HRD 2000 Self Reflection Essay. HRD 2000 Self Reflection Essay.
At the end of the term, each student should write and upload in the Assignment tab, a (no less than) 3-page, double-spaced paper in the first person on what they learned from this course. The paper will be a personal assessment, a culmination of the students learning demonstrating the self-knowledge gained.
Criteria for grading this paper. I will include the student’s level of insightfulness, the degree of self-discovery, and how personal perspectives have been shaped or reshaped. The them of this paper should be centered on the context (i.e., the subject matter) of this course, class discussions, and the processes used (i.e., the tools used in Blackboard, Assignments, etc.). This paper should be written in APA format that includes 1) a title page with your name, 2) double-spaced, 3) page numbers, 4) uses 12-point Times New Roman or Arial font, 5) Includes section labels as identified in APA, and 6) includes a reference page for any in-text citied sources.[supanova_question]
THE USE OF UNMANNED AERIAL VEHICLE (UAV) IN PRECISION AGRICULTURE 2 Running
THE USE OF UNMANNED AERIAL VEHICLE (UAV) IN PRECISION AGRICULTURE 2
Running head: THE USE OF UNMANNED AERIAL VEHICLE (UAV) IN PRECISION AGRICULTURE 1
The Use of Unmanned Aerial Vehicle (UAV) in Precision Agriculture
Sami Albalawi
Chapter 2: Review of the Literature
This chapter aims to discuss existing literature on the use of unmanned autonomous vehicles in precision agriculture. Specifically, the chapter will describe the theoretical framework of the study, which will clearly define the theoretical concepts supporting the need of a study focusing on the use of UAVs in precision agriculture. Furthermore, the literature review will explore precision agriculture as well as its practices in order to identify possible application areas of UAVs in the practice. As well, the literature review will describe UAVs in general as well as present the different types of UAVs based on their technical characteristics. Lastly, the section will present existing literature on the optimal choice of UAVs for precision agriculture. Generally, the literature will help this study develop a feasible and efficient research plan towards achieving empirical and objective conclusions.
2.1 Theoretical Framework
In general, the main goal of this study is to determine the impact of the technical characteristics of UAVs on their application in precision agriculture. Consequently, the study will enable farmers to determine the design aspects to look for in selecting a UAV that meets their needed application in precision agriculture. Furthermore, the study will enable UAV manufacturers identify the technical areas that can be focused on towards providing sustainable UAV capabilities dedicated towards promoting the use of UAVs in precision agriculture. Similarly, based on the fact that the adoption of UAVs in precision agriculture is an emergent trend, the technology innovation system (TIS) framework will form the theoretical basis for this study. Specifically, the TIS model promotes the adoption of technological solutions within an industry towards innovation wherein the framework will significantly support the need for innovative technological applications in the agricultural sector.
Essentially, the technology innovation system (TIS) framework is broadly adopted to study the emergence and growth of innovative technological systems and industries. Moreover, the framework approaches the study by considering the interaction between agents, which highlights the integration and adoption of a particular technology rather than on merely on the production of the technology (Orjuela-Garzon et al. 2021). Hence, the model generally rationalizes the need to study, and thus support, the application of UAVs in precision agriculture by describing the internal characteristics as well as decisions made by the various agents taking part in the innovation process. In other words, the study will enhance the adoption of UAVs in precision agriculture by supporting the decision made by farmers towards promoting innovative agricultural practices.
Furthermore, the second theoretical model applied in this study involves the technology acceptance model. The model establishes the factors to consider in determining the decision making process concerning the adoption of technological solutions in a particular industry (Verma & Sinha, 2018). Fundamentally, the model allows us to determine the adoption of innovative systems from a user-centered perspective. Hence, this model enhances the study whereby it necessitates the need for insight on the decision making process of farmers on the adoption of UAVs in precision agriculture.
2.2 Conceptual Framework
Generally, since the use of UAVs in precision agricultural practices is an emergent trend, the innovation is yet to involve UAVs with specialized technical attributes that support agricultural practices. Essentially, the UAVs used in precision agriculture involve general-purpose UAVs being adapted into agriculture (Naji, 2019). Hence, this study aims to give insight on the technical design principles that can be considered in developing UAVs specifically targeting the agricultural sector. In this light, the independent variables include the technical characteristics of UAVs. The independent variables are considered to influence their capabilities as well as throughput in precision agriculture, which translates to the likelihood of a farmer to select adopting UAVs.
On the other hand, the dependent variables of the study include the capabilities and perceived throughput of UAVs in supporting precision agricultural practices. A UAV’s capability and throughput is largely dependent on its technical characteristics, which constitutes one the critical elements that farmers consider when making decisions concerning adopting UAVs. In general, the study will support future research focusing on developing general-purpose UAV designs meant for supporting all precision agricultural applications. This means that rather purchasing various UAVs to carry out different agricultural tasks, a farmer can purchase a single UAV to perform multispectral imaging, seeding, spraying, as well as vegetation and topographical survey among other applications.
2.3 Unmanned Autonomous Vehicles
Precision agriculture is largely facilitated by information and technological systems that support effective management of agronomic variables, in terms of right timing and place, on the quantity of input materials towards crop production. As a result, farmers are able to proactively detect and manage agricultural issues before they become out of hand and make informed decisions on controlling agronomic variables towards increasing agricultural production (Santos et al. 2019). Hence, substantial data collection and real time analysis techniques are required to facilitate monitoring of plant characteristics and variations as well as efficiently determine suitable interventions rapidly and accurately (Petkovics et al. 2017). Furthermore, early pest, weed, and disease detection, identification of leaf health based on its reflectance, performing soil quality analyses, water stress, crop anomalies, and nutritional deficit are critical activities that enhance the benefits of precision agriculture (Fonovic, 2021).
Similarly, technology plays a fundamental role in supporting real-time data collection and analysis in PA. In particular, UAVs are increasingly being promoted as cost-effective technology for facilitating substantial data collection and real-time analysis in precision agriculture compared to the conventional use of satellite images and airplanes. This is mainly because UAVs offers high-resolution images that allow farmers to zoom into even much smaller scales, such as centimeters (Lopez-Granados et al. 2016; Corrigan, 2020). Moreover, UAVs are shown to cost-effectively support real-time monitoring of plants as well as cultivated and fallow land, which largely surpasses the use of satellite images as well as orbital sensors.
2.3.1 Common features of a UAV
Unmanned Autonomous Vehicles (UAV) refers to an aircraft without a human pilot, passengers, or a crew on board, which is remotely controlled by an operator. According to Santos et al. (2019), UAVs perform remote sensing functions by way of electromagnetic energy to determine the chemical and physical properties of objects from a distance. Furthermore, since they are remotely operated from a base station, its adoption is considered efficient due to the flexibility, extensiveness, timeliness, and non-invasive operation of UAVs. Generally, UAVs are categorized based on four categories consisting of aerodynamic features, level of autonomy, power source, and size and weight. These are categories are important since they enable users develop an ideal criteria for selecting an optimal UAV to effectively meet the need for adopting a UAV for precision agriculture.
The general technical features of UAVs involve a global navigation satellite system (GNSS), which offers positioning and location information. Furthermore, UAVs have cameras used for aerial photographing and filming as well as spectral imaging. As well, UAVs normally come with radio receivers and transmitters and a power source, either fuel cell, solar, kerosene, battery, or a combination of them. Also, UAVs can be fitted with devices for measuring topographical aspects, such as altitude, as well as for direction. A combination of the various devices largely enables an individual to perform various tasks particularly in precision agriculture. Nevertheless, UAVs performance largely varies based on various aspects such as the type of power source used, the type of aerodynamic features, as well as level of autonomy as shown in the subsection below.
2.3.2 UAV Types on the basis of Aerodynamic Features
In general, UAVs are classified into three types based on their aerodynamic features, these include: fixed-wing, rotary-wing, and hybrid-winged UAVs (Vergouw et al. 2016). The fixed-wing UAV type includes a predefined airfoil of fixed and static wings that offer lift based on the forward speed of air. Moreover, controlling the fixed-wing UAV is performed by remotely angling ailerons, elevators, and rudders attached to the wings. Specifically, Radoglou-Grammatikis et al. (2020) assert that these control components enable the operators to invoke pitch, roll, and yaw angles respectively. The figure below illustrates a fixed-wing UAV.
Fig. 1: Fixed-wing UAVs
Fig. 1: Fixed-wing UAVs
Some of the advantages of fixed-wing UAVs entail require less energy than rotor-winged UAVs since they used their static airfoils to remain suspended in air (Delavarpour et al. 2021). It static airfoil also enables the UAV to fly longer with minimal power consumption. Due to their longer flight time, they are suitable for long distance operations. Nevertheless, they cannot hover over a specific spot and thus unsuitable for aerial photography. Furthermore, their operation is complex and thus the operator must have exceptional flying skills. As well, they are shown to be more expensive than rotor-winged UAVs.
Contextually, the rotor-winged UAV features several rotors that produce the airflow power required to lift it and keep it suspended over the ground (González-Jorge et al. 2017). Hence, this type of UAV significantly varies from the fixed-wing UAV, whereby it fundamentally does not rely on forward airflow speed to generate lift. As well, its maneuverability mainly depends on the thrust and torque of the rotors. For instance, the yaw movement is determined by the speed of its diagonal rotors, rather than rudders. In fact, it does not have such features as part of its components. Furthermore, Daponte et al. (2019) assert that rotor-winged UAVs are further classified based on the number of onboard rotors, including octocopters (8), hexacopters (6), quadcopters (4), and tricopters (3).
Fig. 2: Rotary-wing UAVs
Fig. 2: Rotary-wing UAVs
According to Norasma et al. (2019), the advantages of rotor-winged UAVs encompass better and easier remote operation, which makes them suitable for people with minimal flying skills. Furthermore, they can carry a heavier payload than fixed winged UAVs, which makes ideal for applications such as seeding and spraying in farms. As well, the UAV can hover over a particular spot, which makes them suitable for aerial photography and imaging (Mogili, 2021). Nevertheless, the drawbacks of the rotor-winged UAV involve limited speed, flying time, and durability. This is mainly associated with their heavy size as well as the needs a lot of power for flying.
Similarly, the hybrid-winged UAV combines aerodynamic features of both the rotor- and fixed-winged UAVs. Essentially, the hybrid-winged UAV generates lift as well as land using the rotors whereas uses its wings to fly for long-distances. According to Vergouw et al. (2016), this type of UAV offers the benefits found in both fixed- and rotary-winged UAVs. They are best suited for aerial surveillance and remote scanning over long distances.
Fig. 3: Rotary-wing UAVs
Fig. 3: Rotary-wing UAVs
2.3.3 UAV Types on the basis of Level of Autonomy
Since UAVs are operated remotely in complete absence of an onboard pilot, the level of autonomy is a crucial technical design category. In this scope, it is important to differentiate autonomous from automatic aircraft systems. Hence, an automatic aircraft system involves the operator predefining the set of activity variables of the aircraft system to perform without deviation. On the other hand, autonomous aircraft systems involve UAVs that allow the operator to deviate from a set of reprogrammed procedures (Radoglou-Grammatiki et al. 2020). Primarily, there are four levels of autonomy used in categorizing UAVs.
The first type is the human-operated aircraft systems where the operator controls all operations of the UAV. The human delegated system is the second category of autonomous UAVs, which involves the system autonomously making some restrictions on certain human-related operations. As well, the human supervised aircraft system takes decisions as directed by a human operator, whereby both the operator and aircraft can perform actions with regard to the provided instructions. Lastly, the four level of autonomous aircraft systems involves A fully automatic UAV, where the operator only intervenes in case of critical decisions need to be made, otherwise the UAV operates based on the preset instructions (Al-Darraji et al. 2021).
2.3.4 UAV Types on the basis of Power Source
Moreover, UAVs are also categorized based on the fuel used as power source. Specifically, Boukoberine et al. (2019) asserts that there are four power source categories used in UAVs based on what fuels their system. This includes kerosene-fueled UAVs, which normally encompass large fixed-wing UAVs used for military missions. Contrariwise, small rotary-winged UAVs, such as a tricopter, may use battery-cells as their power source. This is mainly because they are normally used for short-range activities. As well, fuel cells involves a power source that converts chemical substances to electrical power. Fixed-wing UAVs commonly use this power source to increase its flying time (Dudek et al. 2021). Lastly, the solar cell UAVs refer to systems that use solar energy as power source. They are commonly used in both rotary- and fixed-wing UAVs. Specifically, Facebook and Google are focusing on such type of UAV power sources to increase internet coverage and connectivity even in remote areas (Townsend et al. 2020).
References
Al-Darraji, I., Derbali, M., Jerbi, H., Khan, F., Jan, S., Piromalis, D., Tsaramirsis, G. (2021). Computers, Materials & Continua, 68(2), 2771-2790. DOI:10.32604/cmc.2021.017236
Boukoberine, M., Zhou, Z., Benbouzid, M. (2019). A Critical Review on Unmanned Aerial Vehicles Power Supply and Energy Management: Solutions, Strategies, and Prospects. Applied Energy, 255(1), https://doi.org/10.1016/j.apenergy.2019.113823
Corrigan, F. (2020). Multispectral Imaging Camera Drones In Farming Yield Big Benefits. DroneZon.com, https://www.dronezon.com/learn-about-drones-quadcopters/multispectral-sensor-drones-in-farming-yield-big-benefits/
Daponte, P., Vito, L., Glielmo, L., Iannelli, L., Liuzza, D., Picariello, F., Silano, G. (2019). A review on the use of drones for precision agriculture. IOP Conf. Series: Earth and Environmental Science, 275. DOI: 10.1088/1755-1315/275/1/012022
Delavarpour, N., Koparan, C., Nowatzki, J., Bajwa, S., Sun, X. A. (2021). Technical Study on UAV Characteristics for Precision Agriculture Applications and Associated Practical Challenges.
Remote Sensing, 13(1204). https://doi.org/10.3390/rs13061204
Dudek, M., Lis, B., Ra´zniak, A., Krauz, M., Kawalec, M. (2021) Selected Aspects of Designing Modular PEMFC Stacks as Power Sources for Unmanned Aerial Vehicles. Applied Sciences, 11(675). https://doi.org/10.3390/app11020675
Folnovi?, T. (2021). Benefits of Using Precision Farming: Producing More With Less. Agrivi, https://www.agrivi.com/blog/benefits-of-using-precision-farming-producing-more-with-less/
González-Jorge, H., Martínez-Sánchez, J., Bueno, M., et al. (2017). Unmanned aerial systems for civil applications: A Review. Drones, 1(1), https://doi.org/10.3390/drones1010002.
López-Granados, F., Torres-Sánchez, J., De Castro, A.I., SerranoPérez, A., Mesas-Carrascosa, F. J., & Peña, J. M. (2016). Object-based early monitoring of a grass weed in a grass crop using high resolution UAV imagery. Agronomy for Sustainable Development, 36(4), pp. 36-67,
2016. DOI: 10.1007/s13593-016-0405-7.
Mogili, A. (2021). Influence of Drone Rotors over Droplet Distribution in Precision Agriculture. In Deepak B.B.V.L., Parhi D.R.K., Biswal B.B. (eds), Advanced Manufacturing Systems and Innovative Product Design (pp. 401-410). Springer, Singapore. https://doi.org/10.1007/978-981-15-9853-1_34
Norasma, C., Fadzilah, M., Roslin, N., Zanariah, Z., Tarmidi, Z., Candra, F. (2019). Unmanned Aerial Vehicle Applications In Agriculture. IOP Conf. Series: Materials Science and Engineering, 506. DOI: 10.1088/1757-899X/506/1/012063
Orjuela-Garzon, W., Quintero, S., Giraldo, D.P., Lotero, L., Nieto-Londoño, C. (2021). A Theoretical Framework for Analysing Technology Transfer Processes Using Agent-Based Modelling: A Case Study on Massive Technology Adoption (AMTEC) Program on Rice Production. Sustainability, 13(11143). https://doi.org/10.3390/su132011143
Petkovics, I., Simon, J., Petkovics, A., ?ovi?, Z. (2017). Selection of unmanned aerial vehicle for precision agriculture with multi-criteria decision making algorithm. Presented in the 2017 IEEE 15th International Symposium on Intelligent Systems and Informatics (SISY) (pp. 151-156). Subotica, Serbia. DOI: 10.1109/SISY.2017.8080543.
Radoglou-Grammatikis, P., Sarigiannidis, A., Lagkas, T., Moscholios, I. (2020). A compilation of UAV applications for precision agriculture. Computer Networks, 172. https://doi.org/10.1016/j.comnet.2020.107148
Santos, L. M., Ferraz, G. A., Barbosa, B. S., Andrade, A.D. (2019). Use of remotely piloted aircraft in precision agriculture: a review. DYNA, 86(210), pp. 284-291.
Townsend, A., Jiya, I., Martinson, C., Bessarabov, D., Gouws, R. (2020). A comprehensive review of energy sources for unmanned aerial vehicles, their shortfalls and opportunities for improvements. Heliyon, 6(11), https://doi.org/10.1016/j.heliyon.2020.e05285
Verma, P., Sinha, N. (2018). Integrating perceived economic wellbeing to technology acceptance model: The case of mobile based agricultural extension service. Technological Forecasting and Social Change, 126, 207–216.
Vergouw, B., Nagel, H., Bondt, G., Custers, B. (2016). Drone Technology: Types, Payloads, Applications, Frequency Spectrum Issues and Future Developments, in: The Future of Drone Use (pp. 21–45). The Hague, Netherlands: T.M.C. Asser Press[supanova_question]
GUIDELINES FOR POSTERS (no presentation component) The poster is an opportunity to
HRD 2000 Self Reflection Essay GUIDELINES FOR POSTERS (no presentation component)
The poster is an opportunity to synthesize and showcase all your learning over the term.
Components:
Title & Author (you!)
Introduction – abstract or topic overview
Theoretical constructs/concepts/framework, and how this is applied
Research on the topic
Application in your topic
Acknowledgements; the name of the supervisor/agency should be included on the poster
Evaluation Criteria
Posters will be evaluated based on:
Quality of content – overview; related research; theoretical perspective(s); application
Content organization – is it written logically, coherently, understandable?
Introduction/abstract – do they draw in audience? Is topic described well?
Poster design – attractive? use of colours, graphics; balance with text? readable font?
Standard requirements:
Size – 24”x 36” (61 x 92 cm) (landscape layout)[supanova_question]
7 Boeing Company Student Name Lecturers Name Institution Course Date Boeing Company
7
Boeing Company
Student Name
Lecturers Name
Institution
Course
Date
Boeing Company
Profit Ratios
Gross Profit margin
Boeing experienced an increase in its gross profit margin in 2016,2017 and 2018. In 2016, the gross profit margin stood at 15.5%, a 6.1% increase. In 2017, the gross profit margin increased to 18.5%, representing a 19.6% increase. Finally, in 2018, the corporation’s gross profit margin stood at 19.4%, a 5% increase (Finbox, 2021). It’s also worth noting that the gross profit margin for the corporation’s years, indeed between 2016 and 2020, averaged 11.3%. Regardless, the corporation’s gross profit margin ratio reduced from 2018 to 2019, and it also deteriorated from 2019 to 2020. In 2019, the gross profit margin decreased to 6.2%, a -68% depreciation, and in 2020, it reduced to -2.9%, which was a -166.7% reduction.
Net Profit Margin
Boeing’s net profit margin between 2016 and 2020 averaged 11.3%. The peak of net profit margin was seen in 2018, where it stood at 19.4%. In 2016, the corporation’s NPM stood at 15.5%, representing a 6.1% increment. In 2017, the NPR food at 18.5% representing a 19.6% increment while in 2018, it stood at 19.4% representing a 5% increase (Finbox, 2021). The net profit margin decreases in the 2019 and 2020 financial years. In 2019, the NPM stood at 6.2% representing a -68% decline while in 2020, it stood at -2.9% representing a -146.7% decline.
Return on Assets
The corporation’s return on assets for the five years between 2016 and 2020 averaged 2.8%. It’s worth noting that Boeing’s return on assets was at its peak in 2018, where it stood at 9.1%. However, the ratio hit an all-time low of -8.4% in 2020. Based on the corporation’s financial records, in 2016, the return on assets stood at 5.5%, a -1.2% depreciation (Finbox, 2021). In 2017, the ROA ratio increased to 8.4%, representing a 53.1% increase, while in 2018, the ROA stood at 9.1%, representing an 8.1% increase. However, in the 2019 financial year, the ROA stood at -0.5%, a -105.6% decline. In 2020, the ROA stood at -8.4%, representing a 1549% increment.
Return on Equity
The corporation’s return on equity has ranged between 23% and 314% between 2016 and 2020. It’s worth noting that Booking has the highest return on equity compared to its peer groups, such as Lockheed Martin Corporation, General Dynamics Corporation, and Northrop Grumman Corporation, which are aerospace corporations in the civilian and defense industries (Finbox, 2021).
Most Profitable Segment
Boeing offers service, support, and design for autonomous systems, human space exploration systems, satellites, and military aircraft. Based on its return on equity ratio, it is evident that this is its most profitable segment (Finbox, 2021). Revenue generated from this segment has steadily grown since 2016, and reports demonstrate that Boeing Defense Space and Security contributed over 28% of the total revenue in the 2019 financial year (Forbes, 2021). In the second quarter of 2019, the corporation experienced an increase in BDS revenue to 41%. The BDS segment has been the steadiest, probably since Boeing provides unparalleled market support for its fleet. It is worth noting that the segment was introduced in 2016 and has since experienced continued growth. Above all, Boeing continues innovating and expanding the BDS segment to meet its client’s needs and preferences.
Boeing SWOT Analysis
Boeing corporation operates globally and has over 150,000 employees. The corporation is a market leader in the technology, defense, aviation, and aerospace sectors, and it offers its products and services to federal governments in over 150 countries and commercial airlines (Momin, 2021). The corporation’s product line includes; information systems, performance-based training, logistics, a launch system, satellites, defense systems, commercial and military aircraft. Given the corporation’s success in the industry, here is its SWOT analysis.
Strengths
Its Supply Chain
Boeing airplanes require over 2 million parts during manufacturing, which involves networking and global partnerships that would ensure product delivery. Boeing has established a solid supply chain that aids in sourcing and supplying materials necessary for manufacturing.
Diversity in Product Range
Boeing’s greatest strength is its ability to deliver various products. The corporation manufactures corporate jets, private jet planes, commercial planes, among other products, giving it an edge over competitors who offer limited products.
Innovation and Leadership
The corporation has built a solid reputation for leadership and product innovation in the defense and aerospace industry. Study reports cite that Boeing invested over $2 billion in research and development in the financial year 2020, which would aid in the improvement of its product and service range (Momin, 2021).
Solid Market Share
Study reports suggest that the corporation is the second-largest aerospace corporation, and this is after being overtaken by archival Airbus. The corporation has a substantial market share given its influence and economies of scale (Momin, 2021). Also, the corporation receives billions of dollars’ worth of contacts and has diversified its product and services, which enables it to develop a substantial market share,
Weaknesses
Poor Labor Management
Considering the vast task force, the corporation finds it hard to manage them since they are spread worldwide. It’s also challenging to maintain consistency in the set standards given the considerable task force.
Increased Debt Levels
Study reports suggest that Boeing corporation experiences continuous regulatory approval delays for the 737 airplanes. They have 77 inventories, and the COVID-19 pandemic has affected them, increasing its debts from $10 billion to $82 billion as of 2020.
Over-Reliance on Outsourcing
Boeing imports most of its components and raw materials from foreign nations, creating supply chain problems.
Opportunities
Adopting Environmentally Friendly Technology
The corporation can reduce its carbon footprint by adopting environmentally friendly technologies, which could enhance its brand image. The corporation has recently tested new technology that could reduce harmful emissions and noise pollution. Such initiatives could improve the company’s image.
Space Forces
The recent launch of the Space Forces creates an opportunity for Boeing to be the US government’s main contractor (Ravi, 2020). However, they must compete with Northrop Grumman and Lockheed Martin to secure the position.
Increased Demand for Products
There has been a soaring demand for satellite technologies, and this provides an opportunity for the corporation to develop new and advanced products to satisfy the market demand.
Threats
The Covid-19 Pandemic
The recent Coronavirus pandemic has affected local and international traveling, reducing business for most airlines. If the pandemic persists, some airlines could go bankrupt, affecting Boeing’s manufacturing and income.
Increased Competition
Boeing continues to face increased competition from the likes of Airbus. The competitors threaten Boeing’s customer base, and they threaten its market share dominance.
Damaged Public Image
The recent Boeing airplane fatal accident damaged the corporation’s image (Momin, 2021). Some people have developed air traveling phobia, given the recent terrorist and airplane hijacking events that have damaged their perceptions.
Recommendations
The corporation’s SWOT analysis demonstrates several scopes that it should address to perform better and retain its market lead. As such, the management should consider lowering the cost of producing airplanes to meet that of competitors. The corporation should consider offering discounts to loyal clients to compete with Airbus, who have taken the market lead. It’s also essential to address the soaring demand for satellite technologies since this is an opportunity for the corporation to develop new and advanced products to satisfy the market demand. Above all, Boeing should address production challenges by sourcing raw materials from trusted suppliers to ensure successful product delivery.
References
Forbes. (2021). Retrieved 5 December 2021, from https://www.forbes.com/sites/greatspeculations/2020/01/02/how-much-of-boeings-revenues-comes-from-the-us-government/?sh=26584c7a5144
Finbox. (2021). Retrieved 5 December 2021, from https://finbox.com/NYSE:BA/explorer/gp_margin
Momin Abdul. (2021). Retrieved 5 December 2021, from https://pestleanalysis.com/boeing-swot-analysis/
Ravi, A. K. (2020). Reinventing strategic management: An evolutionary perspective. Asian Journal of Management, 11(4), 429-433.[supanova_question]
File type- cpp(c++) CODE-1 struct node { int data; struct node *next;
File type- cpp(c++)
CODE-1
struct node {
int data;
struct node *next;
};
-> Defined a structure for a single node..which is later used to build a linked list(ll).
CODE-2
void Push(struct node **headRef, int data) {
struct node *newNode = new struct node;
newNode->data = data;
newNode->next = *headRef;
*headRef = newNode;
}
-> Push() function has two arguments headRef which is the head of the ll …..if ll size is 0, the headRef is NULL. In push function() we add new nodes to the linkedlist(ll)
CODE-3
void Print(struct node *head) {
struct node *current = head;
while (true) {
cout <data;
current = current->next;
if (current != NULL) {
cout < “;
} else {
cout << "\n";
break;
}
}
}
-> Print() takes head of the ll as argument. It runs a while loop until current->next becomes NULL, which says that it has traversed and printed the whole ll and it has reached end of the ll.
IT PRINTS THE LL LIKE THIS 1->4->7->8->9 where 1,4,7,8,9 are the node data.
CODE-4
int Length(struct node *head) {
struct node *current = head;
int counter = 0;
while (current != NULL) {
counter++;
current = current->next;
}
return counter;
}
-> It takes head as argument and count the length of the ll. First a variable counter is set to 0 which increments its value until end of the ll is reached.
Eg.-> 1->4->7->8->9 length=5
CODE-5
void PrintRecursive(struct node *head) {
if (head == NULL)
return;
cout <data << endl;
PrintRecursive(head->next);
}
-> This is same as code 3 used to print the ll, but here we use recursion where the function keeps on calling itself until head=null
CODE-6
void AddToEnd(struct node **headRef, int data) {
struct node *current = *headRef;
if (current == NULL) {
Push(headRef, data);
} else {
while (current->next != NULL) {
current = current->next;
}
Push(&(current->next), data);
}
}
-> This is used to add a node at the end of the ll. Here we first traverse the whole ll and stop at the last node then we set lastNode->next=NewNode.
CODE-7
struct node* FindFromTheEnd(struct node *head, int k) {
struct node *current = head;
struct node *runner = head;
if (k > Length(head)) {
return NULL;
}
for (int i = 0; i < k; i++) {
runner = runner->next;
}
while (runner != NULL) {
current = current->next;
runner = runner->next;
}
return current;
}
-> Finds a node at k distance from the end.
CODE-8
void InsertSorted(struct node **headRef, int data) {
struct node *newNode = new struct node;
newNode->data = data;
struct node *current = *headRef;
if (current == NULL || (*headRef)->data >= data) {
newNode->next = *headRef;
*headRef = newNode;
} else {
while (current->next != NULL && current->next->data < data) {
current = current->next;
}
newNode->next = current->next;
current->next = newNode;
}
}
-> inserts a new node when the next node is >= the new node.
CODE-9
void DeleteLinkedList(struct node **headRef) {
// null-check
if (headRef == NULL) {
return;
}
// Declare and initialise local variables
struct node *current = *headRef;
struct node *temp = NULL;
// Loop until reaching the end of the linked-list
while (current != NULL) {
// Temporarily hold the pointer of the current node
temp = current;
// Move to the next node
current = current->next;
// Delete current node
delete temp;
}
// Set the head of the linked-list to NULL
*headRef = NULL;
}
-> delete whole ll and sends headref to NULL
CODE-10
bool RemoveNode(struct node **headRef, int data) {
// null-check
if (headRef == NULL) {
return false;
}
// Declare and initialise local variables
struct node *current = *headRef;
struct node *prev = NULL;
// Loop until reaching the end of the linked-list
while (current != NULL) {
// Compare with the data of the current node
if (current->data == data) {
// If previous node is NULL then,
// the current node is the head.
if (prev == NULL) {
// Move the head to the next node.
*headRef = current->next;
} else {
// Else, set the next pointer of the previous
// node to the next of the current.
prev->next = current->next;
}
// current node is not a part of the linked-list now.
// delete the current node and return true
delete current;
return true;
}
// Advance prev and current nodes
prev = current;
current = current->next;
}
return false;
}
-> deletes end of the ll
CODE-11
bool RemoveDuplicatesSorted(struct node *head) {
// Declare and initialise local variables
bool retVal = false;
struct node *current = head;
struct node *prev = NULL;
// Loop until reaching the end of the linked-list
while (current != NULL) {
// Compare the data of the previous node with the data of the current node.
// Since the linked-list is sorted, any duplicate nodes will be consecutive.
if (prev != NULL && (prev->data == current->data)) {
// If the current node is a duplicate of the previous, remove it.
prev->next = current->next;
delete current;
current = prev->next;
// At least one duplicate is found. Set retVal to true.
retVal = true;
} else {
// Else, advance prev and current nodes.
prev = current;
current = current->next;
}
}
return retVal;
}
-> traverse the whole ll….since the ll is in sorted format, if the next node is = to the current node. Delete the current node. This is a bool function so if duplicate arise return true else return false.
CODE-12
void Reverse(struct node** headRef) {
// null-check
if (headRef == NULL) {
return;
}
// Declare and initialise local variables
struct node *current = *headRef;
struct node *prev = NULL;
struct node *temp = NULL;
// Loop until reaching the end of the linked-list
while (current != NULL) {
// Temporarily hold the next node of the current before reversing its direction.
temp = current->next;
// Set the previous node as the next of the current node.
current->next = prev;
// Advance previous node pointer by setting to current
prev = current;
// temp holds the next of the current before reversing
// Advance the current node by setting it to temp
current = temp;
}
// Set the last node as the head of the linked-list.
*headRef = prev;
}
-> simply reverse the whole ll
Eg. If ll is 1->2->4->9 it becomes 9->4->2->1
CODE-13
bool RemoveDuplicatesUnsorted(struct node* head) {
// Declare and initialise local variables
bool retVal = false;
struct node *current = head;
struct node *duplicate = NULL;
struct node *prev = NULL;
struct node *temp = NULL;
// Loop until reaching the end of the linked-list
while (current != NULL) {
// Set previous to current and temp to next of the current.
prev = current;
temp = current->next;
// Loop until reaching the end of the
// linked-list starting from temp.
while (temp != NULL) {
// Compare the data of the temp with current
if (current->data == temp->data) {
// If found a duplicate then, remove temp
duplicate = temp;
prev->next = temp->next;
temp = temp->next;
delete duplicate;
// At least one duplicate is found. Set retVal to true.
retVal = true;
}
else {
// Else, advance prev and temp pointers
prev = prev->next;
temp = temp->next;
}
}
// Advance the current pointer
current = current->next;
}
return retVal;
}
-> This is a bool function which checks if a digit is repeated in this unsorted linkedlist. If its repeated then it return true and deletes the digit or else it returns false.
################################MAIN FUNCTIONS#################################
CODE-14
void TestRemoveNode() {
cout << "\n############################################################################\n";
cout << "############################ Test: Remove Node #############################\n";
cout << "############################################################################\n";
struct node *head = NULL;
int testValue = 2;
Push(&head, 5);
Push(&head, 8);
Push(&head, 2);
Push(&head, 9);
AddToEnd(&head, 4);
cout << "\nStep 1:\n";
cout << "Linked-list before remove node operation:\n";
Print(head);
cout << "\nStep 2:\n";
cout << "Removing the node with data value " << testValue << "…\n";
if (RemoveNode(&head, testValue)) {
cout << "Successfully removed the node.\n";
} else {
cout << "Failed to remove the node.\n";
}
cout << "\nStep 3:\n";
cout << "Linked-list after remove node operation:\n";
Print(head);
DeleteLinkedList(&head);
}
-> this code removes a particular data from the linkedlist that the user provides. If the data is not provide in the linkedlist it doesnot deletes anything. It uses the RemoveNode() function which is explained above in the doc.
Eg. 1->2->5->9 if user types 5 to be deleted the ll becomes 1->2->9
CODE-15
void TestRemoveDuplicatesSorted() {
cout << "\n############################################################################\n";
cout << "##################### Test: Remove Duplicates Sorted #######################\n";
cout << "############################################################################\n";
struct node *head = NULL;
InsertSorted(&head, 4);
InsertSorted(&head, 2);
InsertSorted(&head, 6);
InsertSorted(&head, 1);
InsertSorted(&head, 6);
InsertSorted(&head, 5);
InsertSorted(&head, 2);
cout << "\nStep 1:\n";
cout << "Linked-list before remove duplicates from sorted linked-list operation:\n";
Print(head);
cout << "\nStep 2:\n";
cout << "Removing duplicates from sorted linked-list…\n";
if (RemoveDuplicatesSorted(head)) {
cout << "Successfully removed duplicates.\n";
}
else {
cout << "No duplicates were removed.\n";
}
cout << "\nStep 3:\n";
cout << "Linked-list after remove duplicates from sorted linked-list operation:\n";
Print(head);
DeleteLinkedList(&head);
}
-> this function deletes all the duplicate digits from a sorted linkedlist by using RemoveDuplicatesSorted() function which is explained earlier in the doc.
Eg. u can see the user gave input in the code as 4,2,6,1,6,5,2.
So the linkedlist first gets created in sorted manner 1->2->2->4->5->6->6
Then the duplicates are removed 1->2->4->5->6.
CODE-16
void TestReverse() {
cout << "\n############################################################################\n";
cout << "############################## Test: Reverse ###############################\n";
cout << "############################################################################\n";
struct node *head = NULL;
Push(&head, 5);
Push(&head, 8);
Push(&head, 2);
Push(&head, 9);
AddToEnd(&head, 4);
Push(&head, 7);
AddToEnd(&head, 3);
cout << "\nStep 1:\n";
cout << "Linked-list before reverse operation:\n";
Print(head);
cout << "\nStep 2:\n";
cout << "Reversing the linked-list…\n";
Reverse(&head);
cout << "\nStep 3:\n";
cout << "Linked-list after reverse operation:\n";
Print(head);
DeleteLinkedList(&head);
}
-> this simply reverse the linkedlist. Here u can see the user input, the following ll gets created
7->9->2->8->5->4->3
Then it is reversed, so the final ll is
3->4->5->8->2->9->7
CODE-17
void TestRemoveDuplicatesUnsorted() {
cout << "\n############################################################################\n";
cout << "##################### Test: Remove Duplicates Unsorted #####################\n";
cout << "############################################################################\n";
struct node *head = NULL;
Push(&head, 4);
Push(&head, 2);
Push(&head, 6);
Push(&head, 1);
Push(&head, 6);
Push(&head, 5);
Push(&head, 2);
cout << "\nStep 1:\n";
cout << "Linked-list before remove duplicates from unsorted linked-list operation:\n";
Print(head);
cout << "\nStep 2:\n";
cout << "Removing duplicates from unsorted linked-list…\n";
if (RemoveDuplicatesUnsorted(head)) {
cout << "Successfully removed duplicates.\n";
}
else {
cout << "No duplicates were removed.\n";
}
cout << "\nStep 3:\n";
cout << "Linked-list after remove duplicates from unsorted linked-list operation:\n";
Print(head);
DeleteLinkedList(&head);
}
-> This function deletes all the duplicate digits from a unsorted linkedlist by using RemoveDuplicatesUnSorted() function which is explained earlier in the doc.
Eg. u can see the user gave input in the code as 4,2,6,1,6,5,2.
So the linkedlist first gets created in sorted manner 4->2->6->1->6->5->2
Then the duplicates are removed, and final ll is generated 1->2->4->5->6.[supanova_question]
Just Mercy Essay Questions Students are to answer 3 out of the
Just Mercy Essay Questions
Students are to answer 3 out of the five following essay questions. Students will demonstrate critical thinking skills, follow APA seventh edition guidelines, use proper grammar and spelling in their essay submission. Students are to fully develop the topic discussed in their paper, using definitions or explanations of the problem discussed in their article, examples from Just Mercy and other scholarly material. For example, a theme in Just Mercy is racism within the criminal justice system; the student will define racism, cite examples in Just Mercy, which demonstrates racism within the criminal justice system. STUDENTS ARE EXPECTED TO USE ADDITIONAL SOURCES AND CITE PER APA
The student must answer all questions within the essay prompt.
In Just Mercy, the author identifies issues in the criminal justice system, such as racism, poverty, mental health, gender differences, police misconduct, juvenile crime, trauma and PSTD, and mass incarceration. Identify one of these issues, define the issue, and cite examples in the book that outline the problem, causes, and impact on the criminal justice system. Compare what is discussed in Just Mercy to the criminal justice system in 2021. Does the problem still exist? Has the issue changed since Stevenson wrote Just Mercy in 2014? The students will include recommendations regarding how they would address or resolve the issue discussed in their essay.
The student will discuss their reaction, knowledge, and experiences to Just Mercy. Did the book introduce the student to issues in criminal justice, or has the student experienced these issues? The student will use examples from the text to support their reflections. Do you think your reaction to Just Mercy would be different if you had personal experience with the justice system, were a victim of a serious crime, or your background was of another race or class? After reading this book, has your views and perception of the criminal justice system changed?
In the book Just Mercy, the author described individual dehumanizing experiences. What is dehumanization? Briefly, outline (2) two dehumanizing experiences discussed in Just Mercy. Then, research a current example of dehumanization in the criminal justice system and discuss what actions and policies you would recommend correcting the problem.
Stevenson titled his book, Just Mercy, after working in the criminal justice system for decades. Why do you think he titled the book, Just Mercy? What is Mercy? Do you believe mercy should be used in the criminal justice system, and why? What does mercy mean to you? What did you learn about mercy after reading this book? Restorative justice is an example of mercy in the criminal justice system. Be sure to define restorative justice and cite your sources.
Police reform is a significant political, social, and economic discussion in criminal justice today. First, define what police reform is and what are the main arguments for and against police reform in 2021. Where are these issues discussed in Just Mercy? Next, identify two (2) current proposed police reforms, outline the problem, and create a policy or plan you support to address the reform.[supanova_question]
LinearNode.java package jsjf; /** * Represents a node in a linked list.
LinearNode.java
package jsjf;
/**
* Represents a node in a linked list.
*
* @author Java Foundations
* @version 4.0
*/
public class LinearNode
{
private LinearNode next;
private T element;
/**
* Creates an empty node.
*/
public LinearNode()
{
next = null;
element = null;
}
/**
* Creates a node storing the specified element.
* @param elem element to be stored
*/
public LinearNode(T elem)
{
next = null;
element = elem;
}
/**
* Returns the node that follows this one.
* @return reference to next node
*/
public LinearNode getNext()
{
return next;
}
/**
* Sets the node that follows this one.
* @param node node to follow this one
*/
public void setNext(LinearNode node)
{
next = node;
}
/**
* Returns the element stored in this node.
* @return element stored at the node
*/
public T getElement()
{
return element;
}
/**
* Sets the element stored in this node.
* @param elem element to be stored at this node
*/
public void setElement(T elem)
{
element = elem;
}
}
LinkedSet.java, LinkedSetDriver.java, and SetADT.java are not provided. LinkedSetDriver,java should contain main and the menu shown in the output.
EmptyCollectionException.java
package jsjf.exceptions;
/**
* Represents the situation in which a collection is empty.
*
* @author Java Foundations
* @version 4.0
*/
public class EmptyCollectionException extends RuntimeException
{
/**
* Sets up this exception with an appropriate message.
* @param collection the name of the collection
*/
public EmptyCollectionException(String collection)
{
super(“The ” + collection + ” is empty.”);
}
}[supanova_question]
Advance Directive and End-of-life Medical Decisions Advance Directive and End-of-life Medical Decisions
Advance Directive and End-of-life Medical Decisions
Advance Directive and End-of-life Medical Decisions
1
Advance Directive and End-of-life Medical Decisions
Cheree McCorkel
DeVry University
HIT220
1
Advance Directive and End-of-life Medical Decisions
Cheree McCorkel
DeVry University
HIT220Advance Directive and End-of-life Medical Decisions
2
Table of Contents
Training Objectives
Overview of the laws of advance directive and end-of-life
Advance Directive
End-of-life Medical Decisions
Why do you need them and who used them?
How and where do you get them?
Conclusion
References
2
Table of Contents
Training Objectives
Overview of the laws of advance directive and end-of-life
Advance Directive
End-of-life Medical Decisions
Why do you need them and who used them?
How and where do you get them?
Conclusion
References?
?
?
?
?
?
?
?
?
3
Introduction
The topic that I have chosen to write about is Role of advance directive in
treatment and end-of-life healthcare decisions. The reason that I choose this is because it
is very important to know what a patient wants. I will be exploring what all needs to be
done and what information is needed to do this. What exactly is an advance directive and
end-of-life healthcare decisions?
Training Objectives
By the end of this paper you will know in more detailed information on advance
directives and end-of -life decisions. We will also look at why they are needed and who
uses them, what information is needed and how you get them, how they are used, and
Michigan laws on them both.
Overview of the laws of advance directive and end-of-life
In the state if Michigan they do not recognize a “living will” as a legally binding
Advance Directive. Michigan has two different Advance Directives. The first is the
Durable Power of Attorney for Healthcare (DPOA-HC). Which is used in both inpatient
and ambulatory setting. The second is the Do-Not-Resuscitate (DNR) this is used in the
hospital “The Michigan Patient Self-Determination Act, Michigan Law PA 312 of 1990,
recognizes the validity of a Durable Power of Attorney for Healthcare”. In Michigan they
appoint a “surrogate” this is the person that will act in your behalf if you are not able to.
Make sure that all parties involved have copies of the paperwork.
Advance Directive
3
Introduction
The topic that I have chosen to write about is Role of advance directive in
treatment and end-of-life healthcare decisions. The reason that I choose this is because it
is very important to know what a patient wants. I will be exploring what all needs to be
done and what information is needed to do this. What exactly is an advance directive and
end-of-life healthcare decisions?
Training Objectives
By the end of this paper you will know in more detailed information on advance
directives and end-of -life decisions. We will also look at why they are needed and who
uses them, what information is needed and how you get them, how they are used, and
Michigan laws on them both.
Overview of the laws of advance directive and end-of-life
In the state if Michigan they do not recognize a “living will” as a legally binding
Advance Directive. Michigan has two different Advance Directives. The first is the
Durable Power of Attorney for Healthcare (DPOA-HC). Which is used in both inpatient
and ambulatory setting. The second is the Do-Not-Resuscitate (DNR) this is used in the
hospital “The Michigan Patient Self-Determination Act, Michigan Law PA 312 of 1990,
recognizes the validity of a Durable Power of Attorney for Healthcare”. In Michigan they
appoint a “surrogate” this is the person that will act in your behalf if you are not able to.
Make sure that all parties involved have copies of the paperwork.
Advance Directive
4
An advance directive is a written statement that states what a patient’s wishes are for their medical treatment. This will let others know what medical care you want or don’t wish to receive. This is done before you get ill or have any permanent injuries. Advance Directive is when you appoint an “surrogate” to make all the decisions for you when you are not able to.
Different Types of Advance Directives
The advance directive is when a patient makes plans for what they want done if they become ill or seriously injured. There are five different types of Advance directives. Let’s take a detailed look at what the name of each one is and what they are used for:
The living will- this is the oldest type. Written legal document giving directions of the medical decisions in your future. This is used only when the patient is terminally ill or permanently unconscious. Only after two physicians confirm that you are not able to make your own decisions. You can end or change a living will at any time.
This study resource was
shared via CourseHero.com
This study resource was
shared via CourseHero.comDurable power of attorney for health care/medical power of attorney- this is when you appoint a person to make all your health care decisions on your behalf if you are no able to do so. After you are unable to make your own health care this is when your proxy will speak for you. If they do not know what they your wishes are or not stated in the paperwork they have the right to do what they think you would want done or what they feel is right. You can also add as second person in case something happens to the first person or they are not able to take over.
Physician Orders for Life-Sustaining treatment (POLST)- this is usually for individuals that have been diagnosed with serious illness. Does not override any other
5
instructions. Serves as a doctor ordered instructions. This order is always to be kept at
your side. This form can be canceled or updated as needed.
Do not resuscitation (DNR)
– this mean that you have an order that if you stop
breathing or your heart stops nothing will be done to keep you alive. A DNR is only good
while you are in the hospital and may have to be each time you are admitted. If you want
a DNR for outside the hospital you would have to get a form, and have it signed by you
and your doctor. I must be available so if 9-1-1 is called they can see it or be shown it, or
they will have to do everything in their power to keep you alive.
Organ and tissue donation-
this can be included in the advance directive; however,
most states allow you to choose if you are an organ donor on a State issued ID or driver’s
license.
End-of-life Medical Decisions
The end-of-life medical decisions is when a patient is near the end of life and final
decisions need to be made. Some of the choices that will need to be made are:
“Do everything possible
”- this means that you want the facility to do everything
in their power to save the patient.
What to do if the heart stop’s?
–
this would include and up to cardiopulmonary
resuscitation (CPR) which is when a doctor or nurse repeatedly pushes on the chest of the
patient which gets air into the lungs. Electric shock which is when used to correct an
abnormal heart rhythm and some medications may also be given. Some of the side effect
5
instructions. Serves as a doctor ordered instructions. This order is always to be kept at
your side. This form can be canceled or updated as needed.
Do not resuscitation (DNR)
– this mean that you have an order that if you stop
breathing or your heart stops nothing will be done to keep you alive. A DNR is only good
while you are in the hospital and may have to be each time you are admitted. If you want
a DNR for outside the hospital you would have to get a form, and have it signed by you
and your doctor. I must be available so if 9-1-1 is called they can see it or be shown it, or
they will have to do everything in their power to keep you alive.
Organ and tissue donation-
this can be included in the advance directive; however,
most states allow you to choose if you are an organ donor on a State issued ID or driver’s
license.
End-of-life Medical Decisions
The end-of-life medical decisions is when a patient is near the end of life and final
decisions need to be made. Some of the choices that will need to be made are:
“Do everything possible
”- this means that you want the facility to do everything
in their power to save the patient.
What to do if the heart stop’s?
–
this would include and up to cardiopulmonary
resuscitation (CPR) which is when a doctor or nurse repeatedly pushes on the chest of the
patient which gets air into the lungs. Electric shock which is when used to correct an
abnormal heart rhythm and some medications may also be given. Some of the side effect
6
of having CPR is broken ribs that may not heal properly in older patients, and a collapsed
lung.
Respiratory arrest
–
do you want to use a ventilator if needed for short term use.
This is when they put a tube attached to a ventilator down the throat into the trachea or
windpipe. This will force air into the lungs. If the patient needs to be vented for more
than a few days, they may suggest a tracheotomy this is when the tube is inserted into the
trachea. Some side effects of this is a collapsed lung, a plugged tracheotomy tube, or
bleeding.
Must know if the patient has a DNR
–
if the patient is an end-of-life at home they
must get a non-hospital DNR to ensure that if EMTs are called they will respect the
wishes of the patient.
Should heart devices be turned off when someone id dying?
– these devices are
pacemakers or similar devices which shocks the heart bac into regular rhythm when
needed. When life support is no longer wanted these devices can be turned off at bedside
without surgery.
Is a feeding tube needed?
– this may be needed if the patient is not eating or
drinking this will allow them to get nutrition temporarily while recovering. At end-of-life
this may be more discomfort than not eating. When a patient approaches death loss of
appetite is common, and a feeding tube is not needed due to the body system starts to shut
down.
Should the patient be sedated?
–
sometimes this is suggested to manage symptoms
that are not responding to other treatment and are still making the patient uncomfortable.
6
of having CPR is broken ribs that may not heal properly in older patients, and a collapsed
lung.
Respiratory arrest
–
do you want to use a ventilator if needed for short term use.
This is when they put a tube attached to a ventilator down the throat into the trachea or
windpipe. This will force air into the lungs. If the patient needs to be vented for more
than a few days, they may suggest a tracheotomy this is when the tube is inserted into the
trachea. Some side effects of this is a collapsed lung, a plugged tracheotomy tube, or
bleeding.
Must know if the patient has a DNR
–
if the patient is an end-of-life at home they
must get a non-hospital DNR to ensure that if EMTs are called they will respect the
wishes of the patient.
Should heart devices be turned off when someone id dying?
– these devices are
pacemakers or similar devices which shocks the heart bac into regular rhythm when
needed. When life support is no longer wanted these devices can be turned off at bedside
without surgery.
Is a feeding tube needed?
– this may be needed if the patient is not eating or
drinking this will allow them to get nutrition temporarily while recovering. At end-of-life
this may be more discomfort than not eating. When a patient approaches death loss of
appetite is common, and a feeding tube is not needed due to the body system starts to shut
down.
Should the patient be sedated?
–
sometimes this is suggested to manage symptoms
that are not responding to other treatment and are still making the patient uncomfortable.
7
This will put the patient in a sleep-like state. They can still hear and should be talked to and be careful not to say anything that you do not want them to hear.
These are the types of decisions that you would have to make at the end-of-life.
Why do you need them and who uses them?
The reason that you would use an Advance Directive or an End-of Life Medical decisions is to let your physician, loved ones and family member know what you would want to in case you are not able to speak for yourself. Also, this is what your last requests would be if you had an emergency medical situation. By having this in place it will take the burden off the loved one that will have to make these decisions for you. The patients that use Advance Directives and End-of-life medical decisions are ones that may have medical problems, life ending dieses, critical illness, elderly patients or individuals that want to inform there loved ones of their wishes.
How and where do you get them?
This study resource was
shared via CourseHero.com
This study resource was
shared via CourseHero.comTo begin you can go to many different websites to get the forms like https://www.michigan.gov/documents/miseniors/Advance_Directives_230752_7.pdf this is a PDF that walks you through the sets to filling it out just by filling in the blanks. Before you start you must have a person that you want to act on your behalf. This per will be your “Surrogate” which will carry out your wishes or make decisions about your care if you are not able to do so yourself. Each form must be signed and witnessed by two different people. When all the forms are filled out and signed you save a copy, give your “Surrogate”, and your physicians will need a copy also. If a patient needs to be put in an assistant living facility, HOSPIS, or is put in the hospital the facility will need copies of
8
the papers also. Make sure that the forms are kept up-to-date and make changes as
needed.
Conclusion
By reviewing all the information provided and research I find it very important to
have an Advance Directive or an End-of Life Medical decision in place. This is a very
hard decision to make for a loved one if you do not know what they would have wanted.
If you want your final wishes carried out, make sure that you have Advance Directives or
End-of Life Medical decisions in place. This will allow surrogate to act on your behalf
incase you are not able to make those decision for yourself.
8
the papers also. Make sure that the forms are kept up-to-date and make changes as
needed.
Conclusion
By reviewing all the information provided and research I find it very important to
have an Advance Directive or an End-of Life Medical decision in place. This is a very
hard decision to make for a loved one if you do not know what they would have wanted.
If you want your final wishes carried out, make sure that you have Advance Directives or
End-of Life Medical decisions in place. This will allow surrogate to act on your behalf
incase you are not able to make those decision for yourself.
9
References
Advance Care Planning: Healthcare Directives. (n.d.). Retrieved from
https://www.nia.nih.gov/health/advance-care-planning-healthcare-directives
.
Advance Directives. (n.d.). Retrieved from
https://www.hom.org/advance-directives/
.
End of Life. (n.d.). Retrieved from https://www.nia.nih.gov/health/end-of-life.
You are here MDHHS Assistance Programs Health Care Coverage Advance Directives.
(
n.d.). Retrieved from
https://www.michigan.gov/mdhhs/0,5885,7-339-
71547_2943_70663—,00
.html
.
Your guide to living wills and other advance directives. (2018, December 15). Retrieved
from
https://www.mayoclinic.org/healthy-lifestyle/consumer-health/in-depth/living-
wills/art-20046303
.
9
References
Advance Care Planning: Healthcare Directives. (n.d.). Retrieved from
https://www.nia.nih.gov/health/advance-care-planning-healthcare-directives
.
Advance Directives. (n.d.). Retrieved from
https://www.hom.org/advance-directives/
.
End of Life. (n.d.). Retrieved from https://www.nia.nih.gov/health/end-of-life.
You are here MDHHS Assistance Programs Health Care Coverage Advance Directives.
(
n.d.). Retrieved from
https://www.michigan.gov/mdhhs/0,5885,7-339-
71547_2943_70663—,00
.html
.
Your guide to living wills and other advance directives. (2018, December 15). Retrieved
from
https://www.mayoclinic.org/healthy-lifestyle/consumer-health/in-depth/living-
wills/art-20046303
.?
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This study source was downloaded by 100000802009231 from CourseHero.com on 11-23-2021 09:07:40 GMT -06:00
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This study source was downloaded by 100000802009231 from CourseHero.com on 11-23-2021 09:07:40 GMT -06:00
https://www.coursehero.com/file/54322428/Week-7-HIT-220-Course-Projectdocx/[supanova_question]
Kingdom of Saudi Arabia Ministry of Education Saudi Electronic University ??????? ???????
Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University
??????? ??????? ????????
????? ???????
??????? ???????? ???????????
College of Administrative and Financial Sciences
Assignment-1
MGT402 – Entrepreneurship and Small Business
Deadline: 23/10/2021 @ 23:59
Course Name: Entrepreneurship and Small Business
Student’s Name:
Course Code: – MGT 402
Student’s ID Number:
Semester: I
CRN:
Academic Year: 1443/1444 H
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: Marks Obtained/Out of
Level of Marks: High/Middle/Low
Instructions – PLEASE READ THEM CAREFULLY
The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Read carefully Grading Rubric below for specific criteria: 0-5 Marks
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Entrepreneurship and Small Business
ASSIGNMENT -1
Submission Date by students: Before the end of Week- 7th
Place of Submission: Students Grade Centre
Weight: 05 Marks
Learning Outcome:
1. Demonstrate a solid understanding of the potential of entrepreneur in today’s competitive business world. (Lo 1.2)
2. Demonstrate ability to think independently and systematically on developing a viable business model (Lo 1.3 & 3.7).
3. Understand the place of small business in history and explore the strengths and weaknesses of small business. (Lo 1.1).
Assignment Workload:
This assignment is an individual assignment.
Start-up Business Plan
Imagine you started a new business as an entrepreneur in Saudi Arabia.
Please, think and share information on the following items:
1. Owners, capital structure and company profile
a. Your Business Name, Address, E?Mail
b. Form of ownership: What is the legal structure? Sole proprietor, Partnership, Corporation…..
C. Investment capital
2. Company Business Description (300 – 400 words)
A. Scope and type of business
What business will you be in? What will you do? What market segment will you choose?
• Business idea: what is your big idea? Is it a product or a service? What makes your idea different?
• Mission Statement
• Company’s short-term and long-term goals and objectives.
• Target market and demographics: Who will your customers be? Where do they live? What is your target market passionate about?
B. Business Philosophy
What is important to you in your business?
• Describe your Industry: Is it a growth industry? What long term or short-term changes do you foresee in the industry? How will your company take advantage of it?
• Describe your most important company strengths and core competencies: What factors will make the company succeed? What do you think your major competitive strengths will be? What background experience, skills, and strengths do you personally bring to this new venture?
• Risk Assessment: Evaluate the strengths and weaknesses of your business using SWOT.
• Scale of the business and its growth anticipation: what is the growth rate per year for five years? What do your 5-year financials look like? What is your path to profitability?
•Who is your competition and how do you beat them?
• Start-up costs: what costs do you expect to make the business run for the next five years?
3. Products and Services
a. Describe in detail your products or services (Technical specifications).
b. Size of business: how many employees? How many offices and retail facilities?
c. What factors will give you competitive advantages or disadvantages? Examples, include level of quality or unique or proprietary features.[supanova_question]
Saudi Electronic University College of Administrative and Financial Sciences ECOM201 – Introduction
Saudi Electronic University
College of Administrative and Financial Sciences
ECOM201 – Introduction to E-management
Assignment 3
Project Assignment
GoTech Solutions Company
2021/2022
Requirements
GoTech is a Saudi company (located in Riyadh) that provides technical and digital solutions to other businesses and individuals. Its operation focuses mainly on the Saudi market, but recently it opened two offices in Egypt and Italy. Eng. Abdullah is the CEO, and there are three regional managers (in 3 different countries) and 30 employees working under their supervision.
Recently, Abdullah has been required to make vital decisions to keep GoTech running during many challenges, including new and existing competitors, rapid technology development, and Coronavirus pandemic. Consider yourself the CEO’s consultant who is required to help him put together a strategy so GoTech can not only survive but also thrive in the future.
To help you develop your Consultation Strategy Report, use the following points as a guide:
Part 1
An overview of GoTech company (0.5 marks)
Description of the type of management that GoTech follows. (1 mark)
Description of the challenges with that type of management. (1 mark)
Communication challenges
Cultural and political challenges
Description of the necessity for creating a virtual Risks Response Team based on Tuckman’s Team Life Cycle Model (see figure 1). (3 marks)
Phases of team creation
Criteria for choosing the team
Who are they, and why did you choose them?
Pros and cons of the virtual team
Description of the regional managers’ roles (2 marks)
What qualities must they have as leaders?
How can they motivate themselves and their team?
What digital recourses can they use to manage the team?
Part 2
Description of challenges that loom over GoTech (1 mark)
Existing challenges/ disasters
Potential challenges/ disasters
Description of GoTech resources (1 mark)
What are the digital and financial resources?
How can these resources be utilized?
Description of GoTech digital capabilities (2 marks)
Existing capabilities that can be strengthened
Needed capabilities that must be invested in
Description of the solutions (3 marks)
Immediate solutions (based on points 4, 6, 7, & 8)
Future solutions (based on points 5, 6,7, & 8)
Closing remarks/ conclusion (0.5 marks)
Figure 1 Bruce Tuchman’s Team Life Cycle Model (Personio, 2021)
Important details
Due date
Marks
End of week 14
15 marks
Useful links:
http://www.nottingham.ac.uk/studentservices/documents/planning-and-preparing-to-write-assignments.pdf
APA reference system https://student.unsw.edu.au/apa
About plagiarism http://wts.indiana.edu/pamphlets/plagiarism.shtml
About plagiarism https://en.wikipedia.org/wiki/Plagiarism
Guidelines for the assignment:
This is an individual project, which is part from your course score. It requires effort and critical thinking.
Use the given cover page below. One mark will be deducted if there is no cover page.
Your assignment must be supported by evidence and resources. Otherwise, your answer will not be valid.
Use at least 5 different references from the SDL.
Use font Times New Roman, Calibri or Arial.
Use 1.5 or double line spacing with left Justify all paragraphs.
Use the footer function to insert page number.
Ensure that you follow the APA style in your project.
Your project report length should be between 1500 to 2000 words.
Up to 20% of the total grade will be deducted for providing a poor structure of assignment. Structure includes these elements paper style, free of spelling and grammar mistakes, referencing and word count.
Saudi Electronic University
College of Administrative and Financial Sciences
E-commerce Department
Student Name:
Student ID:
Course Title:
Introduction to E-Management
Course Code:
ECOM 201
Academic Year/ Semester:
2021/2022- 1st Semester
CRN:
Instructor Name:
Student Grade:
Grade Level:[supanova_question]
Assessment Details Formative assessment tasks will be conducted prior to the summative
Assessment Details
Formative assessment tasks will be conducted prior to the summative exercise in order that students are familiar and prepared for their activity.
Summative assessment
Assessment 1: Leadership Simulation and written basis for change with considerations (2500 words maximum (See below for current word limit)
50% TMM individual submission
As a leader you will prepare a written case for change in a simulated organisation based upon the formative assessment tasks and frameworks studied within the module. You will include organizational perspectives that should be considered within a change process. You will additionally role play this leader in a presentation simulation.
Assessment 2: Consultant’s report and Simulation 50% TMM individual submission (2500 words maximum individual submission (See below for current word limit)
As a consultant you will critically analyse another student’s case for change and develop a plan for delivering and sustaining the change that leverage frameworks studied within the module. You will additionally role play this consultant in a presentation simulation.
5.1 Summary of assessment
The Individual Assessment for this module consists of two assessments. You will be paired with a fellow student to undertake the second assignment.
Assessment 1 is focused on optimising the operations of a simulated business from the perspective of a business leader who specifies the requirements for change. Within this assessment Assignment 1 involves contextualizing and specifying this requirement for change, including the need for change and the readiness for change, in the form of a written Leader’s Programme Journal which should be critically supported through the application of appropriate organizational change theory. This Journal is both uploaded to turn it in and delivered to your paired student colleague to brief them for their assessment 2 task.
Assessment 2 is focused on you as the consultant change project manager responsible for delivering a sustained change that addresses the need for organizational optimisation that your fellow student has specified in assessment 1. Within this assessment you will deliver Assignment 2 which will specify your change approach in the form of a written Consultant Programme Journal, again critically supported through the application of appropriate organizational change theory. This Journal is uploaded to turn it in.
The presentation simulation is a role play that supports Assessment 2. This involves two reflective critical discussions between yourself and your paired student colleague about the challenges you faced, firstly in your role as Organistional Leader in Assessment 1 and secondly as Consultant Change Manager in assessment 2. Each discussion should take no longer than 4
MGT 6B4, Optimising Operations and Change 2020/21
9
mins, the conversation will be stopped after 8 mins. In the absence of a paired student, a single student can talk directly to their tutor.
Assignment
Weight
Length
Due
Anticipated
Title
towards
Date
Return
final
Date
grade %
1.
Written
50%
2,000 words
Week 6
Week 10
basis
for
+/- 10%
change
2.
Consultant
40%
2,000
Week 11
Week 13
report
Words
+/- 10%
and
10%
presentation
8 min
Week 11 &
simulation
per pair
12
5.2 Detailed description of assessment
5.2.1 Formative assessment Describe an organization in need of change. 300 -600 words Week 4
Through research and cases studies discussed within the module synthesize a 300 word description of a simulated organization or functional department (e.g. finance) in need of change (can be real with a name change and a disclaimer). The description should include a basic description of its market, ownership, competition and operations.
The description can be extended to include diagnosis of external drivers acting on the business operations that may cause it to optimise operations through a significant transformation.
You can further extend your description to add a diagnostic assessment (upto 600 words) for the need to change, using the tools we have explored in previous weeks
Print a copy off and bring to week 4 seminar where it will be critically reviewed by your paired student colleague. You will reciprocate with a critical review of their organisation description and optional change requirement. This description will form a foundation for your Journal delivery in Assignment 1.
5.2.2 Assessment 1: Leadership Simulation and written basis for change with considerations 50% TMM individual submission (2000 words +- 10% maximum) Due week 6 Friday 5th November at 23.59 (late submissions will be allowed up to the following Wednesday and will be capped at 40%) .
Based upon the description of the organisation you have simulated in the formative assessment 1 you will write an illustrated Leader’s Programme Journal from the perspective of a leader of this organisation who has recognised the need for optimising its operations and are
MGT 6B4, Optimising Operations and Change 2020/21
10
therefore initiating a programme to achieve and sustain a correspondingly improved outcome for the business. You will also assess the readiness of the organisation to undertake the change associated with the proposed optimisation of its operations. Throughout your Journal you will critically support your analysis with reference to theoretical structures and models based upon discussions within the module and your own independent research.
A draft format for the Leader’s Programme Journal might include:
1. Introduction and description of the organisation – 300 words
If based on real company names and people should be renamed and add disclaimer
The internal or external driven needs for change – 600 words Could be wk 2 -PESTEL then SWOT or Burke Litwin
The optimisation outcome to be achieved – 200 words
Needs to be efficiency cost cutting strategy as wk 3 delayering, 4. The readiness of the organisation to change – 600 words
Look at the force field analysis wk 4 then maybe the wk5 readiness method 5. Your readiness as a leader to lead change – 300 words
Reflect on your actions as Leader , critic against theory wk6, have you written a vision statement (wk5) for the change in part 4?
References
Optional Appendices – or use diagrams within the text
Marking Rubric follows next page
MGT 6B4, Optimising Operations and Change 2020/21
11
Marking Criteria
Marking Rubric
Marks
allocated
to
criteria:
Coherence and structure of the overall report with regards to the diagnosis of
25%
the drivers and need for optimisation in the simulated organisation
Demonstrate regard to internal attitudes and readiness for change, including
25%
reference to forces, power and politics, in the simulated organisation
Demonstrate their understanding of a range of approaches to leading change
25%
from both a theoretical and applied perspective.
Demonstrated level of research (in terms of perceived use of relevant change
15%
management theory)
Presentation of the Journal
5%
Grammar , proper use of the Harvard System of referencing
5%
MGT 6B4, Optimising Operations and Change 2020/21
12
CRITERIA
Coherence and structure of the overall report with regards to the diagnosis of the drivers and need for optimisation in the simulated organisation 25%
Demonstrate regard to internal attitudes and readiness for change, including reference to forces, power and politics, in the simulated
organisation 25%
Demonstrated understanding of a range of approaches to leading change from both a theoretical and applied
perspective.25%
Demonstrated level of research (in terms of perceived use of relevant change management
theory) 15%
Grammar , proper use of the Harvard System of referencing
5%
Structure, coherence and clarity of the text
5%
0-10%
11-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
No relevance of the
Partial relevance
Demonstrated
Demonstrated
Demonstrated
Demonstrated
Demonstrated
Demonstrated
Demonstrated
report to organisation
to the diagnosis of
relevance of
relevance of
diagnosis of the
diagnosis of the
diagnosis of the
diagnosis of the
diagnosis of the
drivers and need
the organisation
diagnosis of the
diagnosis of the
organisation in
organisation in terms
organisation in
organisation in
organisation in terms of
drivers and need
organisation in
terms of drivers
of drivers and need
terms of drivers
terms of drivers and
drivers and need for
for optimisation
terms of drivers and
and need for
for optimisation has
and need for
need for
optimisation plus the
has been met in
optimisation needs
optimisation has
been met to a very
optimisation plus
optimisation plus
optimisation strategy
some areas
has been met a
been met to a
good standard as
the optimisation
the optimisation
has been achieved to an
whilst other
minimum level 6
good standard
with the optimisation
strategy. has
strategy has been
exceptionally high
areas have not
standard. Basic
leveraging theory
strategy. Level 6
achieved a high
achieved to an
standard
research.
from the module
criticality and/or
standard
outstanding level
research and
connections
The content of the
The content of the
The content of the
The content shows an
The presented
The presented content
Demonstrates an
The presented
The change readiness
assessment shows no
assessment shows
assessment shows
adequate
content
demonstrates a very
excellent assessment
content demonstrates
content is presentable in
understanding of the
very limited
a limited
understanding of the
demonstrates a
good assessment of
of the change
an outstanding
a professional context
basic ideas of this
understanding of
understanding of
major ideas of change
good assessment
change readiness with
readiness with
assessment of change
and may extend practical
criteria, with no
the basic ideas of
internal attitudes
readiness, with
of internal change
good insight to the
strong insight of the
readiness with
or theoretical knowledge
change readiness
this criteria, with
and change
limited insight of the
readiness with
issues of forces, power
forces, power and
outstanding insight of
in the field of this
insight and shows no
no change
readiness. Very
issues of forces,
insight to issues of
or politics, with level 6
politics. Leveraging
the forces, power and
criteria. It displays an
ability to define the
readiness insight
limited research
power or politics.
forces, power or
criticality, some good
theory from the
politics at play. with
exceptionally high level
issues. Lacks
and shows no
Limited level 6
politics , leverages
connections.
module, with level 6
level 6 criticality
of understanding,
Research
ability to define the
synthesis
theory from the
criticality and/or
and/or research and
evaluation, insight, with
issues. Lacks
module
excellent research
Connections
level 6 criticality and
research
and connections
connections
No insight nor ability
very limited
Very little change
Adequate change
Demonstrates a
Demonstrates a very
Demonstrates an
Demonstrates an
The application of change
to lead nor application
understanding of
leadership
leadership
good application of
good level of
excellent application
outstanding
leadership approaches is
of theory is
leadership with no
insight, very basic
approaches
change leadership
application of change
of change leadership
application of change
presentable in a
demonstrated or the
application of
research, and very
presented, with little
approaches with
Leadership
approaches
with
leadership
professional context. It
connections are
theory
limited ability to
insight and basic
level 6 reflection
approaches, with level
level 6 reflection
approaches with
displays an exceptionally
completely irrelevant.
demonstrated
make
research. Limited
and/or
6 reflection, some
criticality, research
level 6 reflection,
high level of scope,
connections.
level 6 analysis,
appropriate
insight and/or very
and connections
criticality and
understanding,
reflection and/or
research.
good research and
research and
evaluation, insight, with
criticality
connections.
Connections
level 6 reflection,
criticality and
connections
The presented
The presented
The presented
The presented
The presented
The presented content
The presented
The presented
The presented research
content lacks
content shows very
content very
content shows
content
demonstrates level 6
content
content demonstrates
is presentable in a
understanding and
limited and lacks
basic research,
adequate but basic
demonstrates level
criticality and very
demonstrates an
an outstanding
professional context with
Research
research.
and very limited
research and
6 criticality and
good research and
excellent display of
display of research
level 6 criticality and
ability to make
understanding
appropriate
connections.
research and
and Connections inc
connections
connections
research.
connections
inc
level 6 criticality
level 6 criticality
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and grammar is
grammar are
grammar maybe
grammar are
grammar are
grammar may be
grammar is to a very
grammar are to an
grammar is to an
developed to an
Completely
barely adequate.
barely adequate.
adequate.
appropriately
good standard.
excellent standard.
outstanding standard.
exceptionally high
inadequate.
Bibliography and
Bibliography and
Bibliography and
developed.as with
Bibliography and
Bibliography and
Bibliography and
standard. Bibliography
Bibliography and
Acknowledgements
Acknowledgemen
Acknowledgements
Bibliography and
Acknowledgements
Acknowledgements
Acknowledgements
and Acknowledgements
Acknowledgements
may be barely
ts are barely
are adequate.
Acknowledgements
are to a very good
are to an excellent
are to an outstanding
are developed to an
are completely
adequate
adequate.
standard.
standard.
standard.
exceptionally high
inadequate.
standard.
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
presentation of the
presentation of the
presentation of
presentation of the
presentation of the
presentation of the
presentation of the
presentation of the
presentation of the
Writing is completely
Writing maybe
the Writing are
Writing are adequate.
Writing may be
Writing is a very good
Writing to an
Writing is to an
Writing is developed to
inadequate.
barely adequate.
barely adequate.
appropriately
standard.
excellent standard.
outstanding standard.
an exceptionally high
developed.
standard.
13
MGT 6B4, Optimising Operations and Change 2020/21
5.2.3 Assessment 2: Consultant’s Report and Simulation 50% TMM individual submission (1200 words +- 10% maximum, simulation role discussion); Summative submission due Sunday 5th December at 23.59 (late submissions will be allowed up to the following Wednesday and will be capped at 40%) The simulation role play discussions will be run in weeks 11 & 12.
Acting as a consultant change manager you will develop a plan to deliver and sustain the optimisation of the operations of a simulated business as has been specified in the assignment 1 Leader’s Programme Journal of your student colleague. Referring to the specification of requirements in your colleagues assignment 1 your Consultant Programme Journal will: Introduce the organisation and proposed change; address the education of employees (learning plan); the informing of pertinent stakeholders (communication plan); For each of the above illustrative plans you will provide a written context that will leverage appropriate change management theories and models that you have covered within the course or through you own independent research. Finally, you will critic how you are to address the culture of the simulated organisation in terms of its resistance to change. If the specification you have received from student colleague in their assignment 1 is insufficient for your needs you can extend the requirements as foundations for your plans.
A draft format for the Consultant Programme Journal might include:
Journal 1 Introduction – the organisation , need for change and required outcome – 200 words (inc strategy and vision)
Journal 2 The education plan, model and justification 200 words ( inc learning contracts, loop model and organisation learning)
Journal 3 The stakeholder communication plan, model and justification – 300 words ( inc comm plan- stage messages and media)
Journal 4 Critic of the challenges associated with overcoming cultural resistance to change 500 words ( inc Change agency; kotter 8 step v emotional resistance)
References
Optional Appendices – NOTE: Complete Models can be placed in the text as diagrams
Note: this is a critical plan so there is no requirement for a conclusion
If you have not had a briefing from a colleague you should deliver assignment 2 in respect of the Northwell implement case study which is available under weekly materials on the Blackboard web site. You should confirm with you tutor in week 9 if you intend to do this.
Leader and Change manager simulation role play discussions in week 11 & 12 Student pairs will present in role plays acting as both leaders and change managers.
Leadership – you will spend up to 4 minutes critically discussing with your what you consider to be the key aspects of your Leadership roles that led to your strategy, mission and readiness assessment.
Change management – you will spend up to 4 minutes critically discussing with your pair what you consider to be the key aspects of your roles as change managers that led to your
MGT 6B4, Optimising Operations and Change 2020/21
14
learning plan, communications plan, how organizational culture is addressed and monitoring and measurement proposals in your report.
Marking Rubric
Marks
allocated
to
criteria:
Implementing change learning plan
20%
Communications plan
20%
Highlight the middle managers role in dealing with the implications and
30%
consequences of the results of a collision of change forces with organisational
culture.
Demonstrated level of research (in terms of perceived use of relevant change
15%
management theory)
Reflective contribution during the two simulation role play discussions to extract
5%+ 5%
the maximum learning and benefit for self and others.
Grammar , proper use of the Harvard System of referencing
5%
MGT 6B4, Optimising Operations and Change 2020/21
15
CRITERIA
Planning and implementing change including learning plan 20%
leverage illustrative plans of basic milestones and timelines for the proposed operational changes that address the change need; nc action plan e.g. gantt, resource register, contingency and the education of employees ( learning contracts, loop model and organisation learning
Communications plan
20%
the informing of pertinent stakeholders inc comm plan-messages for different stages and media
Dealing with the implications and consequences of collision of change forces with organisation culture. 25%
Demonstrated level of research (in terms of use of relevant change mgt
theory) 15%
Grammar , proper use of the Harvard System of referencing
5%
Critical
Argumentative
skills during the
simulation role play
to extract the
maximum learning
and benefit for self
and others. 5% = 5%
0-10%
11-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
The content of the
The content of the
The content of
The content shows
Aa good change
A very good change
An excellent change
An outstanding set
The change plan and
assessment shows no
assessment shows
the assessment
an adequate
management plan
management plan
management plan
of change
education plan is
understanding of the
very limited
shows a limited
understanding of the
and employee
and education plan
and education plan
management plans
presentable in a
basic ideas of these
understanding of
understanding of
major ideas of
education plan
leveraging multiple
leverages multiple
and education plans
professional context. It
two criteria,
the basic ideas of
planning and
change management
and leverages
theories from the
theories from the
with multiple
displays an
this criteria with
employee
plan and employee
theories from the
module with Level 5
beyond the module,
theories from the
exceptionally high level
no management
education with
education plan, with
Module
criticality and
with level applied 5
beyond the module,
of understanding,
plan nor education
no management
limited plans.
connections
criticality
with applied level 5
insight, with level 5
plan.
plan nor
Limited level 5
criticality
criticality and
education plan
synthesis
connections
The content of the
The content of the
The content of the
The content shows an
Demonstrates a
Demonstrates a very
An excellent
An outstanding
The communication plan
assessment shows no
assessment shows
assessment shows
adequate
good assessment
good assessment of
assessment of
assessment of
is presentable in a
understanding of the
very limited
a limited
understanding of the
of stakeholder
pertinent stakeholder
pertinent stakeholder
pertinent
professional context It
basic ideas of this
understanding of
understanding of
major ideas of
Communication
communication with
communication with
stakeholder
displays an exceptionally
criteria, with no
the basic ideas of
stakeholder
stakeholder
with plan,
plan inc media and
plan inc media,
communication with
high level of
stakeholder
this criteria with
communication.
communication, with
leverages theory
different project
project stages and,
plan inc media,
understanding, insight,
communication nor
no stakeholder
with no comms
limited plan. Limited
from the module
stages and, leverages
leverages theory from
project stages and,
with level 5 criticality
critic of theories.
communication nor
plan nor critic of
level 5 synthesis
theory with level 5
beyond the module ,
leverages external
and connections
critic of theories.
theories
criticality
with level 5 criticality
theory
No insight nor
very limited
Very little change
Adequate change
Demonstrates a
Demonstrates a very
Demonstrates an
Demonstrates an
The application of
application of theory
understanding of
management
management
good application of
good level change
excellent application
outstanding
change management is
is demonstrated or the
managing
insight, very basic
approaches
Change
management in an
of change
application of
presentable in a
connections are
orgainsational
research, and very
presented, with little
management and
organisational context
management in an
change management
professional context. It
completely irrelevant.
change with no
limited ability to
insight and basic
Organisational
with level 5 reflection,
organisational
in an organisational
displays an exceptionally
application of
make
research. Limited
resistance with
some insight and/or
context with level 5
context with level 5
high level of scope,
theory
connections.
level 5 analysis,
level 5 reflection
very good research
reflection, research
reflection, research
understanding,
demonstrated
and/or research.
and connections.
and connections
and Connections
evaluation, insight,
The presented
The presented
The presented
The presented
The presented
The presented content
The presented
The presented
The presented research
content lacks
content shows very
content very
content shows
Content
demonstrates level 5
content
content
is presentable in a
understanding and
limited and lacks
basic research,
adequate but basic
demonstrates level
criticality and very
demonstrates an
demonstrates an
professional context with
research
research.
and very limited
research and
5 criticality and
good research and
excellent display of
outstanding display
level 5 criticality and
ability to make
understanding
Appropriate
connections.
research and
of research and
connections
connections
research.
connections inc
Connections inc
level 5 criticality
level 5 criticality
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and
Structure and grammar is
grammar are
grammar maybe
grammar are
grammar are
grammar may be
grammar is to a very
grammar are to an
grammar is to an
developed to an
completely
barely adequate.
barely adequate.
adequate.
Appropriately
good standard.
excellent standard.
outstanding
exceptionally high
inadequate.
Bibliography and
Bibliography and
Bibliography and
developed.as with
Bibliography and
Bibliography and
standard.
standard. Bibliography
Bibliography and
Acknowledgements
Acknowledgemen
Acknowledgements
Bibliography and
Acknowledgements
Acknowledgements
Bibliography and
and Acknowledgements
Acknowledgements
may be barely
ts are barely
are adequate.
Acknowledgements
are to a very good
are to an excellent
Acknowledgements
are developed to an
are completely
adequate
adequate.
standard.
standard.
are to an outstanding
exceptionally high
inadequate.
standard.
standard.
Role play is
Role play is barely
Role play may be
Role play may be
Role Play may be
Role Play may be
Role Play may be
Role Play is
Role Play is developed to
completely
an exceptionally high
adequate. Time
barely adequate.
barely adequate.
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developed to a very
developed to an
developed to an
inadequate.
standard. Lively/good
management is
Time
Time management
developed. Time
good standard. Time
excellent standard.
outstanding
Hasty,
flow/
barely adequate.
management may
may be barely
management may
management is a very
Time management
standard. Time
dull/clumsy. Time
effective/inclusive
management is
be barely
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be appropriately
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management to an
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completely
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developed.
standard.
excellent standard.
excellent standard.
inadequate.
16
MGT 6B4, Optimising Operations and Change 2020/21
5.3 Common Assessment Scale
The scale consists of eight different numeric bands (0-8) with their matching descriptors of students’ performance. In order to award a final mark, first a numeric band will be given to the assessed piece, according to the descriptors that suit each piece of work. After this process, and following the conversion table below, academics will decide the most suitable percentage within the range proposed for the band awarded.
Bands
Generic descriptors
All learning outcomes and task specifications have been achieved to an exceptionally high standard (according to the level of study).
The outcome of the assessment task is presentable in a professional context and may extend
8
practical or theoretical knowledge in the field. It displays an exceptionally high level of
understanding, evaluation, insight, analysis, reflection and/or criticality (according to the level of
study), and connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation are developed to an exceptionally high standard.
All learning outcomes and task specifications have been achieved to an outstanding standard (according to the level of study).
• The outcome of the assessment demonstrates an outstanding display of understanding, exploration, evaluation, insight, analysis, reflection, criticality and/or research (according to the level of study). Connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation are developed to an outstanding standard.
All learning outcomes and task specifications have been achieved to high standard (according to the level of study).
• The outcome of the assessment demonstrates an excellent display of understanding, exploration, evaluation, insight analysis, reflection, criticality and/or research (according to the level of study), and connections are developed both within and beyond the task set.
The work’s organisation, structure and presentation may be developed to an excellent standard.
All learning outcomes have been achieved at a good and some to a very good standard (according to the level of study).
• The outcome of the assessment demonstrates a very good level of understanding, exploration, evaluation, analysis, reflection, criticality, some insight and/or very good research (according to the level of study), and connections are established within the task set, and in some cases reaching beyond.
The work’s organisation, structure and presentation may be developed to a very good standard.
Most learning outcomes have been met at a good standard (according to the level of study).
• The outcome of the assessment demonstrates a good understanding, exploration, evaluation, analysis, and some reflection, criticality and/or appropriate research. (According to the level of study)
The work’s organisation, structure and presentation may be appropriately developed.
All learning outcomes have been met to a minimum satisfactory standard (according to the level of
3 study).
The outcome of the assessment shows an adequate understanding, of major ideas, with little insight and basic research. Limited level of analysis, reflection and/or criticality (according to the level of
MGT 6B4, Optimising Operations and Change 2020/21
17
study).
The outcome of the task shows ability to paraphrase concepts and theories, with limited ability to make connections.
The work may be disorganised, and the structure and presentation may be barely adequate.
Most learning outcomes have almost been met, whilst the rest have not (according to the level of study).
• The outcome of the assessment shows a limited understanding of major ideas, with little insight, very basic research, and very limited ability to make connections. No analysis, reflection and/or criticality (according to the level of study)
The work may be disorganised, and the structure and presentation may be barely adequate.
The majority of the learning outcomes have not been met (according to the Level). The outcome of the assessment task is incomplete, flawed, very limited and/or presents significant inaccuracies.
• The outcome of the assessment shows very limited understanding with no insight, and very limited ability to make connections within basic ideas in the field, very fragmented. Lacks research. No analysis, reflection or criticality (according to the level of study)
The work is disorganised, and unstructured. Presentation is barely adequate.
None of the learning outcomes have been met. The task has not been addressed by the student, or there is no assessable task.
• The outcome of the assessment shows no understanding of basic ideas, with no insight and shows no ability to make connections within basic ideas in the field, or the connections are completely irrelevant. Lacks research. No understanding, analysis, reflection nor criticality.
The work completely lacks organisation and structure. Presentation is completely inadequate.
MGT 6B4, Optimising Operations and Change 2020/21
18[supanova_question]
2 Assignment 3 Project Assignment GoTech Solutions Company 2021/2022 Requirements GoTech is
2
Assignment 3
Project Assignment
GoTech Solutions Company
2021/2022
Requirements
GoTech is a Saudi company (located in Riyadh) that provides technical and digital solutions to other businesses and individuals. Its operation focuses mainly on the Saudi market, but recently it opened two offices in Egypt and Italy. Eng. Abdullah is the CEO, and there are three regional managers (in 3 different countries) and 30 employees working under their supervision.
Recently, Abdullah has been required to make vital decisions to keep GoTech running during many challenges, including new and existing competitors, rapid technology development, and Coronavirus pandemic. Consider yourself the CEO’s consultant who is required to help him put together a strategy so GoTech can not only survive but also thrive in the future.
To help you develop your Consultation Strategy Report, use the following points as a guide:
Part 1
An overview of GoTech company (0.5 marks)
Description of the type of management that GoTech follows. (1 mark)
Description of the challenges with that type of management. (1 mark)
Communication challenges
Cultural and political challenges
Description of the necessity for creating a virtual Risks Response Team based on Tuckman’s Team Life Cycle Model (see figure 1). (3 marks)
Phases of team creation
Criteria for choosing the team
Who are they, and why did you choose them?
Pros and cons of the virtual team
Description of the regional managers’ roles (2 marks)
What qualities must they have as leaders?
How can they motivate themselves and their team?
What digital recourses can they use to manage the team?
Part 2
Description of challenges that loom over GoTech (1 mark)
Existing challenges/ disasters
Potential challenges/ disasters
Description of GoTech resources (1 mark)
What are the digital and financial resources?
How can these resources be utilized?
Description of GoTech digital capabilities (2 marks)
Existing capabilities that can be strengthened
Needed capabilities that must be invested in
Description of the solutions (3 marks)
Immediate solutions (based on points 4, 6, 7, & 8)
Future solutions (based on points 5, 6,7, & 8)
Closing remarks/ conclusion (0.5 marks)
Figure 1 Bruce Tuchman’s Team Life Cycle Model (Personio, 2021)
Important details
Due date
Marks
End of week 14
15 marks
Useful links:
http://www.nottingham.ac.uk/studentservices/documents/planning-and-preparing-to-write-assignments.pdf
APA reference system https://student.unsw.edu.au/apa
About plagiarism http://wts.indiana.edu/pamphlets/plagiarism.shtml
About plagiarism https://en.wikipedia.org/wiki/Plagiarism
Guidelines for the assignment:
This is an individual project, which is part from your course score. It requires effort and critical thinking.
Use the given cover page below. One mark will be deducted if there is no cover page.
Your assignment must be supported by evidence and resources. Otherwise, your answer will not be valid.
Use at least 5 different references from the SDL.
Use font Times New Roman, Calibri or Arial.
Use 1.5 or double line spacing with left Justify all paragraphs.
Use the footer function to insert page number.
Ensure that you follow the APA style in your project.
Your project report length should be between 1500 to 2000 words.
Up to 20% of the total grade will be deducted for providing a poor structure of assignment. Structure includes these elements paper style, free of spelling and grammar mistakes, referencing and word count.[supanova_question]
HRD 2000 Self Reflection Essay
HRD 2000 Self Reflection Essay
