The Effectiveness of Study Habits Essay Example

The Effectiveness of Study Habits Paper Students must know how to analyses the lesson and participate in their class or them to have knowledge. They need to have reference book like textbook, dictionary as well as the e-book but one of the problems that students face while studying is the ability to absorb the information in their minds, especially when to have a good academic performance Study Habits involves activities that require mental alertness, concentration, reflection and analysis. It also requires the ability to select and organize ideas or concepts to be studied. When the topic of study habits mentioned, the next question that is raised by those involved in the education of our young people is whether our students today o possess study habits. This is because it cannot be denied that generally, todays students do not seem to appreciate studying their lessons the way the idea is traditionally understood to mean a regular and consistent way of studying and fulfilling of school related tasks both at home and in school. (See, 1999) With regard to this problem, the researchers want to find out the effectiveness of the study habits developed among the freshmen students here in PUC. We will write a custom essay sample on The Effectiveness of Study Habits specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Effectiveness of Study Habits specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Effectiveness of Study Habits specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Background of the Study All educational organizations aim to develop its learners academic competence and facilitate to achieve the finest learning. It is always an achievement for schools to be able to deliver quality education. In the same manner, a teachers effectiveness can also be measured by how much a students a school has. Policies, curriculum, books and even the selection procedures of teachers and students are formulated with this in view. Total development is the greatest concern of every school. The concept of totality implies personal development of all areas such as intellectual, social, physical, spiritual and emotional aspect. (Canada, 2007) The child is the center of the teaching-learning process and the strongest inundation of developing the childs study habits usually starts in the elementary grade should be sensitive to the needs of pupils, their interest, likes and dislikes. They should be motivated so as to develop and be accustomed and correct study habits. A Study Habit is generally understood as a regular systematic effective way of doing related responsibilities and obligation. See (1999) in is study described study habits as a generic term which refers to the attitude, study materials, study techniques, study environment and actual study time that will described the study habits as a very good, good, fair or poor. Et al. Gonzales 2011) Student Involvement: A Developmental Theory for Higher Education (Alexander W. Satin) A student development theory based on student involvement is presented and described, and the implications for practice and research are discussed. Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical?I would like to bring some order into the chaos of the literature?and partly self-protective. I and increasingly bewildered by the muddle of findings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development and by college administrators and faculty to help them design more effective learning environments. The Cognitive Learning Theory Definition: Cognitive theory is a learning theory of psychology that attempts to explain human behavior by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them. Information processing is a commonly used description of the mental process, comparing the human mind to a computer. Pure cognitive theory largely rejects behaviorism on the basis that behaviorism reduces complex human behavior to impel cause and effect. However, the trend in past decades has been towards merging the two into a comprehensive cognitive. This allows therapists to use techniques from both schools of thought to help clients achieve their goals. Social cognitive theory is a subset of cognitive theory. Primarily focused on the ways in advertising campaigns and peer pressure situations. It is also useful in the treatment of psychological disorders including phobias. The Cognitive Learning  Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. This theory can be divided into two specific theories: the Social Cognitive Theory (ACTS), and the Cognitive Behavioral Theory (CAB). When we say the word learning, we usually mean to think using the brain. This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLC). The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual. Cognitive Learning Theory implies that the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. On the other hand, ineffective cognitive processes result to learning difficulties that can be seen anytime during the lifetime of an individual. Social Cognitive Theory In the Social Cognitive Theory, we are considering 3 variables: environmental factors (extrinsic) personal factors (intrinsic) behavioral factors These 3 variables in Social Cognitive Theory are said to be interrelated with each other, causing learning to occur. An individuals personal experience can converge tit the behavioral determinants and the environmental factors. Social Cognitive Theory Illustration (Pajamas, 2002) In the person-environment interaction, human beliefs, ideas and cognitive competencies are modified by external factors such as a supportive parent, stressful environment or a hot climate. In the person-behavior interaction, the cognitive processes of a person affect his behavior; likewise, performance of such behavior can modify the way he thinks. Lastly, the environment-behavior interaction, external factors can alter the way you display the behavior. Also, your behavior can affect and edify your environment. This model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment. In addition, Social Cognitive Theory states that new experiences are to be evaluated by the learner by means of analyzing his past experiences with the same determinants. Learning, therefore, is a result of a thorough evaluation of the present experience versus the past. Figure 1 Input Process Output Figure 1 shows the conceptual framework of the study. The input consist of the hurry (Student involvement and cognitive learning theory), used in the study. The demographic profile of the freshmen students were concerned such as: age, gender, religion, types of residency and types of school graduated for the process. The proponents gave questionnaires to float to the selected freshmen. They used statistical treatment and analyzed the data that gathered. For the output, the researchers are going to conduct a seminar entitled: Benefits of acquiring good study habits so that our respondents will gain knowledge and be benefited from this study. Statement of the Problem The Effectiveness of the Study Habits to the Freshmen students of PUC Academic year 2012-2013 What is the demographic profile of the students in terms of: Age Gender Religion Types of residency Types of school graduated What are the factors that affect the study habits of the freshmen of PUC? What are the effects of the study habits to the freshmen students of PUC? Scope and Limitation This study focused on the effectiveness of study habits in the Academic Performance of the Freshmen Students of PUC. The scope of this research is based on six different courses for the total of 498 freshmen students in the school year Assumption The Researchers conducted this study entitled: The Effectiveness of the Stud Habits to the Freshmen students of PUC Academic year 2012-2013, and come up on the following assumption: 1. The demographic profile such as age, gender, religion, types of residency, and types of school graduated affect the students study habit. 2. The factors affecting ones study habit are study environment, time management and different skills such as listening, speaking, reading, writing or note- taking. Significance of the Study This study would show the different kind of study habits that affects the academic performance of the students. This research will be beneficial for all freshmen students for them to realize the importance of having a good study habits and for them to value the education that they have. It will not only give information about Education, but it will also give them sort of knowledge and benefits of acquiring good study habits to achieve their high performance in school. For the students For them to have a future reference in making up their own thesis For the Professors They need to observe first in order for them to know whether they are having difficulties in it comes to studying. For them to know what strategy are they going to SE in order to eject that knowledge in the students. For the Parents. This study can serve as a guide for them in order to take their child in the right track of learning. Definition of Terms: Assignment- refers to conceptually task given by the subject teacher before the last period of the student in the learning center in the library or at home. Education- it is the process of acquiring knowledge, skills and attitudes that makes man do better and it is the right of an individual to attain progress in life. Effectiveness- means the capability of producing an effect. Any result of another action or circumstance. Habit- retains to an act, movement or pattern of behavior that through practice and training has become an easy manner of behaving without hesitancy or concentration. It is the way of living that has become learned. Habit in their totality makes up the characteristics of the individual as he/she appears to other people. Material tools- order to achieve their goals. PUP Q. C. it is the University along Commonwealth Eave. And wherein the study conducted. Academic Performance- it refers to academic grades of the students for the whole semesters as used in the study by getting all the final grades of all Freshmen Students. Study Habits- pertains operationally to habits into which the students accustom themselves, this are methods of approaches with the units of learning by ignoring abstraction, paying attention to specific material being studied and concentrating in the learning process. Review of Related Literature The related literature provided the proponents a substantial background on this study. On the other hand, the review of foreign and local studies provided the proponents with other findings, which could help in the analysis of the study. Foreign Literature 5 Bad Study Habits and Effective Solutions (Grace Fleming) Have you ever wondered how you can bomb a test after studying for hours? A poor test result after many hours of faithful studying is a real confidence buster! If this happens to you, its possible that your current study habits are failing you! But you can turn it around. The process of learning is still a little mysterious, but studies do show that the most effective process for studying involves highly active behavior over a period of time. In other words, to study effectively, you must read, draw, compare, memorize, and test yourself over time. The following study habits are least helpful when used alone. Taking linear notes Linear notes are lecture notes that students take when they attempt to write down every word of a lecture. Linear notes occur when a student tries to write every word a lecturer says in sequence, like writing a rambling essay with no paragraphs. You may be wondering: 1. How can it be bad to capture every word of a lecture? Its not bad to capture every word of a lecture, but it is bad to think youre studying effectively if you dont mess with your linear notes in some way. You must revisit your linear notes and make relationships from one section to another. You should draw arrows from one elated word or concept to another, and make a lot of notes and examples in the margins. Solution: To reinforce information and to make it sink in, you must also recreate all your class notes in another form. You have to revisit the information and put it all into a chart or shrinking outline. Right before every new lecture, you should review your notes from days past and predict the next days material. You should reflect and make relationships between key concepts before you sit down for a new lecture. You should prepare for your exams by creating a fill-in-the-blank test from your notes. 2. Are you guilty of highlighter abuse? Reckless highlighting is the root cause for many bad test grades! Bright colors on a page make a big visual impact, so it seems like a lot of good studying is oing on when you read and highlight. Highlighting does make important information stand out on a page, but that doesnt do you much good if you dont do something active with that information. Reading highlighted words again and again is not active enough. Solution: Use the information you highlight to create a practice exam. Put highlighted words onto flashcards and practice until you know every term and concept. Identify key concepts and use them to create practice essay questions. You should also develop a color-coded highlighting strategy. Highlight new words in one color and new concepts in another, for example. You could also highlight separate topics according to a color code for more impact. 3. Rewriting notes Students rewrite notes under the assumption that repetition is good for memorization. Repetition is valuable as a first step, but its not that effective all alone. You should rewrite your notes in the shrinking outline method, but follow up with self-testing methods. Solution: Switch class notes with a classmate and create a practice exam from his/her notes. Exchange practice exams to test each other. Repeat this process a few times until you are comfortable with the material. 4. Rereading the chapter Students are often encouraged to re-read a chapter on the night before an exam to reinforce what theyve learned. Rereading is a good tactic as a last step. Just like the other study habits mentioned above, rereading is only one part of a puzzle. Solution: Make sure to use active steps like charts, shrinking outlines, and practice tests and follow up with rereading your chapter 5. Memorizing definitions Students spend a lot of time using flashcards to memorize definitions. This is a good study method, as long as its a first step in the process of learning. As students progress through the grade levels, they are expected to progress in cognitive skills. Once youve exited middle school, you cant expect to do well on an exam by memorizing the definitions to terms. You must learn to memorize a definition and then define the significance of the new vocabulary terms you encounter. If youre in high school or college, you should be prepared to explain how terms are relevant in the subject, compare them to similar concepts, and explain why they matter at all. Heres a real life example: In middle school you might learn to memorize the definition of propaganda. In high school you might encounter this as a term, but youll need to memorize the definition and learn to recognize propaganda materials from World War II and other times. In college you should be able to define propaganda, come up with examples from the past and from today, and explain how propaganda has affected different societies at different times. Solution: Once you have memorized the definitions of your terms, give yourself a short essay practice test. Make sure you are able to define a term and or someone of similar significance. The act of testing and retesting yourself somehow makes the information stick. (10 Highly Effective Study Habits Noon M. Growl, Sys. D. ) Students grapple with many issues in their lives, and because of all of the competing things for your attention, its hard to concentrate on studying. And yet if youre in school, you have to do at least a little studying in order to progress from year to year. The key to effective studying isnt cramming or studying longer, but studying smarter. You can begin studying smarter with these ten proven and effective study habits. 1 . How you approach studying matters Too many people look at studying as a necessary task, not an enjoyment or opportunity to learn. Thats fine, but researchers have found that how you approach something matters almost as much as what you do. Being in the right mindset is important in order to study smarter. Sometimes you cant force yourself to be in the right mindset, and it is during such times you should simply avoid studying. If youre distracted by a relationship issue, an upcoming game, or finishing an important project, then studying is Just going to be an exercise in frustration. Come back to it when youre not focused or obsessed! By something else going on in your life. Way to help improve your study mindset: Aim to think positively when you study, and remind yourself of your skills and abilities. Avoid catastrophic thinking. Instead of thinking, Im a mess, Ill never have enough time to study for this exam, look at it like, l may be a little late to study as much as Id like, but since Im doing it now, Ill get most of it done. Avoid absolute thinking. Instead of thinking l always mess things up, the more objective view is, l didnt do so well that time, what can I do to improve? Avoid comparing ourselves with others, because you usually Just end up feeling bad about yourself. 2. Where you study is important A lot of people make the mistake of studying in a place that really isnt conducive to concentrating. A place with a lot of distractions makes for a poor study area. If you try and study in your dorm room, for instance, you may find the computer, TV, or a roommate more interesting than the reading material youre trying to digest. The library, a nook in a student lounge or study hall, or a quiet coffee house is good places to check out. Make sure to choose the quiet areas in these places, not the loud, central gathering areas. Investigate multiple places on-campus and off-campus; dont Just pick the first one your find as good enough for your needs and habits. Finding an ideal study place is important, because its one you can reliably count on for the next few years. 3. Bring everything you need, nothing you dont Unfortunately, when you find an ideal place to study, sometimes people bring things they dont need. For instance, while it may seem ideal to type notes into a computer to refer back to later, computers are a powerful distraction for many people because Web, and answering emails are all wonderful distractions that have nothing to do with studying. So ask yourself whether you really need a computer to take notes, or whether you can make do with the old-fashioned paper and pen or pencil.   Dont forget the things you need to study for the class, exam or paper youre focusing on for the study session. Nothing is more time-consuming and wasteful than having to run back and forth regularly because you forget an important book, paper, or some other resource you need to be successful. If you study best with your favorite music playing, make sure your pod is with you. 4. Outline and rewrite your notes Most people find that keeping to a standard outline format helps them boil information down to its most basic components. People find that connecting similar concepts together makes it easier to remember when the exam comes around. The important thing to remember in writing outlines is that an outline only words as a learning tool when it is in your own words and structure. Every person is unique in how they put similar information together (called chucking by cognitive psychologists). So while youre welcomed to copy other peoples notes or outlines, make sure you translate those notes and outlines into your own words and concepts. Failing to do this is what often causes many students to stumble in remembering important items. It may also be helpful to use as many senses as possible when studying, because information is retained more readily in people when other senses are involved. Thats why writing notes works in the first place it puts information into words and terms you understand. Mouthing the words out loud while you copy the notes before an important exam can be one method for involving yet another sense. 5. Use memory games (mnemonic devices) Memory games, or mnemonic devices, are methods for remembering pieces of information using a simple association of common words. Most often people string gather words to form a nonsense sentence that is easy to remember. The first letter of each word can then be used to stand for something else the piece of information youre trying to remember. The most common mnemonic device example is Every Good Boy Deserves Fun. Putting the first letters of every word together GIBED gives a music student the five notes for treble clef. The key to such memory devices is the new phrase or sentence you come up with has to be more memorable and easier to remember than the terms or information youre trying to learn. These dont work or everyone, so if they dont work for you, dont use them. Mnemonic devices are helpful because you use more of your brain to remember visual and active images than you do to remember Just a list of items. Using more of your brain means better memory. 6. Practice by yourself or with friends The old age adage, practice makes perfect, is true. You can practice by yourself by testing yourself with either practice exams, past quizzes, or flash cards (depending what kind of course it is and whats available).

The Environmental Impact of Slash and Burn Agriculture

The Environmental Impact of Slash and Burn Agriculture Slash and burn agriculture- also known as swidden or shifting agriculture- is a traditional method of tending domesticated crops that involves the rotation of several plots of land in a planting cycle. The farmer plants crops in a field for one or two seasons  and then lets the field lie fallow for several seasons. In the meantime, the farmer shifts to a field that has lain fallow for several years  and removes the vegetation by cutting it down and burning it- hence the name slash and burn. The ash from the burned vegetation adds another layer of nutrients to the soil, and that, along with the time resting, allows the soil to regenerate. The Best Conditions for Slash and Burn Agriculture Slash and burn agriculture  works best in low-intensity  farming situations when the farmer has plenty of land that he or she can afford to let lay fallow, and it works best when crops are rotated to assist in restoring the nutrients. It has also been documented in societies where people maintain a very broad diversity of food generation; that is, where people also hunt game, fish, and gather wild foods. Environmental Effects of Slash and Burn Since the 1970s or so, swidden agriculture has been described as both a bad practice, resulting in the progressive destruction of natural forests, and an excellent practice, as a refined method of forest preservation and guardianship. A recent study conducted on historical swidden agriculture in Indonesia (Henley 2011) documented the historical attitudes of scholars towards slash and burn and then tested the assumptions based on more than a century of slash and burn agriculture. Henley discovered that the reality is that swidden agriculture can add to deforestation of regions  if the maturing age of the removed trees is much longer than the fallow period used by the swidden agriculturalists. For example, if a swidden rotation is between 5 and 8 years, and the rainforest trees have a 200-700 year cultivation cycle, then slash and burn represents one of what may be several elements resulting in deforestation. Slash and burn is a useful technique in some environments, but not in all. A  special issue of Human Ecology  suggests that the creation of global markets is pushing farmers to replace their swidden plots with permanent fields. Alternatively, when farmers have access to off-farm income, swidden agriculture is maintained as a complement to food security (see Vliet et al. for a summary). Sources Blakeslee DJ. 1993. Modeling the abandonment of the Central Plains: Radiocarbon dates and the origin of the Initial Coalescent. Memoir 27, Plains Anthropologist 38(145):199-214. Drucker P, and Fox JW. 1982. Swidden didn make all that midden: The search for ancient Mayan agronomies. Journal of Anthropological Research 38(2):179-183. Emanuelsson M, and Segerstrom U. 2002. Medieval slash-and-burn cultivation: Strategic or adapted land use in the Swedish mining district? Environment and History 8:173-196. Grave P, and Kealhofer L. 1999. Assessing bioturbation in archaeological sediments using soil morphology and phytolith analysis. Journal of Archaeological Science 26:1239-1248. Henley D. 2011. Swidden Farming as an Agent of Environmental Change: Ecological Myth and Historical Reality in Indonesia. Environment and History 17:525-554. Leach HM. 1999. Intensification in the Pacific: A critique of the archaeological criteria and their applications. Current Anthropology 40(3):311-339. Mertz, Ole. Swidden Change in Southeast Asia: Understanding Causes and Consequences. Human Ecology, Christine Padoch, Jefferson Fox, et al., Vol. 37, No. 3, JSTOR, June 2009. Nakai, Shinsuke. Analysis of Pig Consumption by Smallholders in a Hillside Swidden Agriculture Society of Northern Thailand. Human Ecology 37, ResearchGate, August 2009. Reyes-Garcà ­a, Victoria. Ethnobotanical Knowledge and Crop Diversity in Swidden Fields: A Study in a Native Amazonian Society. Vincent Vadez, Neus Martà ­ Sanz, Human Ecology 36, ResearchGate, August 2008. Scarry CM. 2008. Crop Husbandry Practices in North America’s Eastern Woodlands. In: Reitz EJ, Scudder SJ, and Scarry CM, editors. Case Studies in Environmental Archaeology: Springer New York. p 391-404.

Angolas Tourism Infrastructure Development Research Paper

Angolas Tourism Infrastructure Development - Research Paper Example There exist a relationship between infrastructure and the tourism development. Measures to gauge the level of economic growth are based on the infrastructure development and standards of living. The tourist inflow would depend on the efforts of any central government to invest in infrastructure. Angola being an emerging economy in Africa needs to invest majorly in the infrastructure in order to realize its full capacity. Stiff competition from the south and East of Africa poses major challenges towards the overall performance of the country as a tourist hub (Hottola, 2009).   In order to suggest models be used by Angola in improving infrastructure and promoting tourism, the current economic status will be examined. The research will be based on the African Development Bank statistic to gauge the amount allocated by the government in both infrastructure and tourism. The sources of funding towards this project will be important in projecting the future capacities. Mazivila (2014) data will be used as Macroeconomic Indicators where status, estimates and future projections. The stability of Angola compared to other SADC members will determine the future strengths and weaknesses while investing in infrastructure and expanding current capacity. Foreign investments will establish Angola’s Income and government’s alternative sources of revenue. Trading Economics (2014) will give an insight of Angola’s foreign direct investments since 2004.  Infrastructure being the major concern in the tourist industry, the research will focus on the time factor. This will include the period used to procure documents that will enhance infrastructure development (The World Bank, 2005). The time taken in this country will compare Angola to other countries with developed tourism infrastructure (World Travel & Tourism Council. 2012).

Economy of Finland Coursework Example | Topics and Well Written Essays - 9000 words

Economy of Finland - Coursework Example This led to movements for independence and self assertion on the part of Finland as early as the First World War. In this regard, the relationship between the Soviet and Finland remained inconsistent, until Finland declared itself independent in 1912, following an upheaval by the Bolsheviks. This was a period when the Finnish German ties were looking up. Following Soviet aggression as well as expeditions in Finland in order to capture it, the Soviet began diplomatic negotiations with Finland in April, 1938. This was done basically to avert the possibility of a Finnish attack on Leningrad with the help of British or German backing. It was in this period that Soviet German ties were forged with the help of a non aggression pact in 1939. A similar non aggression pact had been signed between Finland and the Soviet in 1934, which was to be re affirmed after a decade. Yet, the hostilities began soon after with Ariel attacks, military expeditions as well as naval attacks between the two countries. While the fall of Soviet Communism was hailed by many as the beginning of good times, there are parallel theories that point towards the failure of democracy to take off completely. What must be considered here, is the emergence of the following in Finland after the fall of Communism: While not A Westward looking trend Conception of and Alliance with the European Union and NATO Parliamentary Democracy with the help of a constitution Stable market forces Globalization Privatisation of Banks Green Politics Emergence of global industrial players to make use of Social and Industrial Capital. This paper will discuss all these points in order to understand how Finland has grown and can continue to grow at an even higher growth rate in all areas - social, political and economic. Chapter 3 Change in Finnish Strategy Globalization While not so different from traditional villages in its desire to engage in a free exchange of ideas, the global village is one that thrives on the communication and transportation infrastructure that seems to be binding the world into one 'large, happy family'. This has been the foremost policy of Finland after Communism. What had started out as a speculation on the part of Marshall McLuhan in the 1960s, regarding the fact that the world was being transformed into a "global village" in the face of TV and new telecommunication technologies, has become a debate of much greater dimensions. His prediction has gone past mere "telecommunication technologies", to an arena where a new wave of digital technologies personified by the Internet and its offshoots, are proving to be as much a force for diversity as they are for similitude. While the spread of TV, radio and the telephone helped transform the third world countries to a great extent; a trend furthered by the advent of cell phones - the impact of the Internet has been

Change Management Plan to Reduce Medication Errors

Change Management Plan to Reduce Medication Errors Assignment 2 Change Management Plan: reducing medication errors by building a dual medication error reporting system with a ‘no fault, no blame’ culture Introduction Medication errors in hospitals are found to be the most common health-threatening mistakes made in Australia (Victoria Quality Council, n.d.). Adverse events caused by medication errors can affect patient care, leading to increased mortality rates, lengthy hospital stays and higher health costs (Agency for Healthcare Research and Quality, 2012). Although it is absolutely impossible to eliminate all medication errors as human errors can occur, reporting errors is fundamental to error prevention. â€Å"Ramifications of errors can provide critical information to inform the modification or creation of policies and procedures for averting similar errors from harming future patients† (Hughes, 2008, p. 334). Thus, it highlights the importance of change management to provide a reporting system for effective error reporting. In this paper, the author is going to explore current incident-reporting systems and discuss the potential benefit of a dual medication-error reporting system, wit h a ‘no fault, no blame’ culture through a literature review, followed by a clear rationale for the necessity of a change management plan to be in place. Lippitt’s Seven Steps of Change theory will be demonstrated in detail with clear strategies suggested for assessing the plan outcomes. Finally, the main issues will be summarised with an insightful conclusion. Discussion Medicines are the most common treatment used in the Australian healthcare system, which can make great contributions in relieving symptoms and preventing or treating illness (Australian Commission on Safety and Quality in Health Care, 2010). However, because medicines are so prevalently used, incidences of errors associated with the use of medicine are also high (Aronson, 2009). Over 770,000 people are harmed or die each year in hospital due to adverse drug events, which can cost up to 5.6 million dollars per year per hospital. Medication errors account for one out of 854 inpatient deaths and it is notable that the number of medication error-related death is higher than motor vehicle accidents, breast cancers and AIDS mortality (Hughes, 2008). Reporting enables a platform for errors to be documented and analysed to evaluate causes and create strategies to improve safety. A qualitative study (Victoria Quality Council, n.d) was conducted to survey the current medication error reporting systems in both metropolitan and rural hospitals in Victoria. Most hospitals prefer the report to be named as it allows follow-up of the incidents, whereas only a small proportion of hospitals use anonymous reporting to alleviate the barrier of reporting yet the correlation with actual errors has been low. In addition, a majority of hospitals acknowledged that near misses are supposed to be recorded but are rarely documented (). It is clear that errors and near misses are key to improve safety, so they should be reported regardless of whether an error resulted in patient harm. A near-miss error that has the potential to cause a serious event does not negate the fact that it was and still is an error. Reporting near misses is invaluable to reveal hidden danger. Hughes (2008) pointed out that the majority believes a mandatory, non-confidential incident report system could lead to and encourage lawsuits thus a reduced frequency of error reports resulted. A voluntary and confidential reporting system is preferred, which encourages the reporting of near misses and generates accurate error reports. However there is concern that with voluntary reporting, the true frequency of both errors and near misses could be much higher than what is actually reported (White, 2011). Thus, it can be concluded that a dual system combining both, mandatory and voluntary mechanisms might improve reporting. Although nurses should not be blamed or punished for medication errors, they are accountable for own actions. Therefore, reporting errors should not attribute blamed individuals but to ‘hold providers accountable for performance† and â€Å"provide information that leads to improved safety† (Hughes, 2008). Individuals and organisations attention needs to be drawn toward improving the error reporting system, which means to ‘ focus on a bad system more than bad people’ (Wachter, 2009). Reporting of errors should be encouraged by creating a ‘no fault no blame’ culture. Rationale: Medication errors can occur as a result of human mistakes or system errors. Every medication error can be associated with more than one error-producing condition, such as staff being busy, tired and engaging in mutule tasks (Cheragi, Manoocheri, Mohammadnejad Ehsani, 2013). Nurses are mostinvolvedat themedication administrationphase and are the last people involved in the drug delivery system. It becomes the nurses’ responsibility to double check prior to the administration of medication and to capture any potential drug error that might be made by the prescribing doctor or pharmacy. Whether the nurse is the source or an observer of a medication error, organisations rely on nurses as front-line staff to report medication errors (Hartnell, MacKinnon, Sketris, Fleming, 2012). When things go wrong, the most common initial reaction is to conceal the mistake. Not surprisingly, most errors are only reported when a patient is seriously harmed or when the error could not be easily covered up (Hughes, 2008). Reporting potentially harmful errors before harm is done, is as important as reporting the ones that harm patients. The barriers to error reporting can be attributed to the workplace culture of blame and punishment. Blaming someone does not change those contributing factors and a similar error is likely to reoccur. Adverse drug events caused by medication errors are costly, preventable and potentially avoidable (Australian Commission on Safety and Quality in Health Care, 2009). Thus, it is essential that interventions to be implemented must ensure a competent and safe medication delivery system. To do so, change is needed; to adopt a dual medication error reporting system with a ‘no fault, no blame’ culture in Holmesglen Hospital. Change Management Plan: The Nursing role has evolved to match the ongoing growth of the Australian health-care delivery system. There is a trend for nurses to take responsibility for facilitating positive change in areas related to health (Steanncyk, Hancock Meadows, 2013). Nurses play the role of change agents which is vital for the effective provision of quality healthcare. There are many ways to implement changes in the work environment. Lippitt’s Seven Steps of Change theory is one of the approaches believed to be more useful as it incorporates a detailed, step by step plan of how to generate change (Mitchell, 2013). There are seven phases in the theory: Phase 1: The Change management plan begins at this phase to provide a detailed diagnosis of what the problem is. No matter what reporting procedures are in place, they may capture only a fraction of actual errors (Montesi Lechi, 2009). Reporting medication errors remain dependent on the nurses’ decision making, and the nurses may be hesitant or avoidant to report errors due to fear of consequences. A combination of mandatory and voluntaryreport system is suggested with a ‘no fault no blame’ approach to reduce cultural and psychological barrier (Hughes, 2008). Both statistical review and one to one informal interviews can help to identify areas that need attention and improvement. An open door policy and disclosure preferences for nurses who want to express their concerns, either to a nurse unit manager, a nurse in charge, a supervisor, a senior or a nurse representative or a colleague are all suitable. This approach can be effective in exploring and uncovering deep-seated emotions, motivations and attitudes when dealing with sensitive matters (). Statistical review, such as RiskMan reviews, is a useful tool to capture and classify medication errors (Riskman, 2011). Holmesglen hospital are conducting bi-monthly statistic reviews to gather information on the contributing factors of medication errors, by aiming to target system issues that could contribute to the error made by individuals, and make a change at organisational levels. For example, if medication errors are constantly caused by staff who are distracted or exhausted, staffing lev els and break times will be reviewed. Phase 2: At this stage, motivation and capacity to change are assessed. It involves small group activities such as staff meetings or medication in-services and all nursing staff are invited. Feedback can be given either directly (face to face) or in-directly (survey) and nursing staff knowledge, desire and skills necessary for the change as well as their attitude for change are assessed. Staff motivation can be reflected through rates of meeting attendance, number of submitted surveys, or number of staff who actively participated in the meeting discussion. Nurses who have good insight and are actively involved in the meeting are the ‘driving forces’ which will facilitate the process of change management; nurses who are hesitant or adverse to change are the resisting forces, in which force-field analysis can be used to counter this resistance (Mitchell, 2013). Force-field analysis is a framework for problem solving. For example, with the health budget crisis we face today in Australia, many hospitals and units may have financial restrains and are incapable of maintaining the flow of the change process. In the meetings, financial issues can be brought up at organisational levels that making change is necessary for both better patient outcomes and reducing unnecessary healthcare costs. Phase 3: With the motivation and capacity levels addressed, determining who the change agent is and whether the change agent has the ability to make a change. Change agents can be any enthusiastic person who has great interest, has a genuine desire and commitment to see positive change. Daisy is a full time associated nurse unit manager (ANUM) employed by Holmesglen hospital for some years. As she has a background of being a pharmacist, part of her role includes providing drug advice to nurses. During her weekly medication review, Daisy noticed that medication errors have been frequently occurring but there is little correlation with the actual reports submitted. Daisy decided to run in-service sessions and all nurses are invited to attend. Daisy discussed her change management plan with the nurse unit manager who also expressed interest and agreed to provide human resources and reasonable financial support. Another four ANUM also expressed interest and commitment. It has been arrang ed that two ANUM to attend the in-service at each time. Phase 4: The in-service is designed to be running for 6 months from September 15th 2014 to March 15th 2015 on monthly basis. Daisy will be holding the in-service and other ANUM will provide assistance in implementing the change plan. The in-service will consist of two parts and run for two hours. The first hour will be a review of the performance of the last month along with relevant statistics. The second hour will be self-reflection and discussion. All participants will be paid for attendance and encouraged to complete an anonymous survey monthly. Phase 5: Daisy is the leader of the change agents responsible for conducting in-services, collating information regarding medication safety, and summarising data with the assistance of ANUM. Meanwhile, Daisy and all the ANUM are the senior staff responsible for providing supervision and support to junior staff and other nurses. A monthly summary report of performance is submitted to the leader for review and monthly meetings are held among senior groups to review the effectiveness of the change management plan and adjust and modify the current plan if needed. Phase 6: A communication folder will be used to update nurses about past meetings. A drop box is available in the staff room for anonymous suggestion and complaints, which can only be accessed by Daisy and the other 4 ANUM. All suggestions and complaints will be responded with two weeks of submission in written form and available in the staff room for all staff to read in the feedback section in the communication folder. Phase 7: The change management plan will be evaluated at the end of the 6 month period the 30th of March 2015, to determine whether the change management plan has been effective. The evaluating process can be done through audit or feedback. The change agent will withdraw from the leader position after the final meeting but still work on the ward to provide ongoing consultation. The four ANUM will take over the role to ensure a good standard is maintained. The drop box will remain available for any further issues identified in the work place. Clear strategies for assessing the plan outcomes As previously mentioned, a final evaluation will be conducted after the final in-service utilising two main approaches to assess the plan outcome auditing and feedback. Auditing includes internal review and an external audit; feedback consists of nursing staff feedback and patients report. An internal review will be conducted four times through the following year. The ANUM are assigned to conduct the review. The Review includes comparing the medication charts with the incident reports to assess any correlation. For example, an omitted dose is considered a reportable mediation error and an incident report should exist correlatively. An external medication audit will be conducted by an external professional to provide a true and fair reflection of the situation (). It can occur annually, not only to assess the plan outcome, but to also monitor practices and identify areas for improvement. Frequency of auditing will depend on the rate of staff changing. However, every newly employed nurse will be given a printout to familiarise themselves with the change that has been made with an open-door policy encouraging queries. If significant non-compliance is identified in the auditing, it is suggested that the first phase of change management plan should be repeated to assess the necessity for modification of the current plan (Australian Commission on Safety and Quality in Health Care, 2014a). The drop box will still be available for anyone who experiences or witnesses medication errors, or have a better suggestion to improve practice. Submission is anonymous and confidential. Only the ANUM have access. Public feedback will be given to complaints and suggestions in a timely manner and in the form of a printout for all staff to read. Patients can be a source of reporting medication errors as some of them know what their regular medications are. Also, new side effects experienced by patients can reflect the inappropriate use of medication. Conclusion-highlight main issues 250 Need to be completed Barriers to report errors must be breached to accomplish a safer medication administration system. Reporting medication errors and near misses through an established reporting system can provide opportunities to reduce similar errors in the further nursing practice and alleviate costs involved in such adverse events. Several factors are necessary in the change management plan: a leader that is motivated and committed to make a change; a reporting system that makes nursing staff feel safe;

The Great Mystery of the Pyramids Essay -- History, Building and Const

The Great pyramids of Egypt are undoubtedly one of the most recognized and admired landmarks in the world. Built to pay tribute to gods and pharaohs, the pyramids were of great importance to the Egyptians, and the mystery of their construction continues to amaze us today. Many theories pertaining to how the pyramids were built have been suggested, however, none are as well supported or intelligible as the heave-ho method of quarrying and cutting limestone. Joseph Davidovits’ theory disproving this, in which states the pyramids were moulded, is not plausible. Substantial physical evidence which is consistent with the Egyptologists’ portrayal of the heave-ho method has been found. The entire process of building a pyramid with this method is possible, as demonstrated by thorough experiments and analysis of the Egyptian culture. Indisputably, the Great Pyramids of Giza were constructed by quarrying limestone, and the use of ramps, sleds, and cutting tools, owing to the inge nuity and strength of highly organized Egyptian workers. Joseph Davidovits, a French chemist, has proposed that the pyramids were formed using a special concrete mixture, and then poured into wooden moulds where it hardened (Alt. theory #3).While Davidovits claims to have explained aspects of pyramid construction which the heave-ho theory could not, the mould theory has many faults, rendering it weak and improbable. Firstly, the stones used in building the pyramids were of diverse shapes (Article 5). The shape of the stones would be uniform if they were created in moulds of exact dimensions. If each stone was created in a uniquely fashioned mould, it would account for the diversity in shape. However, building thousands, or even hundreds, of moulds would have been e... ...gods they worshiped. In spite of the efforts of other theorists trying to refute this process, there is a very low number of faults in the heave-ho method. Most of the improbabilities and doubts can be explained with proven experiments, as well as examining the Egyptian lifestyle. In conclusion, the heave-ho method is the strongest and most practical theory of pyramid construction, due to the weakness of other theories, significant physical evidence, and how possible it is to achieve. This method irrefutably shows how the hardworking and inventive Egyptians used abundant resources to create magnificent pyramids, by working in highly organized teams, and using tools and machines such as chisels, hammers, and ramps. The actual process of how the pyramids were built may never become known to us; however, the heave-ho method is the closest idea we have to the truth. The Great Mystery of the Pyramids Essay -- History, Building and Const The Great pyramids of Egypt are undoubtedly one of the most recognized and admired landmarks in the world. Built to pay tribute to gods and pharaohs, the pyramids were of great importance to the Egyptians, and the mystery of their construction continues to amaze us today. Many theories pertaining to how the pyramids were built have been suggested, however, none are as well supported or intelligible as the heave-ho method of quarrying and cutting limestone. Joseph Davidovits’ theory disproving this, in which states the pyramids were moulded, is not plausible. Substantial physical evidence which is consistent with the Egyptologists’ portrayal of the heave-ho method has been found. The entire process of building a pyramid with this method is possible, as demonstrated by thorough experiments and analysis of the Egyptian culture. Indisputably, the Great Pyramids of Giza were constructed by quarrying limestone, and the use of ramps, sleds, and cutting tools, owing to the inge nuity and strength of highly organized Egyptian workers. Joseph Davidovits, a French chemist, has proposed that the pyramids were formed using a special concrete mixture, and then poured into wooden moulds where it hardened (Alt. theory #3).While Davidovits claims to have explained aspects of pyramid construction which the heave-ho theory could not, the mould theory has many faults, rendering it weak and improbable. Firstly, the stones used in building the pyramids were of diverse shapes (Article 5). The shape of the stones would be uniform if they were created in moulds of exact dimensions. If each stone was created in a uniquely fashioned mould, it would account for the diversity in shape. However, building thousands, or even hundreds, of moulds would have been e... ...gods they worshiped. In spite of the efforts of other theorists trying to refute this process, there is a very low number of faults in the heave-ho method. Most of the improbabilities and doubts can be explained with proven experiments, as well as examining the Egyptian lifestyle. In conclusion, the heave-ho method is the strongest and most practical theory of pyramid construction, due to the weakness of other theories, significant physical evidence, and how possible it is to achieve. This method irrefutably shows how the hardworking and inventive Egyptians used abundant resources to create magnificent pyramids, by working in highly organized teams, and using tools and machines such as chisels, hammers, and ramps. The actual process of how the pyramids were built may never become known to us; however, the heave-ho method is the closest idea we have to the truth.

Culture Shock & Insatiable Emptiness Essay

Culture is one aspect of a person’s individuality that is deeply entrenched in him after years of socialization and learning the ways, beliefs, thoughts and world view of one society or any group of people. When one is uprooted from the familiarity of the culture that he has internalized, the consequence involves disorientation, anxiety, and other host of psychological and even physiological imbalance. Such is the experience described by Evelyn Lau in her essay Insatiable Emptiness. In her vivid and poetic descriptions, she tells how she violently coped with the changes that were occurring within her adolescent body and how her negative response to these changes affected the stability of her health for eight years. The case of Lau’s maladjustment to her bodily changes and the way people around her, specifically her mother, reacted to her maturing body can be considered a form of culture shock. As a child, Lau says that she had been accustomed to the way her body looked: â€Å"I had been thin and healthy, with flat belly and limbs† (495). The image of her as a slender girl was instilled in her mind and became the identity that she appropriated for herself. However, this familiarity with her body was undermined by the natural, adolescent changes that occurred within her. At age 11, Lau got her first period and the hormonal imbalance brought unwanted changes in her breasts and hips. She began to see her natural metamorphosis as something that must be hidden, â€Å"terrible workings† which she must immediately expel out of her body (496). Because she was unprepared for the changes occurring within her, she reacted negatively to it, wanting to return to the familiar image of her body. Lau says that she â€Å"longed to make [her body] translucent, pared down, clean as a whistle† (496). When Lau describes the sensation she felt after vomiting food out of her stomach, she refers to it as a feeling of being â€Å"clean and shiny inside, like a scrubbed machine† (495). This is the sensation she got addicted to. Despite the unpleasant experience of forcing food out of her body and the foul taste of acid passing through her mouth, not to mention the detrimental effects of acid on her oral cavity, Lau got fixated on vomiting. The unpleasant activity became pleasurable in her mind because psychologically, she made herself believe that the act of vomiting purges her body of the unwanted changes that was occurring within her and that this act also brings her back to the familiar, internalized image of herself as a slender girl. What worsened her misperception of the natural adolescent changes was the negative response of her family, specifically her mother, to these changes. Instead of being a support in understanding her situation, her mother ridiculed Lau for her growing breasts and her insatiable appetite. Lau says that her mother’s actions â€Å"convinced [her] there was something wrong with [her] body† (496). Lau’s mother was a very controlling woman. Lau believes that her mother’s actions were motivated by the reality that as Lau was becoming a full grown woman, her mother began to see her daughter grew distant from her. Lau was becoming a separate part of her mother and her mother did not want Lau to be different and unfamiliar. As a result, her mother put Lau on strict diets, ridiculed her body and downgraded her by saying that she will never amount to anything because she was just like her weak father. In this sense, Lau mother’s also experience culture shock because the unfamiliar caused her to have an imbalance of perception. After eight years of suffering from bulimia, Lau’s body took the toll of her abusive behavior. Her and her mother’s failure to adjust to the novel experience of adolescent changes led her to a behavior that weakened her body and resulted to irreversible consequences. Lacking the encouragement and assurance that she needed, Lau resorted to a violent behavior directed toward herself. She feigned self-esteem when her insides were corroding with incessant self-hatred. She became withdrawn and obsessive for control just like her mother. Controlling the changes in her body is a manifestation that Lau wanted things to stay as they were because the changes she encountered was too shocking for her to accept. Being withdrawn, violent to oneself and obsessive for control are just few of the negative responses to culture shock. If not reversed, altered or mediated, these behaviors, as seen in Lau’s narrative, can result to a maladjusted person who is unprepared to meet any further changes. To some extent, I can relate to Lau’s experience because I too have undergone culture shock when I first encountered university life. Although my experience was not as violent or traumatic as Lau’s, I also responded negatively to the unfamiliar territory, to some degree. I was only about 18 when I first stepped in the halls of the university. To me, it was a totally different world, bustling with chaotic energy that my adjusting self was unprepared to match. I was caught in the wave of fast-paced change that I began to be negative about the unfamiliar experience during my first few months in the university. Being in a place stripped of the comforts of home and the certainty of the place where I grew up in was just like being fish out of water. There were discomforts and at times, severe bouts of anxiety. When I look back at those few months of nervously finding my way through this new environment, I remember it to be one huge blur, an indistinct rush of unfamiliar faces, behavior, ways and manners. The university I attended was set in a sprawling hectare of land with buildings so far apart it was so easy to get lost. The vast space which I discovered alienated me and I knew then that I needed some company. However, I found out that it was not as easy to blend in an environment whose unfamiliarity seemed hostile. It seemed to me back then that I was traversing dangerous grounds, a foreign territory whose internal rules and codes of conduct I did not understand. I was tentative when I introduced myself to others or try to make connections that would give me bearing as I was being hurled from one strange experience to another. What compounded my confusion and anxiety was the fact that I was an immigrant and being in the minority put me in constant check of myself whether I was rightly blending in or I was sticking out too much. Although diversity is one of the things they hail in the university, I could not help but see my foreignness to be at fault, somehow, to the anxiety I was experiencing. Like Lau, I had mistaken the anxieties from culture shock to be something that is accountable to my behavior or being and not to the fact that the unfamiliarity was unnerving to me. As a result, I became withdrawn for the first few months. I cruised the university halls by myself, aware of my alienation with the crowd. My social disengagement stressed me out, and I found it hard to initially cope with my academic load. The method of teaching and learning in the university was another factor in my brief alienation and to me the whole culture of independent study and fast-paced instruction shocked me. Although I had been oriented and prepared for university education in terms of studying skills and habits, the initial encounter with the actual thing was disorienting. I was managing my classes on my own, without the aid of peers. Professors hurled academic requirements to us by truckloads and I had to keep myself afloat in the torrent of term papers and coursework. When I came to the point that things got too big for me to handle, I sought help. I remember in Lau’s essay that she too sought help for her condition, but backed away because she had to wait in line. I think it is her failure to get early professional help which led to her aggravated addiction. In my experience, the perspective and advice of a person outside the eye of the storm of culture shock are valuable. I was able to positively adjust through the aid the student services made available for people going through the same confusion and anxiety. Culture shock, as seen in both my experience in my early days in the university and in Lau’s transforming body, can be experienced on many levels. It does not only refer to disorientation to a culture in the conventional definition involving race and nationality. It may also pertain to any confusion brought about by the intrusion of an unfamiliar behavior, image, or environment. Whatever the source of culture shock is, it is clear that the experience is temporal and must be dealt with positively. Reference Lau. E. (2006). Insatiable Emptiness. In Reinking, J. , Osten, R. Cairns, S. and Fleming, r (Eds. ) Strategies for Successful Writing: A Rhetoric, Research Guide, Reader and Handbook, Third Canadian Edition (pp. 495-499). Canada: Pearson Education.