HEA 409 Business Plan Essay Example | Topics and Well Written Essays - 500 words

HEA 409 Business Plan - Essay Example The other section is financial projections. On the basis of a healthcare organization, the following is a description of service description section and the financial projections. The healthcare organization that is to be formed, HealthCo Organization will provide premier healthcare services especially to home-based care patients. In addition, HealthCo Organization will also be involved in providing skilled and effective nursing services, social work, as well as different forms of therapies (Walshe & Smith, 2011). Amongst the therapies that will be provided by HealthCo Organization include speech, physical, and occupational therapy. The surrounding community is known to be workaholics and would not have adequate time to relax and have adequate physical exercises. In addition, the community is made of many old people that require adequate physical therapies to boost their health. As a result, HealthCo Organization will be involved in extensive home-based health care besides offering the aforementioned forms of therapies in order to enhance the health of the community. HealthCo Organization will also provide other services that include injury case management especially in respect to games and fire (Thomas, 2003). The injury case management that HealthCo Organization will provide involves an intensive program and awareness on the cases of various forms of injuries. Moreover, HealthCo Organization will also be involved in providing adequate and effective assessment of the injuries sustained, planning on how to solve the injuries, providing adequate understanding of how to care for such injuries, and ensuring that the injuries are not only treated but also cared for adequately (Walshe & Smith, 2011). Lastly, there will be professional services in respect to general health and the environment for any community

Management Psychology Essay Example | Topics and Well Written Essays - 2250 words

Management Psychology - Essay Example While most of the organizations utilize call centres in order to deliver customer service, the scale of operations vary and depend on a number of dimensions, such as the nature of technology used, strategic purpose, and management style (Mahesh & Kasturi, 2006). The aim of this research is to identify various management approaches used in order to manage call centre staff, and to explore and to evaluate what elements of management psychology are utilized in existing management practices. Also, the paper will explore the assumptions on the individual that underpin the management practices involved in managing call centre staff. Call-centre is a strategic element of any business activity involving customer service. Therefore, employees working in call-centres should be viewed as a strategic asset of a company as they are the main point of contact with the customer (Echchakoui, 2013). In order to ensure effective work in call-centres managers adopt different approaches and methods and create different working environments. Working environment in call-centres is usually quite challenging and difficult to manage as it involves great involvement of human beings. Despite the automatization of the processes and technology development, there is high concentration of individuals on both sides â€Å"of the phone†, which makes this business extremely people-concentrated by the nature. Therefore, because of its people-intensive nature, management of call-centre is quite challenging work (Mahesh & Kasturi, 2006). In order to manage call centre staff, managers employ various techniques and adopt different psychological approaches. These approaches are so different, that some describe call-centres as â€Å"slave galleons of the twenty first century† and â€Å"electronic sweatshops†, while others see call-centres as â€Å"progressive, team-based and career fulfilling environments† (Robinson & Morley,

Nightingale Scholarship Personal Statement Example | Topics and Well Written Essays - 250 words

Nightingale Scholarship - Personal Statement Example onely who need someone to attend to their needs, such as the paralytic who cannot move on their own, or the elderly who suffer from arthritis, thus cannot move about. I have a personal inspiration to become a nurse because of my caring and compassionate heart. this humanitarian heart allows me to listen to sick people, as well as feel their pain in order to assist them to them recover from their illnesses My inspiration to become a nurse started developing when in was still in high school whereby I was an EMT. As such, I worked as a medical ambassador by taking good care of patients. It was during this time that I also learned how to conduct a CPR, how to treat patients, as well as how to undertake a number of first aid practices at UIC Medical Center. This ushered me into the world of medicine, and particularly in to nursing as I learnt how to care and attend to sick

Human Resource Specialist and the Human Resource Generalist Research Paper

Human Resource Specialist and the Human Resource Generalist - Research Paper Example Furthermore, two articles will be leveraged as a means of analyzing both career past and determining whether or not one particular career path might be viewed as superior to another. It is the further hope of this particular author that such a level of discussion will provide the reader with a more informed and actionable understanding concerning the differentials between these two career paths and means by which human resources professionals seek to leverage change can promote organizational integrity within whatever firm/business/organization they are employed future. The first article that was analyzed, entitled, â€Å"The Activity Of Human Resources Specialists† denotes that the HR specialist is the individual that is generally employed in medium to large enterprises and focuses upon specific details of the employee-employer relationship. As such, the article points to the fact that the specialist is not as involved in the â€Å"big picture† as compared to the generalist; a concern that they authors note as sufficient to encourage many individuals that might be easily bored by the tedium of a daily focus upon small details should avoid (Magdoiu et al. 129). However, for those that appreciate the benefits of working at a larger enterprise and specifically addressing the details of the employer-employee relationship on a daily basis, the career path offers a litany of benefits. Additionally, those the article notes that those individuals that focus their career as an HR specialist tend to have job opportunities over time; as HR spec ialists tend to be in higher demand as compared to HR generalists.   

Communication and professional relationships with children, young people and adults Essay Example for Free

Communication and professional relationships with children, young people and adults Essay Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: †¢help us better understand a situation or person which can help to determine our approach when engaging with them. †¢build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. †¢show that we care about the welfare and future of an individual and will do our best to aid in their success †¢ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. †¢build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstandings, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation. Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating. When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in them and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person’s situation trying to understand and accommodate any issues which may influence their feelings, actions and responses. Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal. If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting. As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might see daily. Communications might, for example, utilise text speak and jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address and show appropriate respect for the location and people with whom you are meeting. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When contacting people professionally the use of social media sites would not be appropriate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact. Similarly, delaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Finally, we need to consider the cultural differences of those with whom we interact. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs. However, whilst it may be detrimental not to account for cultural differences you could see the same consequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak. As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should continue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child’s level, face them and maintain eye contact. Remaining focussed on the child rather than continuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child’s confidence so they are encouraged to communicate more and model a real conversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use. Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. 2 aThe age of the child or young person When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example. Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences. If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your method of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact. They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to speak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person’s ability level. Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or †you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently. bthe context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson. There will be other children in the same area working on separate activities so we need to make our lesson interesting to retain the attention of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges. If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside interests and we might share our own experiences to help form a bond. Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a figure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom. The formality of the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

Identifying Macromolecules by Means of Colour Change

Identifying Macromolecules by Means of Colour Change By Marike Coetzee B Dietetics II 1. Introduction 1.1 Aim The purpose of this lab was to observe the colour changes (due to chemical reactions) indicators had on different macromolecules in food;1 such as starch, proteins and lipids; and then to identify the macromolecules found in an Unknown solution. These known solutions contained different types of macromolecules which each reacted with at least one indicator solution in a unique way, which allowed us to identify the macromolecule based upon the presence or absence of a colour change. Water was also used as a control solution, as it showed a negative reaction with the indicator solutions.2 This experiment produced results which provided a clear understanding of the colour change that occurred when each known solution reacted with each indicator solution. When the colour changes associated with the Unknown solution were compared with those of the known solutions, it is possible to deduce which macromolecules are present in the Unknown solution 1.2 General background The four types of macromolecules (organic compounds) found in all living organisms and substances are lipids, carbohydrates, proteins, and nucleic acids. Foods and nutrients, which consist of plants, animals or derivatives thereof; are a combination of these macromolecules.3 It is important to determine which macromolecules are found in food as macromolecules play an important role in nutrition. The basis of this experiment is that the four types of macromolecules consist of different atoms and atom arrangements. Protein for example contains an NH group while carbohydrates contain a CHO group. This difference will cause the molecules to react differently with substances and enabling us to determine the compositions of different samples.4 ProteinCarbohydrate 1.3 Focussed background Negative and positive results for each indicator:1 *The intensity of the colours is an indication of the amount of the respective macromolecules found in the samples. Water, protein, starch, lipid, vitamin C and an unknown sample were each treated with the different indicators solutions (iodine, Sudan III and Biuret copper sulphate) to determine how that sample solution (and that type of macromolecule) would react with each specific indicator. The identity of the unknown solution can then be determined by comparing the reactions of the unknown solution with the reactions of the five known solutions. 2. Method and Materials 2.1 Materials/ Reagents Apparatus used: White paper 10ml test tubes Pipette Reagents: WaterAscorbic AcidIodine solution ProteinGlucoseSudan III LipidUnknownBiuret copper solution 2.2 Procedure: Set up three sets of seven clear, clean, 10ml test tubes and mark each set with the following: water, protein, starch, lipid, vitamin C and an unknown sample. Place 5 ml of each solution into each tube. Add one drop iodine to the first set of seven tubes, Sudan III to the second set and Biuret copper sulphate to the last set of tubes. Place a white paper behind the tubes so any colour change can be easily observed Record the colour changes in the table below. 3. Results 4. Discussion Interpretation of results To create a control group, the different indicator solutions was added to water and used as a colour standard for a negative result. Any colour variation from the control group means a positive result. The indicator solution that could best be used to show the presence of different starch molecules was Iodine as it turned from yellow to a dark/ purple black in the presence of starch. Sudan III is the best indicator of lipids, since this solution turned orange, which is different than the controls red colour, and also only reacts with lipids and none of the other macromolecules. To test for protein; a biuret copper sulphate solution was used, since protein reacted with the biuret copper sulphate to form a dark purple solution. This is considered a change since this solution (purple) is a different colour than the control solution (light blue). Vitamin C has two indicator solutions that can be used to determine its identity: iodine and biuret copper sulphate. The iodine indicator reacted with the vitamin C to produce a colourless solution, which can be contrasted with the yellow control, while the biuret and copper sulphate produced a yellow solution that differed from the light blue control. Broader implication of results The Iodine solution turned yellow to colourless in the presence of simple carbohydrates (starch and Vitamin C) but it turned dark purple/black when it was added to the Unknown solution. From the focussed background information, it can be deduced that the Unknown sample contained a complex carbohydrate. The Sudan III tested positive (changed from light red to orange) when added to a lipid but no colour change occurred when the indicator was added to the unknown. Therefore the unknown sample does not contain any lipids Although the Biuret and Copper solution reacted differently for each of the protein, lipid and vitamin C; the solution stayed light blue when added to the starch and unknown. This proves again that the Unknown is a carbohydrate. Conclution Due to the colour changes observed when the Unknown sample was treated with the different indicators, it can be deduced that the Unknown sample contained a complex carbohydrate, and none lipids or proteins. The unknown solution, labelled Unknown, reacted with the iodine indicator to form a purple black solution. The only known solution which reacted with iodine to form a black solution was starch. Although these colours don’t match up perfectly, they are the closest match. The difference in colour between the starch solution and the Unknown solution could be explained by a difference in concentration between the two solutions or by the difference in degree of complexity of the different starches. A factor that could have influence the difference in concentration is if the solutions weren’t both well shaken, since starch can settle out of solution. 5. References Yourscienceteacher.net [Internet]. Identifying macromolecules and Nutrients Lab background. Your Science teacher. [updated 2010; cited 2014-10-09]. Available from: http://www.cpet.ufl.edu/wp-content/uploads/2013/03/Identifying-Macromolecules-Lab.pdf Inky, EFA [Internet]. Identification of Macromolecules. Study Mode. [updated 2011-10-23; cited 2014-10-09]. Available from: http://www.studymode.com/essays/Identification-Of-Macromolecules-Lab-Report-810104.html nesscityschools.org [Internet]. Identifying macromolecules. Nesscity Schools [updated 2013; cited 2014-10-09]. Available from: http://www.nesscityschools.org/vimages/shared/vnews/stories/53f3996a455d1/Macromolecules%20Lab.pdf Smith JK [Internet]. Identifying macromolecules and proteins. Osborne Highschool [updated 2013; cited 2014-10-09]. Available from: http://osbornehighschool.typepad.com/files/biochemistry-lab-identifying-macromolecules2013s-with-post-lab-questions.doc

Van Gogh failure Essay -- Essays Papers

Van Gogh failure In the realm of art there have been numerous accounts of infamous artists who have stood out in their art period, such as Goya, Monet and Picasso. One artist who stood out during his art period was Vincent van Gogh, not only for his artwork but also because of his tragic life. Vincent van Gogh is now a world-renowned painter who was born on March 30th, 1853. He was born in Groot Zundert in North Brabant and was the son of Theodorus van Gogh. His art is considered to be part of the expressionism era and his most famous art works include Starry Night, Sun Flowers and The Mulberry Tree. But though he has had much love, admiration and popularity after his death, van Gogh could be considered a failure during his life, for he could not have any type of stable relationship with anyone. He failed to get along with other people including other artists, failed to have a stable relationship with his family and also failed in having any type of successful love relationships. Although an artist should be able to be at peace with his/her surroundings, van Gogh could never blend in with society nor could he get along with other artists. As a young man, his peers did not accept Vincent: â€Å"in the class of Mr. Bokma he certainly was the most advanced, but he does not feel at home at the school, he is ‘like a fish out of water’ he says, and is ridiculed for is peculiarities in dress and manners.† (48). Van Gogh was uncomfortable in his surroundings at Brussel, a school for teaching religion, and was mocked by his classmates because his attire was disagreeable to their taste. As he matured as a man, he still was unable to get along with other people: â€Å"Acquaintances, and relatives are shocked to see him walk about with such a slovenly woman; nobody cares to associate with him any longer and his home life is such that nobody come to visit him.† (56) Many people disagreed or disliked the fact that he was involved with a woman , who was â€Å"such a slovenly woman†, and so they never cared to visit Vincent anymore or have any association with him any longer. Even as an artist, van Gogh could not even get along with other artists let alone society as a whole: â€Å" Vincent and I simply cannot live together in peace, in consequence of incompatibility of temper, and he as well as I, we need quiet for our work.†(73). This quote was from a letter from G... ...d he has also drawn a portrait of her (which seems to have been lost), but the thought of a more intimate relation did not occur to her, and when Vincent spoke to her at last about his love, a very decided no was the immediate reply†(54). Once again as Vincent gathered his courage to express his love, but again denied. Lastly, Vincent failed again to establish a love relationship with a woman named Kee, who entered into his life when he lived in Holland. His method, which he followed to win her heart, was, â€Å"to love her so long, that she’ll love me in the end†(130). But in the end she never loved Vincent and once again Vincent was left alone. In all of his attempts, Vincent had failed in all his adventures to develop any type of love relationships. For a world-renowned artist, Vincent van Gogh led a life of failure. He failed in almost to get along with people in society. He failed to have a healthy and balanced l relationship with his family. Lastly he had failed in any type of love interest, for a number of women who entered his life. Love, admiration and popularity simply was not a life that Vincent van Gogh had lead, instead one of heartache, solitude and rejection.