Category: Writing

The Art of Data Interpretation Paper

The Art of Data Interpretation
              The Art of Data Interpretation

The Art of Data Interpretation

Order Instructions:

For the two post, the writer will read them and them give a constructive criticism and feedback on each of the post. For each of the article the writer will use a pear review article to support his comments. The comments should be very constructive and directly link to the articles, underlining or highlighting the points made in the articles. The writer should also briefly respond to any questions pose at the end of each of the articles.

Article 1

The Art of Data Interpretation

In general, the business market is extremely competitive. It’s not better products nor services that make a company more successful than another. One very important element of success is a company’s ability to remain sustainable and competitive. If a company values their teams and has faith in their workforce, it’s the team that will help the company achieve long-term success.

The first article that I chose focuses on the process an organization goes through when creating and delivering their mission statement. The data is comprised of a qualitative method in which the author speaks to the the contextual details that motivate teams and thus guides decision making efforts (Mission Statements, 2013). The data and information that is uncovered is distributed to appropriate team members through manuscripts and theoretical discussions and interactions. I found the article to be very general and broad in scope. I would have benefited from additional tips and discussion around the factors that go into a successful mission statement fact finding and execution effort.

The second article that I chose takes a central stance on a quantitative approach to gathering data and interpreting that data in an operational context. Fanny and Tonny Irianto (2015) point out that the Finance industry is a knowledge intensive industry, that is often faced with the difficulty of limited source of suitable talent within their businesses. Therefore, the author focuses on the importance of efficiently and effectively managing the existing talent within an organization. The information is gathered in a user friendly format that serves as a resource. Through acknowledging and communicating the similarities between existing and current research comparisons the author’s are able to build credibility.

References

Fanny, S., & Tonny Irianto, S. (2015). The Influence of Talent Factors on Business Performance. Issues In Social & Environmental Accounting, 9(1), 76-99.

Mission Statements. (2013). Production & Operations Management, 22(1), vi. https://www.doi:10.1111/poms.12016

Write a one paragraph hear commenting on the post above. You should offer constructive criticism why at the same time supporting your comments with a pear review article by using in text citations.

Article 2

The Art of Data Interpretation

In the following two articles, researchers explored how product recall marked Toyota’s reputation in the market and the media. The study is a brief analysis using qualitative and quantitative research to explore Toyota’s outcome.

Article 1: What really happen to Toyota? A quantitative study
Toyota’s quality image among consumers suffered with the recalls. The decline is visible in survey data, and social media. Consumer Reports Auto Test Center, said that the quality of Toyota vehicles has measurably decreased in recent years. In 2007, the magazine observed that the fit and finish of some Toyota models, as well as overall vehicle quality, had declined. In 2008, Consumer Reports decided to stop giving automatic recommended ratings to all Toyota models. This decline in the quality of Toyota vehicles was also noted by J.D. Power and Associates. An initial Quality Study was conducted that surveyed car owners and lessees 90 days after purchase, which entailed 160 detailed questions (Cole, 2011).

As a result, there appeared to be two root causes for Toyota’s quality problems. The first is an outgrowth of management’s ambitions for rapid growth. The second is the result of the increasing complexity of the company’s products. Toyota’s drive for growth moved into high gear in 1995 with the appointment of Hiroshi Okuda as the company’s new president (Cole, 2011). Toyota’s new President was the architect of an ambitious global growth strategy, known as the “2005 vision.” His goal was to increase Toyota’s global market share from 7.3% in 1995 to 10% over the next decade. The company achieved a global market share of 9.7% in 1998 and then set a new target of 15% by 2010. In 2008, Toyota was on its way to achieving that goal reaching a global market of 13% until the Toyota product recalls threw the effort into disarray.

Article 2: Toyota steers clear of reputation damage. A qualitative study
During a product-harm crisis, firms can either rely on media reports or systematically measure customer perceptions through qualitative means. According to a recent study using face-to-face interviews, and documents, it was found that Toyota owners believe that the firm handled their recent vehicle recalls appropriately. The recalls involve safety problems with brake pedals in many of Toyota’s most popular models including the Camry, Corolla, Prius, Avalon and Tundra. Mittal, Sambandam and Dholakia (2010) found that a recent Toyota recall case showed that despite negative media portrayals, Toyota owners are insulated from the crisis. Even with the announcement of three major recalls covering a total of 8 million vehicles globally since October 2009, Toyota owners are highly satisfied and loyal to their brand.
Unfortunately, the business media has painted a pessimistic outlook for the Toyota brand. The qualitative central questions at this point are: To what extent is this qualitative assessment by the media credible? Is the Toyota brand irreparably harmed by this product crisis? What do Toyota’s customers think of the brand? Mittal et al. (2010) found that a product-harm crisis occurs when there is systematic perception among key constituents such as customers and regulators that product malfunction has potentially harmed some of the customers of a brand. Mittal et al. (2010) found that when confronted with a product-harm crisis, a firm can use marketing research to comparatively evaluate its brand. This enables the firm to quantify the current perceptions of its customer base relative to those of customers owning competitor brands. Rather than relying on qualitative media reports, a comparative assessment using a survey-based approach can provide metrics of perceptions, attitudes and intentions of the customer base.

Reference

Cole, R. E. (2011). What really happen to Toyota? MIT sloan management review, 52(4), 29-45. Retrieved from http://scholar.google.com/scholar?q=toyota+recalls&btnG=&hl=en&as_sdt=0%2C47

Mittal, V., Sambandam, R., & Dholakia, U. M. (2010). Toyota steers clear of reputation damage, marketing research, summer, 9-13. Retrieved from http://scholar.google.com/scholar?start=10&q=qualitative+study+toyota+recall&hl=en&as_sdt=0,47

Write a one paragraph hear commenting on the post above. You should offer constructive criticism why at the same time supporting your comments with a pear review article by using in text citations.

SAMPLE ANSWER

The Art of Data Interpretation

Article one

The post is concise and straight to the point. This enhances ones understanding. I tend to agree with the author that in any business, it is prudent to ensure that teams are strong because they determine either the success or failure of the business.  Formulation of mission statements of organizations is important and requires participation of the stakeholders. Caution is however, required to avoid unnecessary descriptions. In organizations that provide financial services, it is prudent that they have initiatives that will enable them to nurture and manage existing talent to add value to their services (Fanny & Tonny Irianto, 2015). Both qualitative and quantitative research study should help researchers meet their objectives.  The fact that the author, put to consideration the existing and current research concerning the topic, this enhanced the level of credibility. However, it is very important for the sources of information to be recent and authoritative for them to be incorporated in any study. Therefore, I find the articles reliable and suitable for any person since they demonstrate intensive research.

Post 2

Post two is about the impact of recall of Toyota on its reputation. These two studies both qualitative and quantitative are important in giving more insights about the impact of the product recall. These researches are systematic and provide insights on the same. The articles are clear and demonstrate evidence of in depth research. The quantitative study has incorporated various studies and institutions comments on the Toyota recall. These findings provide a platform to understand the issues better. Similarly, the qualitative study has incorporated views from customers on the recall, providing an insight on the same. Therefore, I do affirm these two studies. They are all important as they provide various information concerning the issue at hand helping readers to have various perspectives. I particularly agree with Mittal et al (2010) that when facing a product harm crisis, entities should use marketing research to compare and evaluate their brand, the firm is able to quantify the customer perceptions to guide on the suitable strategy to employ. Using multiple approaches can as well help to find out about the attitudes, perceptions, and intentions of the customers.

References

Fanny, S., & Tonny Irianto, S. (2015). The Influence of Talent Factors on Business Performance. Issues In Social & Environmental Accounting, 9(1), 76-99.

Mittal, V., Sambandam, R., & Dholakia, U. M. (2010). Toyota steers clear of reputation damage, marketing research, summer, 9-13. Retrieved from         http://scholar.google.com/scholar?start=10&q=qualitative+study+toyota+recall&hl=en&as_sdt=0,47

We can write this or a similar paper for you! Simply fill the order form!

Human Resource Planning Term Paper

Human Resource Planning
                 Human Resource Planning

Human Resource Planning

Order Instructions:

Dear Admin,

Human resource planning in your organisation
Bratton and Gold (2012a) point out some of the ways in which work has changed and, in particular, how employees’ demands for increased flexibility, teleworking, off-site working and outsourcing have impacted the way organisations develop and implement their workforce plans.

1 Review the attached files.

2 Discuss in the essay the concepts of talent management, employee engagement, and flexible firm.

3 Focus on your organisation and how it works in terms of its talent management strategy and employee engagement.((Note: I work in an airline as a ground staff))

4 Consider the concept of the flexible firm and how this affects employees’ work experience.

Also,
1) The answer must raise appropriate critical questions.
2) Do include all your references, as per the Harvard Referencing System,

3) Please don’t use Wikipedia web site.
4) I need examples from peer reviewed articles or researches.
5) Turnitin.com copy percentage must be 10% or less.

Note: To prepare for this essay please read the required articles that is attached or sent by email.

Appreciate each single moment you spend in writing my paper

Best regards

SAMPLE ANSWER

Human Resource Planning

Introduction

The economic crisis and the recession later that hit the world economies in the late 2000s necessitated the need for adequate planning when recruiting and deploying the employees. There were plans to make available data that could be used to foresee the days ahead. The plans focused on the employee demands and their supply. However, there was a limitation, in that; the data from the past could not provide insight into the future. This situation caused the recruiters to become creative in how they recruit, place and manage their workforce. Visible consequences are the emergence of human resource trend that focus mainly on talent management of their staff, employee engagement and the concept of a flexible firm.

According to CIPD (2014), the concept of a flexible firm focuses on classifying staff as peripheral or core employees. These employees could provide the firm with flexibility in terms of finances, function and numbers. Core employees should be those considered as important functionally. These are the employees with multiple skills in an organization. Peripheral employees are the workers who are availed only when required. They provide numbers and additional skills to the core employees. They are usually in short-term basis or on contracts. Others may be outsourced when necessary. The human resource could, in this way, become very productive and functional when they organize their workforce to be efficient on costs and skills. However, this concept has some challenges. The peripheral employees who work at odd hours and on temporary basis face job dissatisfaction. This phenomenon of irregular and unpredictable availability of work has severe consequences on the organizations’ structure in both a domestic and social setting. These employees do not choose the working environment but rather accept as a way to get a more stable employment plan. Putting a large number of employees in temporary positions could be detrimental in the fields of customer service as employees are not satisfied with their jobs (CIPD, 2014)

Organizations including airlines have realized that employees are not just workers but are people who have aspirations at personal levels (CIPD, 2013).  This realization has led many human resource managers to welcome the notion of developing and nurturing these talents possessed by their staff. To increase productivity, it has become increasingly important to retain core employees rather than increase their turnover. Airlines make decisions to invest in improving the talents of both their ground and above ground employees. The ground members of staff, with rare and excellent talents, are given priorities in all matters. There is a growing effort to retain these employees as they have the required skills that cannot be easily replaced. A majority of employees working in airlines expect their employer to develop their talents and skills to some level. They also expect to replace their seniors who leave the airline as they believe they have the required skills and talents to take over (Caplan, 2011).

Employee engagement is a concept that employers have adopted to tap more than the physical presence of their employees (Valentin, 2014). This move is necessarily so when employees who offer more numerical and planning for the organization. In an airline, this employment strategy has gained more profits and higher productivity. If airline employees are physically present in a positive manner, they will contribute on intellectual matters concerning the airline. They also connect with their colleagues and have positive emotions. Employee engagement is in three ways where the intellectual engagement involves hard positive thoughts on their work and how to perform tasks better. Effective engagement involves feeling good when performing the required work tasks while social engagement involves being actively involved in discussions that are related to the work the employee does. Airline employees with these different engagements are more productive and are satisfied with their jobs (Valentin, 2014).

In conclusion, it is important for most organizations to embrace these emerging trends in their human resource departments. Whenever an airline company develops such strategies, in talent management, employee engagement and flexibility of their recruitment strategy, their employees are more motivated and thus become more productive.

References

CAPLAN, J. (2011). The value of talent: promoting talent management across the organization. London, Kogan Page.

CIPD (2013) Employee engagement [Online]. Available from: http://www.cipd.co.uk/hr-resources/factsheets/employee-engagement.aspx (Accessed: 2 March 2015).

CIPD (2014) Employee outlook: Autumn 2014 [Survey report, Online]. Available from: http://www.cipd.co.uk/hr-resources/survey-reports/employee-outlook-autumn-2014.aspx (Accessed: 4 November 2014)

VALENTIN, C. (2014) ‘The extra mile deconstructed: a critical and discourse perspective on employee engagement and HRD’, Human Resource Development International, 17 (4), 475-490.

We can write this or a similar paper for you! Simply fill the order form!

Competencies and Skills Needed by a HR Strategist

Competencies and Skills Needed by a HR Strategist
Competencies and Skills Needed by a                HR Strategist

Competencies and Skills Needed by a HR Strategist

Order Instructions:

Identify, assess, and evaluate the competencies and skills needed by an HR strategist.

SAMPLE ANSWER

Competencies and Skills Needed by a HR Strategist

Globalization and other environmental changes are transforming how companies create value and conduct business activities. Many organizations are focusing on issues and opportunities relating to creating value through efficient utilization of human capital (Cohen, 2015). This trend has made it necessary that HR strategists possess particular skills and competencies to perform their duties effectively to the best of their abilities. The key role of an HR strategist is the improvement of business team partnership and consultation, the configuration of human resource consulting, products and services with the organization strategy, and human resource strategy development. Below are some of the core skills and competencies that human resource professionals need to complete their duties and responsibilities in their organizations.

Leadership and navigation skills: An HR strategist is an important person in the HR department who handles selecting ideal candidates to work in the organization. HR strategist requires leadership and navigation skills so as to direct and contribute to inventiveness and procedures within the organization.

Business Acumen: HR strategist should possess business acumen skills so as to be able to comprehend and utilize information with which to contribute to the organization’s strategic plan (Brockbank et al., 2012). Therefore, enable the organization to use information effectively as a basis for developing strategies to gain competitive advantage.

Good communications skills: Good communication skills are also paramount to allow HR strategist to exchange effective information with different stakeholders of the organization.

Talent acquisition and retention: These skills help HR Strategist to build and maintain the organization workforce. The HR demonstrates value by developing, implementing, evaluating individual and organization practices for recruiting, sourcing, hiring, orientation and retention of skilled workers.

Interpersonal skills and Relationship Management: Interpersonal skills are important for HR strategist so as to enable them to engage employees properly. This helps to create a bond among the employees, supervisors and other stakeholders centered on the mission, vision, values and goals of the organization (Brockbank et al., 2012). The Human Resource creates value by developing effective strategies to address issues relating to performance, motivation and attitudes of all the employees at all levels.

Business and cultural effectiveness: The HR strategist should possess the ability to value and consider the perspectives and backgrounds of all the different stakeholders in the organization.

Critical evaluations and thinking: A HR strategist should possess critical thinking and evaluation skills to enable them to interpret data and information with which to develop strategies, make business decisions and recommendations in the organization.

In conclusion, The HR strategists should possess the skills as mentioned above to enable them to perform their core duties of developing strategic plans. That can help an organization to create success and value for the all the stakeholders. The human resource professionals must be fully competent in strategy development, implementation, and evaluation (Cohen, 2015). The HR strategist helps in giving their expertise and knowledge by contributing to the development of business strategy. They also assist in the developing, implementing and evaluating of different human resource strategies aimed at achieving the organization goals so as to gain a competitive advantage and help achieve organization sustainability.

References

Brockbank, W., Ulrich, D., Younger, J., & Ulrich, M. (2012). The Future is Now: HR Competencies for High Performance. Employee Relations.

Cohen, D. J. (2015). HR past, present and future: A call for consistent practices and a focus on competencies. Human Resource Management Review, 25(2), 205-215.

We can write this or a similar paper for you! Simply fill the order form!

Reflective Essay on Plagiarism Assignment

Reflective Essay on Plagiarism
             Reflective Essay on Plagiarism

Reflective Essay on Plagiarism

Order Instructions:

Assignment Description:

Compose a reflective essay on plagiarism. This type of essay is primarily designed for you to express your own views and feelings on a topic rather than to prove a thesis. In particular this essay should document how your views on plagiarism have changed from before your taking this class to now when you have been shown several examples of plagiarism and the reasons for including proper citation.

This essay should only be based on the writer view of the subject plagiarism, and should be written in the first person and should also be critically reflective.

SAMPLE ANSWER

Reflective Essay on Plagiarism

Prior to my attendance of this class, I had come to believe that plagiarism was just another means of making education more rigorous and effort-intensive for students. It thought it was simply put in place to make the academic process so to say ‘steeper’ for participants. The reason for this is the fact that the steps necessary to avoid plagiarism include citation and also list all references.

After this lesson I have however developed a different view of plagiarism as well as expanded my view on what it constituted. I didn’t know for instance that paraphrasing on its own was not sufficient as a means of avoiding plagiarism. A text is still technically plagiarized so long as the author has not made any deliberate effort to recognize the original author of the concepts presented. Rather than complicate academia, the effort against plagiarism is actually meant to ensure fairness in the educational fields and also encourage students to come up with their own material where possible through empirical research or other laid down procedures (Blum, 2011).

Last but not least, I believe it is important to register my concern with respect to the electronic monitoring of plagiarism. The softwares used often give a percentage and different academic institutions impose varying thresholds for their students.  It makes me abit curious about what this implies to the quality of information generated before the widespread adaptation of the internet. The internet’s accessibility also means that the available information is likely to be recycled at a higher rate begging the question about what this will imply for the current systems of plagiarism inspection or investigation.

References

Blum, S. D. (2011). My word!: Plagiarism and college culture. Cornell University Press.

We can write this or a similar paper for you! Simply fill the order form!

My Philosophy of Leadership Paper

My Philosophy of Leadership
My Philosophy of Leadership

My Philosophy of Leadership

Order Instructions:

This paper is to be critically reflective, yet scholarly in nature and exhibit and high level of competence and understanding of leadership style, approach, method, and overall theory. Because this paper is based on your own philosophy of leadership, there is considerable leeway for your discussion. However, your discussion should stay within the constraints of the overall concepts, ideas, and topics covered throughout the duration of the course.

Only use scholarly sources most preferably peer-reviewed literature.

Key Terms are

Conflict Functional conflict Negotiation

Dysfunctional conflict

Organization Structure

Organizational Change

Organization System

Organizational Culture

Bargaining strategies

Conflict and negotiation

Conflict management

The conflict process

The negotiation process

SAMPLE ANSWER

My Philosophy of Leadership

The following exercise details the key values and principles I hold dearly when it comes to the subject or rather process of leadership. It details the generic leadership model that I use relative to the different situations I find myself leading in whether in an academic scenario, personal relations or in a workplace environment. My behavior as a leader and to a large extent as a private individual is closely aligned to this leadership philosophy. To me a leadership philosophy is something that should work in the same way a mathematical formula works. The manner it operates remains the same regardless of the numbers in question.

I consider myself to be an observant person and in the course of this I couldn’t help but notice the debilitating impact that conflicts between people has on productiveness and development.  A lot of opportunities tend to go down the drain as a result of conflicts that arise between individuals. The main problem is not actually the conflicts but the ineffective strategies that these individuals tend to employ in a bid to resolve the conflicts. Many a time this only makes the situation worse and the minor conflict exemplifies the “anthill into a mountain” transformation. These conflicts usually degenerate from something functional such as a formal academic goal or work objective into personal issues and this severely complicates the process of conflict resolution with time and other resources being wasted.

While the term conflict tends to bring about a whole set of negative connotations, it is worth noting that the manifestation of conflicts is different in the organizational context as its manifestation in everyday language usage. Conflicts mean disagreement of opinion and this can at times be a bad thing and in other times a good thing. I must admit that on a personal level, the term conflict usually brings about thoughts of wrongness and rightness with the conflicting sides taking the respective positions.  I have also however come to learn that a difference in opinion does not necessarily mean that one person is wrong and the other right. At times it is a case of two good ideas colliding in a scenario where there is only room for one of them to be fully implemented. This is termed as a functional conflict since the people or groups on opposing sides of the conflict that has ensued are keen on the achievement of a common goal, only that they want to do it using different paths. With functional conflicts, the common resolution strategy in my view is compromise. At times it may mean the compromise of letting one idea prevail over the other or in other instances this may mean that both parties yield from their positions moderately for the common good (Arai, 2014).

While conflict avoidance is a good thing in most instances, I personally believe that functional conflicts need to be encouraged. While the complete avoidance of conflicts in the place of work may seem like a good thing, it is actually retrogressive for an organization as it denies the rest of the group the best possible ideas. The mettle of ideas being proposed needs to be tested and compared to other ideas aligned towards the objective of the organization.  If I happen to be in a position of formal leadership it will be my goal to ensure my subordinates and those at my level become and remain confident about expressing the ideas they have even if they contradict those that have already been put forward. The fear for conflicts should not in my opinion be a reason for retrogressive ideas and redundancy.  I want people to see the importance of functional conflicts since these tend to be healthy discussions if steered and moderated in the right direction. The steering and moderating of such discussions can be done by an effective leader who will ensure that this does not degenerate to an interpersonal conflict (Hartnell et al, 2011).

When interpersonal conflicts arise, the status of the conflict can be termed as dysfunctional. Dysfunctional conflicts are those that only have negative consequences for the organization, group or individuals involved. Unlike functional conflicts which arise as people are working towards a common goal, dysfunctional conflicts lead people to having different goals and the main aim becomes to achieve some form of victory over the other person. When this happens the organizations suffers a slow down as well as wastage of organizational resources. The individuals or groups conflicting lose or let go of their willingness to work alongside each other. This can be worsened if they apply their conflict to the work they are doing as it may lead to sabotage, further complicating the problems the firm has. Leaders need to be careful to ensure that such conflicts are not manifested in the place of work. As a leader I will be careful about the policies I put in place and advocate for.  The manner in which I relate with the subordinates will also have an impact on the environment being created. If I show some form of favourism or victimization towards workers based on their comparative performance, it may lead them to compete for positive favor. If the workers are pitted against t each other through things like sales targets or otherwise with threats being issued against those who perform dismally, I am likely to breed an environment for dysfunctional conflicts.  This is because the employees will be on ‘survival mode’ and this makes people insensitive and self-centered. While such rigid measures may help in the short-run, they have a likely impact of breaking down bonds between workers as activity narrows down to individual performance (Chatman et al, 2014).

It is very important for workers to be aware that they are working as a team. From my personal experience, the singling out of individual performance and giving one person credit for a collaborative achievement tends to be counter-productive.  As a leader I may feel like I am motivating the person because I saw them give their best, but from the level of the other members they will feel that their contribution was not significant. This is worsened if the individual receiving undue credit takes it with a stride. A likely situation is an improvement in the output of the individual while the other members of the group take a back-seat.  Leaders need to be on the lookout for such symptoms and strive to eliminate such situations. As a leader the first thing that I will do is to make sure the members of this group see themselves as a team and not as individuals (DeWit et al, 2012). This however starts at the simplest level of the team which is the person. Each person needs to believe that their contribution is important and contributes towards the end result. If a disappointment has been registered I believe that the entire team needs to be addressed as the failure is a communal thing. If there is success on the other hand, the entire group needs to be praised for the job well done. Such a team is only possible if the type of conflict taking place is functional.  Functional conflicts are cohesive since each member participating has the common interest at heart. This means that the conflict and its solution will add value and propel the organization forward with the best possible option available rather than what was simply available as a solution (Ramezan, 2011).

The challenge with dysfunctional conflicts is the fact that each party often feels completely justified to take up their respective positions, something that makes it incredibly hard for them to solve the problem on their own without any external intervention. This in my view is where leadership comes in. When I refer to leadership I don’t necessarily mean leadership through the occupation of a formal position within the chain of command or a similar hierarchy. Leadership in this context is more closely aligned to assertiveness and taking up the initiative by objectively helping others in their quest to resolve a given conflict they have.  While a conflict generally refers to a serious disagreement between two or more parties, it is unrealistic for anybody to think that all conflicts are manifested in the same way. If this were the case, there would be a ‘one size fits all’ solution to all types of conflicts be they personal or inter-communal (Minizenberg et al, 2015).

One of the best examples for the manifestation of leadership is within an organization. This is because organizations provide countless opportunities for the occurrence of conflicts, mostly of an interpersonal nature. The conflicts are not necessarily a good thing but they are best analyzed in this scenario.  Leadership within the organization also takes place in two main ways, formally and also informally. Both types of leadership are necessary for the resolution of conflicts. In the event that I am stationed in an organization it is highly likely that I will be positioned in either of the two forms of leadership. What is important to me is not the position I am in but rather my ability to adequately resolve the problem at hand.  This means I need to have a good understanding of the structure of the organization, the culture that exists within the organization, existent conflict mitigation procedures or policies and also the key functions of different individuals in the positions they work.

I also need to be well aware of the various ways conflicts manifest themselves and the different ways of going about it. For me, a leader needs to be well equipped for his or her job so as to resolve each challenge with the appropriate tools and in the appropriate way. The proper resolution of a conflict brings about multi-faceted wins. At the basic level, the relationship between the individuals is protected.  From a much wider point of view, the department they work in also gains, the goals become achieved and all in all the organization moves forward achieving its objectives to the various stakeholders (Arai, 2013).

Leadership and the Organizational Structure

The organizational structure whether in its graphic expression or the actual manifestation of the same usually makes up a hierarchy where some form of hegemony is applied with some individuals being superior and other being subordinate. The superiors will conventionally act as leaders and the respective point in the organizational structure they are in will determine how they lead, who they lead and how many people they lead. It also determines who they report to or who leads them. For a conventional organization there will be the top management, middle management and then ground personnel or an added layer of supervisory staff depending on the scope of the organization’s work. The top management can either be the owners of the organization or people entrusted by the owners to oversee the functioning of these entities. A manager at the top tends to have a few people reporting to him or her; these are the departmental administrators. The departmental administrators on the other hand oversee the supervisors in the various components of their sectors. The supervisory staff then oversees the workers on the ground that makes up the largest proportion (Chuang et al, 102).

This structure directly impacts the role of a leader and also the elements that are at stake for the group the leader is overseeing.  Conflicts could occur at any of these levels, at times horizontally and at times vertically. Horizontal conflicts are those which are manifested between people at the same level of work within the organizational hierarchy. Vertical conflicts are those that occur between people who are at different levels of management. A leader needs to be prepared and able to work with the conflicting parties towards the achievement of a solution at any of these situations. If the leadership is formal and has some official title attached to it, the person will be obliged to spearhead the conflict resolution process as early as possible. This is because their terms of work give them express authority over a group of people working together. Informal leadership however limits the scope of the person attempting to solve the problem since their authority is mostly attributed to the level of familiarity they have with the two conflicting individuals or entities. A receptionist cannot for instance easily step in to resolve a conflict between two branch managers. A branch manager can however authoritatively oversee the resolution of a conflict between two receptionists.

From my experience and literature I have been exposed to, I have learnt that the success or failure of companies is often pegged on the relationships that exist between the key decision makers. Articles about the boardroom activities of the most successful organizations usually feature stories of serious disagreements that arose during the design and implementation of product ideas. The message is not about how much freedom people have to express themselves but about how the organizations have developed work environments where ideas can be freely shared. I would like to lead an organization in this manner, ensuring the organizational culture is one that is conducive for functional conflicts and also with adequate room for the resolution of dysfunctional conflicts. This can be best communicated across the organization through the top-down flow of information and ideas, basically starting from the top. If I disagree with my peer over a matter I will openly express my alternative approach to the issue at hand. At the same time I will be ready to listen to individuals whose ideas and thoughts are contrary to mine with respect to the solutions being put across. It will be necessary for the subordinates to witness these conflicts in reasoning take place in a respectful manner. At times one can present an alternative idea in a manner that appears to be an indirect attack on another person. This can quickly degenerate to a dysfunctional argument (Roemer, 2012).

Besides leading, I believe that leaders need to empower those who are following them. When this happens they will be able to make the most out of functional conflicts and also eliminate the negative impacts that can result from dysfunctional conflicts. This obliges me to take those I am leading through the constructive ways of bargaining and negotiating. The differences that people have in opinion and personality have the power to bring about gains or losses (MacKian and Simmons, 2013).

In conclusion I need to state that I see leadership as a continuous transformational process for the organization. With respect to the issue of conflict solving and conflict management, I believe the leader needs to use his or her discretion to ensure that the end result is an ethical one, bringing about the greatest possible good possible.  I need to have a good understanding of the nature of conflicts, how they arise and also the implication they have to the organization. While the resolution of conflicts is my priority, I will not necessarily be on the ground solving each and every conflict that arises; on the contrary I will do my best to ensure the environment is suitable for the quick elimination of dysfunctional conflicts while ensuring that the best decisions are realized from functional conflicts.

References

MacKian, S., & Simons, J. M. (Eds.). (2013). Leading, Managing, Caring: Understanding Leadership and Management in Health and Social Care. Routledge.

Arai, T. (2013). Functional Coexistence: Conflict Transformation in the Context of Mutual Non-Recognition (Conference Paper).

Minzenberg, M. J., Lesh, T., Niendam, T., Yoon, J. H., Cheng, Y., Rhoades, R., & Carter, C. S. (2015). Conflict-related anterior cingulate functional connectivity is associated with past suicidal ideation and behavior in recent-onset schizophrenia. Journal of psychiatric research, 65, 95-101.

Arai, T. (2014). From Existential Conflict to Functional Coexistence: Lessons from Afghanistan, the Taiwan Strait, and Europe during the Cold War (Forthcoming). Global Discourse.

Hartnell, C. A., Ou, A. Y., & Kinicki, A. (2011). Organizational culture and organizational effectiveness: a meta-analytic investigation of the competing values framework’s theoretical suppositions. Journal of Applied Psychology,96(4), 677.

Chatman, J. A., Caldwell, D. F., O’Reilly, C. A., & Doerr, B. (2014). Parsing organizational culture: How the norm for adaptability influences the relationship between culture consensus and financial performance in high‐technology firms.Journal of Organizational Behavior, 35(6), 785-808.

Chuang, L. M., Liu, C. C., & Tsai, W. C. (2012). The Impact of Creative Personalities and Organizational Structure on Organizational Innovation.International Research Journal of Finance and Economics, 102.

Ramezan, M. (2011). Intellectual capital and organizational organic structure in knowledge society: How are these concepts related?. International Journal of Information Management, 31(1), 88-95.

De Wit, F. R., Greer, L. L., & Jehn, K. A. (2012). The paradox of intragroup conflict: a meta-analysis. Journal of Applied Psychology, 97(2), 360.

Römer, M., Giebels, E., & Rispens, S. (2012, June). Always Getting What You Want? Employee Expectations About Leadership Conflict Behavior in Co-Worker Conflict. In Employee Expectations About Leadership Conflict Behavior in Co-Worker Conflict (June 15, 2012). Intl. Association for Conflict Management, IACM 25th Annual Conference. https://doi.org/10.1111/j.1571-9979.2012.00340.x

We can write this or a similar paper for you! Simply fill the order form!

Child, Adolescent and Family Nursing

Child, Adolescent and Family Nursing
Child, Adolescent and Family Nursing

Child, Adolescent and Family Nursing

Order Instructions:

Dear sir, how are you today

Thank you so much for helping for this assignment. Please have a look and try to make a good essay so I can get the good marks.

Essay Part B

NRSG 257 Child, Adolescent and Family Nursing

Critical Evaluation of Artefacts for one of the following essay topics

Topic

Evaluate the psychosocial effects of living with asthma in relation to nursing care of the primary school aged child. Discuss how this information will guide evidence based Australian nursing practice.

In part A I submitted the list of artifacts and their screenshot and why you think those artifacts are good for your critical evaluation. Which i submitted 17/08/2015

Part B (Now we have to concentrate on this part please)

The essay is aimed at critically evaluating the content of the artefacts in the portfolio and the importance of using and evaluating evidence-based artefacts, when caring for children, adolescents and their families in relation to current Australian nursing practice. This should include the following;

• Demonstration of what learning was achieved through the content of the artefacts selected for the portfolio relevant to the chosen essay topic.

• Evaluation of evidence and value of the information or message within the chosen artefacts. The essay will demonstrate the ability to critically evaluate the research contained in the artefact portfolio. This will be undertaken whilst discussing the importance/value of the evidence-base for future nursing practice.

• This assessment task will allow students to demonstrate their critical thinking and reasoning, as well as their research skills. Students will also demonstrate how evidence based information can be implemented into contemporary Australian Nursing practice.

I am going to include list of artefacts which I used for Assignment part (A). Please have a look

Please include the following questions in given essay

• What are the strength of each artefact?

• What are the weakness of each artefacts?

• What are the limitation of each artefacts?

• How these artefacts can relate to evidence based learning?

• How these artefacts will work for Australian nursing perspectives?

Dear sir, you can use other supportive article’s references to support the essay.

1. APA Referencing

2. At least 25 genuine references from 2010 to 2015 study based,

3. 90 % references has to be research based Journal article

4. Australian and New Zealand based study article preferable.

5. Please have a look Rubric guideline for given topic, I need good grades in this assignment so please do me a favour and try to make a good essay

If you need any other information, please let me know

Thank you so much for you help and support.

Regards

SAMPLE ANSWER

Family Nursing

Australian Institute of Health and Welfare (2011) summarised various aspects concerning asthma in Australia. The strengths of the artefact include its coverage of a broad scope of aspects that are of interest to the study topic. The artefact gives factual information including the prevalence of asthma in children (Saini, Krass, Smith, Bosnic-Anticevich, & Armour, 2011, Pg. 190). It also highlights the impacts of asthma from varied viewpoints. Weaknesses of the artefact include its focus on basic concepts regarding asthma, but failure to highlight treatment and management concepts of the disease (Katelaris, Sacks, & Theron, 2013, Pg. 507). It also has limitations such as its failure to identify the impacts of the disease from a psychosocial perspective. Nevertheless, the artefact gives important information that could propel epidemiologic studies that would in turn facilitate evidence-based practice (Lim, Kobzik, & Dahl, 2010). Indication of a high prevalence of the disease in Australia would motivate stakeholders to take necessary measures for countering the occurrence (Gibbs, 2015; Pal, Dahal, & Pal, 2009; Rosenkranz, Rosenkranz, & Neessen, 2012). The item offers information that is relevant to nursing practice in Australia. Nurses would understand that the Australian population has a higher predisposition to asthma, and they would need to offer intensive patient education to promote the health of their community (Goeman, Abramson, McCarthy, Zubrinich, & Douglass, 2013). The artefact also describes financial expenditures directed to asthma management. Such data gives nurses a rich background concerning the financial impacts of the disease on the Australian population.

Blanchard, Morris, Birrell, Stephens-Reicher, Third, & Burns, (2014) examined the young population in Australia for asthma. The researchers noted that asthma had undesirable impacts on the quality of life that people led. They indicated that asthma has negative impacts on patients from psychological social and developmental perspectives (Kozyrskyj, Kendall, Jacoby, Sly, & Zubrick, 2010, Pg. 540). The strengths of the artefact include its comprehensive reporting of the scientifically-conducted research. The article gives high-level evidence concerning psychosocial impacts of asthma on the lives of patients. In their methodology, the investigators offered respondents an opportunity to point out concerns that affected their well-being (Blanchard et al., 2014, Pg. 6). The practice was advantageous as it resulted in first-hand data concerning psychosocial impacts of asthma. However, some aspects of the study reported in the artefact present weaknesses and limitations. For instance, the researchers used pre-validated instruments of measuring the impacts of asthma on the quality of the lives of patients (Blanchard et al., 2014, Pg. 14). The survey is also limited in that it addresses people of ages between twelve and twenty-five years, a group that does not coincide with the school-age children. The study offered recommendations whose implementation would promote evidence-based practice. It described a need for practice that purposes to facilitate the education of populations concerning asthma and its impacts on people’s lives. The study sought to influence nursing practice by recommending that the practitioners in health care undertake more education regarding the managements and handling of asthma patients (Evers, Jones, Iverson, & Caputi, 2013).

National Asthma Council Australia (2015) defined and described the diagnoses of asthma in children (National Asthma Council Australia, 2015, Pg. 8). The handbook also explained the difficulties encountered when diagnosing asthma in juveniles (Potter, 2010, Pg. 1). The strengths of the artefact include a high level of the credibility of its results. It was sourced from a government agency, and it offers detailed and specific principles concerning asthma. The handbook offers a clear distinction between concepts of asthma that present in children and the ones that occur in adults (Martel, Malo, Perreault, & Beauchesne, 2009, Pg. 197; The Cancer Council, 2015). It also explained how various psychosocial factors influence the management of asthma in patients (National Asthma Council Australia, 2015, Pg. 41). The handbook also identifies psychosocial factors that trigger the occurrence of asthma (Suglia, Chambers, Rosario, & Duarte, 2011; The Australasian Society of Clinical Immunology and Allergy (ASCIA), 2014). Its weakness is that it dwells solely on practice and, it does not include investigative work. Therefore, the handbook is limited to practice, and it does not offer much of research. The artefact applies to evidence-based practice as it gives standardised guidelines concerning the management of asthma in pediatrics. It is a handy tool for nursing practice as it offers guidelines on various management practices for patients with asthma (Baiardini, Braido, Bonini, Compalati, Canonica, 2009, Pg. 230).

Collins, Gill, Chittleborough, Martin, Taylor, and Winefield (2008) explored psychosocial impacts of asthma on school-age children. The researchers purposed to use a representative sample to examine the effects that asthma has on the psychosocial lives of children. They found that children who had asthma were often unhappy, and their health status was generally poor. The strengths of the article include its high degree of relevance to the study topic. The article uses keywords that relate directly to childhood asthma and its psychosocial impacts in the lives of patients (Suglia, Duarte, Sandel, & Wright, 2010, Pg. 636). The study also included a large number of participants, hence ensuring that the results obtained were a representation of large children population. There was also an elevated response rate in the participation of respondents in the study, an event that enhanced the reliability of the study (Collins et al., 2008, Pg. 490). Findings from the research also concurred with those of other studies making them realistic. Weaknesses of the study reported in the article include failure to take objective measurements of asthma for instance by applying the peak flow rate to assess lung functionality (Bruzzese, Sheares, Vincent, Du, Sadeghi, Levison, Evans, 2011, Pg. 998). It had major limitations such as a possible bias considering that participants had to respond to phone calls that some may have missed. The study applies to evidence-based practice by involving a scientific research to identify psychosocial impacts of asthma on school children. The investigation influences nursing practicing by establishing a connection between asthma and mental morbidities (Collins et al., 2008, Pg. 491; Feitosa, Santos, Barreto-Carmo, Santos, Teles, Rodrigues, & Barreto, 2011, Pg. 160).

Brown, Gallagher, and Fowler (2013) examined the self-efficacy of parents of school-age asthmatic children in managing the disease. The study offers an authoritative reference to the study topic. The researchers identified factors that influenced care and management of asthma in children as offered by their parents. Among the factors were parents’ health education and social disparities (Giallo, Bahreinian, Brown, Cooklin, Kingston, Kozyrskyj, 2015). Weaknesses presented in the study include the involvement of a small sample size that would generate controversy concerning generalisation of findings. Another critical weakness of the study was its employment of instruments that had not been widely explored in other research works. The study had limitations such as bearing influence from insufficiency of previous studies addressing major concepts in research. The study propels evidence-based learning as it identifies and describes the necessary interventions of enhancing self-efficacy of the parents of asthmatic juveniles. It impacts on nursing practice as nurses would drive educative programs to such parents.

The Royal Children’s Hospital Melbourne (2015) gave guidelines concerning asthma management in children. The hospital defined asthma and related it to other health complications linked to it. The artefact explained the pathophysiology of asthma among children and described different pharmacological interventions applied in the management of the ailment for pediatrics (Lowe, Carlin, Bennett, Hosking, Allen, Robertson, Dharmage, 2010). The artefact is authoritative in that it is from a reputable healthcare institution in Australia. It applies perfectly to the study topic by describing appropriate assessment and management strategies for the disease. The artefact grades asthmatic conditions on the basis of severity. It would be necessary for the study to relate disease severity to the psychosocial impacts it has on children. Weaknesses of the artefact include its failure to describe impacts of asthma on patients’ lives. The resource is also limited in that it does not offer investigative information but just gives guidelines (National Asthma Council Australia, 2014). The article has significant impact on evidence-based learning as it outlines standardised assessment and treatment strategies for the disease (Schultz & Martin, 2013, Pg. 13). It influences the Australian nursing perspective by recommending particular practices in asthma management and treatment (Perzanowski, Miller, Tang, Ali, Garfinkel, Chew, Barr, 2010, Pg. 118). Nurses would refer to such guidelines when handling and treating asthmatic patients.

References

Australian Bureau of Statistics. (2013). Asthma. Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4338.0main+features152011-13

Australian Institute of Health and Welfare. (2011). Asthma in Australia. Retrieved from http://aihw.gov.au/WorkArea/DownloadAsset.aspx?id=10737421255

Baiardini I, Braido F, Bonini M, Compalati E, Canonica GW. (2009). Why do doctors and patients not follow guidelines? Curr Opin Allergy Clin Immunol, 2009(9), 228–233.

Blanchard, M., Morris, J., Birrell, E., Stephens-Reicher, J., Third, A., & Burns, J. (2014). National Young People and Asthma Survey: issues and opportunities in supporting the health and wellbeing of young people living with asthma (1st ed.). Melbourne. Retrieved from http://www.asthmaaustralia.org.au/uploadedFiles/Content/State_Content/National/Media_releases/2015_Media_releases/YW-Asthma-Survey.pdf

Brown, N., Gallagher, R., Fowler, C., & Wales, S. (2013). Asthma management self-efficacy in parents of primary school-age children. Journal Of Child Health Care, 18(2), 133-144. doi:10.1177/1367493512474724

Bruzzese, J.-M., Sheares, B. J., Vincent, E. J., Du, Y., Sadeghi, H., Levison, M. J., … Evans, D. (2011). Effects of a School-based Intervention for Urban Adolescents with Asthma: A Controlled Trial. American Journal of Respiratory and Critical Care Medicine, 183(8), 998–1006. doi:10.1164/rccm.201003-0429OC

Collins, J., Gill, T., Chittleborough, C., Martin, A., Taylor, A., & Winefield, H. (2008). Mental, Emotional, and Social Problems Among School Children with Asthma. J Asthma, 45(6), 489-493. doi:10.1080/02770900802074802

Evers, U., Jones, S. C., Iverson, D., & Caputi, P. (2013). “Get Your Life Back”: process and impact evaluation of an asthma social marketing campaign targeting older adults. BMC Public Health, 13, 759. doi:10.1186/1471-2458-13-759

Feitosa, C. A., Santos, D. N., Barreto-Carmo, M. B., Santos, L. M., Teles, C. A. S., Rodrigues, L. C., & Barreto, M. L. (2011). Behaviour problems and prevalence of asthma symptoms among Brazilian children. Journal of Psychosomatic Research, 71(3), 160–165. doi:10.1016/j.jpsychores.2011.02.004

Giallo, R., Bahreinian, S., Brown, S., Cooklin, A., Kingston, D., Kozyrskyj, A. (2015) Maternal Depressive Symptoms across Early Childhood and Asthma in School Children: Findings from a Longitudinal Australian Population Based Study. PLoS ONE 10(3), e0121459. doi:10.1371/journal.pone.0121459

Gibbs, J. E. M. (2015) Eucalyptus Pollen Allergy and Asthma in Children: A Cross-Sectional Study in South-East Queensland, Australia. PLoS ONE 10(5): e0126506. doi:10.1371/journal.pone.0126506

Goeman, D. P., Abramson, M. J., McCarthy, E. A., Zubrinich, C. M., & Douglass, J. A. (2013). Asthma mortality in Australia in the 21st century: a case series analysis. BMJ Open, 3(5), e002539. doi:10.1136/bmjopen-2012-002539

Katelaris, C. H., Sacks, R., & Theron, P. N. (2013). Allergic rhinoconjunctivitis in the Australian population: Burden of disease and attitudes to intranasal corticosteroid treatment. American Journal of Rhinology & Allergy, 27(6), 506–509. doi:10.2500/ajra.2013.27.3965

Kozyrskyj, A. L., Kendall, G. E., Jacoby, P., Sly, P. D., & Zubrick, S. R. (2010). Association Between Socioeconomic Status and the Development of Asthma: Analyses of Income Trajectories. American Journal of Public Health, 100(3), 540–546. doi:10.2105/AJPH.2008.150771

Lim, R. H., Kobzik, L., & Dahl, M. (2010). Risk for Asthma in Offspring of Asthmatic Mothers versus Fathers: A Meta-Analysis. PLoS ONE, 5(4), e10134. doi:10.1371/journal.pone.0010134

Lowe, A. J., Carlin, J. B., Bennett, C. M., Hosking, C. S., Allen, K. J., Robertson, C. F., … Dharmage, S. C. (2010). Paracetamol use in early life and asthma: prospective birth cohort study. BMJ : British Medical Journal, 341, c4616. doi:10.1136/bmj.c4616

Martel, M. J., Rey, E., Malo, J. L., Perreault, S., Beauchesne, M. F. (2009). Determinants of the incidence of childhood asthma: a two-stage case-control study. Am J Epidemiol., 2009(169), 195–205.

National Asthma Council Australia (2015). Australian Asthma Handbook- Quick Reference Guide. (1st ed.). Melbourne. Retrieved from http://www.asthmahandbook.org.au/uploads/555143d72c3e3.pdf

National Asthma Council Australia. (2014). New National Asthma Management Guidelines Released. Retrieved from http://www.nationalasthma.org.au/news-media/d/2014-03-04/new-national-asthma-management-guidelines-released

Pal, R., Dahal, S., & Pal, S. (2009). Prevalence of Bronchial Asthma in Indian Children. Indian Journal of Community Medicine : Official Publication of Indian Association of Preventive & Social Medicine, 34(4), 310–316. doi:10.4103/0970-0218.58389

Perzanowski, M. S., Miller, R. L., Tang, D., Ali, D., Garfinkel, R. S., Chew, G. L., … Barr, R. G. (2010). Prenatal acetaminophen exposure and risk of wheeze at age 5 years in an urban low-income cohort. Thorax, 65(2), 118–123. doi:10.1136/thx.2009.121459

Potter, P. C. (2010). Current guidelines for the management of asthma in young children. Allergy, Asthma & Immunology Research, 2(1), 1–13. doi:10.4168/aair.2010.2.1.1

Rosenkranz, R. R., Rosenkranz, S. K., & Neessen, K. J. (2012). Dietary factors associated with lifetime asthma or hayfever diagnosis in Australian middle-aged and older adults: a cross-sectional study. Nutrition Journal, 11, 84. doi:10.1186/1475-2891-11-84

Saini, B., Krass, I., Smith, L., Bosnic-Anticevich, S., & Armour, C. (2011). Role of community pharmacists in asthma – Australian research highlighting pathways for future primary care models. The Australasian Medical Journal, 4(4), 190–200. doi:10.4066/AMJ.2011790

Schultz, A., & Martin, A. C. (2013). Outpatient Management of Asthma in Children. Clinical Medicine Insights. Pediatrics, 7, 13–24. doi:10.4137/CMPed.S7867

Suglia, S. F., Chambers, E., Rosario, A., & Duarte, C. S. (2011). Asthma and obesity among 3 year old urban children: The role of sex and the home environment. The Journal of Pediatrics, 159(1), 14–20.e1. doi:10.1016/j.jpeds.2011.01.049

Suglia, S. F., Duarte, C. S., Sandel, M. T., & Wright, R. J. (2010). Social and environmental stressors in the home and childhood asthma. Journal of Epidemiology and Community Health, 64(7), 636–642. doi:10.1136/jech.2008.082842

The Australasian Society of Clinical Immunology and Allergy (ASCIA). (2014). Food Allergy and Anaphylaxis Update. Retrieved from http://www.allergy.org.au/health-professionals/hp-information/asthma-and-allergy/food-allergy-and-anaphylaxis-update-2014

The Cancer Council. (2015). Health effects of secondhand smoke for infants and children. Retrieved from http://www.tobaccoinaustralia.org.au/4-7-health-effects-of-secondhand-smoke-for-infants

The Royal Children’s Hospital Melbourne,. (2015). Asthma Acute. The Royal Children’s Hospital Melbourne. Retrieved 15 August 2015, from http://www.rch.org.au/clinicalguide/guideline_index/Asthma_Acute/

We can write this or a similar paper for you! Simply fill the order form!

Mental Health Nursing Essay Paper

Mental Health Nursing
Mental Health Nursing

Mental Health Nursing

Order Instructions:

Dear Writer Sir, How are you today

Thank you so much for helping me for this assignment

Please have look this essay topic and include the dot point in given essay topic

Topic 1:

Contemporary literature has identified the increasing incidence and prevalence of depression in Australia. Discuss this phenomenon in relation to the reasons for this increase. In your answer consider gender-specific differences and the nurse’s role in the treatment and management of the illness.

Please include all the topics in this Essay

• What is depression?
• Why in Australia having a increasing rate of depression?
• Major location of people having depression in Australia
• What economic factor influence in depression in Australia
• What are the treatment options available for the depression and what are the rational for using those treatment, evidence of outcome
• Drug usually used to treat depression in Australia and rational
• Agenda and Resilience
• Incidence of chronic factor in relation to depression
• Parenting factor in relation to depression
• What are the common factor for depression in Men and Women in Australia
• Nurses role in intervention, treatment and management in relation to Depression.

1. APA Referencing

2. At least 25 genuine references from 2010 to 2015 study based,

3. 90 % references has to be research based Journal article

4. Australian and Newzeland based study article preferable.

5. Please have a look Rubric guideline for given topic, I need good grades in this assignment so please do me a favour and try to make a good essay

Regards

SAMPLE ANSWER

Mental Health Nursing

Depression is defined as mood disorder, which results to continuous feeling of sadness as well as reduced interest even in activities that resulted to depression in the past. This mental psychological disorder affects how one feels, thinks, or behaves which leads mental and physical complication. People often have difficulties in carrying out their day today duties. However, this mental illness works better with therapeutic and non-therapeutic interventions (Tiller, 2012).

Despite the fact that there has been advancement in management of psychological disorders in the last two decades, the incidence rates of depression have continued to rise in the world. The World Health Organization reports   projects that depression will be the leading cause of disability. In Australia, depression is reported to affect about 20% of the adults, and is reported to affect women in two fold as compared to men (Australian Government, 2013). This is attributable to lack of awareness and knowledge about treatment and management of psychological disorders as compared to other non-communicable disease such as cardiovascular diseases and cancer. Since in the late 90’s, the mental health literacy among community is scarce. The mental health literacy includes beliefs about mental disorders, their signs, and symptoms for recognition, management strategies, and preventive strategies. The community campaigns such as beyondblue have had a great role in increasing awareness. However, there is room for improvement on strategies in mental health literacy (Widner & Chicoine, 2011).

Life events such as unemployment, substance abusive, and breaking relationship, loneliness or prolonged work related stress. These events are more likely to cause depression. Family history has also been associated with increase in genetic risk. People from families with history of depression are more likely to suffer from depression. The genetic factors interact with the immediate environment to make someone get depressed. Other people suffer from depression due to their appearance (Australian Government Department of Health and Ageing, 2013). Unattractive physical appearances are associated with low self-esteem. The main cause of increased incidences of depression in Australia can be   associated with increased sedentary life, poor dietary, and unemployment. This has resulted with increase of drug abuse and substance use, which is reported at 37% (Brown et al., 2013). The poor dietary and sedentary life is associated with hormonal imbalances and leads to an increase in non-communicable diseases. The increase in these diseases also increases economic crisis to cater for the increased healthcare costs. This is associated with increased distress, which results to depression (Almeida et al., 2012; Luppa et al., 2012).

Statistics indicates that about the 45.5% suffer from mental disorders at one particular point of their lives. Approximately 20% of the citizens in Australia suffer from depression are of ages between 16% and 85% (Brown et al., 2012).  This totals to about 3.2 million of people. This is associated to poor access to mental healthcare as only a third of the people can access healthcare (Byles et al., 2012). Depression is the leading cause of the mental disorders in Australia and is projected that it will be the leading cause of disability by 2020. Among the most affected people are young people of ages between the age of 12 and 25 years. There lacks statistics that highlights on the incidence rates of depression per location in the Australia, but is suggested that depression affects the Australian cities with equal magnitude. These cities include, Melbourne, Sidney, Brisbane, Canberra, Hobart, Adelaide, Queensland, New South Wales, Victoria, and South Australia (Stanners et al., 2012).

The economic depression is associated with increased rates of depression. With global depression, most people were dismissed and the rate of unemployment increase. Additionally, the lucky few who are still employed, the quality of employment is poor such as working for long hours under minimal wages. The results are increased devastation among the families and within the communities, resulting to psychological disorders (Foster, 2014).  Additionally Low socioeconomic status (SES) is associated with increase in psychiatric disorders morbidity, disability as well as reduced access to care, Studies indicates that cities with lowest education group reported the highest level of depression (Atlantis et al., 2011). This is in turn associated with poor coping strategies, increased stress exposure, and increase in exposure to other risk factors that aggravates stress exposure such as malnutrition (Lawson, Rodwell, & Noblet, 2012). Additionally, the low socioeconomic groups tend to engage in risky activities such as binge drinking. Approximately, about 500,000 of people diagnosed with substance use also present depressive symptoms. Evidence base practice associates alcoholism with aggravation of depressive symptomatology. Initially, the people use alcohol and other substances as mood depressants that lead to addiction (Dury et al., 2013). Most of substance users are disorderly and   will often violate laws. This makes people more distressed, anxious, and depressed. The overall economic burden is huge as it is estimated that $ 12.6 billion of total healthcare is spent on depression. Other economic costs include increased of broken marriages, family conflicts and panic attacks as well as increased   dependence on relatives (Hegney et al., 2013).

According to evidence-based practice, the psychiatric disease can be managed effectively by pharmacotherapy and non-pharmacotherapy interventions. The pharmacological interventions included use of antidepressants. These antidepressants include tricyclics (TCAs), Monoamine oxidase inhibitors (MAOIs), serotonin-noradrenalin reuptake inhibitors (SNRIs), and selective serotonin reuptake inhibitors (SSRIs) (Reavley et al., 2011).  These medications are associated with increase of brain neurotransmitters involved in sensitivity in the brain. Other pharmacological interventions include the use of repetitive transcranial stimulation (rTMS) which entails use of magnetic pulses at high intensity. Other new technologies involves use of electronconvulsive therapy (ECT) often used in severe depression incidences. These new technologies are extremely expensive (Rich et al., 2013).

Other intervention applied includes use of psychological interventions, which includes use of psycho-education and counseling. This helps because it encourages compliance and medication adherence as well as changes in cognitive behaviors. Most of the psychological interventions comprises of about twenty sessions provided as group format or individually (Batterham, Christensen, & Mackinnon, 2009). An example of such therapies include use of cognitive behavior therapy and mindfulness based cognitive therapy  (MBCT)  which have been proved to be effective in managing depression and prevention of  relapse. This is because these  interventions dwells on  specific target symptoms by building on these fields including  training on interpersonal skills, problem solving strategies as well as  relationship training and counseling. These interventions also covers vocational guidance, techniques manage stress has well as controlling factors that increase risk factors that aggravates depressive episodes (Marcus, 2014).

A lot of work has been done to provide insightful discussion and agendas on relevant strategies to reduce the increasing rates of depression. The agendas that have been debated include barriers and facilitators of mental health and strategies to build a momentum to establish reforms. The increased community resilience is attributable to reduced support and recognition of roles played by the managers. To reduce depression resilience, there is need to establish structured government considerations and policies on strategies that will focus on group treatment as well as sustaining community wellness (Fisher et al., 2012).

Research indicates that about one million of Australians are diagnosed with depression every year. The effects of mental and physical health and have been associated with increased risk of other chronic complications including, type 2 diabetes and cardiovascular diseases (Eastwood, Phung, & Barnett, 2011). Other chronic disorders include angina, arthritis, and cancer. However, there is need to conduct more research to establish whether depression precedes these chronic disorders or occurs because of the disorders (Mitka, 2010).

This calls for longitudinal investigations to understand the association between age, parenting outcome, life events, demographics as well as lifestyle with the existence of depression. These are the common factors face men and women and have been associated with consequences of depression, with some of the factors being associated with exacerbation of the already existing diseases. Therefore, there is need to examine the pathways that occurs   due to the interaction of these factors with the environmental influences. This will shed light on establishing the causal factors and the mechanisms of optimizing recovery of the depression process (Fishback, 2012).

Studies indicate that healthcare utilization among people diagnosed with depression is considerably low. Therefore, nurses are mandated in ensuring that they screen the patient extensively using the available screening tools to delineate between the psychosocial disorders. The nurses should also conduct extensive research on the evidence-based practice to tackle the issues of depression. The nurses should make extensive consultations as well as follow up sessions. These sessions should be used to educate the patient on the effective strategies of ensuring that medication therapy is adhered and that compliance is sustained (Payne & Uren, 2014).

References

Almeida, O., Pirkis, J., Kerse, N., Sim, M., Flicker, L., & Snowdon, J. et al. (2012). A Randomized Trial to Reduce the Prevalence of Depression and Self-Harm Behavior in Older Primary Care Patients. The Annals Of Family Medicine, 10(4), 347-356. doi:10.1370/afm.1368

Atlantis, E., Goldney, R., Eckert, K., & Taylor, A. (2011). Trends in health-related quality of life and health service use associated with body mass index and comorbid major depression in South Australia, 1998–2008. Qual Life Res, 21(10), 1695-1704. doi:10.1007/s11136-011-0101-7

Atlantis, E., Goldney, R., Eckert, K., Taylor, A., & Phillips, P. (2011). Trends in health-related quality of life and health service use associated with comorbid diabetes and major depression in South Australia, 1998–2008. Social Psychiatry And Psychiatric Epidemiology, 47(6), 871-877. doi:10.1007/s00127-011-0394-4

Australian Government. Measure Up.(2013). Available from: http://www.measureup.gov.au.

Australian Government Department of Health and Ageing. (2013). Better Access to Psychiatrists, Psychologists and General Practitioners through the MBS (Better Access) initiative. Retrieved from http://www.health.gov.au/internet/main/publishing.nsf/content/mental-ba.

Batterham, P., Christensen, H., & Mackinnon, A. (2009). Modifiable risk factors predicting major depressive disorder at four year follow-up: a decision tree approach. BMC Psychiatry, 9(1), 75. doi:10.1186/1471-244x-9-75

Brown, A., Mentha, R., Rowley, K., Skinner, T., Davy, C., & O’Dea, K. (2013). Depression in Aboriginal men in central Australia: adaptation of the Patient Health Questionnaire 9. BMC Psychiatry, 13(1), 271. doi:10.1186/1471-244x-13-271

Brown, A., Scales, U., Beever, W., Rickards, B., Rowley, K., & O’Dea, K. (2012). Exploring the expression of depression and distress in aboriginal men in central Australia: a qualitative study. BMC Psychiatry, 12(1), 97. doi:10.1186/1471-244x-12-97

Byles JE, Gallienne L. et al. (2012).Relationship of age and gender to the prevalence and correlates of psychological distress in later life. Int Psychogeriatr. 2012;24(6):1009–1018.

Drury, V., Craigie, M., Francis, K., Aoun, S., & Hegney, D. (2013). Compassion satisfaction, compassion fatigue, anxiety, depression and stress in registered nurses in Australia: Phase 2 results. J Nurs Manag, 22(4), 519-531. doi:10.1111/jonm.12168

Eastwood, J., Phung, H., & Barnett, B. (2011). Postnatal depression and socio-demographic risk: factors associated with Edinburgh Depression Scale scores in a metropolitan area of New South Wales, Australia. Aust NZ J Psychiatry, 45(12), 1040-1046. doi:10.3109/00048674.2011.619160

Fishback, P. (2012). Relief During the Great Depression in Australia and America. Aust Econ Hist Rev, 52(3), 221-249. doi:10.1111/j.1467-8446.2012.00355.x

Fisher, J., Chatham, E., Haseler, S., McGaw, B., & Thompson, J. (2012). Uneven implementation of the National Perinatal Depression Initiative: findings from a survey of Australian women’s hospitals. Aust N Z J Obstet Gynaecol, 52(6), 559-564. doi:10.1111/ajo.12000

Foster, M. (2014). Reworking the Relationship between Asylum and Employment. International Journal Of Refugee Law, 26(2), 315-318. doi:10.1093/ijrl/eeu025

Hegney, D., Craigie, M., Hemsworth, D., Osseiran-Moisson, R., Aoun, S., Francis, K., & Drury, V. (2013). Compassion satisfaction, compassion fatigue, anxiety, depression and stress in registered nurses in Australia: study 1 results. J Nurs Manag, 22(4), 506-518. doi:10.1111/jonm.12160

Lawson, K., Rodwell, J., & Noblet, A. (2012). Mental health of a police force: estimating prevalence of work-related depression in australia without a direct national measure 1,2. Psychological Reports, 110(3), 743-752. doi:10.2466/01.02.13.17.pr0.110.3.743-752

Luppa M, Sikorski C. et al. (2012). Age- and gender-specific prevalence of depression in latest-life – systematic review and meta-analysis. J Affect Disord. 136(3):212–221.

Marcus, J. (2013). Eradicating Employment Discrimination: Toward a Cultural Values Perspective. Industrial And Organizational Psychology, 6(4), 489-493. doi:10.1111/iops.12091

Mitka, M. (2010). Disability and Employment. JAMA, 304(18). doi:10.1001/jama.2010.1607

Payne, J., & Uren, L. (2014). Economic Policy and the Great Depression in a Small Open Economy. Journal Of Money, Credit And Banking, 46(2-3), 347-370. doi:10.1111/jmcb.12109

Reavley, N., Jorm, A., Cvetkovski, S., & Mackinnon, A. (2011). National depression and anxiety indices for Australia. Aust NZ J Psychiatry, 45(9), 780-787. doi:10.3109/00048674.2011.607130

Rich, J., Byrne, J., Curryer, C., Byles, J., & Loxton, D. (2013). Prevalence and correlates of depression among Australian women: a systematic literature review, January 1999- January 2010. BMC Research Notes, 6(1), 424. doi:10.1186/1756-0500-6-424

Stanners, M., Barton, C., Shakib, S., & Winefield, H. (2012). A qualitative investigation of the impact of multimorbidity on GP diagnosis and treatment of depression in Australia. Aging & Mental Health, 16(8), 1058-1064. doi:10.1080/13607863.2012.702730

Tiller, J. (2012). Depression and anxiety. Med J Aust, 1(4), 28-31. doi:10.5694/mjao12.10628

Widner, D., & Chicoine, S. (2011). It’s All in the Name: Employment Discrimination Against Arab Americans1. Sociological Forum, 26(4), 806-823. doi:10.1111/j.1573-7861.2011.01285.x

We can write this or a similar paper for you! Simply fill the order form!

INTRODUCTION TO BUSINESS LAW ESSAY

Introduction to Business Law
             Introduction to Business Law

Introduction to Business Law

Order Instructions:

INTRODUCTION TO BUSINESS LAW (200184), SPRING SEMESTER 2015
PROBLEM SOLVING ASSIGNMENT (Assessment 2)

Instructions
This document consists of three (3) pages including this page.
There are three (3) questions and all questions must be answered. This assessment task contributes 30% of your final grade. The questions are not equally weighted. This assessment task is based upon the content covered in Weeks 4 and 5 (Contract law).

Word limit: The word limit for the entire assignment is 1500 words. There is no 10% margin of error on the word limit and you may not use footnotes to get around the word limit (eg, such as by placing extra text in the footnotes – footnotes should be used for the reference only as a general rule, not for added descriptions).

Referencing style: Assignments must be referenced adopting an appropriate business referencing style.
Submission: You must submit your assignment answers in accordance with the procedure outlined in the Learning Guide (i.e., must be submitted through Turnitin). The assignment must be submitted by the due date and time, or late penalties will begin to accumulate until received.

If relevant please review the University Policies on Applications for Extensions and Special Consideration. Please note that if you are applying for an extension or special consideration you MUST ATTACH YOUR WORK DONE on the assignment up to the date of your application. Do not assume your application will be successful. You need to upload your assignment as soon as you are able, to ensure penalties are minimised.

Please do NOT affix an Assignment Cover Sheet to your assignment. Assignment Cover Sheets are automatically built-in to Turnitin.

Do NOT attach a copy of these instructions, or of the questions, as part of your assignment, but number your answers to correspond to the numbered questions.

Marking: The marking criteria and standards are set out in the Learning Guide and will be used when marking and to provide feedback on your assignment. You may find it helpful to consult these while working on your assignment. See the Learning Guide for other information about marking and return of assignments.

SAMPLE ANSWER

INTRODUCTION TO BUSINESS LAW

Question 1

A valid contract should satisfy all legal aspects which include: offer and acceptance, the contractual capacity of the parties, consideration, and legality of the contract.[1] For an offer to be valid, it should be made by the offeror then the offeree should accept it. The parties should have the capacity to enter into contractual agreements in regards to age and sound mind. In addition, there must be consideration in terms of a promise of money for goods or services to be delivered.

A contractual agreement becomes binding when the offeree accepts the offer. An offer must be accepted by the offeree as it is, if anything in regards to the terms of the contract is changed, then it amounts to a counteroffer. An offer is made when the offeror expresses his intention to enter into a contractual agreement on particular terms, with the aim of making the terms presented binding immediately the offeree accepts the terms. There are different forms in which an offer can be communicated such as conduct, email, fax, newspaper, and letter.

Acceptance occurs when the offeree indicates that they are ready to bind themselves to the terms and conditions stipulated in the offer. For the acceptance to be effectual, it must be equivocal, implying that the contractual partners need to accept the terms of the contract as presented. In Powell v Lee (1908) 99 L.T. 284, the court was of the view that communication of acceptance is paramount to the validation of a contract. In the case where acceptance is communicated, but there is no meeting of the minds, then no contract will be deemed to exist.[2] This will be contrary to the mirror image principle which requires the offer to be accepted just as it is. Thus, when the offeree presents different conditions to those presented by the offeror, this amounts to a counteroffer, leading to the nullification of the previous offer. Accordingly, if the offeree accepts the original offer, but with additional qualifications or conditions, this also amounts to a counteroffer and it’s not binding to the other party unless they accept the additional conditions.[3]

In the case scenario, it can be implied from the facts that the parties were in a legal capacity to enter into a contractually binding agreement. Dorothy made an offer to Brian for the sale of her house ‘Gum Leaves’ at a price of $2,000,000. However, Brian’s response was that he would buy the house at $1,500,000 and in four installments over a period of two years. In this case, Brian made a counteroffer. He did not accept the offer as was made by Dorothy. Dorothy’s response to Brian’s counteroffer was in line with the mirror image principle because it was exactly as the original offer made by Brian. She accepted to sell ‘Gum Leaves’ to Brian in four installments as offered by Brian. This created a binding contractual agreement between Dorothy and Brian. The contract came into force the moment Dorothy accepted the counteroffer made by Brian.

With regards to Lionel’s scenario, Lionel also made a counteroffer because he offered to buy the house at $1, 750,000 and not $2,000,000 as originally offered by Dorothy. Dorothy, on the other hand, responded to Lionel by accepting the counteroffer but with an additional condition that the contract could only be binding if it was drawn up in a form that was acceptable to her family solicitors. Thus, there was no valid contract between Lionel and Dorothy, and Lionel was not liable for breach of the contract through his action of revoking the offer. It is possible for an offer to be revoked by the offeror before communication of acceptance.

In conclusion, there is a binding contract between Dorothy and Brian for the sale of “Gum Leaves” at $1,500,000 and in four installments at a period of two years, whereby the failure of Dorothy to fulfill her part of the contract leads to breach of the contract.

Question 2

Under contract law, a contract comes into existence the moment the offeree accepts the terms and conditions of the offer.[4] In the case scenario, an agreement was made between Emily and Rachel for the sale of Fang to Emily for $3,000 in two installments of $1,500 each. A contract is valid if there is consideration between the parties. Consideration refers to the promise to fulfill a particular obligation upon payment of a certain specified sum of money.[5] Rachael gave out her dog to Emily basing on Emily’s promise to pay $3,000. Thus, the two parties entered into a binding contractual relationship, the breach of which leads to legal consequences.

With regards to the issue of whether or not the dog was even tempered, this was not part of the contract in the express sense. Although there are implied terms with regards to merchantability of contractual goods, the issue of a dog’s tempers is tricky because it is not possible to objectively determine Rachael’s liability on the ground that she promised that the dog was even tempered. The objective test for determining the extent to which a contractual term is binding to the party that makes it is based on how a reasonable bystander could interpret the issue of a dog’s tempers. It is likely that when Rachael sold the dog to Emily, it was even tempered. This is because dogs usually change their tempers depending on different circumstances and environments. In addition, Emily had not stipulated such a condition as to temperament during the time at which the parties were entering into the contract. Thus, Emily is still required to fulfill her part of the bargain by paying off the remaining installment of $1,500.

Question 3

This question addresses the issue of avoidance of liability using disclaimers.[6] In general, contract law supports the aspect of freedom in contractual dealings and aims at allowing parties to make their own choices in regards to allocation of the risk associated with the particular contract in which they are entering. Thus, courts basically try to ensure the enforcement of the terms of the contract decided upon by the parties. Section 2-719 of the UCC provides for the freedom of parties to ensure that remedies and consequential damages are limited as much as possible. However, a contract may be invalidated if a clause is found to be unconscionable in the sense that it has elements of one-sidedness, oppression, and harsh agreement.

An exclusion clause can be included in a contract for purposes of putting a limitation on the liability of a party of breach of contract or negligent conduct. However, reliance on such a contract will only be successful if the clause was incorporated into the contract and it can be interpreted to mean that the clause covers the loss in question.

With regards to incorporation, an exclusion clause can be included in a contract through the ‘course of dealing,’ signature or notice. Where a notice is given in regards to the exclusion of liability of a party to the contract, the notice should be made known to the other party. The notice should be displayed at a conspicuous place where the other party can see it and become aware of it before taking up the risk. In addition, if the notice is on a piece of paper, and it is written in small letters to the extent that the other party cannot see, such an exclusion clause is not binding. This is because there is no meeting of the minds between the parties involved in the contract. At least for a contract to be binding to the parties involved, there must be mutual agreement with regards to what these parties are entering into.

In addition, a party cannot avoid liability for gross negligence on the ground that the claimant foresaw the consequences of their actions. The court interprets disclaimers and exclusion clauses in a manner that ensures that they are not one-sided and oppressive to one party. The court’s interpretation aims at determining whether the disclaimer indeed covers the breach that has taken place. The main approach followed by the court is that exclusion of liability only occurs where clear words have been used. This implies that in case of any ambiguities in the disclaimer, the court applies the contra preferentem rule whereby the disclaimer is construed against the party that drafted it.[7] In addition, the court may still hold the party relying on the disclaimer liable where the disclaimer indicates inconsistencies or repugnancy to the major purpose of the contract. Furthermore, under common law, it is not possible for a party to exclude or restrict a fundamental breach in whatever situations because this results into unfairness.[8]

In the case scenario, it is evident the ferry company included a disclaimer on the ticket given to Phillip. Phillip had used the ferry on a previous occasion, but in both instances, he did not see the disclaimer placed on the ticket. Due to the fact that the court will interpret the disclaimer in line with the contra preferentem rule, it will find that the ticket was first written on the reverse side, meaning that it could not be easy for the party purchasing a ticket to see it. In addition, the party purchasing the ticket and reading the disclaimer could imagine that the words “All vehicles and passengers use this ferry at their own risk” were applicable to factors beyond the control of the ferry operators such as force majeure and hardship.[9] However, Phillip lost his car as a result of the negligence of the captain of the ferry. The ferry company cannot claim that the disclaimer covered the breach in question. Thus, the ferry company is still liable for Phillip’s loss.

References

Anson, William Reynell, Jack Beatson, Andrew S. Burrows, and John Cartwright. Anson’s law of contract. Oxford University Press, 2010.

Furmston, Michael Philip, Geoffrey Chevalier Cheshire, and Cecil Herbert Stuart Fifoot. Cheshire, Fifoot and Furmston’s law of contract. Oxford university press, 2012.

Koffman, Laurence, and Elizabeth Macdonald. The law of contract. Oxford University Press, 2010.

Lopez v. Charles Schwab & Co., Inc., 118 Cal. App. 4th 1224 (2004).

McKendrick, Ewan. Contract law: text, cases, and materials. Oxford University Press, 2014.

Perillo, Joseph M., and John D. Calamari. Calamari and Perillo on contracts. West Academic, 2009.Treitel, Guenter Heinz. The law of contract. Sweet & Maxwell, 2003.

Powell v Lee (1908) 99 L.T. 284.

Schot, Natasha. “Negligent liability in sport.” (2005).

Smith, Stephen A., and Patrick S. Atiyah. Atiyah’s Introduction to the Law of Contract. Oxford University Press, 2006.

Uniform Commercial Code (UCC).

[1] Anson, William Reynell, Jack Beatson, Andrew S. Burrows, and John Cartwright. Anson’s law of contract. Oxford University Press, 2010.

[2] Furmston, Michael Philip, Geoffrey Chevalier Cheshire, and Cecil Herbert Stuart Fifoot. Cheshire, Fifoot and Furmston’s law of contract. Oxford university press, 2012.

[3]  Uniform Commercial Code (UCC) Sec. 2-207

[4] Lopez v. Charles Schwab & Co., Inc., 118 Cal. App. 4th 1224 (2004).

[5]Smith, Stephen A., and Patrick S. Atiyah. Atiyah’s Introduction to the Law of Contract. Oxford University Press, 2006.

[6] Perillo, Joseph M., and John D. Calamari. Calamari and Perillo on contracts. West Academic, 2009.Treitel, Guenter Heinz. The law of contract. Sweet & Maxwell, 2003.

[7] Koffman, Laurence, and Elizabeth Macdonald. The law of contract. Oxford University Press, 2010.

[8] McKendrick, Ewan. Contract law: text, cases, and materials. Oxford University Press, 2014.

[9] Schot, Natasha. “Negligent liability in sport.” (2005).

We can write this or a similar paper for you! Simply fill the order form!

Data Interpretation Assignment Available

Data Interpretation
                 Data Interpretation

Data Interpretation

Order Instructions:

Data Interpretation
Select a pair of articles on an identical topic. This pair can be comprised of (a) one article to represent a research approach and another to represent another approach (e.g., one quantitative and one qualitative) or (b) one scholarly, research-based study and one practitioner article. Note: you must clearly indicate what type of article you are going to use at the beginning of the paper. The writer must clearly respond to all the 9 points listed below using proper APA style. Remember to use proper grammar and in text citations and also avoid short responses that do not have bases.

Analyze the articles and compare them in terms of the following questions:
• What comprises the data presented in each article?
• How are the data presented and interpreted?
• Are the data summarized only, or does the article include appendices or tables that present the data for the reader’s own interpretation?
• Are there other ways that the data could be interpreted?
• Are there other variables or factors that appear to have been excluded from consideration?
• Is the argumentation sound and convincing?
• Does each article include limitations of the study or approach?
• Does each put the findings into a larger context in terms of current and future research?
• Are the implications of the article presented in terms of research, practice, or both?

SAMPLE ANSWER

Introduction

The major distinction between qualitative and quantitative data is that quantitative data is more numerical than qualitative (Hawkes, 2015). Qualitative data in some research projects could be just plain text or words. Sound recordings, videos or photographs can also be considered as qualitative data (Migiro & Magangi, 2011). The following is a clear analysis between quantitative research data and qualitative research data on Wisconsin Pupil Assessment.

On the second part of the article on quantitative data, a research was carried out to understand the performance of pupils in Wisconsin. The methodology involved classification of grades according to their achievements from 3rd grade to 10th grade. The research study is divided into three parts. The first part is the introduction and it provides the background of assessment while the second section details the current and previous assessment of educational standards in Wisconsin while the third part discusses the findings and other finer details that would require more funding to resolve the issues.

The second and final parts of the research can be referred to as quantitative and qualitative research respectively. The first part of the report describes the pupil performance on standardized tests that are applied as tests to pupils that allow the teachers to make normative decisions and which relate to the performance of pupils as compared to a norm group. The research presented in this case can be referred to as the quantitative research and they are known as the Norm-Referenced Tests (NRT). Pupil’s scores are compared to each other while the test statistics are compiled as percentiles, standardized scores or norm-equivalent. These scores are mostly utilized to make normative decisions. Criterion referenced tests (CRT) used to measure the pupil performance on specific curricular material. These tests provide elaborate insights on pupil performance and they are utilized to reveal the weakness in individual pupils and the extent of remedial tuition required (Merrifield, 2009). CRT tests provide qualitative research on pupil performance and the needs required for good performance.

The data has been presented partly in tabular form as well as in text. Most of the data analysis has been done on tables. There are several ways that the data could be analyzed. For example, most of the pupils are proficient in mathematics apart from those in 5th grade in table 1(Merrifield, 2009).

Several factors or variables are missing from the research report. For example, the individual number of children in a percentile and their average ages may have an impact on the performance of the pupils. Other factors that may have been included are the background of the children and the parent’s level of education determines most pupils foundational reading skills in lower grades (Mills, 2011).

The argumentation is sound and convincing especially on funding for non-performing remedial classes is a good way to resolve pupil non-performance in lower grades. The limitations on the research sturdy are the wider Wisconsin student assessment that would be necessary to comply with the state model of academic standards. The examinations standards in Wisconsin do not adequately assess all the required standards as per the local requirements (Merrifield, 2009).

The research findings have a larger context and repercussions in terms of the current and future research. The findings have proposed a more thorough research based on gender, race or ethnicity to determine the extent of funding necessary to improve general education standards.

The implications presented are in terms of both research and practice. The CRT and NRT are both practical and the research is based on the assessment practice that’s continuous and practical.

References

Hawkes, C. (2015) An Example with Qualitative and Quantitative research http://www.streetdirectory.com/travel_guide/29170/site_promotion/an_example_with_qualitative_and_quantitative__research.html

Merrifield, L. (2009) Pupil Assessment, Wisconsin Legislative Fiscal Bureau, Informational Paper 32 Retrieved August 18, 2015 from http://legis.wisconsin.gov/lfb/publications/Informational-Papers/Documents/2009/32_pupil%20assessment.pdf

Migiro, S.O. & Magangi, B.A. (2011). Mixed methods: A review of literature and the future of the
new research paradigm. African Journal of Business Management, Academic Journals Review.
5(10), 3757-3764. Retrieved from: http://www.academicjournals.org/AJBM

Mills, G. E. (2011). Action research – A guide for the teacher researcher. Boston, MA:
>>>>Pearson Education, Inc.

We can write this or a similar paper for you! Simply fill the order form!

Applying Self-Regulated Learning

Applying Self-Regulated Learning
       Applying Self-Regulated Learning

Applying Self-Regulated Learning

Order Instructions:

Relying on information learned and read in this course and at least two (4) outside references, write a three to five (3-5) page report that reflects on how to incorporate self-regulated learning as a motivational approach and answers the following:
1. Describe one (1) topic that you are currently attempting to learn. Explore your motivation for learning about the chosen topic.
2. Describe each phase of the self-regulated learning (SRL) approach to learning.
3. Describe two (2) benefits and two (2) challenges that may be associated with self-regulated learning.
4. Apply self-regulated learning to the topic you want to learn. Outline a strategy to apply self-regulated learning to improve this learning situation. Include the main activities that you would use in each phase (i.e., forethought, performance, and self-reflection). Note: Refer to Table 9.3 on page 330 of the textbook for further clarification.

The format of the report is to be as follows:

  • Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.
  • Use headers for each of the subjects being covered, followed by your response.
  • In addition to the three to five (3-5) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date.

Assessment Outcome:
• Analyze the basic principles of learning theories.
• Analyze the biological bases of learning and memory
• Explain the roles of motivation and self-regulation in the learning process
• Use technology and information resources to research issues in learning theory.

SAMPLE ANSWER

Applying Self-Regulated Learning

  1. One (1) topic that you are currently attempting to learn and my motivation for learning

I have been trying to learn developmentally appropriate practice. The motivation for learning this topic is to enhance my knowledge on proper teaching techniques for my future career so that I may ensure that children can achieve optimal learning and development. Particularly, I am interested in determining the points of personal connections that I can make in order to enhance the learning of children. I believe that proper learning and development of children is greatly influenced by the teaching techniques employed by teachers, and therefore I am collecting as much information as possible in order to test my hypothesis. At the end of the study, I would like to have understood in totality the aspects of developmentally appropriate practice and their impact on my teaching practice. I would like to understand the practices that will help me have an optimal impact on every child in regards to his or her learning and development at an individual as well as group level.

  1. Phases of the self-regulated learning (SRL) approach to learning

There are three basic phases of self-regulated learning. The first phase is forethought and planning, whereby a student makes an analysis of the learning task presented before him or her and sets specific goals in regards to the completion of the task. When a student learns an unfamiliar topic, he may be confronted with the inability to understand the best manner in which to approach the task or the goals that might appropriately apply in the given instance. In such a case, a teacher and/or a more experienced peer is in a better position of instructing the student on effective approaches (Schunk & Ertmer, 2000).

The second phase is the performance monitoring phase, whereby the student employs strategies to help him/her in progressing on the learning task and monitoring the effectiveness of these strategies. The student also evaluates the motivational factors that may enhance his progress towards the achievement of the set goals. Through intrinsic motivation and volition, the student becomes more determined and persistent to complete the learning task and to use other self-regulation strategies. Nevertheless, in most cases where new strategies are employed, students prefer to use more familiar and probably ineffective strategies. For instance, flash cards may be taken by students as a better strategy for achieving their learning task than new, effective strategies presented by their teacher. Although meaningful learning could be achieved if students took time in practicing and learning the new strategies, their use of fall-back strategy could only present them with significantly less effective ways of learning. Thus, students can effectively use new strategies to achieve their learning goals through close monitoring by their teachers and specific feedback (Zimmerman, 2000).

The third and final phase is the reflection on performance phase, whereby the student evaluates performance on the task in line with the effectiveness of the chosen strategies. In this phase, students are required to ensure that their emotions on the outcomes of the learning experience are monitored. Accordingly, these self-reflections become influential on the manner in which the student plans and sets goals, and initiates the cycle to start again. The attributes that students place on the specific learning task in regards to success or failure significantly impact them in their reflection on performance phase. This is because these attributes will influence the decisions of students in regards to their potential to engage in a learning activity and employ self-regulated strategies for similar future activities. Generally, self-regulation and motivation are interrelated in the sense that they explain the outcomes of learning in the classroom. Motivated students tend to dedicate most of their time and energy in learning and applying appropriate self-regulation learning skills.

  1. Two (2) benefits and two (2) challenges that may be associated with self-regulated learning

Self-regulated learning presents both benefits and challenges. With regards to benefits, self-regulated learning has the potential of improving learning habits and strengthening the study skills of students. According to a meta-analysis study conducted by Hattie, Biggs and Purdie (1996) on the effects of strategy instruction on the learning of students, it was found that strategy instruction was significantly effective in promoting the academic performance of students. Furthermore, it was found that better learning outcomes are found in more complex interventions than simple strategy instructions. This implies that for students to get the best outcomes from learning, they need to have the will and motivation to allow teachers and peers to instruct them on better ways of achieving their learning objectives.

Another benefit of self-regulated learning is that it helps students in applying learning strategies for purposes of enhancing their academic outcomes. Through self-regulated learning, students can try implementing several learning strategies in their learning tasks and adjusting these strategies in an appropriate manner purposes of facilitating their progress towards the desired academic outcomes. With the help of teachers, students can apply new strategies in order to effectively achieve their goals.

There are also challenges presented by self-regulated learning. First, it is a challenge to develop lessons for purposes of preparing students to engage in self-regulated learning practices and preparing effective support as well as implementation objectives. It is difficult to find the rime for teaching students on the way in which they should use specific strategies.

The second challenge arises from the aspect of understanding the fact that external factors away from control by teachers can significantly affect the development students’ ability to self-regulate. For instance, social identity remarkably affects the manner in which a student approaches and monitors his or her learning, and this is beyond the teacher’s instruction. Thus, the social identity of a student has the potential of influencing his academic behaviors and educational goals (Zimmerman, 2000).

  1. Applying self-regulated learning to the topic I want to learn

With regards to my topic of study, developmentally appropriate practice, it is important that I define the goals for my study and set out the strategies for using to achieve these goals. Accordingly, the most appropriate strategy that I can employ is a combination of guided and independent practice. Through guided practice from my teachers, I will be able to improve my self-regulated learning and motivation. For instance, I will practice implementing my own research techniques on the topic while the teacher carefully monitors my work and provides necessary assistance and guidance. Through guided practice, I will be able to increase task engagement, improve my motivation to read, and increase reading skill test scores. Accordingly, independent practice will naturally follow guided practice. The teacher should give me an opportunity to practice this strategy on my own because this will eventually reinforce my autonomy (Zumbrum, 2011).

With regards to activities involved in the first phase of self-regulation, I will define goals to achieve in the specific learning task. Some of the goals include attainment of a good grade and understanding how to apply my study in my career as an educator. The activity in the second phase involves planning. This will help me outline the strategies for achieving my goals. In the third phase, I will employ self-motivation as an activity to help me independently use one or more strategies for purposes of keeping myself on track towards the achievement of my learning goal.

References

Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R. & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. Journal of Special Education, 39 (3), 145-156.

Hattie, J, Biggs, J., & Purdie, N. (1996), Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.

Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–649). San Diego, CA: Academic Press.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

Zumbrum, S. et al (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Metropolitan Research Consortium, Virginia Commonwealth University. Retrieved from: http://www.mehritcentre.com/assets/documents/Self%20Regulated%20Learning.pdf

We can write this or a similar paper for you! Simply fill the order form!