Project Description for a Potential Curator A 250-word project description and if appropriate, a list of numbered captions linked to your numbered prints. Your project description should be written as if for a potential curator or publisher of your work (i.e. it should not be informal).
Project Description for a Potential Curator
You should reflect on the inspiration for your project and the relationship of the images to the title. You should also comment on the style/form you have chosen (eg. documentary) and on the idea/subject matter itself. Try to place your work in the wider context of the genre you have chosen you may mention an influence here.
(Couldn’t come out a better title, please do think about a more proper title for this project description )
Assess an early childhood program using either the Program Administration Scale (PAS) or NAEYC
Accreditation Standard 10, Leadership and Management, or for family child care settings, the business Administration Scale. Assess the program on as many
criteria/items as possible. Then write a three page report that identifies how the program scored, areas of strength, and areas for improvement. Include
three to five action steps or recommendations to address the areas for improvement. The Early Childhood Education Administration A.A. Degree provides preparation for employment in early care and education settings in an administrative position. The program meets the educational requirements for directors in private early care and education settings licensed by the California State Department of Social Services.
Individual Project on Ideal Goal upon Graduation Project 4: Individual: Define your ideal goal/objective when you graduate
Individual Project on Ideal Goal upon Graduation
Goal: Using the thinking in The Greatness Zone, be able to create possibilities that fit your Greatness Factor; select the one that is a targeted objective
at the end of your college. Use the information presented on how to create a performance plan to build a plan on how to use the time at college (year by
year) to be ready for the stated objective (start your business, get hired or continue with education for a particular purpose at the end of college, etc).
Expectations:
1. Create your Greatness Factor Worksheet
2. Create your list of Possibilities
3. Review Possibilities for those that 5it all criteria (good at it, love it, it matters
to you and there is a need in today’s world)
4. Define your intended direction for the end of college
5. Create a specific year-by-year plan on how you will achieve this end of college
direction
6. The project must be written typed Times New Roman 12 font minimum of 2
pages.
Potential Benefits and Challenges in Higher Education Feedback is central to student learning at university.
Potential Benefits and Challenges in Higher Education
Through secondary research, evaluate the use of student feedback in higher education and outline some of the potential benefits and challenges associated with this strategy. Use FIVE (5) academic sources, including the required reading (Rowe, 2016).
? Present your report using one consistent referencing style (APA 6th edition).
? Show your knowledge of the topic area as it is discussed in the literature.
? Write in a formal academic style.
? You will need to undertake Secondary Research for the report.
Potential Benefits and Challenges in Higher Education Secondary Research
You are expected to read and analyse of five academic sources relevant to the topic. You will then write a literature review in the background section of the
report. This section of the report is written in essay format (including paraphrases, quotations, citations, correctly written paragraphs, appropriate
introduction, and conclusion with a clear argument). A reference list of the sources used is included at the end of the report. Refer to text pp.293-295
and/or consult with your tutor.
? FORMAT OF THE REPORT: Refer to the example of a research report outline in the text pp180. The format could be as follows,
Potential Benefits and Challenges in Higher Education Title Page
Table of contents
Executive Summary (or Abstract)
1.0 Introduction
2.0 Background
3.0 First body section
3.1 Subheading
3.2 Subheading
4.0 Second body heading
5.0 etc
6.0 Conclusion
7.0 Recommendation
8.0 Reference list
(I’ll provide the compulsory reading for the report so you could take the fifth reference from it)
Research Methods in Educational Contexts in the UAE This research proposal will be approximately 5000 words in length (excluding appendixes and references), written in Cambria, Calibri, Palatino Linotype, or Times New Roman, font size point 12, double-spaced, with a consistent style of citation in APA 6th edition.
Research Methods in Educational Contexts in the UAE
The task is to write a proposal for an action research project to address and improve the aspect of your professional practice. You should include a
description of the research context and participants, justify your selection of topic, including a literature review, proposed data construction, and analysis methodologies, highlight the quality and ethical concerns. Use the headings below to structure your assignments:
1. Give a detailed description of the research context, then describe and justify your topic 2. Write a literature review to discuss current theory/practice
in your topic
3. Describe and justify an appropriate research methodology
4. A short description of implementation strategies (link with literature review)
5. Describe and justify your approach to data analysis
6. Discuss how you would ensure quality and ethical aspects of your study
Critical Reflection on Aspects of Education For this assessment you will be required to produce a critical reflection on aspects of illiteracies for life-long learning presented in the academic and
illiteracies sessions.
Critical Reflection on Aspects of Education
This critical reflection can be in the format of your choosing but should include the following sections as part of the DATA model of
critical reflection. The DATA model consists of four main components, which can act as subheadings. This DATA model is:
Describe a section in which you describe the issue that will form the focus of the reflection. For this assessment, the main focus is literacies to encourage independent learning for diverse learners and should include aspects covered in the associated teaching session within the block week.
Analyzing Critical Reflection on Aspects of Education
Analyze: in this section of the reflection, you should be showing how the issues you described are evidenced within your own teaching context. You will be required to break down the main ideas and relate them to your teaching practice, relate them to course documents, resources and assessment information and requirements literacies, to encourage independent learning for diverse learners. This where you need to analyze why you do what you do, which may connect to your deeper teaching philosophy.
Theories: In this section, you will be required to support your arguments and analysis with literature. Incorporating educational literature into your
reflection enables you to show how your thoughts and arguments are supported within wider educational thinking/discourse. Critical analysis requires that you do not just accept what you have read or heard, but instead that you show the ability to question, make connections and judgments about the information you are coming across. Relevant readings will be accessible through the course site.
Act: This section of your reflection is about initiating change to improve teaching practice. Here the focus is on you saying how you can change your
teaching practice, course documents, resources and assessment information and requirements literacies, to encourage independent learning for diverse
learners, given this new information and insight that you have gathered.
Learner Related Sequencing Related to Design Strategy Specify the learner-related sequencing related to your design strategy, including the sequence, description, and stated objective. Order Instructions: In Assignment 1, you developed the instructional objectives for your project. Building on Assignment 1, you will create strategies that support the identified objectives and content.
Learner Related Sequencing Related to Design Strategy
For this assignment, you will develop instructional strategies, delivery strategies, and the learner-related sequence. Use the Internet to locate resources that focus on different types of delivery strategies.
Write a six to eight (6-8) page paper in which you:
Specify the learner-related sequencing related to your design strategy, including the sequence, description, and related objective.
Create three (3) instructional learning strategies that clearly correlate with the learning objectives and instructional content created in Assignment 1.
Determine three (3) examples of instructional strategies that are appropriate based on the learner analysis.
Create an instructional message for the content. Specify the function, content structure, learner, and task attributes as they relate to your project.
Analyze the learning objectives and select two (2) appropriate delivery strategies. Provide a rationale for your selection.
Analyze the instructional context and select two (2) appropriate delivery strategies. Provide a rationale for your selection.
Analyze the instructional strategies and select two (2) appropriate delivery strategies. Provide a rationale for your selection.
Include at least three (3) references (no more than ten [10] years old) from material outside the textbook. Note: Appropriate academic resources include reputable Websites, scholarly texts, and peer-reviewed articles. Wikipedia and other wikis do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Create instructional and training products.
Design lessons, systems, and sequences for instruction.
Implement instructional and training products.
Apply technologies to design or change instructional products, strategies, systems, and programs.
Use technology and information resources to research issues in instructional design and development
The Learner Related Sequencing Related to Design Strategy Sample Answer
Specify the learner-related sequencing related to your design strategy, including the sequence, description, and stated objective.
Learning associated sequencing involves teaching a skill, growth in knowledge or ability and start with evidence that creates goals. It replicates happenings that illustrate the role of learning as opposed to the function of the director in charge of learning. It aids in reading the cues of every kid. It prepares the instructor to teach and communicate efficiently with the adults in the life of the child (McLeskey, Rosenberg and Westling, 2012). Also, it helps in planning for a responsive learning atmosphere and particular attention to how surroundings should be improved. Besides, it is one of the requirements of the curriculum that develops an interest as well as inspiring and support exploration. Finally, it aids in maximizing opportunities for every kid to utilize natural education dispositions.
The Learner Related Sequencing Related to Design Strategy
Create three (3) instructional learning strategies that clearly correlate with the learning objectives and instructional content created in Assignment 1.
The leading instructional learning approach for reasoning involves the studying of the children in recognizing and defining objects. For example, the kids will be able to categorize the blacks by color and arrange them from tiniest to biggest. The next instructional education approach for behavioral is to device manipulative as well as hands-on activity. The instructional plan of emphasizing efforts improves the understanding of the students regarding the association concerning effort and accomplishment by addressing the beliefs and attitudes of the students regarding learning. For example, the kids will relate the uppercase alphabet to the lowercase symbols or join the puzzle together. The third instructional approach encompasses the children role-playing the class. For example, the kids may role play “Little Red Hen.” (McLeskey, Rosenberg and Westling, 2012)
The Learner Related Sequencing Related to Design Strategy
Determine three (3) examples of instructional strategies that are appropriate based on the learner analysis.
A good, continuing observational examination is essential to planning the suitable learning study in early infancy. One of the necessary education reports is the utilization of replication and imitation of data for early childhood. As such, it will give room for play as well as the influence over objects. Besides, it will arouse senses that include auditory, visual and tactile senses. Moreover, it will inspire questions to unveil perception or feelings and provide the children with different instructions. An additional example of instructional policies is recalled. The recall is extremely beneficial for children in learning facts. It offers an explanation for the existence of need (McLeskey, Rosenberg and Westling, 2012) It is a verified success and planned for the actual classroom. It is the standard of myelination and micro assessments. It names and describes the critical expertise for ancient analysis. It motivates the students to interact more with other students as well as the surroundings. Also, the organizer is important since it assists the learners in identifying fresh ideas to the current information. The student is required to scrutinize the central idea and assimilate it with fresh ideas. It aids stories and preserves information. It exhibits the learner comprehends the thought to proceed
The Learner Related Sequencing Related to Design Strategy
Create an instructional message for the content. Specify the function, content structure, learner, and task attributes as they relate to your project.
Notably, the instructional message will put emphasis on the learning features of learners such as the age and learning styles of the learner, the relationship between the students and the instructors and the environment in the classroom where the pupils are trained to comprehending and utilizing individual knowledge. It centers on the learning styles. Learning styles can be described as the manner in which scholars absorb information. For example, some students understand concepts through hearing as explained to them and such students can be called auditory students. Others gain knowledge through influencing tangibles that are a representative of something and such are called visual learners. However, most students can gain experience through the use of one style while others learn best through all three methods. Also, I will use the learning features of learners who are referred to as multiple bits of intelligence. Multiple pieces of intelligence are the manner in which students organize information. According to research, various examples of multiple bits of knowledge include verbal, visual, bodily and logical intelligence. The age of the learner is an additional factor that relates to education features. Notably, all these are critical techniques
The Learner Related Sequencing Related to Design Strategy
Analyze the learning objectives and select two (2) appropriate delivery strategies. Provide a rationale for your selection.
Analyzing learning objects boosts the chance that provides learners with the possibilities to study and practice the skills and knowledge that will be requisite for assessments. Secondly, purposes and evaluations are related, excellent grades to proper learning. A majority of the students will concentrate their energies on activities that will result in good grades on examinations (Brannon, 2007. The learners will be in a position to identify or recall terms, concepts, and facts. Moreover, they will distinguish or choose appropriate and inappropriate parts. The learners will define how elements work together. Also, understanding and memory of material learned will be enhanced when the material is reasonably structured and cautiously sequenced. Notably, the student can be assisted to better understand and incorporate the information to be learned. Further, the teacher needs to offer notices aimed at helping the students to recognize the structure. In determining the purpose, the learner will demonstrate advancement in understanding and obey simple directions as well as the many set guidelines. Also, it will boost delivery by enhancing the capacity to comprehend and utilize language to convey information, ideas, experiences, needs, feelings, and different purposes. One basic delivery plan is the book acquaintance and gratitude. It demonstrates desire in involvement in writing and reading (Brannon, 2007). The learner’s will make-believe to read. It will also show the ability of the learners to dictate and retell stories. The second suitable delivery approach is timely writing. It improves the act of writing as a means of passing information. It will start to epitomize stories through play, dictation, and pictures. Further, the learners will demonstrate development from utilizing scribble pictures to symbolize ideas to duplicate words. It will upsurge difficult vocabulary in a full sentence.
The Learner Related Sequencing Related to Design Strategy
Analyze the instructional context and select two (2) appropriate delivery strategies. Provide a rationale for your selection.
When evaluating the instructional setting, it signifies all the dynamics external to the students in an instructional atmosphere that offers significance for the various messages to obtain. It is defined by where, how, what and through whom individual students study from coaching. In primary childhood, it shows the children abilities to identify rapid advancement (Brannon, 2007). It aids in gaining more understanding regarding learning objectives and benchmarks. Further, it pays attention to the accomplishments and development of the child. It involves teachers, students as well as the parents in a joint venture. It promotes a relationship between the family and the child which facilitates knowledge of the interests and the needs of the kid.
One of the apt delivery policies is classroom Centered Computer reinforced learning settings. The computer is utilized to offer more support to the learning experience in the classroom. It setting is computers perform a support function in general teaching experience which is not limited to the bounds of a processor. For example, video stories delivered by use of a computer will provide the learners with a deeper understanding of the story itself. The computer conveyed the setting of the video enables the students to access and pass information based on the story (Pitler, Hubbell, Kuhn and Malenoski, 2007). Secondly, another suitable delivery plan is a virtual open network sustained learning atmospheres. It is defined by student activity focusing around and based on computers. When learning through the use of technology, the learners can make sense of the studying atmosphere through the resolute relations with the learning setting.
The Learner Related Sequencing Related to Design Strategy
Analyze the instructional strategies and select two (2) appropriate delivery strategies. Provide a rationale for your selection.
Instructional approaches were developed and constructed because students with special needs or disabilities are struggling to create strategies for learning and remembering information. It utilizes the previous knowledge of the students as well as the experiences and assimilates them with fresh information (Pitler, Hubbell, Kuhn and Malenoski, 2007). It encompasses basic principles such as identification, monitoring, planning, and checking. As such, the instructors are required to recognize the needs of the learner first, monitor the progress of the students during application of the strategy and confirm the advancement after. Through the use of technology, learners are engrossed in a behaviorist learning setting where they can play virtual games and obtain a result faster to decide if they are correct or incorrect.
Instructional approaches delivery is the methods utilized by the instructors to ascertain that students gain knowledge. It relies on the necessity as well as the learning styles of the learners. It emphasizes on giving the students freedom to participate and take part in vigorous education. I will be in a position to determine its effectiveness by assessing the performance of the learners prior to and once class extensive Tutoring approach as well direct teaching is applied.
Class-Wide Peer Tutoring Strategy is a delivery method that is designed for learners with different abilities. It aids in introducing certain information to the kid. Some activities entailed in Class-wide Tutoring approach include peer pairing, error correction and earning of points (Pitler, Hubbell, Kuhn and Malenoski, 2007). It gives room to all the learners to be involved in events in a comfortable and fun manner. It aims at enhancing positive collaboration among the learners. It is advantageous to the learners because it helps them in monitoring the children carefully and concurrently while they involve themselves with the activities
Direct instruction approach is another vital delivery policy. It was created and tried by a preschool tutor named Engelmann in the year 1963(McLeskey, Rosenberg and Westling, 2012). The approach was tried on his twins aged three years. According to the approach, learners are in a better position to gain knowledge faster through instruction that is strictly developed as opposed to unplanned experience. Notably, special education curriculum utilize this approach because it is efficient and encompasses processes that are demonstrated following a certain order. Class-wide tutoring approach motivates the learners to take part in activities while a direct instruction concentrates on the tutor as the chief source of learning by the students (Brannon, 2007). There are various reviews involved in the assessment of children. First, one of the peer reviews is including the relatives in early infancy assessment. It provides suggestions to the early childhood instructors to describe the evaluation procedure to families, make inquiries to authenticate the assessment method, explain the outcomes, address complex matters and offer resources to inspire continued involvement of the parents.
The Learner Related Sequencing Related to Design Strategy References
Brannon, N. (2007). Assessment in the Early Childhood Classroom. Utah Education NetworkBrink, M. B. (2010). Involving Parents in Early Childhood Assessment: Perspectives from an Early Intervention Instructor. Early Childhood Education Journal
McLeskey, J. M., Rosenberg, M. S., & Westling, D. L. (2012). Inclusion: Effective practices for all students. Pearson Higher Ed.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Code Blue Educational video from the Regina QuAppelle Order Instructions
Code Blue Educational video from the Regina QuAppelle Sample Answer
Part 1: Code Blue educational video from the Regina Qu’Appelle Health Region.
Time sequence
Issue noted
code
comments
0-22 seconds
Breach of Australian Resuscitation Council Guidelines:
BARCG- Guideline 2 priorities in an emergency
Finds Mr. Smith unresponsive. Fails to follow the Guide 2 BLS algorithm because she failed to assess danger, but she assessed the airway, as she is seen checking for the escape of air from the patients mouth or nose as recommended by guide 5.
Implications: Delay in resuscitation processes increases the risk of reduced cardiac output to the brain due to poor compressions.
Time 3.26
Poor technical skills
PTS – BARCG Guide 6 & 8
Chest compressions inadequate as recommended by Guide 6. The recommended chest compressions are 30 chest compressions followed by two breaths.
The chest compressions are slow than required by Guide 8. “A good CPR should deliver chest compressions over the lower half of the sternum at a depth of 5 cm” (ARC guide 8).
Long pauses in CPR before shock delivery. Guide 6 discourages long pauses and distractions during a CPR
Implications: Long pauses, distractions, slow and inadequate chest compressions lower the chance of patient’s survival
Poor Non-Technical skills
PNTS
Time 0.30
Situation awareness
PNTS- SA
The nurse did not press the emergency push button system to call for help immediately and instead used the overturn
Implications: Delayed response by the code blue team
Time 0.30 secs
Time 2.26 minutes
Decision making
PNTS- DM
Delay in full code response. The team arrived 2 minutes later after the call alert
Implications: This led to delay important activities such as defibrillation. However, the rest of the decisions such as medication, hyperventilation and defibrillation activities went on well once the code blue captain arrived.
Time 3.36
Task management
PNTS-TM
Compressors for more than five cycles. One compressor was working for almost 5 minutes which is too long for a compressor. According to Guide 5, “the compressor roles approximately after 2 minutes or after five cycles of compressions and ventilations at a ratio of 30:2 so as to maintain the quality of compressions” (ARC guide 5).
However, other task management processes such as airway positioning, nasopharyngeal airway placement, bag-valve mask ventilation were correctly performed.
Time 5.28
Time 12.55
Communication
PNTS- comm
Occasionally fails to use the closed up communication which leads to miscommunications. For instance, at minute 12.55, the recorder had missed recording the endotracheal tube particulars due to poor communication strategy.
The team used the SBAR technique to report the patient’s medical history to the code blue team leader. All the information was recorded including all the medication administered and other CPR outcomes such as cardiac rhythm before a shock was delivered. This is vital for future references.
Teamwork
PNTS-Team
No introduction was done by the team members, but they delegated the resuscitation duties appropriately. The team consisted of a coordinator, compressor nurse, airway manager, nurse in charge of defibrillator, captain/leader and crash cart manager.
Leadership
PNTS- Leadership
The leader failed to evaluate the BLS on arrival. However, Mr. Sellinger (the code captain) performed his tasks effectively including identification of cardiac rhythm, initiation of ACLS protocol, and evaluation of the protocol reviewed the code blue documentation form and signed the code blue form after completing the code blue.
PART 2: Analysis of the issues covered on Code Blue Educational video from the Regina QuAppelle
Code blue should be contacted immediately for all unresponsive patients. Calling for help and initiation for help should be done simultaneously.
Code Blue Educational video from the Regina QuAppelle
One of the issues identified in this case study is delayed in the response of code blue code due to poor call out systems. The code team member should call out loudly for help through the facility-wide response system. In this technology, the nurse should have pressed the Blue code push button to ensure that the code blue team were notified accordingly (Bayramoglu et al., 2013). As the nurse in charge waits for code blue team, he or she should initiate CPR (Clarke, Apesoa-Varano, & Barton, 2016). The code team are expected to introduce themselves as they arrive as well as and their roles statements such as “Am Mr. J. and will take document” or “I’ll take the airway” which helps in ensuring there is clear role differentiation. The service user physician should be contacted immediately. According to Price, Applegarth & Price (2012), the healthcare provider should first assess the patient dangers and risks before they start the air management. This was not done in the case study and violated the ARC guide four which states that the patient’s mouth should be opened and head slightly turned downwards to remove the airways (Australian Resuscitation Council, 2008).
An ineffective cough indicates a severe obstruction. In this case, if the patient is responsive, the healthcare provider should give about five back blows, and if still, it is ineffective, they should give at least five chest thrusts (McInnes et al., 2012). This article states that for all unresponsive patients, the healthcare should send for help and start CPR immediately. Similarly, guideline 5 recommends that all patients who are breathing abnormally or are unresponsive require being resuscitated. The first thing when assessing breathing, the rescuers should check for movement around the chest (lower part) and abdomen (upper part). They should check for the exhalation through the patient’s oral cavity or nose, and feel the movement of air in the patient’s mouth or nose. The guide recommends a ratio of compressions to rescue breaths as 30:2 (Australian Resuscitation Council, 2008).
According to this article, the first nurse to respond should start saving the patient’s life by performing chest compressions immediately (100 compressions per minute). Although important, the nurse should not wait for backboard , they should start chest compressions as it can be put in place later when the code team arrives. The switching the compressor roles in the case study is present but it took quite a long time than that recommended by ARC guide 6 which is approximately after 2 minutes. To maintain the quality, the ventilations ratio should be maintained at 30:2 (Castelao et al., 2013). This is supported by Guide 6 which recommends that interruptions to chest compressions should be minimized. The best location to perform the compressions is the sternum- the lower half part of it. The healthcare provider’s heel is placed at the central part of the chest and put the other hand on top it. The recommended rates of compressions are 100 to 120 compressions per minute which are about two compressions per second. The guide also outlines on the quality of compressions ( which is identified as poor in the case study) where it suggests that depth of compressions should be “at least 2 inches (5cm) with complete chest recoil after every compression” this helps the heart to re-fill completely by the next round of compressions. The number of interruptions should be minimized to ensure maintain the quantity and quality of compressions (Eroglu et al., 2014).
According to the article, the patient should be given 2 ventilations for every 30 seconds of oxygen-bag-mask device assisted ventilation. The oxygen level should be set to the flow meter 15 L/min, and where applicable, the reservoir should be fully open ensure that the patient gets 100% oxygen for each breath. One strength observed in the study is the fact that bag-mask device is best done by two blue code team members where one open the airway to fasten the mask on whereas the second one squeezes the oxygen bag. Also, the article states that defibrillation is very critical and that the use of placement hands-free defibrillation pads is a safer option than hands held defibrillation paddles (Girotra et al., 2012; Prince et al., 2014). The article states that the deployment of automated external defibrillators (AED) should be used as soon as possible as it reduces mortality and morbidity associated with cardiac arrest caused by either ventricular fibrillation or ventricular tachycardia (Australian Resuscitation Council, 2008).
Code Blue Educational video from the Regina QuAppelle Essay Paper Instructions
The compressions should resume immediately after delivering shock even with a normal heart rhythm as it will not provide enough cardiac output that will ensure adequate perfusion. It is recommended that 2 minutes the cardiac rhythm should be assessed after 5 cycles of a CPR (Merchant et al., 2014). The use of vasopressors in cardiac arrest is recommended only when there are no high-quality CPR. It is important to be extra cautious when administering a drug. This is because miscommunication is a common issue which often leads in the administration of incorrect drug doses or medications. This can be prevented by using “closed loop” method of communication (Segon et al., 2014; William et al., 2016). For instance, when a nurse receives an order to inject some medicine, they should repeat the information of drug prescribed out loud, inject it and then announce it again after administration (Price et al., 2012). This method was used in some instances, but in the instance that it was absent, the recorder was prone to miss out some key aspects; for example, in this code blue simulation, the recorder had missed recording the endotracheal tube measurements.
The article suggests that an effective code blue team should have leader who controls the all the procedures and efforts of resuscitation. They communicate with the staff involved and evaluate the cardiac rhythm of a patient. Mr. Sellinger is the team captain of the case study and was standing in a position such that he could effectively see all of the resuscitation procedures and efforts. If the organization allows, the family member can be allowed into the room. It is also important to ensure that the information is well recorded. In the case study, the recorder is shown documenting all the resuscitation process. However, it is important to understand that documentation process is done according the healthcare facility’s policy (McEvoy et al., 2014; Sahin et al., 2016). The recorder should remind the code team when time for a specific task has elapsed and must record all the activities taking place including the medicines prescribed. The article also suggests that all clinical areas should grant quick access to equipment such as blood glucose, blood pressure, and equipment of pulse oximetry and other equipment so as to effectively manage a deteriorating patient (Clarke, Carolina Apesoa-Varano, & Barton, 2016).
Through this case study, it is evident code training programs using simulation is beneficial and has been recommended by various healthcare institution organizations since 1999. This training will help the learners to improve cardiac resuscitation outcomes as it offers an opportunity for regular hands-on practice within the hospitals. This also helps the team to understand the various roles and responsibilities expected during a full code. Along with continuing education and mock codes, the team members become confident in their responsibilities (Gutwirth, Williams, Boyle, & Allen, 2012).
Code Blue Educational video from the Regina QuAppelle References
Australian Resuscitation Council. (2008). Standards for Resuscitation: Clinical Practice and Education. Retrieved from http://www.resus.org.au/clinical_standards_for_resuscitation_march08.pdf
Bayramoglu, A., Cakir, Z. G., Akoz, A., Ozogul, B., Aslan, S., & Saritemur, M. (2013). Patient-Staff Safety Applications: The Evaluation of Blue Code Reports. The Eurasian Journal of Medicine, 45(3), 163–166. http://doi.org/10.5152/eajm.2013.34
Castelao, E. F., Russo, S. G., Riethmüller, M., & Boos, M. (2013). Effects of team coordination during cardiopulmonary resuscitation: A systematic review of the literature. Journal of critical care, 28(4), 504-521.
Clarke, S., Apesoa-Varano, E. C., & Barton, J. (2016). Code Blue: Methodology for a qualitative study of teamwork during simulated cardiac arrest. BMJ open, 6(1), e009259.
Eroglu, S. E., Onur, O., Urgan, O., Denizbasi, A., & Akoglu, H. (2014). Blue code: Is it a real emergency? World Journal of Emergency Medicine, 5(1), 20–23. http://doi.org/10.5847/wjem.j.issn.1920-8642.2014.01.003
Girotra, S., Nallamothu, B. K., Spertus, J. A., Li, Y., Krumholz, H. M., & Chan, P. S. (2012). Trends in Survival after In-Hospital Cardiac Arrest. The New England Journal of Medicine, 367(20), 1912–1920. http://doi.org/10.1056/NEJMoa1109148
Gutwirth, H., Williams, B., Boyle, M., & Allen, T. (2012). CPR compression depth and rate about physical exertion in paramedic students. Journal of Paramedic Practice, 4(2).
McEvoy, M. D., Field, L. C., Moore, H. E., Smalley, J. C., Nietert, P. J., & Scarbrough, S. (2014). The Effect of Adherence to ACLS Protocols on Survival of Event in the Setting of In-Hospital Cardiac Arrest. Resuscitation, 85(1), 10.1016/j.resuscitation.2013.09.019. http://doi.org/10.1016/j.resuscitation.2013.09.019
Merchant, R. M., Berg, R. A., Yang, L., Becker, L. B., Groeneveld, P. W., & Chan, P. S. (2014). Hospital Variation in Survival After In‐hospital Cardiac Arrest. Journal of the American Heart Association: Cardiovascular and Cerebrovascular Disease, 3(1), e000400. http://doi.org/10.1161/JAHA.113.000400
McInnes, A. D., Sutton, R. M., Nishisaki, A., Niles, D., Leffelman, J., Boyle, L., … Nadkarni, V. M. (2012). The ability of code leaders to recall CPR quality errors during the resuscitation of older children and adolescents. Resuscitation, 83(12), 1462–1466. http://doi.org/10.1016/j.resuscitation.2012.05.010
Price, J. W., Applegarth, O., Vu, M., & Price, J. R. (2012). Code Blue Emergencies: A Team Task Analysis and Educational Initiative. Canadian Medical Education Journal, 3(1), e4–e20.
Prince, C. R., Hines, E. J., Chyou, P.-H., & Heegeman, D. J. (2014). Finding the Key to a Better Code: Code Team Restructure to Improve Performance and Outcomes. Clinical Medicine & Research, 12(1-2), 47–57. http://doi.org/10.3121/cmr.2014.1201
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Compose an analysis paper examining a selected “boundary” or difference which has potential to impact organizational effectiveness. The analysis should demonstrate (a) cultural intelligence of the differences between those on either side of the boundary and (b) what strategies for effective leadership communication can be applied to improve organizational effectiveness. The paper should culminate in a plan for effective communication. Be sure to consider virtual and new media as part of the plan. The paper should be 6-7 pages in length, double-spaced, include a title page, and conform to APA style and formatting.
SAMPLE ANSWER
Communication Boundary Analysis
In today’s global economy the workplace has experienced a marked transformation where employees from different cultures come to work together. Firms have created international, multinational and global firms and this has contributed to the increased awareness of working in multi-cultural environments. Joint ventures, mergers and strategic alliances formed have led to the transformation of the organization as a melting point of different cultures which need to be cohesively managed so as to maximize the leverage each culture brings to the workplace. The differences in cultures lead to conflicts at times which may affect the effectiveness of the organization. Managers are expected to have the relevant skills to identify and effectively manage such differences.
One major area that portends the danger of negatively affecting the workplace is the presentation approach when meeting potential investors. The differences may arise depending on who is making the presentation from their cultural background. The presenter, who is tasked with the presentation in front of investors in a boardroom, may greatly affect the outcome of the presentation from their cultural perspective. If the presentation fails to secure the interest of the prospective investors, all the effort of the team involved will be affected and future assignments may suffer and this ultimately may lead to friction between a team leader and the team they are leading.
The difference in cultural background affects the way a team leader may behave in their presentation and their overall leadership style. In a workplace that is multi-cultured with different cultural clusters, there will be a pattern that can be identified in regards to cultural identities and behavior. Each individual is seen as a simultaneous carrier of several cultural identities which will impact on the behavior at the leadership level. The background of the differences in behavior can be identified from the research study done by Hofstede who studied the different behavior patterns of leaders from culture clusters across the globe.
The Hofstede Dimensions postulate some criteria that delineate the cultural intelligence differences between different culture clusters (Mooij, 2014). Hofstede postulates that one of the criteria used is what he terms as Power Distance (PD) which is the degree to which less powerful members of a society accepts the hierarchical distribution of power in an organization. The study showed that cultures from Germanic, Nordic and Anglo Europe scored lowly when compared to other clusters due to their lack of endorsement of the PD postulation. Participative leadership in team will be low when the team leader is from the above clusters and higher from other clusters such as Middle East, East Europe, Asia and Africa.
The other postulation of Hofstede is the Uncertainty Avoidance (UA) which postulates that societies have established beliefs, norms, rituals and procedures that help them to avoid uncertainty. This is more so in situations that create ambiguity and the rituals are used to minimize the impact of such a situation. High UA countries such as Anglo, Nordic and Western Europe leaders tend to be more controlling, less approachable and less delegating. Low UA leaders are the opposite and are open to improvisation
For purposes of application, a theoretical model will be used. A team may have a team leader (cultural background from India) with group members from cultural backgrounds of China (one person), Africa (one person) and Western Europe (two people). An assignment that was undertaken by a group for presentation will involve a group that is culturally diversified. When the assignment is complete, the team leader has the responsibility of choosing who will present to the investors. The team leader may be feeling that since the investors are mostly Anglo European, the team members from Western Europe would be a better choice to present. This would be from their cultural identity behavior shown by Hofstede of accepting their inferior position of power which may lead to the other team members (Chinese, African) feeling disenfranchised. This will lead to a chasm in the team.
The chasm may lead to the team leader behaving according to the postulations of Thomas-Kilmann which are competing, collaborating, compromising, avoidance and accommodating in order to deal with the differences (Novais & Carneiro, 2016). The leader whose cultural cluster background is from Asia (India) may resort to either the compromising style of conflict or the accommodating style of conflict resolution. The compromising style seeks the middle ground out of the moderate concerns for both the individual and others. The accommodating style of conflict resolution results from a low concern for oneself and a high concern for others.
The person chosen may exhibit traits that are influenced by their cultural background. The Indian, Chinese and Africans may posit a trait of Personalism as contrasted to Impersonalism of the Western European team members. The connecting with people by building relationships in any transaction is important for societies that are from the non-Western world, while the Western approach is detached and almost aloof with little or no connection. The presenter will project their cultural values inherently and the success or failure will be judged from their cultural background.
Strategy for effective communication
The management of organizations can take different approaches to effectively communicate in the work environment that is cross-cultural. One approach that can be used is to implement a Holistic framework of communication across the organization. The holistic framework is underpinned by three unique features: 1. Relationships are prescriptive and relations pre-empt individual choices. 2. Relations are whole-oriented with members of the team expected to make individual sacrifices for the good of the collective. 3. Relations are complimentary with team members working to complement individual tasks to achieve the common goal. The holistic approach is applied in two elements of mission and transparency.
Mission
The leadership has to prioritize on the question of what needs to be accomplished and to ensure that it is clearly spelt out and understood across the organization. The leader may have to ask the subordinates who are from multi-cultural backgrounds questions on guidance and their input concerning the mission that is being accomplished. The organization and the leader may consider the use of a “brief-back” methodology of communication where the team members can give feedback or synopsis of the information they have received. The originator of the message can then make a determination as to whether the message was properly understood or needs clarification.
Transparency
Information needs to be disseminated transparently across an organization and withholding information for personal power use should not be tolerated across an organization. Since information is very critical for the smooth communication of different components of an organization, sharing of information should be cultivated as a culture so as to make the organization to thrive. Junior employees cannot mature information that is relevant to them scaling up the corporate ladder is concealed for personal power. Transparency helps to establish trust. The use of AAR (after-action reports) for each assignment should be distributed across the organizations to show the lessons learned and the failings to avoid in the future.
Plan for effective communication
The plan for effective communication will involve the following:
Identification of Purpose for communication: The purpose would be to educate the employees on cross-cultural competence and conflict management in the cases where such conflicts arise.
Identification of audience: The target audience for the communication is all cadres of the organization from the top to the bottom.
The message: The message should factor in the content, language, mood and design in disseminating the information intended. The content should be structured to fit the cultural-context of the different cultures and should not be offensive to any culture. The language should be simple as language barrier can effectively make meaningless the whole process. The mood should be neutral as much as possible so as not to make the target feel guilty, fearful or apprehensive.
Channels of communication: The medium to be used can be varied and may make use of the following: newsletter printed and circulated internally, use of Facebook and twitter as new media to communicate, use of company blog to pass on the message. The use of new and virtual media is encouraged as it gives room for feedback according to the number of hits on the server or the number of like/dislike on a message posted. The use of the new media can also be used for a longer period as a conversation continuum with updates from the management and the employees with each side giving their input.
The possibility of differences occurring in an organization is normal and the response taken by the leadership will important to set the precedent and “case law” to follow in the future. The occurrence of differences is influenced by the cultural differences and backgrounds of each employee. The behavior pattern will be following inherently the cultural identity behavior of their cultural cluster. Effective leadership communication needs to be holistic in the approach in order to be able to deal with organizational differences. The effective communication will involve a clear understanding of the organizational mission for all concerned and the transparency in communicating across the organization. The use of modern media such as Facebook in an organization is important as it gives room for the conversation to give feedback from both sides of the narrative. The effective use of communication and the channels available is the key to resolving cross-cultural differences within an organization.
References
In Novais, P., & In Carneiro, D. (2016). Interdisciplinary perspectives on contemporary conflict resolution. Hershey: Information Science Reference.
Mooij, M. K. (2014). Human and mediated communication around the world: A comprehensive review and analysis. Cham: Springer.
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The Aspects of Character Education Order Instructions: Listen/read to https://www.youtube.com/results?search_query=stand+tall+molly+l ou+melon+by+patty+lovell
From your reading, create a 1-page book review that addresses the following:
The Aspects of Character Education
Describe the situation with enough detail to convey the basic plot and identified values, virtues, and/or morals.
Identify the aspects of character education clearly communicated through the text. What content of character education would be well taught with this text?
Identify the character-based issue(s) with which the protagonist had to grapple.
Include an appropriate explanation of how to implement this book into the curriculum OR classroom or workplace.
The Aspects of Character Education Sample Answer
The presentation of this literal work by Patty Lovell is refreshing, inspiring and timely. The narrative is presented in very simple language yet is enjoyable to read by readers of all ages. The protagonist presented here is able at the end of the book to find acceptance in her new school through her self-acceptance and self-confidence.
The book starts in her old school and neighborhood, giving us her background through the continuous encouragement of her mother. A portrait is drawn of who Molly is such as her short stature, (just slightly taller than her dog), her ungainly physical appearance (she had buck teeth) and her clumsiness (she was fumble-fingered). The voice of her grandmother resonates in the background affirming and reinforcing the values of self- belief, and confidence. Her grandmother continually drills into her belief system that virtue of “belief in yourself”, which will prove invaluable when she relocates in her new school.
The new school brings challenges of dealing with the school bully and tyrant by the name Ronald Durkin. On the first day at school, Durkin calls her “shrimp” while in gym class, trying to bully and embarrass. Molly turns the table on Durkin by passing through his legs and scoring touch- down, much to the chagrin of Durkin, who is left looking foolish. Further attempts by Durkin on days two to five all end in failure, while Molly is increasingly accepted by her new classmates.
The lesson that can be taught in the classroom to students is the affirmation of self-confidence which must begin from within so as to affect change on the outside. You cannot act brave and confident on the outside if you feel stressed and helpless on the inside (Jenny Alexander, 2015). The virtue of confidence should be affirmed continuously beginning from the classroom.
The Aspects of Character Education References
Alexander, J. (2015). Bullies, Bigmouths and So-called friends. New York, NY: Hachette Children’s Group.
