) study? What amount of error exists with this power level? Provide a rationale for your answer. Answer: The researchers set the power at the standard 0. 8 or 80%. This is considered the minimum acceptable power to use in conducting a study. When power is set at 80%, then the possible error is 0. 0 or 20% or 100% – 80% = 20%. 5. If researchers set the power at 90% to conduct their power analysis, would there be less or more chance of a Type II error, than setting the power at 80%? Provide a rationale for your answer. Answer: If the researchers set the power at 90%, there is less of a chance for a Type II error than if they set the power at 80%. At a power of 90%, the chance of error is 10% or 100% – 90% = 10%. A power of 80% has a 20% chance or error or 100% – 80% = 20%. How to cite Statistics 2, Essay examples

Michael Joseph Savage for New Zealand Biography - MyAssignmenthelp

Question: Discuss about theMichael Joseph Savage for New Zealand Biography. Answer: Introduction Chroniclers are likely to share in the belief that Michael Joseph Savage was not only the most popular New Zealands prime minister but also the most touching leader to the lives of humans. Savage was a pillar to many pessimistic citizens(Bassett, 1998). He achieved a lot in his leadership, but the most relevant to the commoners was that he put forth hope. Savage fulfilled his word to "let people govern themselves," offered a "fair deal" and advocated for the rule that people should not go "bankrupt amidst plenty"(Bassett, 1998). Source: https://www.britannica.com Date of Birth Michael Savage was born on 23 March 1872 at Tatong, Victoria, Australia(Gustafson, 2009). He was the youngest of the eight children of Richard Savage and Johanna Hayes, both Irish immigrants. His mother died when he was only five years old. Rose, his sister brought him up after the demise of their mother. Savage was a militant rationalist who was facilitated by being raised in a Roman Catholic religion. However, he went back to Catholic Church a few years before his death. Education Savage attended Rothesay state school for five years and later got employed in a Benalla wines and spirits shop from 1886 to 1983(Encyclopdia Britannica, 2017). While still working, he attended night classes at Benalla College. Savage was highly intelligible and had much interest in dancing and sports. He actively participated in social activities. He was once the secretary of the Benalla fire brigade and a treasurer to a fundraising committee for a local hospital and asylum. Rose, his sister died in 1981 which caused him a prolonged emotional trauma. In the same year his closest brother, Joe also passed away, and Savage adopted his name. Savage, the Casual Worker In the period of misfortunes, he lost his job and went to live at Riverina, New South Wales. He worked there for seven years in irrigation schemes. Savage secured membership in the General Laborers Union. He acquainted himself with the theories of the Americans Henry George and Edward Bellamy. These theories had a great impact on Savage's life since then till his death. In 1900, went back to Victoria and engaged in gold mining to earn a living. In 1907, he migrated to New Zealand where he lived with some friends from his homeland. Savage never married. He represented Auckland the National Conference of Trades and Labor Councils of 1910. Savages Political Career In 1911, Savage vied for the post of a parliamentary candidate of the New Zealand Socialist Party for the seat of Auckland Central. He lost in the elections but did not give up. Savage again sought for the seat but with a different party, the Social Democratic party, in 1914 which he still did not succeed (Olsen, 2015). Regardless of the fragmentation of the unionist groups, his popularity heightened. After the formation of the Labor Party in 1916, he became a member and was posted to be the partys national secretary in 1919. In the same year, Savage vied for the seat of Auckland West which he now won. He kept this position for the rest of his life. Savage was elected the deputy leader of the Labor in 1923.In his political career, Savage championed for the workers and centered his leadership in questioning the social life. At the death of the Labor party leader, Harry Holland, Savage was elected to fill the position as the party members had a lot of trust in him. Savage was a figure worth emulation by other leaders especially due to his service to the public. He was very humane, sympathetic, and logically rational especially during the years of depression (1933-1935) which impressed the citizens. Savages Government His election as the prime minister in 1935 was a victorious outcome for the Labor party which had gained a good public reputation with Savages leadership. As the prime minister, he took charge of domestic and foreign affairs as well as broadcasting. He had a passion for publicity which drove him into implementing the broadcasting of parliamentary proceedings. In 1937, he traveled to London to represent his country in the Imperial Conference(Littlehood, 2013). At this conference, Savage implored the British for defense against the anticipated Japanese attack. This request did not work out very well at the time, and thus he initiated a conference with Britain and Australia at Wellington in the first quarter of the year 1939. During his reign as the prime minister, he facilitated the formulation of a foundation for social security(Special Conference Issue, 2009). Savage had less interest in philosophy, and thus his social recommendations were geared by religious doctrines. Due to this, he referred to his bill of social security as "applied Christianity." His Illness and Death In 1938, savages health deteriorated. The disagreements in the party additionally burdened his life. In August 1939, his health condition worsened and was coerced to hand over his responsibilities to Peter Fraser. Michael Joseph Savage died on March 27, 1940, at Wellington. Though Savage was not as learned as Holland and Fraser, he was a popular figure of democracy. His Leadership, though it did not last for long, was characterized by humaneness and empathy. Savages undistinguished life appealed to the common man and necessitated the closeness between the government and the commoners. References Bassett, M. (1998, September 4). How Ideal was the Savage Ideal. Retrieved May 21, 2017, from Dr Michael Bassett: https://www.michaelbassett.co.nz/articles.php?a=savage Encyclopdia Britannica. (2017, March 10). Michael Joseph Savage. Retrieved May 21, 2017, from Encyclopdia Britannica: https://www.britannica.com/biography/Michael-Joseph-Savage Gustafson, B. (2009, June 17). Savage, Michael Joseph. Retrieved May 21, 2017, from Dictionary of New Zealand Biography: 'Savage, Michael Joseph Littlehood, M. (2013). The History of Death Duties and Gift Duty in. New Zealand Journal Of Taxation Law And Policy, 18(4), 66-103. Olsen, B. (n.d.). What Makes A Good Prime Minister Of New Zealand? Nation Voices. Mcguinness Institute, Auckland. Special Conference Issue. (2009). New Zealand Journal of Public and International Law, 7(1), 111-134.

The Digestive System Anatomy Review Essay Example

The Digestive System: Anatomy Review Essay The Digestive System: Anatomy Review 1. List two main divisions of the digestive system. a. Gastrointestinal tract b. Accessory digestive 2. The four main layers of the digestive tract wall are a. Mucosa b. Submucosa c. Muscularis Externa d. Serosa 3. Label the diagram below with the four main layers you listed in question 6. 4. The mucosa includes a type of columnar __cell______that forms the inner lining of the lumen 5. Blood and lymph vessels of the mucosa are found in its _epithelial cell_ connective tissue layer. . The function of epithelial goblet cells is to secrete _substances used in digestion_. 7. _Enteroendocrine_ cells of the mucosa secrete hormones into the blood. 8. Absorption of nutrients occurs through the mucosal epithelium and into either _blood capillaries_ or _lymph vessels_ vessels. 9. Using the following diagram, label the vessels you listed in the previous question. 10. The built-in (intrinsic) network of nerve cells in the submucosa is the _submucosal plexus. 11. The two types of movements produced by contractions of the muscularis externa are _peristalsis_and _segmentation_. 12. List the four regions of the stomach: a. _cardia_________ b. _fundus________ c. _body_________ d. _pyloric region_ 13. List the three sheets of muscle in the stomach’s muscularis externa: a. _ longitudinal muscle layer b. _ circular muscle layer c. _ oblique muscle layer 14. Label the three sheets of muscle in the stomach’s muscularis externa in the diagram below. 15. List, in order from the pylorus to the colon, the three regions of the small intestine: a. _duodenum b. _jejunum c. _ileum 16. From largest to smallest, list the three modifications of the small intestine’s inner wall that function to increase surface area: a. _plicae circulares b. _villa c. _microvilla 17. Label two of the modifications of the intestine to increase surface area in the diagram below. 18. The microvilli of the small intestine’s epithelial cells form the _brush_ border. 19. We will write a custom essay sample on The Digestive System: Anatomy Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Digestive System: Anatomy Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Digestive System: Anatomy Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Starting from the ileocecal valve, trace the path of undigested material through the large intestine. 20. List the six sphincters of the digestive tract: a. upper esophageal sphincter (UES) b. the cardiac sphincter c. the pyloric sphincter d. the ileocecal sphincter e. the involuntary f. voluntary anal sphincters. 21. The single digestive function of the liver is to produce _bile_. 22. The main digestive enzyme-producing organ in the body is the _pancreas_. 23. Three pairs of _salivary glands_ function to moisten food in the mouth.

Listo Systems Essay Essay Example

Listo Systems Essay Essay Example Listo Systems Essay Essay Listo Systems Essay Essay Listo Systems direction decide to implement â€Å" Black Box† . a new anti larceny informations security system to undertake recent addition in informations larceny. The new anti larceny system will act upon the motion of informations every bit good as the working manner of full staffs. Cami Machado. an experient staffs of Listo system who was managing â€Å" traffic† undertaking and proficient staff preparations and support is chosen to take â€Å" Black Box† installing undertaking. Sing her first-class path record to implement new hardware and package. company chose her to take the undertaking. She is excited about the concern chances traveling to make by installing of new â€Å" Black Box† undertaking. However. the installing procedure will non be easy. as it seems. She is confident about her ability in successfully put ining â€Å" Black Box† but worried about the staffs opposing the procedure of installing. Most of the proficient staffs are against this undertaking. Further. artists’ staffs believe that the great impact of this undertaking will be on creativeness procedure. In add-on to this. installing of this undertaking will increase the hazard of fring originative staffs to challengers who do non hold â€Å" Black Box technology† . Causal variables â€Å"Causal variables are those factors that influence the class of developments within an organisation and its consequences or achievements. These variables are within the organization’s control and can be altered by the organization† ( Hersey. Blanchard A ; Johnson. 2008 ) . In this instance. â€Å"Black Box† is the causal variables. This undertaking has ability to act upon Listo development procedure every bit good as the terminal consequences or achievements of Listo. Further. â€Å"Black Box† execution determination is wholly under control of Listo direction and the determination of installing can be changed by the Listo direction if they want to. Intervening variables The human resources that are affected by the determination of Listo System of implementing Black Box ( Causal variable ) are step ining variables ( Hersey. Blanchard A ; Johnson. 2008 ) . The current status of most of the Listo’s proficient staffs and artists’ staffs who are defying the installing of Black Box are step ining variables in this status. Most these step ining variables ( proficient and creative persons staffs ) will choose to go forth the Listo for rivals if there demand is overlooked. Potential end product variables Potential end product variables are the dependent variables that reflect the accomplishments of the organisation ( Hersey. Blanchard A ; Johnson. 2008 ) . The extends to which the â€Å" Black Box† can command the hacking and informations larceny of Listo system will be the possible end product variables. The end product variables in this will depend on the proper installing of â€Å" Black Box† and the committedness and motive shown by step ining variables ( proficient and creative persons staffs ) towards the aim of this undertaking. If I were Cami After thorough analysis of insouciant. intervening and stop consequence variables. I have found that insouciant variable is cardinal of three variables. Casual variable create state of affairs of step ining variables. which will hold great impact on terminal consequences variables. Trying to alter step ining variables will non alter the terminal consequence variable by much instead seeking to alter insouciant variables will be effectual on both intervening and stop consequence variables ( Hersey. Blanchard A ; Johnson. 2008 ) . In this instance. seeking to alter the attitude of proficient staffs and creative persons staffs will be much less consequence on terminal consequences variables. Alternatively. I would instead bespeak suggestion ( aid ) from those apposing staffs on how to implement this new undertaking to fulfill their complain. Modifying Black Box installing undertaking harmonizing to their petition will better terminal consequence variables. If I were foreman If I were Cami foreman. I would concentrate my clip on motive and commanding. The planning to put in â€Å" Black Box† and organisation require to put in â€Å"Black Box† is already finished. Now. I have to concentrate all my attending on commanding that everything is traveling harmonizing to the program. If non. what commanding step should I need to take to convey undertaking on path. Further. to heighten efficiency. employees’ motive is necessary. Being foreman. it is my duties to actuate employees to travel frontward to achievement of organisation ends.

Political Systems in the Middle East and North Africa Essay

Political Systems in the Middle East and North Africa - Essay Example To this end, there is no single form of political rule that or political system that can be considered to be better than the other. What is generally important is how applicable the said political system is in the premise and setting in which it is being used. In most Middle East and North Africa countries, democracy and authoritarian rules are predominant. But within these key facets of political rules or systems, there is what seems to be a centralized inculcation of Islamic rule, where in some cases is referred to as political Islam. By implication, Islamic religious practice has been made to dominate in most contemporary political systems in the Middle East and North Africa. Historians and political analysts have sought to find the impact of political islam on contemporary political rule. There are several schools of opinion, two of which can be generalized as those who opine that Islam constitute a source of legitimacy to some Arab regimes, and others opining that Islam constitu te a source of illegitimacy to some Arab regimes. A very careful consideration of the claims may render the two opinions as both accurate, depending on the perspective from which the argument is taken. Generally, most Arab regimes come into play from two major perspectives. These perspectives are military and ideological perspectives of Arab regimes. The Iranian Revolution in 1979 is perhaps considered as the biggest military success in an Arab regime, even though some other examples of military regimes exist in other parts of the Middle East and North Africa (Ghalioun and Costopoulos, 2004). Saudi Arabia on the other hand can be viewed as an example of Arab regime that came into force as a result of ideological perspective. As far as Islam is concerned, both those who take up their regimes from military perspective and those who does so from ideological perspective use Islamic religious contexts to argue their reason for coming into power. The various forms of military revolutionar y movements which were experienced in the 1970s are examples of regimes that came into force with Islamic political persuasion that the corrupt and ineffective economic structures of existing regimes needed to be made better by use of Islamic principles. However, even though the military regimes in places like Iran was successful in their constitution, those in places like Sudan failed woefully in 1989. From this understanding, it can be said that the debate that Islam constitutes a source of both legitimacy and illegitimacy to some Arab regimes could be true, depending on the outcome of the regimes that are in place. Even with those who have taken political power through ideological persuasions, the fact remains that not all of them have legitimized their regimes because they failed woefully. A typical example of such regime is the Muslim Brotherhood style democratic take-over, which came with the argument that secularism could not be accepted because it was based on Western libera lism but ended up being a more oppressive and corrupt regime (Pape, 2003). How has the oil wealth affected the prospects of democratization in the Arab Gulf? Oil is a natural resource that accounts for a gross domestic product contribution for most countries in the Arab Gulf. Indeed, countries in the Arab Gulf benefit from oil as a contributor to their gross domestic product than any other source of wealth (Pupcenoks, 2012). It is for this reason that the term, oil wealth

Business Article Example | Topics and Well Written Essays - 250 words

Business - Article Example Similarly, their analysis that their customers generally liked driving a Skoda indicated that they needed to actually make no changes to the actual car. The most interesting element was that Skoda realized that other manufacturers focused on the car, despite nominal changes in performance, and that they should instead focus on the experience of the brand and intangible assets. Microsoft Hafner and Hibbert performed a SWOT analysis of Microsoft in 2001. Some of the conclusions were obvious: Linux and Macintosh were potential threats, Microsoft had been slow in coming to the Internet and had been beaten out by companies like Google, etc. But others were more interesting. For example: â€Å"Currency exchange rates affect demand for application/operation software and hardware, and fluctuating currencies can negatively impact revenues in the global marketplace†. Hafner and Hibbert point out that Microsoft had not done the management to protect against that kind of volatility. Concl usion SWOT in practice, then, can help companies do two things: 1) Catalog for the obvious that has thus far escaped attention or has simply been assumed and not been critically analyzed; 2) Perceive past the obvious to the non-trivial. Works Cited Skoda Autos. â€Å"SWOT Analysis in Action†. Times 100. 2008. Web. Retrieved from: http://www.thetimes100.co.uk/downloads/skoda/skoda_13_full.pdf . Accessed 1/9/2011.

Project Analysis Report Research Paper Example | Topics and Well Written Essays - 1500 words

Project Analysis Report - Research Paper Example The following report presents an analysis on a project from its planning, implementation and performance together with other crucial elements of a project. The project is Computerized Passenger Reservation System by the Indian Railways. The project was successful developed, designed and implemented as attributed by the high level of management, experienced vendor, CMC, slow hurrying among other strategic techniques that the company employed. Introduction Success of a project depends on several things such as evaluation of risks and opportunities and knowing how to utilize the outcomes for the benefit the project, as well as effective project’s objective definition, planning and management. A project manager plays a key role in project planning, execution and implementation; thus, they are tasked with the obligation to search for new strategies and ensure a strategic project. The following report presents an analysis on a project from its planning, implementation and performanc e together with other crucial elements of a project. The project is Computerized Passenger Reservation System by the Indian Railways. Overview of the Project and Objectives The establishment of railway transport in India started in 1851, and by 1901, there were 24 million passengers using railway transport managed by GIPR Company. 42 railway companies operated in India during the colonial era, but after independence, they were all merged and operated by the government (Raman & Wig, 2010). Since then, the company has improved on the number of passengers carried per year, as well as the carriages and the railway lines. The Indian Railways is divided into 17 zones for effective management with several divisions. The divisions also encourage sports and operate hospitals and schools for employees. PRS system that was designed from scratch has been labeled the most successful project done by the Indian railways. The objective of this project was to transform passenger reservation system i n order to handle the huge magnitude of passengers and complexity of the transactions. Analysis of scope of the project shows that is was divided into four stages, which were initiation stage, project stage, implementation stage and growth stage. The initiation stage comprised feasibility studies and the decisions that piloted the approval, as well as funding of the PRS project. The major activities at this stage included creating the need for the PRS, approving schedule and budget and identifying management team for the project (Raman & Wig, 2010). The second stage was the project stage, which constituted activities for startup of the project. Activities in this stage were vendor and hardware selection, systems design, integration, testing, software development, data conversions, manual procedures redesigning and finally, roll-out. The third stage of the project scope was the implementation stage where the organization accepts PRS and puts it into use. As such, this stage was fulfi lled by carrying out activities such as rework, debugging system and software, staff training and system performance tuning. Lastly, growth stage came fourth on the scope of the project, and this is where the organization established plans to further investment in infrastructure to support the technology. In addition, the organization also extended the new system’s use to other areas, as well as developed additional applications to be linked with the system. Stakeholder Analysis The major

Communication and Interpersonal Skills Reflection

Communication and Interpersonal Skills Reflection The aim of this report is to look at a critical incident that occurred in placement and relate this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice Reflection is part of reflective practice and a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001). This is supported by Fleming (2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2010). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. The incident that was chosen was so for the reasons that the situation made the student aware of inadequacies on his own part and those of the staff on the team, which made him reflect upon the situation and how this could be learned from, so as not to make the same mistake again. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008). MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice, there are several models of reflection available. All can help to direct individual reflection. Reflective models, however, are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) model reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Another model, Schon (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance future practice. Terry Bortons (1970) 3 stem questions: What?, So What? and Now What? were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an experiential learning cycle, and added trigger questions that can be used to complete the cycle. However, Driscoll (2006) notes that reflective practice is often represented as a choice for health professionals, whether to be reflective or not to be, about their clinical practice. Finally, Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what one would do if the situation arose again. In spite of all these models advantages, there are known barriers which prevent practitioners being able to reflect effectively and time plays a huge role. Smyth (2004) questions whether there is any time to think and be reflective because of the busy work environment that practitioners are involved in. CHOSEN MODEL In this report, I have chosen to use Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance and I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident; and consists of six stages to complete one cycle. Its cyclical nature starts with a description of the situation. This includes e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing. Next is to analysis of the feelings that is, trying to recall and explore those things that were going on inside your head? The third stage is an evaluation of the experience; making a judgement regarding the reasons behind the event and its possible consequences. The fourth stage is an analysis to make sense of the experience. At this stage the event is broken down into its component parts so they can be explored separately. The fifth stage is a conclusion of what else could I have done; the creation of insight through the reflective process towards individual roles within the event being considered. And final stage is an action plan to prepare if the situation arose again. That is, recognitions leading towards behavioural adjustments where faced with similar events in the future (NHS, 2006). The use of this model represents a fundamental shift from the ideas of Kolb in that Gibbs model specifically refers to the key processes within reflection itself, rather than as reflection as a process within general learning. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). The experience gained in this can then be used to deal with other situations in a professional manner. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Context of incident In the scenario the patients name will be given as Xst. The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered. I will finally reflect on what actions I will take in order to ensure my continued professional development and learning. Xst is 55 year old woman who has a 10 year old daughter. She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care under supervision. Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008). Description Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I was asked to call a meeting of the multi-disciplinary team (MDT) who, at the meeting agreed that there would be a problem if the next injections were missed. At the next clinic, we waited for about an hour but she failed to attend. At a subsequent meeting with the patient, she agreed a joint visit with the CPN, my mentor and me to re-assess her condition and consider if it was necessary to refer her case to the Consultant. I was given the opportunity to participate in the assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well and indeed, had no insight into her illness and was in denial (Barker, 2004). However, the patient had been very upset because of the lack of communication and interpersonal skills that the staff and the student had displayed. I talked to Xst about her non-concordance with her medication, whilst stroking her hand but she persisted in saying she was well. I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse. We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Xst or could cause her readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members. However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Xst failure to comply with the treatment regime. From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008). The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt. What was not good about the experience was the fact that my mentor had not informed me that I was going to handover the information; as a result I had not mentally prepared myself for it. I also felt that I needed more time to observe other professionals in the team carrying out their handovers before I attempted to carry out mine. During the first MDT meeting, I felt that we did not provide enough time to freely interact with Xst to identify other psychosocial needs that could impact on her health. However, in any event, she was unable to fully engage because of her mental state. Turley (2000) suggests that nursing staff should include their interaction with the patient when recording assessment details, which can be used to provide evidence for future planning and delivery of care. Dougherty and Lister (2004) have suggested that healthcare professionals should use listening as part of assessing patient problems, needs and resources. Analysis The literature regarding communication and interpersonal skills is vast and extensive. Upon reading a small amount of the vast literature available, the author was able to analyse the incident, and look at how badly this situation was handled. I realised communication is the main key in the nursing profession as suggested by Long (1999) who states that interpersonal skills are a form of tool that is necessary for effective communication. The behaviour of the person listening to the person who is talking is important during the interpersonal process (Burnard, 1992).The author used touch to convey support, genuineness and empathy, which is essential for the helping relationship (Betts, 2002, cited in Kenworthy et al, 2002). Carl Rogers (1967, cited by Betts, 2002, in Kenworthy et al, 2002) recommended three principal conditions necessary for effective counseling: empathic understanding, congruence or genuineness and unconditional positive regard. The terms genuineness and congruence ar e used interchangeably and used to describe the helper always being real in the helping relationship (Betts, 2002, cited in Kenworthy et al, 2002). I found it difficult to communicate with the patient initially because I did not understand her condition ( Adams,2008). It was also difficult for me not to take her behaviour to heart and show emotion at the time and thought this to be a failure. Even though the NMC (2008) maintains that nurses have a responsibility to empower patient in their care and to identify and minimise risk to patient, the principle of beneficence (to do well) must be balanced against no maleficence (doing no harm) (Beauchamp and Childress, 2001). All these transactions were recorded in Xsts care plan file and on computer. Good record keeping is an integral part of nursing and midwifery practice, and is essential to the provision of safe and effective care. It is not an optional extra to be fitted in if circumstances allow NMC (2009). The consequences of my actions for the patient and her daughter were that she attended to her daughters needs and to her personal hygiene, and made regular fortnightly visits t o the clinic. Her mental condition was improved. She was allowed to continue on her moderate medication and she did not have to be readmitted in the hospital. However, Bulman Schutz (2008) argue that this failure is to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Through effective communication I was able to convince Xst of the need to take her medication. I was able to pass on the information to the MDT for continuity of care. Roger et al (2003) concluded that communication is an on-going process but can be a difficult process when dealing with mental health problems. Whilst talking I attempted to use Egans SOLER (Egan, 1990, cited in Burnard, 1992).The SOLER acronym is an aid to identifying and remembering the behaviours that should be implemented in order to promote effective listening (Burnard, 1992). I Sat facing Xst; assumed an Open posture; Leaned towards Xst slightly (in order to express interest); maintained Eye contact and attempted to appear Relaxed, as advised by Egan. During the handover I was pleased that the MDT members were supportive and interested in what I was saying and they asked questions. My mentor explained that a patient with schizophrenia can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about schizophrenia and I am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion In conclusion, I have learnt that through effective communication, any problem can be solved regardless of the environment, circumstances or its complexity. Therefore, nurses must ensure they are effective communicators. I have identified the weaknesses that should be turned to strengths. I am now working on strengthening my assertiveness, confidence and communication skills. Participating in the care of Xst I have realised that a good background information and feedback about mental health problems before providing care to clients can assist in accurate diagnosis and progress monitoring. A good relationship between client and staff nurse is therapeutic and help in building trust. This can be achieved by a free communication that allows the client to express their feelings and concern without the fear of intimidation. From the experience, I feel the knowledge I have acquired will aid me in future practice should such situation arise again. Action Plan So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future. I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. Learning Need To improve my knowledge about patients illnesses and the risks of relapse associated with not taking medication. To identify and have good background information and feedback about patients mental health problems before providing care to them. To ensure a good rapport exist between my patient and I, in order to build up a therapeutic relationship with them and to gain their trust. To have effective communication with the patients and other members of the multidisciplinary team and being prepared. Planned action to meet these learning needs I aim to read books about different illnesses and causes of relapse and to read my patients notes. I will be talking with senior members of staff and allocating time to talk to patients and their relatives and participating in the ward round. Finally, I will have regular meetings with my clients. Target time to meet the learning needs I hope by the end of third year and some will be on-going skills to develop throughout the training. CONCLUSION I have clearly demonstrated that by using a reflective model as a guide, I have been able to break down, make sense of, and learn from my experience during my placement. At the time of the incident I felt very inadequate It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. Nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what some writers refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. The invaluable use of non-verbal communication has now become clearer to the author. The author believes he has become more self-aware regarding his own non-verbal communication and hopes that in the future he will use his communication skills to become a better advocate for the patient in his care. The aim of this report is to look at a critical incident that occurred in placement and relate this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice Reflection is part of reflective practice and a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001). This is supported by Fleming (2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2010). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. The incident that was chosen was so for the reasons that the situation made the student aware of inadequacies on his own part and those of the staff on the team, which made him reflect upon the situation and how this could be learned from, so as not to make the same mistake again. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008). MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice, there are several models of reflection available. All can help to direct individual reflection. Reflective models, however, are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) model reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Another model, Schon (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance future practice. Terry Bortons (1970) 3 stem questions: What?, So What? and Now What? were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an experiential learning cycle, and added trigger questions that can be used to complete the cycle. However, Driscoll (2006) notes that reflective practice is often represented as a choice for health professionals, whether to be reflective or not to be, about their clinical practice. Finally, Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what one would do if the situation arose again. In spite of all these models advantages, there are known barriers which prevent practitioners being able to reflect effectively and time plays a huge role. Smyth (2004) questions whether there is any time to think and be reflective because of the busy work environment that practitioners are involved in. CHOSEN MODEL In this report, I have chosen to use Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance and I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident; and consists of six stages to complete one cycle. Its cyclical nature starts with a description of the situation. This includes e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing. Next is to analysis of the feelings that is, trying to recall and explore those things that were going on inside your head? The third stage is an evaluation of the experience; making a judgement regarding the reasons behind the event and its possible consequences. The fourth stage is an analysis to make sense of the experience. At this stage the event is broken down into its component parts so they can be explored separately. The fifth stage is a conclusion of what else could I have done; the creation of insight through the reflective process towards individual roles within the event being considered. And final stage is an action plan to prepare if the situation arose again. That is, recognitions leading towards behavioural adjustments where faced with similar events in the future (NHS, 2006). The use of this model represents a fundamental shift from the ideas of Kolb in that Gibbs model specifically refers to the key processes within reflection itself, rather than as reflection as a process within general learning. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). The experience gained in this can then be used to deal with other situations in a professional manner. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Context of incident In the scenario the patients name will be given as Xst. The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered. I will finally reflect on what actions I will take in order to ensure my continued professional development and learning. Xst is 55 year old woman who has a 10 year old daughter. She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care under supervision. Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008). Description Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I was asked to call a meeting of the multi-disciplinary team (MDT) who, at the meeting agreed that there would be a problem if the next injections were missed. At the next clinic, we waited for about an hour but she failed to attend. At a subsequent meeting with the patient, she agreed a joint visit with the CPN, my mentor and me to re-assess her condition and consider if it was necessary to refer her case to the Consultant. I was given the opportunity to participate in the assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well and indeed, had no insight into her illness and was in denial (Barker, 2004). However, the patient had been very upset because of the lack of communication and interpersonal skills that the staff and the student had displayed. I talked to Xst about her non-concordance with her medication, whilst stroking her hand but she persisted in saying she was well. I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse. We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Xst or could cause her readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members. However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Xst failure to comply with the treatment regime. From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008). The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt. What was not good about the experience was the fact that my

Essay --

Brindley Sisco Period 5 John Burroughs was an American naturalist whose essays contributed to ...Burroughs was the seventh child born to Chauncy and Amy Burrough’s on April 3,1837. He grew up along with nine other brothers and sisters on his family's farm in the Catskill Mountains. While he worked on the family’s farm as a young boy he was always captivated by the birds, wildlife, and frogs who returned each spring. Burrough loved to learn as a child and was frequently reading, but his dad did no support Johns interest in attending college. So, at the young age of seventeen John left home in hopes of raising enough money to pay for college. To earn his money for school he mainly taught at a school in Olive, New York. Burroughs eventually attended Cooperstown Seminary. While there he read the works of Ralph Waldo Emerson and William Wordsworth who became two of his lifelong influences. It was not until the summer of 1860 when John Burroughs essay Expression was picked up by Atlantic Monthly. Which was later published in November of that same year. In 1864 John took a job as a c...

Hamptonshire Express

Arjun R. Sabhaya Production 529 Hamptonshire Express October 16, 2012 PROBLEM #1 A. The simulated function given in the Excel spreadsheet â€Å"Hamptonshire Express: Problem_#1† allows the user to find the optimal quantity of newspapers to be stocked at the newly formed Hamptonshire Express Daily Newspaper. Anna Sheen estimated the daily demand of newspapers to be on a normal standard distribution; stating that daily demand will have a mean of 500 newspapers per day with a standard deviation of 100 newspapers per day.Using the function provided, the optimal stocking quantity, which maximizes expected profit, is determined to be approximately 584 newspapers. If 584 newspapers were to be ordered, Hamptonshire Express will net an expected profit of $331. 436 per day with an expected fill rate of 98%. Any inventory ordered above 584 will produce a loss of profit due to stocking inventory over expected demand causing an imbalance between the gains and losses due to the respective o verage and underage costs. The table below outlines the optimal amount of daily expected profit.Profits rise until the 584 newspaper mark; any potential increase in quantity stocked will decrease daily expected profit for every newspaper ordered above 584. Stocking Quantity| Daily Expected Profit| 575 newspapers| 331. 323| 576 newspapers| 331. 347| 577 newspapers| 331. 369| 578 newspapers| 331. 387| 579 newspapers| 331. 403| 580 newspapers| 331. 415| 581 newspapers| 331. 425| 582 newspapers| 331. 431| 583 newspapers| 331. 435| 584 newspapers| 331. 436| 585 newspapers| 331. 435| 586 newspapers| 331. 430| 587 newspapers| 331. 423| 588 newspapers| 331. 413| 89 newspapers| 331. 400| 590 newspapers| 331. 385| Calculations: Cr=cu/cu+co where Cr= critical ratio. Cu=1-0. 2=. 8 Co=0. 2 Therefore, Cr= . 8/. 8+. 2=. 8 which is equal to . 84 (z value) on the standard normal distribution function table. To find the optimal stocking quantity that maximizes expected profit, we will use mean and st andard deviation in formula shown: Q=mean +z*(SD): 500+. 84*100=584. B. Using the Newsvendor Formula given, Q=? +? -1(Cu/Cu+Co )? , where: Q=optimal quantity ?= mean of expected demand ?= standard distribution of expected demand -1= the inverse of the standard normal distribution function Cu= underage costs (Sale price – cost), or ($1. 00-$0. 20) Co= overage costs (cost – salvage value), or ($0. 20 – $0), We can estimate the optimal stock quantity. The values allow us to input the z statistic, and the overage/underage costs in the given equation to derive the equation and answer shown below. The output of the Newsvendor equation, while different than the excel function (due to rounding error), is consistent with the optimal stocking quantity found by the Excel model. Q= 500+ (. 8601)-1*(. 80/. 80 + . 20) * 100 = 593. 1244 PROBLEM #2 A. The given simulation model in the Excel spreadsheet â€Å"Hamptonshire Express: Problem_#2† allows the user to find the o ptimal number of hours per day to be invested into creating the profile section to maximize expected profits for the Hamptonshire Express Daily Newspaper. Looking at the table below, Anna can spend 4 hours, where (H=4), Hours Spent (H)| Optimal Expected Profit| 2. 00| $367. 91| 2. 25| $368. 84| 2. 50| $369. 58| 2. 75| $370. 17| 3. 00| $370. 61| 3. 25| $370. 94| 3. 50| $371. 16| 3. 75| $371. 29| 4. 00| $371. 33| 4. 25| $371. 29| 4. 50| $371. 18| 4. 75| $371. 01| 5. 0| $370. 77| B. Anna Sheen’s choice of effort is at the point where the marginal cost of spending the extra time to develop the profile section = marginal benefit of spending the extra time to develop the profile section; or the point where profit is maximized. If she spends the extra time to develop the profile section past where marginal cost = marginal benefit, she won’t be able to create enough demand for her newspaper, but if she spends less time than where marginal cost = marginal benefit, she wonâ€⠄¢t have a quality newspaper and misses out on additional sales, which leads to increased profits.To find the optimal profit level, you would set $10 = to the marginal benefit, or: $10= ((0. 8 *50) / (2h)) and solve for H which = 4 hours. C. Using a table to compare the difference between problem #1 and problem #2, respectively, we can see the obvious differences between the optimal stocking quantity and daily expected profit figures. | Stocking Quantity| Daily Expected Profit| 1| 584| 331. 44| 2| 685| 371. 33| The stocking quantity and expected profits are higher in the second scenario because of the extra time spent to improve the quality of profile section.By spending the extra time to improve the profile section, Anna Sheen increased the overall quality of her newspaper, which will, most likely, lead to an increased probability of demand for her newspaper around the area. This increased demand will raise Anna Sheen’s stocking quantity and the daily expected profits that a re associated with that individual stocking quantity. Problem #3 A. Assuming the number of hours Anna Sheen will spend developing the profile section will = 4; Ralph Armentrout’s optimal stocking quantity is 516, as portrayed in the table below: Stocking Quantity| Daily Expected Profit| 513| 62. 131| 14| 62. 139| 515| 62. 143| 516| 62. 145| 517| 62. 144| 518| 62. 140| 519| 62. 133| 520| 62. 124| B. Ralph Armentrout’s optimal stocking quantity is less than Anna Sheen’s in Problem #2 due to the retailing extension of the supply chain. Armentrout’s overage cost ($0. 80; as he purchases them from Sheen minus $0 of salvage value) is higher than his underage cost ($0. 20; $1 sale price minus $0. 80 purchasing cost). Due to this, Armentrout has less room than Sheen for a profit margin making it a higher risk for him to carry a greater amount of inventory, which ultimately affects the fill rate of the supply chain.C. The optimal time spent to improve the quality of the profile section is determined by the table below: The profit Sheen will stand to make in the combined supply chain is optimal at 2. 25 hours spent per day. Sheen’s profit rises with each 15 minute interval until 2 hours and 15 minutes is reached. The marginal benefit, from the additional time spent to improve the paper, will increase expected demand of newspaper, however, if too much time is spent, the marginal costs, associated with the additional time, will outweigh the associated marginal benefits.Expected demand is more resistant to high levels of time spent, basically, Sheen is hurting profits above 2. 25 hours spent per day on improvements. Sheen’s optimal amount of hours spent is lower, in this differentiated channel, as compared to Problem #2, due to Sheen’s lower marginal benefit being received due to the split supply chain. It wouldn’t make sense for Sheen to spend more time to improve her newspaper if she has to split a percentage of the profits with Armentrout. Due to this, she will put less effort in and get more expectation of demand.D. Transfer P| Stocking Q| Profit| Ralph’s P| Anna’s P| Anna’s E| Fill Rate| . 70| 510| 333| 104| 229. 38| 1. 563| 89%| .75| 501| 327| 81| 246. 64| 1. 891| 87%| .79| 493| 321| 62| 259. 11| 2. 176| 86%| .80| 491| 319| 57| 262. 10| 2. 25| 85%| .81| 488| 317| 53| 264. 42| 2. 326| 85%| .85| 478| 308| 34| 274. 29| 2. 641| 83%| .90| 459| 292| 11| 280. 68| 3. 063| 79%| If the transfer price, from Sheen to Armentrout, would decrease, Armentrout would ultimately gain a larger marginal benefit out of the purchasing deal with Sheen.Due to the increase of Armentrout’s profit margin, he would tend to stock more newspapers, which would increase the supply chain’s fill rate. However, this, in turn, would cause Sheen’s profits, from the deal, to decrease and would ultimately lower her motivation to improve the newspaper, which leads to a decrease in expecte d demand and loss of potential profits. E. Efforts and stocking levels will be lower in a differentiated channel than in an integrated firm due to the multiple entities that are present in the supply chain.The multiple retailing and manufacturing entities, in the supply chain, allow the profits to be split by percentage rather than totaled to one firm who does both functions. Problem #4 A. The optimal stocking quantity for Armentrout, in this scenario, was determined to be 409 newspapers as shown by the table below: The optimal stocking quantity is lower at 409, in this scenario, as compared to 516 in Problem #3a. The optimal stocking quantity is lower, because Armentrout has an alternative to The Express with Ralph’s Private Eye.B. The stocking quantity mainly differs from Problem #1, #2, and #3, because Armentrout underage costs have decreased, in this scenario, due to the consumer’s alternative to purchase Private when Express has a stock out to consumers. However, there are major differences that one should consider. The first two problems use an integrated point of view, as related to the supply chain, which allows for a higher optimal stocking quantity. On the other hand, Problems 3 and 4 use a differentiated channel.However, In Problem 3, while Armentrout tried to keep risk low by ordering a lower optimal stocking quantity, which was fueled by his low expected margins (due to his imbalanced underage and overage costs), Armentrout’s optimal stocking quantity changes when Private is introduced into the mix. In Problem 4, Armentrout makes more profit on Private, but there is a lower expectation of demand for Private. Due to this, he must still stock Express to maximize profits. To demonstrate this phenomenon, which will ultimately decrease optimal stocking quantity, the new overage cost would have to be set. In the Problem 4 scenario, Co= $0. 0 – 40% * $0. 40 = $0. 16. The Newsvendor model will also allow one to arrive at these conclusions. C. Armentrout’s overage cost would increase by $. 03 to $. 83, while his underage costs would be $. 01. (New Express profit; $. 17 – New Private profit; $. 16) The imbalance would reduce the critical ratio, which would lead to a reduction of the optimal stocking quantity to a decently lower amount. Problem #5 A. The buy-back price initiative allows Sheen to drop Armentrout’s overage costs, which leads to an increase in his optimal stocking quantity and a win-win situation for Sheen and Armentrout.If Sheen would set the buy-back price at $. 75, this would maximize the total supply chain’s profits as shown in the table below. At $. 75, Armentrout’s optimal stocking quantity would be 659 newspapers. B. The combination of buy-back price and transfer price is roughly $1. 02 and $1. 025, respectively, as shown in the table below. The optimal level of expected profit is maximized when Sheen, the manufacturer, in this scenario, has a high expe cted profit margin, while Armentrout, the retailer, has a negative expected profit.Armentrout is basically a non-factor in this supply chain and allows this scenario to act as one integrated chain although technically it is differentiated. C. The fixed franchise fee would not be factored into Armentrout’s overage and underage costs, so it wouldn’t have an effect on his stocking decisions. If Sheen were able to impose a franchise fee to Armentrout, however, she would not have a reason to sell newspapers at all, since her profits would be coming from franchising rather than newspaper sales.Problem #6 A. The â€Å"VMI† plan would allow Sheen to be able to establish the optimal levels of effort and allow her to set the optimal stocking quantity in relation to her maximizing the difference between her marginal benefits and her marginal costs; basically she is in control of the stocking decision rights of the Express to maximize total profits. Since she has control ov er stocking quantity, Armentrout could not make much of a profit using a differentiated supply chain model.However, due to proposed slotting allowance, Armentrout has the ability to make more of a profit than he would have battling against Sheen for stocking rights of the Express, if he would go for more of an integrated model and allow Sheen to control the Express. B. Since Armentrout would not care about sales directly (due to him collecting a slotting fee regardless of a sale or not), under the VMI plan versus the differentiated model, Armentrout might lose potential sales he might have gotten if he had a say in the daily stocking quantity of the Express.If Armentrout had the chance to make a potential profit off of the consumers, he might try harder to pay attention to demand. Because of this reality of manufacturer versus retailer, Sheen might not understand the local demand of the area as well as Armentrout, due to him being the â€Å"ground level retailer† and witnessi ng the subtle changes in daily demand.

Restaurant Meal Analysis Essay Example

Restaurant Meal Analysis Essay Example Restaurant Meal Analysis Essay Restaurant Meal Analysis Essay Restaurant Meal Analysis Name: School: Course/Number: Lecturer: Date: Restaurant Meal Analysis Currently people have become increasingly aware that eating healthy is positively correlated to good health and have since been careful about what they eat. It is therefore left to the restaurants to provide food that meets these healthy requirements to satisfy customer demands. McDonalds is one of the leading fast food restaurants in America, which has changed its menu to offer healthier meals to its customer. In this paper, we analyze one of McDonalds’ meals in detail and give a brief overview of the whole menu. This paper will focus on the grilled Ranch Snack Wrap from this restaurant in terms of the meals nutritional values as well as ingredients. The ingredients and their nutritional content for the grilled Ranch Snack Wrap are as follows: First, the meal contains new grilled chicken fillet that has up to 45 calories, those from fats being 5 with none of the fats being saturated or Trans fats. The new grilled chicken contains no carbohydrates, no dietary fiber and zero sugar (mcdonalds.com, 2011). Additionally, it contains 30 (mg) cholesterol, 10 (g) 8 (IU) of vitamin A, 1 (mg) of vitamin C, 2(gm) of calcium and 0.5 (gm) of iron. The second ingredient is flour tortilla that contains 150 calories, 40 calories from fat and total fat of 4(g). It does not contain any Trans fats, cholesterol or vitamin C and A. It also contains, saturated fats of 1.5(g), 330 (mg) of sodium, 22 (g) of carbohydrates, 1 (g) of dietary fiber, 1 gram of sugar, 4 (g) of proteins, 30 (mg) of calcium and 1.5 (mg) of iron. The third ingredient is shredded cheddar/ jack cheese that contains 40 calories, 25 calories from fat, and total fat of 3 (g) (mcdonald s.com, 2011). It contains no Trans fats, no dietary fiber, no sugars, no vitamin C and no iron. It also contains 2 grams of saturated sugars, 10 milligrams of cholesterol, 75 milligrams of sodium, 1 gram of carbohydrates, 2 grams of carbohydrates, 100 (IU) of vitamin A, and 70 milligrams of calcium. The fourth ingredient is shredded lettuce that contains none of the above-mentioned nutrients in the three ingredients. The fifth ingredient is new premium ranch sauce that contains 40 calories, 35 calories from fat, and 4 grams total of fat. It does not contain Trans fat, any dietary fiber, sugars, proteins, vitamin c and iron. Additional nutrient contents are 0.5 grams of saturated fats, 5 milligrams of cholesterol, 85 milligrams of sodium, 1 gram of carbohydrates, 30 (IU) of vitamin A, and 6 milligrams of calcium (mcdonalds.com, 2011). The total nutritional values of the whole meal are 270 calories (110 calories coming from fats), 12 grams of total fats, 4 grams of saturated fats, zero trans fats, 45 milligrams of cholesterol, 70 milligrams of sodium, 25 grams of carbohydrates, I gram of dietary fiber, 2 gram of sugars, 16 grams of protein, 140 (IU) of vitamin A, 1 milligram of vitamin C, 110 milligrams of calcium, and 2 milligrams of iron. This is presented in a table format at the end of the paper (mcdonalds.com, 2011). The contents of each of the five ingredients are as follows. First, the new grilled chicken fillet contains chicken breast fillet and a rib meat, seasoned with rice starch, sugar, yeast, onion powder, maltodextrin, paprika and sunflower oil among others. It is prepared with hydrogenated cottonseed liquid margarine and salt among others. Flour tortilla contains enriched flour, hydrogenated soybean oil and little sugars among others. It also contains wheat. Shredded cheddar/ jack cheese has cheddar cheeses, pasteurized milk, salt, and potato starch. The new premium ranch sauce contains soybean oil, butter milk, distilled vinegar and in general contains milk, egg, soy and wheat (mcdonalds.com, 2011). This meal could be considered healthy depending on the nutritional needs of the individual since different people taking different activities will have different nutritional needs. Generally, the meal may be considered healthy since it contains proteins, calories, vitamins, sugars, fats, and carbohydrates as well as minerals such as calcium and iron. These nutrients should come from foods such as meat for proteins, vegetables for vitamins, fats, starch or carbohydrates and minerals from salts. However, the meal contains many nutrients that are not natural and have added sugars, fats and oils. Moreover, they are not in the right proportions. This is one of the fast meals McDonalds have improved to make its menu healthy to meet this demand. However, the meal cannot be considered healthy as it lacks some important nutrients such as dietary fiber that are highly needed by the body. It also contains sodium that does not come from natural foods but from additives and refined salts. There are many meals served in McDonalds that are closely related to this meal and others that are even more nutritious, such as the salads served with main meals. Some of the menu items at McDonalds are chicken nuggets, snack wraps – such as the one just analyzed – burgers, sandwiches, grilled and crispy bacon, chicken, and beef. More include Big Mac bun, mayonnaise dressing, McRib bun that contains wheat and soy and French fries. Some of the breakfast menu items are egg muffin, sausage muffin and more. All the meals are closely related containing the same nutrients, lacking dietary fiber and other important nutritional needs for a healthy diet (mcdonalds.com, 2011). Most of the contents have hydrogenated oils, additives and sweeteners such as high fructose corn syrup that is rich in fats. The bigger portion of the nutrients are fats and calories that add weight if consumed over a long time. In addition, most of the meals are cooked by frying where the hydrogenated fat s are heated to high temperatures. Such fats may clog the blood vessels, which can be a serious health problem. Generally, the food from this fast food restaurant is not healthy and over-consumption may lead to other unwanted health conditions such as obesity. McDonalds is the world’s leading fast food restaurant. Majority of its customers prefer buying to eat out rather than cooking at home. The restaurant offers take-out meals. Many people find having meals at McDonalds quite convenient, as they are not involved in the time it takes to cook. This way, they can save time for other activities they may want to fulfill. When people are used to this kind of lifestyle, they are not fully aware of what the meal served contains in terms of nutritional content as method of cooking does make a difference. By providing ready to eat fast foods, McDonalds may be discouraging people from maintaining a healthy diet. Some people need specific meals to keep a healthy diet, which they may find hard to do. Moreover, McDonalds fast meals are tasty and very alluring causing people resort to them on a regular basis. The meal discussed above is considered healthy, but most of the other meals might not be as healthy and may cause weight gain if consumed daily. Most of the meals that are made at McDonalds as already seen to contain relatively high fat and calories that could lead to weight gain for many people as well as other health complications. Most people forget that fast foods are not supposed to be relied on for a long time or regularly as they do not provide all the nutritional value needed in the body. However, they have added salads as side meals to their main meals to make them healthier, but this does not mean that people will stop eating the other delicious but unhealthy foods. Another problem caused by the restaurant is the frequent dinner programs where customers are offered rewards for eating at the restaurant to encourage them to frequent the restaurant. This keeps customers coming back due to the offers they get from the restaurant and incentives such as soft drinks that are rich in refined sugars, contributing to the unhealthy eating. Moreover, most of the foods in this restaurant are high in hydrogenated oils that are not healthy and continue to cause weight gain. Food from McDonald’s is very tasty and delicious but it cannot be considered healthy as most of the nutrients are lacking or are not in the right proportion. From the analysis, it can be concluded that the major nutrient in this restaurant is carbohydrates, sugars and fats that are not natural as they come from refined ingredients. caloriesCalories from fatTotal fatsSaturated fatTrans fatsCholesterolsodiumcarbohydratesDietary fibersugarsproteinVitamin AVitamin Ccalciumiron (g)(g)(g)(mg)(g)(g)(g)(g)(g)(IU)(IU)(mg)(mg)New Grilled Chicken Fillet45 5 0.5 0 0 30 200 0 0 0 10 8 1 2 0.5Flour Tortilla140 40 4 1.5 0 0 330 22 1 1 4 0 0 30 1.5Shredded Cheddar/Jack Cheese40 25 3 2 0 10 75 1 0 0 2 100 0 70 0Shredded Lettuce0 0 0 0 0 0 0 0 0 0 0 0 0 0 0New Premium Ranch Sauce40 35 4 0.5 0 5 85 1 0 0 0 30 0 6 0Total27011012404570025121614011102 (mcdonalds.com, 2011). Reference mcdonalds.com. (2011). Ranch Snack Wrap (Grilled). Retrieved from mcdonalds.com/us/en/food/full_menu/snacks_and_sides/ranch_snack_wrap_grill.html

Edgar Allan Poe Biography essays

Edgar Allan Poe Biography essays Through Edgar Allan Poe's magnificent style of writing, he provided the world with some of the most mystifying poems and short stories. Although not appreciated during his time, Poe has gained considerable recognition after his death. James Russel Lowell stated, in a book by Louis Broussard, "He combines in a very remarkable manner two faculties which are seldom found united: a power of influencing the mind of the reader by the impalpable shadows of mystery, and a minuteness of detail which does not leave a pin or button unnoticed" (7). Poe's controversial writing style, which has been given praise and criticism by others, cannot be compared to that of any other author. Poe was born on January 19, 1809, in Baltimore, Mass., to David and Elizabeth Poe. Poe's father David married an English woman, Elizabeth, who was in the same traveling company. Poe had a brother, Henry, and a sister, Rosaline. Poe's grandfather was referred to as "General Poe of Revolutionary fame," and his great-gra ndfather was an immigrant laborer who supplied the Revolutionary Army with clothing (Krutch 20). On December 8, 1811, Elizabeth Poe died of tuberculosis at the young age of twenty-four. "The image of his mother's young, still, white face was to haunt Edgar for the rest of his life" (Wright 30). When Edgar's father was plagued with tuberculosis, he was taken into the home of John, a prosperous Richmond merchant, and Francis Allan. This is how Edgar received the middle name Allan. Mrs. Allan loved Edgar, but the story seemed different with John. Although the relationship between John and Edgar appeared bitter, John Allan provided Poe with some support during Poe's adulthood. In 1826 Poe was engaged to Sarah Elmira Royster; however, her parents broke off the engagement. Apparently, she married and her husband passed away around 1848. In 1849 Poe proposed to Sarah Elmira Royster Shelton, but she was having difficulty saying "yes"; probably because her late hus...

Describe the everyday life Essay Example | Topics and Well Written Essays - 250 words

Describe the everyday life - Essay Example Unconscious emotions may be fully understood in the context of mood swings. Most people may wake up in a bad mood or good mood, but they may find it hard to articulate and pinpoint the root source of the happiness (Wyer, 2014, p. 38). Human beings pass judgment on other people through thin-slicing. Thin slicing is a phenomenon by which human beings tend to judge others with limited information such as the first impression due to previous experiences of a similar nature. Henri Lefebvre’s works focus on describing and bringing a terse meaning of everyday life through introducing concepts such as â€Å"social space† and the â€Å"right to the city.† In his book, â€Å"Le Droit à   la ville† he discusses dwells on the concepts, where he proposes reforms that will improve everyday life for the betterment of the society (Lefebvre, 2002, p 19). Conclusively, Lefebvre’s theory insinuates that through the betterment of cities and urban centers, everyday life will improve and inflicting happiness among people. However, some of these unconscious actions maybe as a result of deliberate learning and thereafter become automotive due to repetitive undertakings by human beings. Most people show more care in the initial phase after a driving course. However, a person may be more at ease after some time and may subconsciously engage in other activities while driving (Bargh, 2013, p.