Player
State
Mass
Height
VJ
5m
10m
20m
Sharay Fortner
QLD
101.15
192
67
0.95
1.68
2.86
Halley Minor
NSW
88.60
196
72
1.04
1.75
3.02
Laura Bass
QLD
104.85
193.5
68
1.00
1.72
2.96
Natalie Sutton
NSW
86.20
172
64
1.00
1.72
2.90
Faadil al-Sawaya
ACT
75.15
175.0
65
0.98
1.71
2.95
Daamir al-Mowad
NSW
83.30
187
65
0.99
1.72
2.98
Dominick Peters-Maloy
ACT
85.20
183.0
65
1.05
1.74
3.00
Tamara Russell
QLD
93.2
185
75
1.05
1.85
3.19
Warren Goto
QLD
75.05
180.5
61
0.94
1.73
2.94
Ricardo Garcia
ACT
72.90
184.0
59
0.98
1.71
2.91
Logan Hade
QLD
78.85
182
66
1.03
1.76
3.06
Sabreen el-Soltani
ACT
97.55
198.0
66
1.07
1.82
3.07
Kelsey Tandon
NSW
75.90
181
58
0.97
1.72
2.92
Yaasmeen al-Ramin
NSW
83.40
180
59
1.00
1.73
2.95
Kanaan el-Salek
NSW
71.90
180
55
0.95
1.66
2.88
Zakiyya al-Saidi
QLD
85.55
184
61
1.08
1.79
3.00
Madhurima Vo
ACT
96.05
183
64
1.08
1.81
3.06
Tre Medina
NSW
91.20
195
59
1.03
1.77
2.98
MacWarren Williams
ACT
95.80
187.0
66
1.09
1.83
3.12
Darrien Moore
NSW
73.05
175.5
59
1.01
1.76
2.99
Adam Rhodes
QLD
77.65
174
57
1.01
1.72
2.96
Xavier Fisher
QLD
91
174.5
60
1.03
1.76
3.02
Adriana Huffman
NSW
85.10
180
56
1.02
1.78
2.97
Jesse Corral
ACT
80.75
179.5
57
1.03
1.75
3.02
Annabel Barthe
QLD
81.65
179
57
1.00
1.77
3.02
John Seng
QLD
112.4
181
60
1.02
1.79
3.08
Tayler Mathews
QLD
82.5
175
61
1.08
1.82
3.10
Michael Xiong
ACT
79.30
184.0
55
1.01
1.79
2.99
Jack Pierce
ACT
83.50
188.5
56
1.02
1.77
3.01
Cymone Brown
NSW
82.10
176
52
0.99
1.71
2.95
Sherman Odom
NSW
84.30
177.5
53
1.03
1.76
2.97
Davis Lindgren
QLD
81.90
182
54
1.00
1.75
2.99
Anita Lee
NSW
71.70
178
58
1.06
1.80
3.07
Jocelyn Jumper
ACT
88.05
178.0
62
1.10
1.85
3.15
Yonatan Ahmed
ACT
75.60
171.5
56
1.02
1.78
3.04
Zong Moin
ACT
76.95
184.0
56
1.02
1.80
3.04
Joshua Harris
QLD
97.3
178
57
1.03
1.78
3.06
Jenise Kremlacek
NSW
85.25
178
59
1.08
1.82
3.11
Fawqiyya al-Nazar
QLD
83.85
174
59
1.07
1.82
3.11
Zumruda al-Diab
ACT
74.70
172.8
60
1.13
1.85
3.13
Kerry Webber
ACT
82.20
175.0
51
1.00
1.74
2.96
Zumruda el-Younis
NSW
88.30
183.5
54
1.05
1.76
3.02
Sheridan Alexander
NSW
78.55
165
57
1.09
1.87
3.08
Samuel Carpintero-Diaz
NSW
89.40
191
59
1.06
1.81
3.12
Kevin Lopez
ACT
82.65
179.0
54
0.99
1.77
3.03
Mariah Cordova-Garcia
NSW
87.25
184.5
57
1.07
1.83
3.09
Shane Minjarez
ACT
74.25
174.0
54
1.04
1.80
3.05
Tyler Smith
QLD
87.7
182
56
1.05
1.81
3.10
Christian Nguyen
ACT
62.95
175.0
57
1.07
1.81
3.12
Joseph Moore
QLD
73.3
171
53
1.04
1.79
3.05
Trevor Talusani
NSW
104.50
180
57
1.11
1.83
3.13
Jarom Shumpert
NSW
55.95
167.15
48
0.99
1.74
2.96
Jack Tackett
ACT
86.50
175.2
55
1.08
1.84
3.10
Seung Iese
ACT
104.70
59
1.14
1.89
3.18
Daniel Garcia
QLD
90.4
193
55
0.99
1.81
3.11
Haley Sharza
ACT
82.65
180.0
53
1.07
1.81
3.08
Andrew Kelemeni
QLD
82.65
183.5
50
1.06
1.81
3.04
Devon Naranjo
NSW
85.75
177.5
52
1.04
1.81
3.08
Wakiyan Perez
QLD
85.2
189
57
1.14
1.88
3.18
Sarena Clark
ACT
89.00
182.0
52
1.04
1.81
3.09
Ivan Lerma
NSW
70.35
175
51
1.02
1.78
3.08
Cory Udechukwu
NSW
92.95
192.5
53
1.10
1.85
3.12
Fawzia al-Kazemi
NSW
95.95
176.5
50
0.99
1.78
3.07
Zackary Hecht
ACT
93.20
189.0
52
1.07
1.82
3.11
Imari Milan
ACT
102.50
180.0
54
1.06
1.82
3.15
Turfa el-Jabara
ACT
92.70
190.0
56
1.08
1.85
3.19
Travis Casey
ACT
87.65
184.0
51
1.08
1.83
3.10
Briannah Holt
QLD
95.6
202
57
1.12
1.90
3.22
Christopher Sorensen
QLD
86.4
180.5
48
1.06
1.78
3.05
Renee Rocha
NSW
90.65
170
49
1.04
1.79
3.07
Ibrahim al-Firman
QLD
56
1.15
1.89
3.21
Cole Hamilton
ACT
75.30
169.0
53
1.07
1.84
3.17
Zhaney Lawson
NSW
90.70
197
53
1.06
1.86
3.17
Jason Laychaypha
ACT
96.10
188.5
54
1.09
1.85
3.19
Steven Ji
ACT
86.90
196.0
55
1.06
1.85
3.21
Sierra Sizemore
QLD
70.60
174
48
1.03
1.81
3.09
Faith Larson
NSW
70.25
171
50
1.07
1.85
3.13
Amber Irvin
QLD
76
185
50
1.10
1.85
3.14
Tecumseh Haulman
NSW
107.10
183
51
1.05
1.84
3.17
Alexandra Bednarek
ACT
74.85
172.5
48
1.07
1.83
3.12
Summer Garnier
QLD
86.65
181
48
1.04
1.83
3.12
Marek Harding
QLD
117.85
189
51
1.12
1.91
3.18
Alisa Hines
QLD
67.00
174
50
1.14
1.90
3.17
Cheyenne Rubner-Lansing
QLD
89
178
52
1.06
1.89
3.21
Christina Lowry
NSW
110.20
180
53
1.11
1.88
3.23
Katie Schar
ACT
87.75
179.0
51
1.05
1.89
3.20
Mariah Pasang
NSW
84.70
180
48
1.04
1.79
3.15
Tameema el-Mohiuddin
ACT
108.15
183.0
53
1.15
1.92
3.25
Brianna Lara
QLD
94.4
189.5
51
1.09
1.88
3.22
Daniel Patel
ACT
124.70
187.0
50
1.11
1.89
3.21
Anthony Forbis
NSW
85.85
181
47
1.06
1.83
3.16
Musheera el-Ayub
ACT
84.05
174.0
48
1.07
1.88
3.20
Tristan Shay
QLD
93.70
196
51
1.11
1.88
3.26
Jacob Mcilveen
ACT
76.80
177.0
51
1.18
1.94
3.27
Amanda Rendon-Hernandez
ACT
75.45
178.0
52
1.10
1.90
3.29
Carlo Castellot
NSW
93.45
191
50
1.12
1.91
3.27
Cheyenne Perez
NSW
75.90
171.5
45
1.11
1.90
3.20
Isaiah Prasad
NSW
73.15
179.5
50
1.21
1.98
3.33
Naaifa al-Hai
ACT
102.10
181.0
44
1.11
1.88
3.22
Eemoni Phelan
ACT
92.20
188.0
45
1.11
1.90
3.25
Angela Engel
NSW
100.80
176
45
1.10
1.90
3.26
Tihut Barnes
ACT
101.80
191.5
46
1.12
1.93
3.28
Payton Clarin
NSW
102.30
190
46
1.12
1.92
3.29
Sri Manuel
ACT
80.75
180.0
45
1.20
1.97
3.32
QinQin Huynh
ACT
107.80
179.0
46
1.16
1.95
3.38
Neima Westphal
QLD
99
187
41
1.12
1.92
3.29
Jonathan Fredericks
NSW
93.20
182
46
1.14
1.95
3.39
Harrison Hanson
NSW
99.20
185
42
1.11
1.92
3.33
Tiasha Baheta
NSW
119.75
183
38
1.12
1.91
3.28
Kendall Heidrich
NSW
96.05
168
40
1.15
1.93
3.35
Natasha Sheriff
QLD
116.15
182.5
45
1.10
1.97
3.48
Evan Le
ACT
97.65
184.2
45
1.25
2.09
3.50
Urian Scott
ACT
91.15
179.0
39
1.18
1.99
3.39
Dante Wright
ACT
89.30
172.5
40
1.19
2.01
3.41
Laaiqa el-Rafiq
ACT
94.10
179.0
38
1.15
2.01
3.45
Attachments:
5873991_1_exsc317-assessment-3—aru-speed-vj-data.xlsx
Author: admin
-
[ANSWERED] Player State Mass Height VJ 5m 10m 20m Sharay Fortner QLD 101.15 192 67 0.95 1.68 2.86…
-
[ANSWERED] Using one or more of the following HSB variables, religion , mosaic pattern test , and visualization
Using one or more of the following HSB variables,
religion
,
mosaic pattern test
, and
visualization score
:
(a) Write an associational question.
(b) Write a difference question.
(c) Write a descriptive question. -
[ANSWERED] CRITICAL THINKING, WORD PROCESSING, AND FISHBONE ANALYSIS SLP Question Expectations In this…
CRITICAL THINKING, WORD PROCESSING, AND FISHBONE ANALYSIS
SLP Assignment Expectations
In this course, you will be working on a Session Long Project known as the SLP. Each Module, you will be tasked with completing a portion of the overall project. In this Session Long Project, you will focus on an industry that interests you for the duration of the course. You will use IBISWorld to gather your information.
Accessing IBISWorld:
Click “Additional Library Resources” on the Portal Home Page which takes you to the “Additional Library resources” screen.
Scroll down and click on “IBISWorld” which will take you to the IBISWorld Home Page.
Your journey into a selected industry begins by clicking on the first listing in the gray-shaded box,
US Industry Reports (NAICS)
.
Once you’re in the
Reports
screen, you’ll see an alphabetized listing of major industries. Each listing has a number in parenthesis behind it. This tells you the number of different areas that you can choose from. You can access those areas by either clicking directly on the Industry or by going to the next box below the Industry listings. For example; let’s look at the very first one under “Browse Reports”,
Accommodation and Food Services (13)
. We can either click on it which brings you to another alphabetized listing showing specific types of accommodation and food services in the US. Or just go to the box and look at the areas under
Accommodation and Food Services
. Let’s use the box and look at the very first one, Report number
72111 – Hotels and Motels
.
As you can see, a long page full of information pops up. The best way to start your research is to view the video by clicking on the old-time movie camera icon to the right of the industry definition. This gives you a brief overview of all the information available on the page. Once you’ve viewed the video, work your way down the page to get familiar with all the different areas. You’ll see that there are eight topic areas, each of which has specific sub-areas. These topic areas are: Industry Definition; The Supply Chain; Major Players; Main Activities; Similar Industries; Additional Resources; Industry Jargon; Glossary. It is from these sub-areas that much of your data for this SLP and subsequent assignments will come from.
Select an Industry Report that looks interesting to you.
Thoroughly review the Report Snapshot and use MS Word to type-up a 1-2 page paper highlighting the key factors regarding the Industry. Please review the following MS Word Presentation: Introduction to MS Word Presentation:
https://s3.amazonaws.com/tuitestbucket/Introduction+to+Microsoft+Word+(Web)/index.html
Deliverables:
Please describe the industry you are reviewing and why it is of interest to you.
Add the Industry definition.
Discuss components of The Supply Chain such as: Supply Industries, Related Industries, Key Economic Drivers, Demand Industries, Related International Industries, etc.
Discuss the Major players and the Main Activities.
Use the “Industry at a Glance” tab to discuss Key Statistics Snapshot such as: Revenue, Profit, Annual Growth, Wages, and Businesses.
Additional resources for using MS Word:
https://courses.lumenlearning.com/informationliteracy/chapter/microsoft-word-2013-lectures/ -
[ANSWERED] Just looking for ideas on question topics. The lack of youth within the management in…
Just looking for ideas on dissertation topics. The lack of youth within the management in construction was an idea?
-
[ANSWERED] Module Code: UMKDR-15-3 Module Title: Specialised Events Practice…
Module Code:
UMKDR-15-3
Module Title:
Specialised Events Practice
Submission Deadline:
19
th
January 2021
Assessment Component:
ComponentB
Assessment Weighting:
75% of total module mark
Marking and feedback deadline (20 working days):
17
th
February 2021
N.B. all times are 24-hour clock, current local time (at time of submission) in the UK
Learning Outcomes
This assessment addresses the following module learning outcomes:
Apply effective strategic and tactical methodologies, tools and techniques to an events specialism
Explore emergent event areas and applications, clearly understanding the links and gaps between scholarship and practice
Integrate and evaluate information and learning from a range of different sources to better understand and explore the complex nature of events management
Summarise, justify and present strategic and tactical recommendations for a chosen events scenario
Assessment Overview
This is an individual submission in the form of a 2500 word report.
With reference to the principles of creative events design and experience, critically discuss and analyse the use of creative event design and experience techniques as applied in the creation and delivery of a specific event that you have attended in the last two years.
– introduce the concept of creative event design and experience; introduction to the chosen event and why it is relevant to examine; introduction to the purpose of the report and what will be covered.
EventExperience and Design
– provide a theoretical/conceptual underpinning outlining and exploring the concept of experience and experiential event design.
Customer Journey
– you should explore the aspects of creative event design and experience as relevant to your chosen event. You should link to relevant theory where possible to help to support and underpin the points that you make. A critical consideration of the gaps between the theory and practice of event design and experience should also be demonstrated.
Recommendations for Improvement
– reflect on any issues associated with creative event design and experience and offer suggestions as to how improvements could be made, linking to relevant theory and examples from other events where possible.
Conclusion –
bring your report together by reflecting upon the importance of experiential event design, the key design features of your chosen event; consider the areas of strength that other events could learn from and the areas that could be improved.
Upon successful completion of this assessment, you will be able to:
Apply effective strategic and tactical methodologies, tools and techniques to an events specialism
Explore emergent event areas and applications, clearly understanding the links and gaps between scholarship and practice
Integrate and evaluate information and learning from a range of different sources to better understand and explore the complex nature of events management
Summarise, justify and present strategic and tactical recommendations for a chosen events scenario
Marking Criteria
The following criteria will be used in evaluating this assessment. This criteria is also used as the basis for the marking grid shown at the end of this brief.
Identification of creative event design and experience
Discussion of key areas of event design and experience in relation to the consumer experience
Attachments:
5874502_1_UMKDR5-15-3-Specialised-Events-Practice-Individual-report-Brief-2020-2021-1-.docx -
[ANSWERED] Here are the peer review questions for the essay….
Here are the peer review questions for the essay.
Does the introduction paragraph provide an effective lead-in for the essay? On a scale of one to five, give the introduction a rating, with one being very dry and five being fascinating.
Is the thesis the last sentence of the introduction?
Is each paragraph fully developed? Make a note of one place where additional information is needed to help support the writer’s ideas.
Are any paragraphs too long (resulting in reader confusion)? Are any paragraphs too short (resulting in a choppy essay)? Explain your response.
Does each body paragraph contain a clear, focused topic sentence?
Does the writer avoid the use of “you” statements?
Does the conclusion bring the essay to a satisfying close? On a scale of one to five, give the conclusion a rating, with one being very dry and five being fascinating. Explain your response.
What do you feel are two major strengths of this draft?
What are a couple of things the writer could strengthen as he/she revises?
A Dream Society
Various societies have demonstrated they can be healthy and productive as a part of our small planet. The best societies in existence work collaboratively and respectfully within itself and with other societies. There are some common pieces that need to be put in place for the success of a healthy and productive society on its own. None of these pieces are more important than the other pieces, but each piece plays a crucial role in the health and productivity of that society. These pieces make up the body and framework this dream society that all societies should strive to be. A healthy and productive society is open to a diverse population, requires each member to contribute, promotes safety and freedom as key components, is established in a livable location, is future-oriented, and is open to change.
Healthy and productive societies are open to a diverse population of people. Diverse populations bring a wealth of knowledge, skills, and abilities. A variety of ideas and ways of thinking will better allow societies to work through any problems that might arise within it. Not only will diversity help with problem solving, but it will also make current ways of operating within that society more practical and efficient. A society that welcomes and includes new people is a place that attracts and invites new people. Diversity will contribute to a society’s growth, a society’s development, and it will make that society more adaptable to change when needed. A society will be richly rewarded from the benefits of having a diverse group of people.
Individual members of a healthy and productive society do their part to contribute to it. It is the duty of each individual person to actually use their specific knowledge, skills, and abilities to benefit a society. Diversity creates this wonderful toolbox of multiple tools, but how can a society build a house with only a hammer? The screwdrivers, saws, paintbrushes, etc. within that toolbox of that society are needed for the production of a fully functioning house.
A Dream Society
Healthy relationships must be built, and these individuals must work together while each individual fills their direct role. The individual contributions coupled with the positive, respectful relationships that collaborate effectively will uplift the society overall.
Safety and freedom are key components of a healthy and productive society. The individuals must honor and respect each other while doing their part to contribute. A member of a society needs to feel free to fulfill their role without the worry of being harmed or cheated which demonstrates this honor and respect. Not harming or cheating other people will encourage others to avoid those types of negative actions. The safety created will increase the comfort an individual feels in filling their respective role freely. The society must all work together to cultivate this environment within the framework of this freedom and safety.
Healthy and productive societies are established in a livable location. The land on which a society is established will need to be sufficient to provide the basic needs of the people. An example of this would be good farmland. A society’s members need to eat to survive. No good place to grow that food would be hurtful to that society. Another factor that might be considered is if there are animals to use for food. Good hunting and fishing grounds would be needed for a society to survive and thrive. Establishment in a livable location is important to the success of a society that is healthy and productive.
Societies that are future oriented will also be healthy and productive. Two ways a society can be future oriented are through education of the next generation and conserving the resources available to that society. Clearly defined goals of that society for both the individual and the society as a whole need to be created and passed on to that next generation of a society’s members is what is meant by education. One example might be how to farm properly for food to
A Dream Society
survive. As far as conserving resources goes, only utilize the farm land necessary to produce food that is needed within that society. If all the land is used up right away for farming unnecessarily, there would be no room for expansion and growth in that area. A society as a whole needs to be a good steward of the resources it has. Encouraging critical thinking paired with teaching practical skills will set up the society for success. It also needs to pass on the knowledge, skills, and abilities to the younger members to maintain health and productivity in the future.
Societies that evaluate themselves and are open to change will be healthy and productive. Just because a society does things a certain way for a period of time, doesn’t mean that is the only way or the best way. The diverse people will bring several ideas to the table of thought when evaluating how and why a society does things. For example, fishing with a fishing pole might be a good way of catching fish, but fishing with a net might be better. A society might have survived well using the fishing pole, but the net might be necessary to sustain any growth that is happening. Every individual must be open to the new idea of the net. If not, the society might remain stagnant, and it will be overrun with changes that it might not necessarily be in control of.
Societies can be healthy, and they are not productive at the same time. In retrospect, societies can also be productive without being healthy. A society that welcomes people with different skills, ideas, experiences, and backgrounds will be richly rewarded. The members of a society need to bring their various skills to that society in order to contribute to it. Freedom and safety cultivate the various elements of a healthy and productive society. All these qualities need a livable foundation to grow upon. A society must be willing to change in order to maintain
A Dream Society
these qualities upon that foundation. Healthy and productive societies are inviting to a diverse population, require contributions from each member, have freedom and safety at its core, find a livable space to exist upon, and welcome change as needed.
Attachments:
5874505_1_Here-are-the-peer-review-questions-for-the-essay.docx -
[ANSWERED] I like what you wrote here, ” The role of the teaching faculties will be important in special…
I like what you wrote here, ” The role of the teaching faculties will be important in special education programs.” It is our role and everyone at the school’s responsibility to help a child progress. We should not have students failing grades, especially in elementary school. Long gone are the ” well this child is not motivated” or “he is lazy”- it is know our, teachers, responsibility to get the child motivated and engaged. It is, teachers repsonisbility to recognize or gain help in recognizing they might next extra assistance with a student in working on evaluation, or observing or getting them other accommodations. How exhausting, right?! It can be, exhausting, but it gets easier. Knowing your students and their needs and helkping to meet their needs will help them progress and eventually becomes second nature. Setting up accommodations for ELL adn/or Special Needs becomes easier also. We become experts in our field. We are learning who students are, while they are learning who we are. We build that trust and knowledge from what works with them and as the world keeps changing so do the strategies, philosophies, and teachings. Its what makes teaching interesting, it will never stay the same. There is not “traditional way”, it is now a lmelting pot of teaching. Sometimes we coast through a lesson and soemtiems we are juggling to have previews and reviews and accomodations. But know this, there is always more help.
How much invested time and data should we collect on a student before we refer them and ask for observations or more help with a student(be it ELL or special needs or ATRISK)? min 50 words or more -
[ANSWERED] And yes, it can be evident in testing materials that cultural differences will and are not being…
And yes, it can be evident in testing materials that cultural differences will and are not being examined, thus reflecting in the results.
There are huge projects underway. In DC/VA/MD for decades they have been working on correcting assessments and going two different routes with them in research. One way is adjusting to particular cultures and the other way is trying to keep out any questions that would be culturally leaning towards one culture or another.
Across the nation, when psychologists and diagnosticians test, they can test in the student’s language, the majority of the time. The person administering the test will also be fluent in that language. When completing the ending results on these formal assessments, there is a lso a section where the examiner will include in their findings of the results and can include how the test taker performed or may have hesitated. This is good feedback, but also has to be cautioned. Many students who are Latino and know some English, will test in two languages to see if there are great variances. This is a lot of testing for the student and takes time.
By having quality ELL learning environements, whether they are Bilingual, some Bilingual, emerged, or what not, you can create a specialized learning environment for ELL students. But what happens in the schools that only immerse their students in majority of English learning? Are we doing them a great service or misjustice? It depends. It depends on the general education teacher and the specialized learning for this student. Are we adapting lessons for the student? Are we including proffessionals that speak his/her language? Are we helping meet accommodations for this student and is the student progressing?
This is why so many students in the past have failed or not reached the great potential that they possibly could. Also this is why students who are ELL are sometimes, at least in the past, thought to have “special needs”. They are then lumped in, at least in the past, with the special education students. Truth be told, as teachers, we are “specializing” our lessons to individuals. We adjust lessons for our learners, all of our learners, whether they be ELL, Gifted and Talented, Early Finishers, Special Needs, AT-RISK, and Typical. Throw in a side order of COVID and we have even more discrepancies.
And how do we fix this is in the classroom? What are ways we can bridge discrepancies with any student? What are ways we can reach students who speak a language that none of us can speak, like possibly Farsi or German? Min 50 words or more -
[ANSWERED] MUST BE ASSIGNED TO M. JOHAR Clearly identifying the independent and dependent variables in a…
MUST BE ASSIGNED TO M. JOHAR
Clearly identifying the independent and dependent variables in a study is a critical aspect of any research project. The dissertation is no different. This assignment will allow you to practice your skills in identifying research variables.
General Requirements:
Use the following information to ensure successful completion of the assignment:
In a study investigating the effects of humor on memory, Schmidt showed participants a list of sentences, half of which were humorous and half were non-humorous. Schmidt found that participants consistently recalled more of the humorous sentences than the non-humorous sentences, demonstrating that the use of humor increased participants’ recall of sentences.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
In an essay (500 words), address the following items:
Identify the independent variable for this study.
Describe the scale of measurement used for the independent variable.
Describe the scale of measurement used for the dependent variable.
Provide an example of a simple study using Schmidt as a model. State the purpose of the research (Schmidt’s purpose was to examine the effects of humor on memory), the research question (Schmidt’s research question was: What are the effects of humor on memory?), the independent variable, and the dependent variable for your study. -
[ANSWERED] Develop a quality improvement plan Project plan template…
Develop a quality improvement plan
Project plan template
Part 1: Define the project
Identify what you are trying to accomplish. Think of a project you would like to be involved in, or are currently involved in. Later in the template, you will develop the plan in more detail
Project name: Improving consumer dignity of choice during mealtimes.
Specify project identification tools:
Which tools will you use to gather valid and reliable evidence to identify the need for this quality improvement plan? (for example, clinical audit, chart reviews, complaints, benchmarking and brainstorming). Why do you think these would be appropriate?
Complaints, brainstorming.
Specify project parameters:
What process or problem should the team study? What are the boundaries of the team’s work? What part/s of this process or problem should the team NOT study?
Problem of consumer lack of dignity during mealtimes.
Importance of the project:
Why is the project important? What needs of customers, the organisation, or the work area will be addressed? Why is it important to your workplace?
There is a lack of proper food coverings for the consumer when they are eating, their clothing gets soiled. The organization will not allow the consumer to wear other more distinct clothing protectors.
Outline project goals:
Write the project objectives here in one or two sentences. Ensure they are specific, measurable, aligned, ambitious, realistic, time framed and trackable.
Within two months I will aim to develop a clothing protector that serves as a clothing protector but doesn’t look like the usual clothing protector, that maintains the consumers dignity of choice.
Specify quality standards:
Define the resources, evidence based best practices, frameworks and legislations that you will benchmark your project on.
Find gap in process.
Policy
Outline project scope:
What is the desired end result of your project? Define how big or small your project is and what it encompasses. Outline the work involved to reach the project outcome.
Small home-based project, aiming to improve quality of life of those in the home who require the use of a clothing protector whilst eating.
Define project timelines:
What is the length of the project? When will the project begin? What is the target date for completion?
Commenced in November 2020 and concluded in January 2021.
Define resources:
Will the team need financial resources? What department(s) or division(s) will provide support? What limitations are there on budget? Can the team request additional financial support? From whom?Defineother resources (technical support, equipment, supplies, personnel) that this team will need.
Define any training needs:
What training will team members need? In what skills? Who will provide the training?
Identify stakeholders:
Anyone having a legitimate interest in the outcome of the project (for example, patients, NSW Health Care Complaints Commission , Joanna Briggs Institute )
Select the team:
Select people who can give a range of experiences, perspectives, skills and knowledge to help the team achieve its goal. Identify What work areas or technical specialties must be represented for the team to accomplish its mission?
Coach/quality advisor:
Team leader:
Members of the team: (include their area of expertise and role in the team if applicable)
When, where, how often and for how long will the team meet:
Develop operating guidelines:
Define the team’s operating guidelines within the project:
What methods of communication will you use with the team members and stakeholders during the project?
How will conflict situations be dealt with?
How will resistance to change be managed?
How will the team be able to bring up issues?
What are the ground rules of behavior and operation?
Who will people report to? Use a chart to describe people’s roles and responsibilities:
What decision – making authority will the team have? What authority will the team have to call in coworkers or outside experts, request equipment or information normally inaccessible to them and make changes to the process?
Identify the stakeholders whom you need to check with to ensure your project is acceptable
Stakeholder
Information Required
When required
Format
Part 2: Developing a quality improvement plan
Step 1 Restate project purpose statement with more detail
By when:
Deliver what:
To whom:
In order to – why:
Step 2 What do we expect to happen?
Step 3 Determine what data you will need to collect and what tools will you use to collect them…
Step 4 Identify:
Who will collect the data?
When will the data be collected?
Where will the data be collected?
Step 5 Identify:
Who will analyse the data?
When will the data be analysed?
How will the data be analysed?
Step 6 Brainstorm on the tasks/deliverables required for the project – Flow chart your quality improvement issue
Step 7 Put the tasks/deliverables in rough order
Step 8Choose from a selection of charts and diagrams.
Which method would you deem most appropriate for presenting the data that you will be collecting for your QI plan?
Provide rationales for your choices.
Step 9Suggest interventions for the issues you have detected based on your data
Step 10 Allocate a time frame for each task (that you’ve put in order). Estimate how long each task will take, include who you’ll delegate each task to.
Item
Duration
Milestone Date
Responsibility
Part 3: Change
Step 11 Evaluate the process, impact and outcomes of change. Complete the checklist for managing organization change from Skinner (2005, pp. Checklist 1-3):
Preparation
Has the need for change been carefully considered?
Have discussions addressing the following questions been conducted?
Have any shortcomings been identified?
What / who is driving the change (i.e., what is the rationale for change)? Is this legitimate?
Is there a shared perspective that change is necessary?
Is change occurring anyway (i.e., in an unplanned, uncoordinated manner)?
How does the change relate to the organisation’s goals and mission?
What is the evidence that the change will result in the desired outcomes?
Do the advantages of change outweigh the disadvantages?
Are there sufficient resources to successfully implement the change?
?
Has a change committee / work group been established?
?
Does the change committee have a clear role and function?
For example:
Evaluating the need for change
Communication with workers
Developing an implementation plan
Conducting or overseeing trials
• Evaluating implementation of the change.
?
Does the change committee include representatives from:
Frontline workers (non-supervisory / managerial roles)?
Workers in supervisory and managerial roles?
External bodies such as unions?
• Different professional groups or roles within an organization (e.g., administration, nurses, researchers, GPs)?
?
Unfreezing
Has a communication strategy been developed?
?
Does the communication strategy contain messages that address the following six points?
Necessity of change
Discrepancy between current and desired level of functioning
Appropriateness of desired change
Capacity of the organisation to achieve the change
Support of informal and formal organisational leaders
• Benefits and advantages of the change (for organisation and individual workers).
?
Does the communication strategy include a range of channels?
For example:
Face-to-face communication from CEO / management (i.e., speeches, meetings)
Face-to-face communication from immediate supervisors
Emails / letters
Posters
• Articles in organisational newsletters.
?
Does the communication strategy include providing messages on multiple occasions (i.e., more than just once or twice)?
?
Does the communication strategy include face-to-face meetings between workers and supervisors?
?
Does the communication strategy include recognition of workers’ investment in current work practices?
• Have workers been given opportunities to discuss the pros and cons of current work practices?
?
Changing
Have managers / supervisors been briefed on the change process so they can answer workers’ questions on:
Goal / purpose of change?
Benefits of change?
Process of implementing the change?
Implications for individual workers’ roles, responsibilities and job security?
Opportunities for input into the change process?
• Evaluation strategy for the change process?
?
Are workers given opportunities to participate in the change process?
For example:
Participating in regular meetings
Representation on organisational change committees
Having regular informal discussions
• Participating in attitude and opinion surveys.
?
Are workers provided with regular constructive feedback on the performance of new work practices?
?
Do managers / supervisors recognise and reward workers’ achievements in changing their work practice?
?
Has professional development been offered (if required) to assist workers to learn new work procedures and practices?
?
Has a trial of the proposed change been organised (if appropriate)?
Is the trial adequately resourced?
Have workloads been adjusted for staff participating in the trial (if necessary)?
Have resources been allocated to monitor and evaluate the results of the trial?
?
Has the trial identified the need for modifi- cations to the new work practices (or the process of implementing the change)?
Have these modifications been made?
?
Have the outcomes of the trial been communicated to workers?
?
Has an evaluation plan been developed to assess the:
Process of change?
Outcomes of the change process?
?
Does the evaluation include input from a range of stakeholders?
?
Confirming/supporting
Has a plan been developed to provide ongoing support to workers?
For example:
Plans for future “check-up” meetings / group discussions
• Results of the evaluation process discussed with workers
?
Comments:
Attachments:
5874542_1_qi-plan-template—1-.docx