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Write a report that explains what the minimum spanning tree problem is and how it can be solved with Prim’s algorithm and Kruskal’s algorithm.

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Question 4 (25 marks)

This question is about spanning trees (Unit 5 Section 2.2.2), minimum spanning trees and Prim’s algorithm (Unit 5 Section 2.4) and assesses your skills in clear and succinct communication, which are required for the last question in the exam. Moreover, explaining a topic to others is a good way to consolidate one’s own learning.

Write a report that explains what the minimum spanning tree problem is and how it can be solved with Prim’s algorithm and Kruskal’s algorithm. Kruskal’s algorithm is not taught on M269 so you will need to find out about it yourself (remember you can use Library resources to do this e.g. Finding resources for your assignment). Your report must have this structure:

  1. A suitable title.
  2. An introductory paragraph explaining what a spanning tree is, then what a minimum spanning tree (MST) is, and the problem of finding it.
  3. One or two paragraphs explaining how Prim’s algorithm solves the MST problem with an example.
  4. One or two paragraphs explaining how Kruskal’s algorithm solves the MST problem with the same example, but showing how Kruskal’s algorithm arrives at this solution in a different way.
  5. A concluding paragraph explaining what the greedy algorithm technique is and why these are examples of it.
  6. A bibliography section with all sources that you consulted, apart from the M269 materials.
  7. At the end of the report note the number of words that you used for points 1 to 5. Please aim for 700 words. If you find yourself writing more, you are probably not explaining clearly, and if you have written a lot less, you probably have not explained well enough.

You may create your own figures or use someone else’s, as long as you acknowledge them, to support your explanation and reduce the need for text. Figure captions and text in the figures count towards the word limit, i.e. select all your text and figures and apply your word processor’s word count tool.

The report is aimed at students of M269. Assume they have studied up to and including Unit 5, Section 2.2.1 i.e. they have just learnt about the graph data type.

Make sure that you explain everything in your own words. The OU uses software to detect text plagiarised from articles and web pages. Omitting or replacing some words, changing the order of sentences, or copying from multiple sources does not fool the software. Detected cases will be passed to the OU’s plagiarism team.

Before writing your first draft, you may wish to look back at TMA 01 Question 2: skim Joe’s report, your feedback to him, and your tutor’s feedback on your feedback. This will help you avoid making the same mistakes as Joe.

Your report will be marked against the following criteria:

  • a.Content (points 2 to 5): Is the explanation clear and complete? Will the reader understand Minimum Spanning Trees and the differences between Prim’s and Kruskal’s algorithms as a way to solve them? Will they understand how these are both examples of greedy algorithms?

(15 marks)

  • b.Writing (all points): Is the title descriptive? Does your report follow the structure above? Does it follow the Checklist with advice on writing and the OU Harvard guide to citing references (both in the TMA questions and guidance page)? Have you kept to the word limit?

(10 marks)

Note that the checklist mentioned is generic and not specific to this TMA. In particular, your report needs no headings other than the title.

After completing and revising your answers, upload your TMA as a single .zip file to the eTMA system. The zip archive should include 4 files only:

  • your Solution Document;
  • TMA02_Q1.py;
  • TMA02_Q2.py;
  • TMA02_Q3.py.

Make sure that you:

  • have not changed the names of the code files;
  • have pasted the methods and functions that you changed or added as text (not as an image) into the Solution Document, so that your tutor can give inline feedback;
  • have not included the test files in the archive.

 

Discuss how change will be evaluated and how will you know that quality of care has been enhanced. This could include audit measures.

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Introduce your chosen change management model/framework. Justify why you have chosen this as opposed to other models. Critically analyze the suitability to your change idea, with reference to literature and good change management theory. There should be some comparing and comparison as a start to analysis.
• Consider strategies (from your reading) that will overcome barriers to change and anticipate how you can follow through the model. Think about communication methods and you could link this to leadership styles if you wish?
• Discuss and define the impact on other people using the concept of coproduction and remembering that changing one part of the system will have a potential impact on another part of the healthcare system.
• Explain how the tools you would use to support your chosen change management report will help in implementation e.g. PDSA, 5 whys and fishbone.
• Justify and explain your leadership approach in relation to the relevant theory. Think about the styles of leadership and which will work or not work for the stage of the change.
• Discuss how change will be evaluated and how will you know that quality of care has been enhanced. This could include audit measures.

Remember that earthquakes occur along plate boundaries. Is there evidence for this on your map?

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  • PHY 2251 – Lab 9 – SP17
    Earthquake Investigation
    Objective: To visualize the randomness of earthquakes and to use earthquake occurrences to map a fault boundary.
    Background: An earthquake is the violent shaking of the Earth caused by the movement of tectonic plates, large pieces of Earth’s crust. When these plates move suddenly there is a large release of energy all at once, causing the Earth to shake. Earthquakes occur at a place called the focus, a spot underground where the plates move past one another. On the surface, the place directly above the focus is known as the epicenter.
    Earthquakes are measured using the Richter scale. The Richter scale is a logarithmic scale that measures the energy released by an earthquake. Because it is a logarithmic scale, an earthquake that measures 5.0 on the Richter scale is 10 times stronger than one that measures a 4.0. Likewise, a 6.0 is 100 times stronger than a 4.0.
    Procedure: In Part 1 of this experiment you will find information and create a graph that shows earthquakes occurring over time in a particular region. In Part 2, you will plot the epicenter of these earthquakes on a map.
    Part 1: Choose a region from the list given below or another region prone to earthquake activity. No two groups should be using the same region.
    California Japan Chile New Zealand
    India China Romania Peru Turkey
    After you have chosen a region for your group, investigate the earthquakes that have occurred in that region over the past 65 years (since 1950). Use any credible resources available. Use this information to fill in Table 1. For all earthquakes of magnitude 5.0 or greater, record the date, location (latitude and longitude) of the epicenter and the magnitude of the earthquake. Remember that some places are more active than others, so some groups may have more data than others, however you should have between 25 and 30 data points.
    When you are finished, input this data into Excel and create a graph of Earthquake magnitude versus time. Be sure to title your graph, label the axes with name and units, and also mark any earthquakes that were greater than an 8.0. (Do this in Excel, do not just write it on the graph).
    Include the graph in your lab report and answer the following questions in your conclusion:
    1) Are all of the earthquakes of similar magnitude in one region, or do they change often? Remember that because the Richter scale is logarithmic, an 8.0 is much different from a 7.5. 2) Do you see any pattern in the occurrence of earthquakes? Do they occur at particular dates? Do they always occur in the same location? Look for patterns and discuss any you might find.
    Part 2: Construct a map of the earthquakes’ location using Google Maps. This can be done by using the Google maps tool available at http://www.darrinward.com/lat-long/ or any other mapping tool that you can find. Input the latitude and longitude of each earthquake in your region. Pay attention to the directions. Always input latitude first (North is positive, south is negative) and then longitude (East is positive, West is negative) separated by a comma.
    Print or save the map and include it in your lab report. Also, answer the following questions in your conclusion
    1) When you look at the earthquakes on the map, what do you see?

    2) Remember that earthquakes occur along plate boundaries. Is there evidence for this on your map?

    3) Investigate the plates nearby your region to determine the source of the seismic activity. Which plates are moving against which plates? What type of boundary (boundaries) are near your region?

    4) Is there any other type of activity (volcanoes, large mountains) that occurs near your region that may also be attributed to plate movement?

Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.

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Social and Cultural Diversity Paper Writing Instructions

Overview

The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.

Prepare this assignment according to the APA guidelines.

Process Schedule

The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:

  • Outline
  • References
  • First Draft
  • Final Paper

Content Guidelines

When constructing this paper, use a three-part structure according to the following guidelines:

Part 1

The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:

  • Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.

Note: It is preferred you discuss your cultural biases.   

  • Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
  • Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
  • How has your life experience affected how you may relate to persons different than you? Be specific.

*My personal biases are that I have a hard time with women who are passive and submissive in controlling relationships. I am very strong-willed and independent.

*When I was in 3rd grade there was only one African American in my class, who I was actually friends with. She was bullied by my classmates and they would make fun of me for being her friend. I have always been friends with African Americans and my daughters are half black, half white. I have been called horrible names and even looked down on from my own race because I have more black friends than white.

Produce documentation to demonstrate how the project was organized and managed professionally and effectively within the team.

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BEng (Hons) in Architectural Engineering.

Learning Outcomes assessed via this project.

6224BEUG: Architectural Engineering Project 3

LO1 Work as part of a team to critically evaluate the requirements, risks, and implications of a client’s brief for an Architectural Engineering project.

LO2 Apply Architectural Engineering technology and management procedures to produce, and evaluate, conceptual designs for Architectural Engineering projects and to progress these to detailed solutions.

LO3 Produce documentation to demonstrate how the project was organized and managed professionally and effectively within the team.

LO4 Present project solutions to an expert panel and critically evaluate the skills and competences demonstrated in the completion of the project against the relevant competence criteria of appropriate professional institutions.

Project Scenario

Private Independent Treatment Centre

A national independent health care company is planning to build a new hospital in the Cheshire area just outside the city of Chester. Although the treatment centre is hospital like in its nature it is not a general hospital, it will offer a limited range of specialist services. The main area of specialism is planned orthopaedic surgery, primarily hip and knee replacement surgery but hand, wrist, shoulder and elbow orthopaedic surgery will also be performed.  A large part of the work within the treatment centre will be the surgical procedures but the centre will also undertake the associated diagnostics, pre and post-operative care, physiotherapy etc. Therefore the new treatment centre will include a number of operating theatres (and the associated anaesthetist and recovery resources) as well as x-ray, physiotherapy, day and post-operative wards as well as the patient welfare facilities.

Although the treatment centre will be owned and run by an independent company, it will deliver treatment on behalf of, and funded by, the NHS, in addition to fee-paying patients or those who have private medical insurance. As such, the building must meet or exceed the standards expected in a modern NHS hospital.

As such, the building is intended to provide a clean, modern, safe, state of the art treatment centre, which will appeal to both fee-paying patients as well as NHS patients who will choose to have their planned treatments at this centre.

The key objectives of this development are:

  • To provide outstanding health care treatment programmes.
  • Provision of modern, high quality, safe, health care facility in a building which is welcoming, reassuring with the flexibility to meet the needs of all stakeholders as well as providing the centre’s staff, with an excellent working environment.
  • Ensure that the company continues attract patients via all funding streams as their treatment centre of choice.
  • Ensure that the building is efficient, sustainable and contributes to the clients objective of an efficient, manageable and environmentally excellent facility.

Your role is to work as an integrated functional team to analyse the proposed  building and manage the building services design and build proposals for the client.

 

Additional Information

The following data is available to you:

  • The CAD floor plans of the proposed building layout together with various other drawings and documents.
  • A IES-VE model of the building.

Approach & Expectations.

This project is essentially a collaborative team activity but the expectation is that your team will be structured and organized in a professional way, consistent with the level of professionalism expected of a team of incorporated engineers. Consequently, you should be aiming for a quality of completed work that is indistinguishable from that produced by professional engineers and consultancies. As such you will be assessed not only on your product (i.e. the work you produce for the various tasks) but also on your processes (i.e. documentary evidence of the way you plan, organise and manage the project). 20% of the marks available are for how you organize and manage the project. Therefore the expectation is that you will not only produce work of a professional standard but you will also project manage the team and the work in a professional way. This has a double benefit as experience shows us that the best organized teams produce the best quality work, poorly organized teams rarely, if ever, produce good work.

Working together with others as a member of a team is a fundamental part of project based work and enhances collaborative learning. Project based learning gives you the opportunity to develop your communication, problem-solving and collaborative team-working skills. The assessment will encourage you to learn together and problem solve collectively. The work is structured such that it reflects the real-world requirements of professional engineers and will throughout the assessment facilitate the development of your skills and attributes such as professional report writing, independence and responsibility, resource and time management.

All reports, drawings and other supporting documents are to be produced to a professional standard. There is an expectation that each team will establish professional working practices, and organize and structure itself as an effective professional project management team.

You are therefore expected to record and document how you have worked effectively as a team and developed the project as a whole. Whilst this is a collective document it is essential that the contribution and involvement of each individual within the team is also identified.

Note that all the Reports must contain a page, signed by each team member, stating who had worked on which parts.   A section may have had contribution from more than one person; that is fine, but please state which people have been involved in which section.

 

Each member of the team will be required to assume responsibility for the various roles within the overall project management.

These might include, but are not limited to, the following roles:-

–           Overall Project Manager

–           Quality Assurance

–           Progress and document tracking

–           Minutes and communication.

–           Modelling and analysis procedures

–           Risk Manager

–           Drawings Manager

–           Program Manager

–           Detailed Design Manager

 

The work should be well researched and informed by academic study but should be totally applied and contextualised to this building. Non-contextualised generic statements and strategies may serve as an introduction but the main focus should be the application to this building. The project must be evidence based, all decisions, designs, costing, programmes and calculations should be evidence based and capable of being substantiated. Costings, rates, profit margins, time allowances, programming etc must be in-line with typical standards, procedures and recommendations etc. 

 

Assumptions

In reality the design team for this new building would be able to obtain instructions from the client or Architect to clarify any issues or approve decisions. You are therefore free to make ‘reasonable’ assumptions in order to progress the project. By ‘reasonable’ we mean assumptions that are in line with all the evidence and that you don’t use assumptions as a substitute for research and investigation. Assumptions should be a last resort and should be made when it is not possible to obtain definitive information from another source. If you need clarification on any point or further guidance on any assumptions you need to make you should contact the module leader (Steve Wynn). Any assumptions you make, together with the logic, necessity and justification for these assumptions should be clearly stated within your report.

 

 

Assessment

Although this is essentially a collaborative team based project this does not mean that the contribution, both in quality and quantity, of each individual will not be recognised in assessment and the marks awarded.

You will see from the details which follow that this project is divided into a number of tasks, some of these tasks are assessed as a team activity and others are marked on an individual basis. These are clearly identified in each task.

 

For those tasks which are identified as being assessed as a team activity, procedures will be used to adjust the marks of each individual to reflect their contribution. The principle is that if a team has one member (or more) who does not fully participate and contribute equitably (in both quality and quantity) to the work produced or the management of the team, then there is no reason why they should receive a mark higher than their contribution deserves due to the efforts of others. Likewise, there is no reason why the lack of effort from one individual who doesn’t participate should penalize the marks for those members of the team who do.

In general however, it is expected that the groups who collaborate and work well together will find that these adjustments will only make very small changes to the marks for each assignment.

Task 1: Project Appraisal and Develop the Design Brief

Using the drawings and other data provided together with case studies and information from your own research, complete an appraisal of the project and develop a design brief. Prepare a detailed, informative, evidence based report to include the following:

  1. Your interpretation of the building, its features and priorities in order to be effective and successful, the client’s and end users’ needs and requirements, priorities and objectives and how these may influence the eventual design decisions for the building services installations and the completion of the project.
  2. Using appropriate sources, select and justify the internal thermal, visual and aural environmental conditions required for the various locations within the building together with the appropriate external design conditions.
  3. Using the information provided apply best practice to update and configure the IES virtual environment modelling software so that it accurately reflects the buildings properties, usage, equipment and systems.
  4. Using the thermal model complete an initial analysis of the buildings compliance with Part L of the Building Regulations and identify and where appropriate address any potential issues which may prevent the proposed buildings from complying.
  5. Using the thermal model establish the following initial data
    • the heating loads for the various habitable locations.
    • Identify any locations with a potential for overheating in the absence of air conditioning or other cooling strategies.
    • the cooling loads for those areas identified as having the potential for overheating.
    • the predicted building performance including annual energy consumption and carbon emission rates for the building using typical but non-specific M&E installations.
  • analysis of adequacy of the natural lighting provision for the relevant areas of the building and consider methods of improving the daylight penetration into the building.
  • analysis of where the use of passive measures may potentially be used to maintain comfort conditions without the use of mechanical cooling, heating or ventilation systems.

Note: Appropriate procedures and current thinking should be applied to ensure the reliability of the results obtained by comparison of the predicted data with established benchmarks.

  1. Estimation of the likely electrical loads for the building

Note: this task provides the assessment of Learning Outcome 1 of 6224BEUG. This task is to be completed collaboratively as part of an effective contract team. All members of the team must be seen to be contributing to this task. The task will be marked as a team assessment.

 

Task 2: Feasibility and Concept Design Development

  1. Examine the feasibility and practicality of installing renewable and/or low carbon technologies as part of the development of this building. Your study should examine all relevant environmental and commercial issues as well as the practical construction and engineering implications involved in installation, commissioning, operation and eventual removal or replacement. Use thermal modelling and other analytical techniques to include comparisons of energy usage, carbon emission reduction, payback period, whole life cycles costing, maintenance requirements etc. Your study should include but is not limited to
  • Biomass
  • Solar Energy PV
  • CHP
  • Natural ventilation or other passive strategies
  • Air and/or Ground Source Heat Pumps
  • Rainwater harvesting
  • Wind turbine

Make a clear statement of which, if any, of these technologies you will be incorporating in your design proposals for this building.

  1. Complete a factual evaluation of the feasible options for the provision of the M&E Services to establish the integrated design strategies you are proposing to progress to concept design. Include an evaluation of the comparative life cycle costs of alternative options including a clear statement of your selected preferred strategies with reasoned objective justifications for your selection.
  2. Produce outline concept design proposals for the provision of the M&E services for the building (sketches, schematics, space requirements, product selection, etc) to confirm the suitability of the selected strategies and inform the detailed design in the next task.

 

Task 2 is to be completed collaboratively as part of an effective contract team. All members of the team must be seen to be contributing to this task. The task will be marked as a team assessment.

The submission deadline for module

 

Task 3: Detailed Design

Develop the concept designs into a fully detailed design proposal.

 

The report to include:

  1. Development of the concept design for the M&E Services for selected sections of the building. The designs to include 2 and 3D drawings to fully detail proposed layouts, space allocation and clash avoidance. The selected sections for which detailed designs are required will be definitively identified once task 2 has been completed.
  2. An assessment of the Compliance with Part L of the Building Regulations and the energy performance of the building incorporating your detailed design.  Use appropriate standards and benchmarks to evaluate the reliability of these predictions.

 

Task 3 requires a collaborative approach in order to maintain the integrated design and as such is a natural progressive development of tasks 1 & 2. However the work produced by each individual in the team is to be assessed separately.  Each member of the team must take individual responsibility for the completion of identifiable elements of the above task.

 

Tasks 2 & 3 provides the assessment of Learning Outcome 2 of 6224BEUG.

Task 4: Management, Documentation.

All of the above reports, drawings and other supporting documents are to be produced to a professional standard. There is an expectation that the team will establish working practices, organise and structure itself as an effective professional project management team.

 

You are therefore required to record and document how you have worked effectively as a team and developed the project as a whole. Whilst this is a collective document it is essential that the contribution and involvement of each individual within the team is also identified.

 

Examples of documents and activities that might be included in this detailed record include, but are not limited to:

  • Team structure and organizational charts, identification of individual and collective responsibility, lines of communication.
  • Minutes of all meetings.
  • Procedures and protocols.
  • Workflow management.
  • Evidence of planning and review
  • Evidence of consultation meetings,
  • Collective agreements and agreed procedures for decision making, resolving disputes, working times, quality control procedures, document control mechanisms etc.
  • Progress and time management reviews.
  • Reflection on the design process and the final design.
  • Complete, reviews and appraisals of the contribution and achievement of yourself and other members of your team.

 

Note: this task provides the complete assessment of Learning Outcome 3 of 6224BEUG This task is to be completed collaboratively as part of an effective contract team. All members of the team must be seen to be contributing to this task. The task will be marked as a team assessment.

Task 4 provides the assessment of Learning Outcome 3 of 6224BEUG.

 

Task 5: Presentation:

Your team will be required to make a formal, multi-media presentation of all aspects of your project to a formal review panel. This should include a critical evaluation of the engineering and project management solutions produced by your team.

The presentation will be a team presentation but each member will be marked individually for their presentation skills.

Task 5 is worth 8% of the marks for this module.

Task 6: Personal Professional Development

As part of the appraisal of your own contribution and achievement you are required to produce an engineering practice report to assess the extent to which you satisfy each of the CIBSE competencies expected for Associate Membership / Incorporated Engineer status.  Explain what evidence you have for each, and what you plans to do to improve on any aspects which you feel need further development.

 

This is an individual assessment..

The submission deadline for Task 6 is 23.59 on Friday 8th May 2020. Task 6 is worth 7% of the marks for this module.

Tasks 5&6 provides the complete assessment of Learning Outcome 4 of 6224BEUG.

The marks for Tasks 5 & 6 are aggregated to form Assessment 3 titled “Presentation” This is worth 15% of the total marks for this module.

Assessment Criteria

 

Marking/Assessment criteria are the knowledge, understanding and skills that you are expected to demonstrate in the particular assessment task(s). Tutors use these criteria when marking your assignments to determine the mark given and to provide

feedback to you on your performance. Note that 40% is the pass mark for this module. You must get a MODULE mark of at least 40% in order to pass the module. However you are not required to achieve this mark in each assessment component; it is the weighted average mark which matters.

Some work may be mainly calculations and/or drawings, in which case it is marked in terms of the proportion of the work which is correct. Other assessments require answers in the form of a report, in which case the following applies:-

 

80% and above (First)

Exceptional and outstanding work of professional quality. Fully responding to the question or task, error free and showing substantial evidence of critical analytical thought, originality and a full understanding of relevant theory.

 

70% – 79% (First)

The answer contains all the relevant information and has a coherent, logical and precise argument. It will also show an awareness of the broad and subtler implications of the issues. There will also be evidence of a wide knowledge with the depth of understanding that comes from reading around the subject. The mark reflects the level of critical analysis and original thought. Arguments will be supported by fact, clearly referenced.

 

60% – 69% (Upper Second)

The question is approached in a confident manner, the issues are identified, evidence and reading are used and some awareness of broader issues is displayed. There is some critical analysis but the work lacks the fluency of a ‘First Class’

answer.

 

50% to 59% (Lower Second)

This is the mark for a solid answer that grasps the material but lacks coherence and does not always recognise the broader implications. Whilst it shows some intelligent application and understanding it lacks a clear and concise grasp of the critical

analysis required.

 

40% to 49% (Third)

Shows some basic knowledge but there is difficulty in comprehending the material in general and the question in particular. Little critical analysis or awareness of the broader implications and issues behind the question.

 

39% or less (fail)

Little, if any, evidence of having a grasp of the basic course material. A simplistic approach to the question, disorganised with insufficient material and awareness. There may be patchy evidence of understanding but not sufficient to pass. Shows little awareness of reading or understanding the issues. May well contain errors of fact.

What is the current ratio? Do you have enough current assets to meet your current liabilities? Explain. (Refer to page 23. of the Merrill Lynch handout/link)

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  • Healthcare Business Plan Phase – 3
     Service Overview
    This service describes the new service-the benefits and features that you are providing and to whom.
    It is important to recognize that the benefits may way from customer to customer. Patients may see one value or benefit such as timely clinical intervention, whereas the referral sources may see a different benefit, such as having the patient under supervised care within 3 hours of a call, or medical group may see a different benefit having a competitive value with which to better negotiate contracts.

    • What is the proposed new service/product unique features and benefits?
    • What values does it provide to the key target market?
    • What are the benefits of this new service/product?
    • How is this new service/product against existing services and products offered by others?
    • What are you doing differently?
  • A. Target Market
    • Understand your customers (be they patients, family members, judges, third-party payers, employers, o the government)
    • How is the market segmented? Who in the group is involved in the buying decision?
  • Competitive Analysis
    The competitive analysis is a thorough analysis of both direct and indirect competitors.  It identifies strengths and weaknesses of competitors. Indirect competitors may not provide the same service, but they may be competing for the same dollars.

    • Describe your competition’s service
    • What is/are their point(s) of differentiation?
    • What real value do they deliver to the customer that others do not?
    • What is their marketing/advertising approach?
    • What are the opportunities or threats to your organization?
  •                 Marketing Mix-Promotional Strategy
    • What are the key messages you want to convey in your marketing materials about your organization?
    • How are you positioning your service/organization?
    • What mix of vehicles will you use?
    • What are the objectives?
  •   Marketing Mix-Place
    • Where will the service/product be delivered (location, hours, technology utilized)?
    • What are the costs associated with this manner of distribution?
    • What is the marketing importance/advantage of the location?
    • Does the location/distribution approach provide any competitive advantages?
  • Marketing Mix-Pricing
    • Labor costs of FTEs (full time employees)
    • Overhead costs?
    • Margin costs?
  •                    Other Pricing considerations:
    • Customer perception of value
    • Will there be discounting?
    • What type of pricing strategies will you use?
  • Refer to Chapter9-Price

  • Healthcare Business Marketing Plan – Phase 4
     Service Delivery Plan

    • Outlines the method by which your service will be delivered to clients or customers
    • It is a statement of what resources are needed in terms of both personnel and other assets to be delivered.
      • Outlines the critical points in the clinical service delivery process
    • What to Include
      }  Service delivery methodology: what methods will your organization use to deliver services-this can be an outline
      }  Flow Chart of delivery service, delivery sequence, and timing requirements
      B.  Human Resources
                    1. Organizational Structure/staffing Plan
                                 •Clinical (full time vs. part time)
      •Non-clinical (full time vs. part times
      2.  Compensation

      • Rate
        • Benefits
        • Job descriptions-brief
        • Roles and responsibilities-brief description
      • Healthcare Marketing Business Plan – Phase 5
        The balance sheet shows the financial picture of a business at a given point in time. It is what the organization owns versus what they owe.

        The income statement shows the profit (or revenue-positive position) versus the loss of an organization over time.

        For this phase, utilize Merrill Lynch’s handout on reading financial statements. Refer to the following link: https://e145.stanford.edu/upload/Merrill_Lynch.pdf

        • Using one year of the balance sheet, determine the organization’s liquidity through the current ratio and debt-to-equity ratio. Use the table below and answer the questions.
Left Side Right Side
Current Assets ________ Current Liabilities _________
Fixed Assets _________ Long-Term Liabilities______
Other Assets __________ Shareholder Equity ________
  • What is the current ratio? Do you have enough current assets to meet your current liabilities? Explain. (Refer to page 23. of the Merrill Lynch handout/link)
  • What is their debt-to-equity ratio?
Total liabilities/total shareholder equity =

 

    • Using one year of the income statement, determine the organization’s profitability or fund balance perspective through operating margin and net profit ratio. Use the table below and analyze the both the operating margin and net profit ratio. Refer to page 31. Of the Merrill Lynch handout/link.
Operating Margin = Operating Income/net sales
Net Profit Margin = Net Income/Net sales

 

What is holism and how does it link to good care? – attention to psychological as well as physical needs and consideration of social factors influencing needs?

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What is good care?
What difference does good care make to practice- why is it important?
How does communication link to and impact good care?
What political and ethical challenges link to good care? – for example the NHS Constitution, the Francis report and the 6Cs of care.
What is holism and how does it link to good care? – attention to psychological as well as physical needs and consideration of social factors influencing needs?
What are the professional responsibilities of a healthcare professional such as confidentiality, promotion of privacy & dignity, anti discriminatory practice- with reference to your professional codes and standards?

Examine specific situations in your business case, where various managerial skills and leadership qualities (or lack of them) were demonstrated by company’s top managers.

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Purpose of this assessment
This assignment is designed to assess the learner’s knowledge of the principles of management and operations, enabling them to identify and use fundamental tools and concepts that incentivise leadership, managerial and operational improvements within organizations, in order to reap business benefits.

 

Task 1 Scenario
You are a student and as a part of course requirements, you have to produce a report, where you are required to analyze the business case of General Electric (GE). The purpose of the report is to differentiate between a role of a leader and the function of a manager, and to apply the role of a leader in different management contexts.

General Electric is one of the most prominent organizations in the USA and it was one of the 12 original companies to be registered as a public corporation. Throughout its 100 years of history, GE has gone through significant market, competitive and structural changes, and has been renowned for its strong culture of shaping leaders from within. Henry Lawrence Culp Jr. is the CEO of General Electric since 2018, and the first-outsider to run GE in history.
Task 1
This report should include the following sections:

1.       Examine specific situations in your business case, where various managerial skills and leadership qualities (or lack of them) were demonstrated by company’s top managers.  Your analysis should focus on the actions and achievements of Jack Welch, his successor – Jeff Immelt and the current GE CEO – Henry Lawrence Culp Jr.

 

2.      You should identify and analyze particular strengths and weaknesses of the respective leaders in various situations, link specific manager/leader’s actions to different theories and models of approach, including situational leadership, systems leadership, and contingency.

Critically analyze at least two of these theories.

 

 
Submission Format
The submission format is of a business report of 2,000 words (excluding table of contents, introduction and conclusion and appendices). You will not be penalized for exceeding this number.

 

Describe the context and setting where you provide supervision. Describe how you negotiated a supervisor/supervisee agreement with this particular supervisee..

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 Guidance to writing external Supervision & Supervisee Assessment Case Review (within counseling client sessions)

The case review must be structured using each of the 7 headings below.  It should provide a coherent summary of your supervision work with ONE supervisee drawn from your supervision work during the life of the course. You need to give specific examples from your work throughout, which may include brief examples of what was said where relevant, but the case review should not be a transcript nor should it be a session by session account. Confidentiality must be ensured at all times.

The case review should:

  • reflect a sound underpinning of integrated supervision theory and skills;
  • evidence a clear understanding of the supervision relationship and the supervision process including how this impacts on the therapeutic relationship between counsellor and client;
  • show how you work within, and support your supervisee to work within, an ethical framework;
  • critically reflect on how your use of supervisory supervision enhanced your work.

Common mistakes are – being unable to integrate supervision skills and theory sufficiently, paying insufficient attention to the counsellor and client relationship, lack of application of learning from own supervisory supervision, not showing adequate critical reflection and evaluation, running out of words by sections 6 and 7.

 

Please reference your work accurately and include a bibliography at the end.  Attach the signed cover sheet given in your Candidate Guide. 

The total word count – including all quotations – must be between 3,000 – 3,500 words. Case studies exceeding the maximum word count of 3,500 will be deemed Not Proficient. 

Footnotes and the bibliography are not included in the word count. Appendices and other material are not required and will not be marked.

The case review does not have to be completed under exam conditions. 

The review should be written on a word processor, using double spacing, wide margins and page numbering.

You must present your answers under the 7 headings given below:

  1. Context and boundaries of work:
  • Describe the context in which you work showing understanding of the boundaries and ethical framework for your supervision practice.

 

You must:

  • Describe the context and setting where you provide supervision.
  • Describe how you negotiated a supervisor/supervisee agreement with this particular supervisee..
  • Explain how an ethical framework informs your work as a supervisor.
  1. Assessment
  • Use a coherent framework to arrive at an initial and on-going assessment of your supervisee’s developmental needs.

 

You must:

  • Show how you applied your understanding of a coherent framework to assess your supervisee’s initial supervisory needs.
  • Give examples of how you recognised and responded to your supervisee’s changing needs.

 

  1. Awareness of diversity issues:
  • Work with awareness of diversity issues

 

You must:

  • Critically reflect on issues of diversity between you and your supervisee
  • Show you worked with these issues to enhance the supervision relationship
  • Give examples of how you supported and challenged your supervisee to work with issues of diversity in the client work.
  1. Development of the supervision relationship and the supervision process:
  • Work with aspects of the supervision relationship and the supervision process.

 

You must:

  • Critically evaluate the quality of the supervisory relationship and give examples of how it contributed to the supervision process.
  • Give examples of how you supported and challenged your supervisee to understand and work with the counselling relationship for the benefit of the client.
  1. Use of self-awareness in the supervisory process:
  • Reflect on how you used and encouraged self-awareness in the supervisory process.

 

You must:

  • Critically reflect on your internal response to your supervisee and show how you used self-awareness to enhance the supervisory process.
  • Evaluate how you used supervision skills to enable your supervisee to use self-awareness to enhance the counseling process.

 

  1. Theory underpinning skills
  • Work within a coherent framework of supervision theory and skills.

 

You must:

  • Describe ONE theoretical model of supervision and give examples of how this informed your supervision work.
  • Give examples of how the supervision work impacted on the supervisee’s work with their client.
  1. Use of supervisory supervision:
  • Use supervisory supervision to inform and support your work with this supervisee.

You must:

  • Critically reflect on how supervisory supervision has supported and challenged you in your supervision work with this supervisee.
  • Give specific examples of when you have used insights and learning from supervisory supervision to inform and enhance your work with this supervisee.

Marking scheme:

Each section of the case review is awarded between 0 and 3 marks on the following basis:

0 = no evidence                         1 = minimum evidence

2 = satisfactory evidence            3 = robust evidence

Candidates must achieve at least ONE mark in each section and an overall mark of 11 out of 21 to be assessed as Proficient. Candidates can be awarded ½ marks.

Note that each section carries equal marks (3) so you are advised to take this into account when deciding how much to write in each section.

Discuss design biases and threats to internal construct and external validity. How did they minimized these threats?

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The Critique will be presented as a professional PowerPoint presentation posted online.  The presentation must include, and only include, the following:

Slide # Content
1 Title slide with author name
2 APA citation of article being reviewed
3- Statement of the problem Description of the problem statement.

Be sure to address all components on page 102 of your book
4 Significance to nursing
5- Hypotheses or research questions What is the research question/aim/purpose or hypothesis?
6- Framework Describe the theoretical or conceptual framework that guides the study
7- Research design Name it. Describe why this was the best design to use or why another one would be more appropriate. Describe comparisons being made within the study if appropriate.
8 Discuss design biases and threats to internal construct and external validity. How did they minimized these threats?
9-Population and sample Describe the population. What sampling design was used to obtain the sample? Was this the best design to use? Why or why not- think biases? Was the sample adequate? Describe how you know this.
10- Data Collection and Measurement Name the independent and dependent variables- define them.
11-12 What instruments or tools were used to measure these variables? Name and describe them. Were these tools the best ones to use?
13 Describe how do you know these were the best tools to use- think reliability and validity as evidence
14- Results What statistical tests did they use to examine the research questions etc.? Were these tests appropriate? Why?
15 Describe the results of the study. What findings were statistically significant?
16 What is the CLINICAL significance of this study?
17- Discussion Describe how findings were consistent or not with prior literature. Does the study present reasonable implications for nursing and/or research? Describe these implications
18- -Global issues What is your overall impression of the article? Provide strengths and weaknesses and support your answer
19- Summary Do the findings appear to be true? Do you have confidence in the results? How can nurses use information in the article to help their practice?

 

Remember, you will most likely paraphrase information from your article in this assignment. A few short quotes are acceptable- if properly cited- but please do not rely too heavily on quotes as this does not tell the instructor that you understand and are able to interpret the questions being asked, only that you know how to cut and paste.