Move and position Essay

1:1 Outline the anatomy and physiology of the human body in relation to the importance of correct moving and positioning of individuals The anatomy which the physical structure of the body and physiology which is the normal functions of the body help individuals to move their limbs. Muscles have the power of contraction thus it produce movement of the body and allow the bones to work like hinges. When moving someone/individual it is important to remember that the muscles can only move the joint as far as the bones will allow them. 1:2 Describe the impact of specific conditions on the correct movement and positioning of an individual If an individual has suffer from a stroke this may cause loss of movement in the limbs on one side of the body (hemiplegia). In that case it is very important to remember that when you are assisting an individual with regards to dressing you need to dress the individual firstly the bad side and when undressing him/her you do the bad side lastly to prevent discomfort. Read more: Identify any immediate risks to the individual essay Therefore that mean by following this procedure you are not pulling their muscles in the wrong direction. 2:1 Describe how legislation and agreed ways of working affect working practices related to moving and positioning individuals How legislation and agreed ways of working affect working practices: Current, local, UK and European legislation affects procedures and practices. This include Manual Handling Operations Regulations 1992 (as amended 2004), Reporting of Injuries, Health and Safety at Work Act 1974 (England, Wales and Scotland) Health and Safety at Work (Northern Ireland) order 1 978, Lifting operations and lifting Equipment Regulation (1998( – LOLER, The Workplace (Health, Safety and Welfare) Regulations 1992, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995, Provision and Use of Work Equipment Regulations (PUWER) 1998, Management of Health and Safety at Work Regulations (MHSWR) 1999; Disability Discrimination Act (1995), Human Rights Act (1998). In the workplace there is Code of Practice and Conduct, Standards and Guidance relevant to individual’s role and responsibilities eg health and safety policies, moving and handling policies, moving and handling techniques, Policies on information sharing, risk assessment documentation, individual care plans, infection control procedures, recording and reporting procedures ect. All these policies and procedures can affect our working practices for example Manual and Handling is about supporting the weight of someone or moving them yourself by using an equipment, If you do not carry this procedures safely it could result injury to self, to service user and other individual that are working with you. The Health and Safety Work Act (1974) state that 50% or all accident reported each year are from assisting people with manual and handling. The regulation that are set impose duties on employers, self- employed and employees, they state that employers must avoid all hazardous manual handling activities where it is practical to do so. Employees must follow the work system set by the employer to promote care for the health and safety of self and others, comply with the requirement imposed on the employer, never misuse or interfere with anything provided for health, safety and welfare. Also use material or equipment only according to recommended procedures. 2:2 Describe what health and safety factors need to be taken into account when moving and positioning individual and any equipment used to do this Health and safety factors that need to take into account when moving and positioning individual and any equipment used to do this are as follows: Environmental hazards: wet or slippery floor, wires that are hanging or are on the floor and items in the immediate area that could cause a trip or a fall or preventing you to move freely when using equipment, precautions for infection prevention and controls, ensuring any equipment is ready for use and fault free, individual trained in the use of any equipment and have the skills for the moving and positioning required; any factors that might affect the individual’s ability to move or position others eg physical disability or injury, pregnancy or other medical condition; procedures to minimise risk of injury (back injury) to the individual carrying out the moving and handling; importance of not dragging including effect on pressure sores; importance of wearing suitable clothing that allows free movement when bending or stretching; suitable, safe footwear, equipment eg hoists, slides, slide sheets, slings, pillows. 3:3 Identify any immediate risks to the individual: The immediate risks to the individual are as follows environmental factors, equipment, service user and person involved in the moving and handling. The service user could be in danger or harm if procedures has not carried out correctly, individual could be at risk of infection, it could cause pain, discomfort or friction from moving, not having proper moving and handling techniques could be a risk to individual. Those assisting in the moving and handling, others within the environment and servicer. Equipment can be faulty. Risk can occur any time at your work place that why it is important to always check and identify risks and try to correct it straight away ( ie) if you are using a sling to hoist a service user and it has a tear on it no matter how small the risk is, if it is not being corrected straight away this could lead to a big risk and may cause detrimental damage to self, service user and others involved. Therefore a risk assessment plan should be in place so that it can be changed and implement as to requirement of service user’s needs. 3:4 Describe actions to take in relation to identified risks Action that needs to be taken in relation to identified risk are as follows: To report it to Nurse in Charge on duty or Manager so that risk assessment plan can be updated. Ensure service user and all people involved in the care are made aware of the changes, ensure staff are implement procedures according the update risk assessment. Ensure the plan design comply with the trust requirement policy and staff are working within those guidelines. Communicating with the team to find out from staff whether the plan in place are working or any changes needs to be done. 3:5 Describe what action should be taken if the individual’s wishes conflict with their plan of care in relation to health and safety and their risk assessment Policy and procedures in relation to moving and handling may conflict with service user wishes. Due accident that happening in workplace due to lifting. Many workplace has now adopted NO-Lifting policy which means that hoists are to use according to their needs. However on many occasions service user do not want to be hoisted and if dealt with it incorrectly, it could leave service user feeling scared, undignified, humiliated, distressed and degraded. As much as employees has to follow policies but you find yourself in trouble due to basic human right may have been violated. .To prevent conflict between service user and workplace policies relating moving and positioning you must involve service user in their own risk assessment and mobility service plan if appropriate. . Risk assessment to be focus on service user needs only on Employer needs. . Patient Centred Care Plan with agreement to service user taking into account requirement needs. . Wishes of service user need to be balanced to ensure employer are not putting themselves at risk through moving and positioning activities. By involving service user in their care this will promote independence, autonomy and dignity. Service user may change and mobility can improve or deteriorate – which may lead changes to their mind on how they wish to be moved or positioned. If their wishes conflict with their plan of support, it is important to document this in the service user care plan and inform the manager and outside agency that are involved in the care of the service user. 6:1Describe when advice and/or assistance should be sought to move or handle an individual safely You would seek advice: . When individual that need moving has preferences that conflict with safe practice. . When risk cannot be dealt with . When equipment appears to be worn, damaged or unsafe to use . When techniques or equipment used require more than one person to use it safely . When working unaided would exceed personal handling limit . When individual care plan and/or risk assessment cannot be follow as planned . When Organisational policies and procedures cannot be followed. 6:2 Describe what sources of information are available about moving and positioning Sources about moving and positioning is available within the work setting such as policies, procedures and manuals, there is also advice from other practitioners such as nurse, welfare officer, physiotherapist or team advising on health and safety eg back care, sources external to the setting including local authority, primary care trust and organisations promoting health and safety and caring for those with physical disability, Back care advisor (BCA).

How Far Is Too Far When It Comes Privacy - 972 Words

How far is too far when it comes to privacy? In a rapidly developing digital age, the boundaries are constantly expanding as new technology emerges. Data mining is not going away, so the debate on privacy becomes increasingly relevant. The line between what is ethical and unethical quickly become blurred, and certain entities are bound to take advantage of that gray area. Corporations claim they are collecting private data for marketing research to serve more relevant advertising and increase profits. Despite the marketing benefits of digital data collection, it is unethical for corporations to collect private digital data without taking proper measures to protect privacy. Our digital age and its progressiveness create a problem. 25 years ago, the public was introduced to the web. Since then, many companies have taken the initiative to expand and control it. Entire companies now exist exclusively online. Other companies profit from consumers just using the internet. Companies provi de the service and people pay for it, which seems simple in theory; however, most of those companies are not forthright with their data collection policies. They lack transparency. These companies collect the data for various reasons, the biggest is marketing research. They collect an exceptional amount of data, creating a problem for the consumer. One danger created is the capability to combine data gathered through web interaction with public records and census data (Ward, Rongione, andShow MoreRelatedProtection Against Illigal Search of Possessions962 Words   |  4 PagesWould you want to have Federal agents come into your home and begin searching your possessions? Is exposing what you have inside your home, either personal belongings or simple everyday items to someone whom you do not know uncomfortable? In which situations should these searches occur without a warrant and do they violate the Fourth Amendment? 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Definition and Examples of Parataxis in Rhetoric

Grapes of Wrath Ch.5-8 Theme Analysis - 1845 Words

Oscar Medina AP Lit Per.1 Mr. Royal February 9, 2012 Grapes of Wrath Ch. 5-8 Analysis Ch.5 Theme: A theme found in this chapter is â€Å"The Monster,† or to be more exact, human control. The Monster is the bank, as it takes the money away from all the people. The bank has a power over the people, as they are desperate just to clear their debt fro m the bank. It is as though it is a monster, forcing the people to do whatever is possible, from stealing to scavenging, just to help with the debt. Some are forced to leave their lands and travel to California, where it is said to have jobs, so the people have to raise money for the trip. Humans lose control of their own lives, and have to do unorthodox things to help their lives. They are controlled†¦show more content†¦They see the truck and believe that the smoke from their fire set them off. Joad believes that the superintendent will not do much, as they are not doing anything, but Muley knows that he will, because they are trespassing on the land, and even that is enough for the superintendent to kill them. à ¢â‚¬Å"We’re doin’ somepin jus’ bein’ here. We’re trespassin’† (77). The superintendent basically hunts trespassers, and Muley knows, as he becomes the hunted, and also becomes a â€Å"run-an’-hide fella† (78). It gets more dramatic as there are only two options for Joad and Casy, especially since the deputy has a gun, â€Å"he either got to kill you or you got to get his gun away an’ kill him† (79). It situation becomes extreme especially with the possibility of death, but luckily there are able to scathe off the deputy. Ch.7 Theme: A theme for this chapter is deception. It takes about the car owners, and what they did to make a huge profit. Many people, due to the great depression, and hearing of news of opportunity in California, had wanted to travel, since any hope of being successful, if you weren’t already, was slim in these parts of the country. To travel they would need a car to help them get to California.Show MoreRelatedA Picatrix Miscellany52019 Words   |  209 Pagesused in conjunction with the correct constellations, this chapter is devoted to the latter. The author gives a descriptive list of the twenty-eight mansions of the moon, according to the â€Å"Indian† system, and assigns to each its correct talisman. Analysis of the passage shows that it is a compound of â€Å"Indian† doctrines, the tenets of Dorotheus of Sidon (both attested by Ibn abi ‘l-Rijà ¢l) and elements from a list ascribed to Hermes (attested by the Ihwà ¢n al-Safà ¢Ã¢â‚¬â„¢) (pp.14-21). At t he beginning of the

Night Creature Hunter’s Moon Chapter 31 Free Essays

Because I was pathetic and needy. I missed love. I needed sex. We will write a custom essay sample on Night Creature: Hunter’s Moon Chapter 31 or any similar topic only for you Order Now Pathetic. See? My cell phone rang – the sound shrill in the sudden silence. Both of us jumped. I got up to answer. Damien was so close, I shoved him back as I went by, and he let me. If he was a big, bad werewolf wouldn’t he have killed me by now? Why wait? Avoid the rush. I was grasping at straws and I knew it. â€Å"Hello?† â€Å"Liebchen.† I gripped the phone more tightly, calmed by Edward’s voice. My eyes met Damien’s and I hesitated. I knew what Edward would want me to do, and I couldn’t. Not yet. â€Å"I received your message,† he continued. â€Å"Any more information for me?† â€Å"Wasn’t that enough?† I asked. â€Å"I would say no. The native woman – â€Å" Edward, ever politically incorrect – what can you expect from an eighty-year-old-and-then-some former spy? â€Å"Her information was interesting, but we still do not know what the power eater plans for the night of the hunter’s moon. You do not know where their lair is.† â€Å"Any clues on that?† â€Å"Search for a gathering place. Isolated. Protected.† â€Å"Been there, done that. Found nothing.† â€Å"I cannot help you, Leigh. I am here; you are there. Do the job.† â€Å"Why don’t you come and help me?† I blurted, then wished I hadn’t. Edward might look like anyone’s great-granddad, but he wasn’t. He’d blow Damien’s brains out without a second thought. Step on the remains, grind them into dust, and never flinch. Once I’d been that way, too. Suddenly I wasn’t, and it left me floundering and alone. â€Å"I can’t,† he answered. I frowned. Edward had been saying that since I’d gotten to Crow Valley. It wasn’t like him to avoid the action. â€Å"Why?† â€Å"You’ve been trained for this job. You do not need me.† His voice was clipped, angry. Something was going on, but I knew Edward well enough to know he wasn’t going to tell me what it was. â€Å"Have you done any further investigation of the odd dwelling with the human remains? I have never heard of anything like it.† Which couldn’t be good. â€Å"I haven’t been back. What should I look for?† â€Å"I have no idea.† This from the man who knew everything. I continued to study Damien as I spoke to Edward. He leaned against the wall and stared right back. His odd, changeable, unblinking eyes should have made me leery. Instead they made me hot. I was crazier than even I thought I was. Why hadn’t I recognized Damien’s eyes in those of the brown wolf? I’d taken one glance at Hector in wolf form and known him for what he was. Damien†¦ not so much. His eyes were strange – changing hue depending on the light and what he was wearing. Still, I should have known. Unless, maybe, I hadn’t wanted to see. Edward mumbled something on the other end of the line. â€Å"What was that?† â€Å"I have to go, Leigh.† And he did. Just like that. â€Å"Now what?† Damien asked. Exactly. Now what? Was there a way to check his story? Maybe. â€Å"Do you have a Social Security number?† â€Å"I did.† At my frown he continued, â€Å"I died in Germany, remember?† â€Å"So you say.† Damn. How was I going to check out his story without tipping off every Jager-Sucher in the country that I was investigating someone who was already dead? I had no idea. The question disturbed me so much, I let my guard drop. The next instant Damien stood right next to me. I tried to bring up the rifle, but he snatched it away and tossed it on the bed. The heel of my hand shot toward his nose. Old habits are hard to break. He blocked the blow with a lightning-fast movement that nevertheless appeared lazy. How did they do that? He yanked me against his body, and he wouldn’t let me go. My heart thundered in my ears, warring with the harsh, panting sound that at first I thought was him but in-stead turned out to be me. I was panicked, frightened, and so turned on my skin seemed to be dancing around on top of my bones. Was he going to kill me? Or worse? I struggled, but that only seemed to excite him more. His erection pressed against my stomach, pulsing and shifting, as if it had a life of its own. He pressed his face to my neck, inhaled as if memorizing my scent. Hell, maybe he was. My hands were trapped against my body; my feet dangled above the floor. I could do nothing to stop him, and in truth, I didn’t want to. His tongue blazed a hot, wet trail from my collarbone to my ear. His teeth grazed the throbbing vein at the curve. I shuddered as he nibbled and laved. My hands were free. Instead of socking him in the eye, I pulled him closer, my fingers tangling in the dark, curling strands of his hair. When had my legs wrapped around his waist? When had his palms cupped my ass? He nuzzled the tops of my breasts. I yanked my shirt down and his mouth closed over a nipple, his tongue pressing me against the roof of his mouth, once, twice, again. I tightened my legs. I was going to come. He lifted his head and whispered, â€Å"I love you, Leigh.† My body went ice-cold. I didn’t have to struggle; this time when I pulled away he let me go. My breasts were still exposed, wet from his mouth, aching with arousal and frustration. I covered myself and fought the urge to take a shower. Hurt flickered in his eyes; his face hardened. â€Å"It’s OK to have sex with you but not to love you?† I lifted my chin. â€Å"That’s right. I seem to recall a deal that involved taking what you could get.† â€Å"I’ve been taking most of my life. I’ve finally found someone I want to give something to.† â€Å"I’m not buying.† â€Å"I’m not selling. I’m giving. I love you.† â€Å"Stop saying that!† I shouted. Jimmy had loved me. It had gotten him killed. Damien could take care of himself, like Hector. Who had also loved me. Sick son of a bitch. Which man did Damien most favor? Sweet Jimmy who’d wanted nothing more than for me to be happy? Or demonic Hector who’d only wanted me to be like him? Shit. â€Å"Leigh,† Damien whispered, his fingers caressing my arm, his breath in my hair. â€Å"What can I do to make you believe me?† I was swaying toward him before I realized it. Since I’d lost my family, my future, and my mind, I’d prided myself on my self-reliance. I needed no one. In that way I could never be destroyed again when someone I loved died. How many days had I known Damien? Already my body accepted his nearness, trusted him above my head and my heart. Stupid body. I wanted to lean on him, believe in him, but I couldn’t. I inched away, stood on my own again, even though my hand lingered on his arm, slid through his palm, fingers clinging for just an instant to his. â€Å"I have no idea,† I answered, which was true. How could I prove he wasn’t an evil werewolf when, as far as I knew, there’d never been a nonevil one before? Asking Edward would raise too many questions. Same thing with Jessie and Will. The door burst open and Damien shoved me behind him. Impressive. But was the move real or had he heard Jessie pounding up the stairs with his superwolf powers? More than likely. â€Å"Knock much?† I asked. She ignored me. Her face was eager; she was practically dancing on the tips of her toes. â€Å"I have to talk to you,† she blurted. â€Å"Alone.† Damien shrugged and headed for the door. I reached for him and caught just the tail of his shirt. The silk slid through my fingers and was gone. I didn’t want him out of my sight. What if I never saw him again? â€Å"Damien?† He turned. â€Å"Don’t – uh – go anywhere, OK?† He lifted a brow. â€Å"Where would I go?† Was he trying to be a smart-ass? I couldn’t be sure. â€Å"Jeez, Leigh, you can hop back into the sack with him later.† I winced. Thankfully she didn’t notice, but Damien did. His eyes went sad and he slipped out the door. Why did I feel as though I’d kicked a puppy? The analogy almost made me laugh until Jessie spoke. â€Å"We’ve got two more half-eaten wolves.† â€Å"Where?† â€Å"Elwood found them near his house about forty-five minutes ago. He lives a good thirty miles on the other side of town.† Thirty miles from Crow Valley. Ten miles from the tavern to town, which made forty miles away. â€Å"Had they been dead long?† â€Å"That’s the best part. Elwood saw the wolf eating them.† Our eyes met. I didn’t even have to ask. â€Å"White,† she said. â€Å"Just like we thought.† â€Å"That doesn’t mean much with super-duper shape-shifter powers.† â€Å"Doesn’t hurt, either.† I thought about what she’d said. The white wolf had been seen forty miles from here at the same time I’d been saved by a brown wolf, which I knew to be Damien. It didn’t mean Damien couldn’t have killed those wolves; he could even have had a nibble or two. But he couldn’t be the white wolf. This was good news and made me feel a little bit better about not telling Jessie the truth. â€Å"You ran all the way out here and burst in like a kid on Christmas morning to tell me this?† I asked. â€Å"You couldn’t use the phone?† â€Å"You shut it off, dip wad.† I frowned, crossed the room, glanced at my cell. I had. Chalk it up to having my life come apart at the seams again. â€Å"I was talking to Edward,† I said. â€Å"Anything interesting?† â€Å"Not really.† Jessie nodded as if she’d expected as much. â€Å"Cora called.† â€Å"And?† † She found something interesting.† â€Å"Where?† â€Å"In her Textbook of Witches and Werewolves. How the hell should I know? Cadotte was practically prancing when he got off the phone. Couldn’t wait to tell you all about it.† â€Å"Where is he?† Jessie opened her mouth, then shut it again, shrugged. â€Å"I pointed out that this information might be easier coming from a girl.† Aw, hell. â€Å"Spill it, Jessie.† â€Å"Why don’t we sit?† â€Å"That bad, huh?† â€Å"You aren’t going to like it. That much I know. But Will’s on the job. He’s searching every Internet corner and every book that he has to find a way to stop this before it happens.† â€Å"Stop what?† Jessie sat on the couch. I perched on the edge of a chair. She sighed and spilled it. â€Å"Remember what Sister Spooky said about the night of the hunter’s moon?† â€Å"Sacrifice. Blood, death, tears. Yada yada.† Jessie smiled. â€Å"There’s a little more to it than that.† â€Å"Isn’t there always?† â€Å"Yep. Did you know that only the alpha pair in a wolf pack can mate?† â€Å"I seem to recall something about it in Wolf Behavior 333.† Jessie lifted a brow. â€Å"Hell. Supreme alpha. The ritual involves sex?† â€Å"So I hear.† â€Å"With who?† â€Å"His mate.† My back started to burn as if someone had doused it with kerosene and struck a match. How to cite Night Creature: Hunter’s Moon Chapter 31, Essay examples

Introducing An Methodology In A Traditional â€Myassignmenthelp.Com

Question: Discuss About The Introducing An Methodology In A Traditional? Answer: Introducation The scenario of the project is developed for the implementation of the local and native languages and it had deployed the effective use of project management concepts for the implication of the project management titled Our Language is Important. The local and tribal languages of aboriginal and Torres Strait Island would be implied for the development of the signage at CQU University in local language. The project had been implied for the development of the local languages with the signage boards at CQU University. The situation of the project is produced for the execution of the nearby and local dialects and it had sent the powerful utilization of project administration ideas for the ramifications of the project titled Our Language is Important. The neighborhood and tribal dialects of native and Torres Strait Island would be inferred for the improvement of the signage at CQU University in nearby dialect. The project had been suggested for the improvement of the nearby dialects with the signage sheets at CQU University. The project would be helpful for the development of the improvement of the operations and it would be helpful for developing the signage boards of CQU University. The use of local languages would be implied for forming the supplementary development of the process. The local languages are used for the implication of the process. The development of the project is implied for the development of the project of the language promotion. The key deliverable for the project include the development of the signage boards that would be helpful for implication of the local languages of Aboriginal and Torres Strait. The project would be useful for the advancement of the change of the operations and it would be useful for building up the signage sheets of CQU University. The utilization of nearby dialects would be suggested for framing the supplementary improvement of the procedure. The neighborhood dialects are utilized for the ramifications of the procedure. The improvement of the project is infe rred for the advancement of the project of the dialect advancement. The key deliverable for the project incorporate the advancement of the signage sheets that would be useful for ramifications of the nearby dialects of Aboriginal and Torres Strait. Key Deliverables Deliverable Key Deliverable Promotion and development of the native and local languages that had been used in Torres Strait and Aboriginal Island at CQU University Sub-deliverable 1 Construction and putting the Signage made in local languages in the CQU University Sub-deliverable 2 The students and local people would be able to get acknowledged with the local languages and it would help in promoting the languages among all people Justification Output Outcome Benefits The construction and putting the Signage made in local languages in the CQU University would be the primary output of the project The students and local people would be able to get acknowledged with the local languages and it would help in promoting the languages among all people of the area 70% of the students would be able to know due to the promotion and development of the native and local languages that had been used in Torres Strait and Aboriginal Island at CQU University Justification statement The project would be helpful for the development of the improvement of the operations and it would be helpful for developing the signage boards of CQU University. The development of the project is implied for the development of the project of the language promotion. The key deliverable for the project includes the development of the signage boards that would be helpful for implication of the local languages of Aboriginal and Torres Strait. The key deliverable for the project incorporates the advancement of the signage sheets that would be useful for ramifications of the nearby dialects of Aboriginal and Torres Strait. The local and tribal languages of aboriginal and Torres Strait Island would be implied for the development of the signage at CQU University in local language. The project had been implied for the development of the local languages with the signage boards at CQU University. High level risks Cause Event Effect Issues in developing the signage board The construction of the signage boards can be disoriented due to the loss of any specific issue such as loss of time, exhaustion of the budget or technical issue The development of the signage would not be supported by these issues and the construction of the boards would not be completed in time Cause Event Effect Unable to accompany the languages of aboriginal and Torres Strait Island The local languages of the islands might not be able to be understood by the people and students of CQU University. The misinterpretation of the messages of the signage boards would not be evaluated by them The students and people would not be able to convey the messages of the signage boards. The understanding of the languages would not be able to convey the messages clearly Schedule for Key Deliverables Deliverable Start Date End Date Project Plan 4/26/18 5/25/18 Signage Boards 6/12/18 7/5/18 Removal of Dull Signage boards 8/21/18 8/30/18 Proposed Lifecycle: Waterfall (Traditional) or Agile The Agile is the best methodology for developing the project management for the development of project Our Language is Important (Mahadevan, Kettinger Meservy, 2015). The Agile methodology is a modified financial for the deployment of the project for changing the Signage Boards and installing them at the CQU University. The method is a step by step method that includes the development factor and review of the step at the same time. Roberts, Cowart and Campbell (2015), have stated that the agile methodology would be implied for the processes of the advantageous deployment of the checking and reviewing of the project process. The agile methodology would be implied for integrating the functions of the processes. Summary Budget Activities Deliverables Apr May Jun Jul Aug Sep 1. Requirement Analysis $8,640 2. Planning Phase $6,000 $12,000 3. Implementation Phase $2,016 $6,360 $13,000 $16,600 4. Verification Phase $18,240 5. Completion Phase $640 $6,400 Proposed Contract Type The proposed contract type for the project of Our Language is important should be of fixed term and it would help in forming the development of the Signage Board for the implication of the improved processes (Jin, Wang Hu, 2015). According to scholars like Storto (2014), the workers and contractors have been implemented in the time that has been allocated for the fixed amount of cost. Stakeholders Stakeholder Category Sponsor / Supplier / User 1 CQU University Boards Sponsor 2 College Professors User 3 Project Team Supplier 4 External Contractor Supplier 5 Workers Supplier 6 Students and people User Structure of Project Board Board Role Details Executive Name: John Smith Position: Board Members Organisation: CQU University Senior User Name: Wiz Leaf Position: College Professor Organisation: CQU University Supplier Name: Lauren White Position: Student Organisation: CQU University Project Manager Prior to project board meetings the project manager should send a status report to the project board members for their consideration. The project manager is not a member of the project board but does attend board meetings to brief the project board members and answer any questions they may have on the status of the project. Project Approvals Requires approval of successful completion / achievement. Approver (Name, Position, Organisation) 1. Key Deliverable Project Manager CQU University 2. Sub Deliverable 1 Project Manager CQU University 3. Sub Deliverable 2 Project Manager CQU University 4. Project has achieved the benefits. Lauren White Board Members CQU University Charter Approval The undersigned acknowledge that they have reviewed the Our Language is Important Charter and agree with the information presented within this document. Signature: Lauren White Date: Print Name: Lauren White Title: Board Member Organisation: CQU University References Jin, Y., Wang, S., Hu, Q. (2015). Contract type and decision right of sales promotion in supply chain management with a capital constrained retailer.European Journal of Operational Research,240(2), 415-424. Ko, D. G., Kirsch, L. J. (2017). The hybrid IT project manager: One foot each in the IT and business domains.International Journal of Project Management,35(3), 307-319. Larson, E. W., Gray, C. (2013).Project Management: The Managerial Process with MS Project. McGraw-Hill. lo Storto, C. (2014). Benchmarking operational efficiency in the integrated water service provision: does contract type matter?.Benchmarking: An International Journal,21(6), 917-943. Mahadevan, L., Kettinger, W. J., Meservy, T. O. (2015). Running on Hybrid: Control Changes when Introducing an Agile Accounting in a Traditional" Waterfall" System Development Environment.CAIS,36, 5. Martinelli, R. J., Milosevic, D. Z. (2016).Project management toolbox: tools and techniques for the practicing project manager. John Wiley Sons. Roberts, M., Cowart, S., Campbell, M. (2015).U.S. Patent No. 9,043,744. Washington, DC: U.S. Patent and Trademark Office.

Kim’s Writing Process Timeline Essay Example

Kim’s Writing Process Timeline Essay The internet is a handy resource to everyone, especially the student who has a full educational schedule and a busy life outside of the academic arena.   It is also helpful to professional educators and parents of students.   However, along with all of the valid resources on the internet there is an equal amount of invalid material.   The users of the internet need to be able to evaluate a website and determine the accuracy of a site.   Kim’s Korner for Teacher Talk is a website that was developed by educator, Kim Steele and even though it states that it is for everyone of all ages, (Steele) the target audience is parents, students, and other teachers.   Through this website, it will be explained how a website should be evaluated for its validity. Kim’s Korner for Teacher Talk has a page that is the writing process and a timeline that she uses with her students to make sure that they are on task. She understands that â€Å"Writing is a process, not merely a product.† (OWL)   Her students accumulate points for each step of the process and they have a time frame in which they must complete their work.   The objective for creating the timeline is to keep her students focused and to make sure that writing is not difficult and overwhelming.   By dividing the assignment into stages, a student will realize quickly if there is a problem with the topic chosen for the writing assignment. We will write a custom essay sample on Kim’s Writing Process Timeline specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kim’s Writing Process Timeline specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kim’s Writing Process Timeline specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The sample timeline offers nine steps during the writing process. Understanding process helps us recognize where a student writer is in his or her process and offer help appropriate to that phase. (Trupe).   Kim states that the website is for all ages, but it seems to be geared toward elementary students because of the graphics that she uses.   With some tweaking, the timeline could be used for any educational level.   The first thing one would want to do if he/she were using this with older students is to remove the graphics, and perhaps using diction that is more academic. The timeline that is designed by Kim is geared to allow students to have a time frame in which steps in the writing process are due and when the final draft is due.   To many students this would be beneficial.   The student who procrastinates can obviously understand that he/she cannot delay the assignment until the night before the final draft is due.   It would also assure the teacher that all of the steps are used by the student.   Many times students will delay doing their assignment and they will rush through it at the last minute.   This often times leads to poor quality work.   If the teacher uses the timeline, he/she will be assured that this will not happen. Good writing habits do not just happen.   They must be practiced like a sport or musical instrument.   The longer one practices, the better he/she becomes at the task.   If the teacher uses this timeline for a long period of time, the student will eventually internalize the writing process so that in later on when the student is no longer in the class of the teacher using it, he/she will automatically go through the steps of the writing process.   This is a useful tool for the teacher to share his/her own writing experiences.   He/She should be able to discuss how he/she has benefited from using the writing process.   A child believes a teacher has no life beyond the classroom. A teacher is the face in the front of the room, the person who hands out assignments and issues grades. Where she came from, or how she got there, doesnt register. (Hallman) Another positive aspect of the timeline is that the teacher is involved in each step.   He/She should be checking the assignment at each due date which will guarantee that the students are accurate in what they are doing for the assignment.   If there are problems, the teacher can intervene early on instead of catching the problem at the very end.   If a conversational tone is used with the student, then h/she will not feel threatened or intimidated. How can teachers view writing assessment as a conversation? First, pay attention to what goes on in your mind as you read students writing, and articulate those reactions; give each student your experience of reading her or his paper. As students respond to your reactions, you might find that your interpretation and suggestions change. Be open to each writers purposes, experiences, and personality, using everything you know about that person and yourself as a reader.   (Wilson) This would be frustrating to a student who had put a lot of time into an assignment that was not acceptable.   The student would then loose points for the daily assignments as well as many points on the final draft.   That would lead to failure and frustration for the student.   However, the timeline would alert the teacher to the problem while it was a small one instead of a huge one. The timeline includes a two brainstorming sessions which is a positive aspect for the students.   The first brainstorming session would allow for the student to choose a topic.   Many times this is the hardest step.   Almost everyone has at one time or another stared at a blank piece of paper or computer screen for a long time because he/she is utterly clueless about which topic to choose.   The first brainstorming session would insure that this did not happen to the students.   The second session of brainstorming would aid the students in narrowing their topic.   There are many times that students will choose a topic that is too broad.   When a topic is broad, it would take enough information to fill a book to cover it.   Instead, this second brainstorming session, with the help of graphic organizers, would alleviate the problem. Once the first draft is written, there is an opportunity for revising for coherence, writing a second draft, and editing for usage and mechanics.   These steps might seem time consuming, but in the long run they are beneficial.   Students’ final drafts will be much better if these steps are followed.   Ã‚  Peer revision for coherence is used after the first draft is written. The process of student self-assessment through rubrics can be enhanced with peer assessment and teacher feedback, of course. (Andrade).   This step allows another student to read the assignment for clarity.   Using peers for this evaluation is actually better than a teacher because the peer is the targeted audience therefore, less biased.   The student can then understand where there is no clarity and he/she then revises the assignment by writing the second draft.   The paper then goes through peer editing to check for usage and mechanic problems with the paper.   This is done separately fr om the first peer conference so that the student can concentrate on one area at a time and so that the writer is not overwhelmed with the number of mistakes found on the paper.   The student should also use self-assessment during the peer revision and editing steps.   Even though the peer is useful in giving objective criticism, the peer is also a student like the writer. During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. Self-assessment is formative — students assess works in progress to find ways to improve their performance. Self-evaluation, in contrast, is summative — it involves students giving themselves a grade (Andrade) Even though the writing process designed and used by Kim is beneficial for most students, there are some that it would hinder success.   While it would greatly help a student with an attention deficit disorder because the student would not be focused on one aspect of the writing process for a long time, it could be overwhelming to a student who has other learning disabilities.   When a student has a learning disability in written expression sees the amount of time that he/she will be working on a task that is a disability to him/her, then the student is likely to give up before he/she even starts the assignment.   It would also frustrate that student to see that so many points were allotted to an assignment that is already difficult for him/her.   Embarrassment is another problem when it comes to peer revision and editing.   For a student with no learning disability, the chance that his/her paper is not totally full of mistakes is not a problem.   However, the student wit h a problem in written expression would see peer revision and editing in a totally different light.   Not only would the embarrassment frustrate the student, but the time constraints could be a horrible blow.   The only way that the writing process timeline could work with this student would be if the due dates were revised for that student. After closely analyzing the website Kim’s Korner for Teacher Talk, the conclusion is that the website is a positive one and the information presented would be of great benefit for most teachers.   However, the students with learning disabilities in written expression should be taken into account.   If the teacher forgets about these students and does not make major adjustments to the writing process timeline, these students will be doomed for failure.