Teaching The Electrocardiography Procedure

Teaching The Electrocardiography Procedure The teaching session commenced with identification of the goals and expectations for clinical learning and continued through assessing students, planning electrocardiography procedure activities, guiding students, and evaluating ECG procedure learning and performance. The goals and expectations provided areas of assessment, teaching guidelines, and the basis of evaluating learning. They were often expressed in the form of clinical objectives established for the entire teaching session for specific teaching activities. The ECG procedure teaching objectives specified knowledge acquisition, nurturing of values, and performance of psychomotor and technological skills (Braunwald, 1997). The use of constructivist model as an essential approach in the teaching actively interacted students with the material system and concepts in electrocardiography procedure domain. Through effective supervision, students were able to discuss their developing understanding and competences in carrying out electrocardiography procedure (Gaberson, 1999). This paper is based on: teaching session conducted with peers in week seven. It reflects on my effectiveness as a teacher; the creativity and efforts applied to engage and teach learners; and broadly linking all these to the teaching philosophy, learning theories, and teaching strategies. The paper also analyzes the literature related to teaching electrocardiography procedure; teaching strategies used and details recommendations on how to improve future teaching sessions in the clinical environment (Tanner, 2009). Relevant Literature Review Including Pedagogies used in Clinical Education Learning involves the process through which knowledge, is achieved and provided meaning; and comes from experience, reading, and living life. The result of learning is growth, that is, transformation in thinking, feeling or behaving. Many studies that endeavor to explain how learning occurs have been done through the years; and they been done through the lenses of disciplines such as psychology, physiology, and sociology (Vandeveer, 2005). Findings of these studies have led in the evolution of theories that try to explain how individuals learn. A theory is developed from fact analysis in relation to one another and is then applied to explain a phenomenon. The knowledge achieved from such studies has contributed to the theoretical underpinnings for entire theoretical structures or frameworks for education (Roberta, 2003). Behavioral Theories of Learning Education has been influenced more by behaviorism than any other single theory. Currently, behavioral principles continue to be used appropriately and successfully whereas others have been rejected. Behaviorism foundational principles were developed by psychologists Pavlov, Thorndike, and Skinner; these principles were derived from observations of learning in animals (Braungart, 2003). There were also other behavioral theorists who presented a variety of principles. However, all shared a common element that all behavior is learned, and that learning is influenced through environmental manipulation in which it happens and the rewards given to encourage it (Vandeveer, 2005). Behaviorism was carried into a classroom where learning experiences were structured in a manner that would assist educators attain goals through the development of objectives. Tyler (1979) stated that the most useful form for stating objectives is to express them in terms which identify both the kind of behavior to be developed in the student and the content or area of life in which this behavior is to operate; and this was the foundation of behavioral objectives. Bloom et al (1956) continued to make a classification of educational objectives that addressed the cognitive domain, the recall or recognition of knowledge or development of intellectual abilities and skills through the application of observable actions. Krathwohl (1956) led efforts in the affective domain of knowledge with a behavioral inclination. The objectives here were mainly emphasizing on an emotion, a feeling tone or a degree of acceptance or rejection; also attitudes, values, appreciations, and emotional sets or pr ejudices (Krathwohl, 1956). Achievement of the objectives continued to be through highly structured, clearly delineated, and visible behaviors. Behavioral theories enabled teachers and students alike to learn to construct behavioral objectives to guide teaching and identify measurable outcomes as the basis for evaluating learning. Behavioral theoretical learning aspects are common and continue to be applied in clinical educational settings, particularly in gaining of technical skills. Commonly, at the start of clinical nursing education, what is important to known, experienced and demonstrated is determined by the faculty. Even today, faculty still retains primary influence and authority despite increase in students involvement in their own learning. Knowledge grows, that is, prior knowledge forms a reference point for both the assimilation of new knowledge and the application transfer of knowledge from one learning experience to another. Understanding prior knowledge available allows the teacher to help students connect new knowledge to old and hence, improve overall understanding. Classically, technical skills are learnt as procedures, following a designed approach. The behavioral objectives, designed keenly to identify the expected learning outcomes, prescribes both exposure of students to learning experien ces and for their evaluation. The sequential procedural format of the nursing process, and the resulting nursing care plans are a direct outgrowth of behaviorism. Any activity learners participate in that follows this procedure, for instance, development of teaching plans, reflects behavioral learning theories. Written and verbal positive reinforcement provides a strong extrinsic learning reward; and rewarding the achievement of intended outcomes is a key behavioral aspect. Cognitive Theories of Learning Behavioral theorists emphasize that which is external to the learner. On the other hand, cognitive theories emphasize on what occurs within the learner. According to cognitive theorists, mental processes involved in acquiring, processing, and structuring information are important aspects of learning (Braungart, 2003). They particularly identified six classes of cognitive learning; presented from simple to complex. These classes were; knowledge, comprehension, application, analysis, synthesis, and evaluation. Each class was broken down further into varying numbers of components. For instance, knowledge class may be broken into knowledge of specifics, then of ways and means to deal with those specifics, and the knowledge of the universals and abstractions associated with a given field of study. Each level is associated with specific learning behavior, also verbs descriptive of those behaviors, which are to be used when writing objectives (Bloom et al., 1956). Faculty formulates the app ropriate objectives based on whether learning is new or constructed depending on prior learning, and the desired end point level of cognitive learning. Used verbs also give guidance for how the learning will be evaluated (Roberta, 2003). Models of Clinical Nursing Education Knowledge and understanding of models available in clinical practice empowers clinical education to work in a manner that suits teachers, students, and patients. Models have been defined as tools for generating ideas, guiding conceptualization, and generating explanations (Young, 2002). Clinical teachers can apply models in teaching to the procedure being experienced. Two approaches were used during the teaching session; traditional and constructivism models. Traditional Model Teaching electrocardiography procedure requires careful design of an environment in which students get opportunities to build mutual respect and support for each other while they are achieving identified learning outcomes, that is, recording electrocardiography procedures. Teachers in clinical teaching form a crucial bridge to successful experience for students (Braunwald, 1997). Research in nursing education shows that effective medical teachers are clinically competent; are able to teach; have collegial relationships with learners and agency staff; and are friendly, supportive, and patient (Halstead, 1996). Its essential for the teacher to be knowledgeable and able to share the knowledge with students in clinical setting. Such knowledge includes an understanding of the theories and concepts related to the practice of nursing, such as; recording electrocardiography procedure. Karuhije (1997) contends that attention to three teaching domains; instructional, evaluative and interpretat ional, facilitates achievement of teaching skills required to enhance success in clinical settings. Instructional infers those approaches or strategies adopted to facilitate knowledge transfer from didactic to practicum (Norton, 1998). Evaluative approach relates to making determinatives about performance and achievements as goals. Interpersonal approaches relate to relationships and interactions (Knox, 1985). Competence in clinical practice of nursing has been documented as being necessary for effective clinical teaching. Gaberson (1999) revealed that best clinical teachers exhibit expert clinical skills and judgment. Expert skills have particularly been described by students to be important. They tend to describe effective clinical teaching as those who demonstrate nursing competence in a real situation (Horst, 1988). Knowing how to teach is also a prerequisite for effective clinical teaching. Wong (1988) adds that effective clinical teachers are expected to have expertise in the art of teaching. Equally important are teacher behaviors that facilitate learning and support students in their acquisition of nursing skills (McCarbe, 1985). Brophy (1998) reveals that empirical evidence exists that correlates specific teaching methods with enhanced student learning; examples of such methods are use of objectives, effective questioning, and responding to questions. A study conducted by Pugh (19 88) revealed that preparation and the ability to explain concepts clearly and stimulate learning are also important. Other effective behaviors include being fair in evaluation, communicating expectations clearly, and providing positively timed and specific feedback (Nehring, 1990). Constructivism Model Adoption of constructivism approach to teaching in nursing gives nurse teachers with a new vision of teaching. It also parallels a paradigm shift in nursing practice from nurse centered to patient centered nursing practice (Bevis, 1989). In constructivist teaching, the teacher commences with the experience of the student and together they develop knowledge, skills and competencies for professional practice (Bergum, 2003). Teachers who embrace constructivist teaching not only prepare student nurses with the substantive knowledge necessary for competent practice, but also create an environment in students learn to think critically, practice reflectively, work effectively in groups, and access and use new information to support their practice, while modeling respect for meanings of lived experiences, learning and collaborative processes (Bevis, 2001). Bergum (2003) envisions nursing as a dynamic, interpersonal, generative and caring practice. To be consistent with this view of nursing, teaching nursing should be a relational, generative practice that occurs formally and informally; between the student and the teacher; the student and the patient; the student and colleagues; the student and peers; and the student and professionals from other courses (Young, 2002). Such learning needs to occur in diverse settings including the classroom, lab, and clinical areas; hospitals as well as community sites. Teaching nursing requires facilitating a thoughtful engagement between the learners and learning materials to ensure that students gain skills and knowledge for rotational (Bergum, 2003). Constructivism is a philosophy that applies well in clinical teaching. It bodes well in clinical teaching and learning since its central focus is the idea that students construct knowledge for themselves (Young, 2002). Students construct meaning individual as they learn. They attain this by reflecting on experiences. Under constructivist theory, students make their own rules and mental models which they apply to make sense of their experiences. Miranda (2005) provides guiding principles of constructivism, which includes: learning as an active process, searching for meaning. Therefore, it must commence with issues around which learners are trying to construct meaning actively; learning as a social activity associated with link to other people, such as, the teachers and peers; constructivist learning that concentrates on primary concepts, not isolated facts; understanding mental models in order to teach well (Wong, 1987). Learners use mental models to perceive the world and the assumpt ions they make to support those models; the learning purpose for individuals to construct their own meaning. Assessment requires being part of the learning process and gives learners information on the quality of their learning; time taken to learn. Students need to revisit ideas, think over them, try them out, and use them for significant learning to occur; and finally motivation as an essential tool for learning (Miranda, 2005). Models, Theories and Principles of Teaching and Learning In teaching ECG procedure, five steps followed in clinical teaching process; identifying the goals and learning outcomes of ECG procedure, assessing the learning needs of students, planning ECG learning activities, guiding learners, and evaluating ECG learning and performance. However, this process was not linear; instead each of these steps influenced the others. For instance, ECG procedure evaluation revealed data on further learning needs of the learners, which suggested fresh learning activities. Similarly, working with students, resulted to observations on performance that altered assessment, thus, suggesting different learning activities. First, the session commenced by identifying the goals and outcomes of the ECG clinical experience. Teaching at this stage was formed by behavioral theories which contemplated learning as influenced through environmental manipulation. This theory was carried into classroom in a way that assisted in making learners understand: the different aspects of ECG; reasons of using ECG; emergencies which require ECG for diagnosis; how ECG is conducted in an emergency: and ECG recordings generally considered as normal and abnormal. These learning goals and outcomes provided clearly areas of assessment, teaching guidelines, and the basis for evaluating learning. They were often expressed the form of clinical objectives and established for the entire teaching session, and specific clinical activities. Gaberson (1997) stated that learning objectives may specify knowledge acquisition, development of values, and performance of psychomotor and technological skills. ECG teaching objectives addressed eight key areas of learning; knowledge, concepts, and theories applicable to perform an ECG procedure; assessment, diagnoses, planning, and evaluation; psychomotor and technological skills; values related to patient care, families and communities; communication skills, ability to build interpersonal relationships, and skill in collaboration with others; leadership abilities, role behavior, and management care; accountability and responsibility on the part of the student; and finally, self development and continued learning. Guided by the traditional approach in clinical teaching, a learning environment was designed in a way that provided students with opportunities to build mutual respect and support one another while they achieved competence in performing ECG procedure (Braunwauld, 1997). The teaching strategy specified learning outcomes in terms of students competencies in demonstrating ECG procedure in full. They were able to have basic knowledge on carrying electrocardiography procedure in an emergency situation. As postulated by Lippincott (2008), electrocardiography is one of the essential and commonly used procedures to evaluate a cardiac arrest patient in an emergency circumstance (Braunwald, 1997). Through electrocardiography, the hearts electrical functions as a wave form can be displayed. Electrocardiogram is able to monitor impulses moving through the conduction system of the heart producing electric currents that can be monitored on the bodys surface. Normally, the electrodes attached to the skin can sense these electric currents and send them to an electrocardiogram; an instrument that produces a record of cardiac activity (Lippincott, 2008). Braunwald (2008) states that electrocardiography can be used effectively in diagnosing several conditions of the heart. Nurses who encounter patients in emergency wards must have knowledge on the importance of electrocardiography procedure in a life saving situation. The responsibility of caring patients with cardiovascular disorders cuts across every area of nursing practice. As a result, cardiovascular care is a rapidly growing area in nursing. Lippincott (2003) mentions cardiovascular care to be a dynamic field, with continued inventions of new diagnostic tests, new drugs and other treatments, and sophisticated monitoring equipment. Consequently, nurses need to keep up with these changing developments through relevant clinical education (Lippincott, 2008). The students were able to demonstrate their specific abilities; and often reflected their proficiencies required to perform specific tasks on ECG procedure that assigned to them. Performance criteria were established to determine the level of learner achievement of competency in carrying out necessary ECG procedure. For instance, gauging performance criteria for competency of; understanding the value of ECG in an emergency situation, assessing potential cases that require ECG attention, interpreting the electrical activity of the heart and its recordings by using skin electrodes (Lippincott, 2008). Constructivism model provided a new vision of teaching. Students were allowed to participate in the clinical objectives and competences established for carrying out ECG procedure from simple to complex. This approach made it possible for learners to be prepared with substantive knowledge necessary for performing ECG procedure. It also created an environment where students were able to think critically, practice ECG procedure reflectively, collaborate in groups, and others. Some of the outcomes were achieved by learners and had to add others to meet individual learning needs and goals. Student objectives were made flexible to the extent that they met essential ECG procedure objectives. Learning activities were directed by asking questions that provoked thought without interrogating them. Asking open ended questions about their thoughts and the rationale they applied for reaching at clinical decisions, enhanced their growth of their critical thinking skills. Queries were asked to asses s students grasp of relevant concepts and theories and how they were used in clinical practice (Bergum, 2003). The key principles of constructivism were applied to create sessions which assisted students to graduate with their own ideas. For instance, they were assisted in openly sharing their ideas through discussion strategy during and after each learning session. They were free to vary their concepts whenever possible. This enabled them remember the key concepts of electrocardiography. Frequent assessments on the students enabled to evaluate their strengths and weaknesses. conveniently asked and valued their interpretations of what they learnt. Teaching plans were also varied effectively at some points to cope with the intelligence and cognitive abilities of students. What students provided as feedback, was not considered in a prejudiced manner; neither were judgmental comments (Brooks, 1993). Secondly, an assessment was conducted on the learning needs of students. The assessment was guided by cognitive theory which assisted in formulation of appropriate objectives on what the students had learnt. Teaching started at the level of the student. Therefore, assessed was done on; the present level of knowledge and skill of the students, and other factors that may had influenced their achievement of objectives. Data was collected to determine whether the students had necessary knowledge and skills to carry out ECG procedure and complete the learning activities. The teachers assessment was important as it engaged learners in learning activities that developed on their current knowledge and skills in ECG procedure competencies (Young, 2002). Third, instruction planned and delivered following the assessment of students learning needs. The plan for learning activities catered for clinical objectives and individual learner needs. Selected ECG learning activities met objectives of carrying out ECG procedure effectively. The learning activities included patient assignments where learners engaged in practical setting. Miranda (2005) contends that constructivism advocates for a curriculum that is related to learners prior knowledge and puts more emphasis on problem solving. Therefore, concentration focused on connecting between facts and fostering new understanding among learners. They heavily depended on questions that are open-ended and were encouraged dialogue among them. Constructivist model had direct application in ECG procedural setting, based on these facts. It centered in providing an overall approach that involved other theories and approaches, such as; experiential learning, reflection and problem based learning. It enabled teacher and faculty to direct educational experiences to suit their clinical setting and provide learners opportunity to integrate their learning (Bradshaw, 2006). More so, it accorded learners responsibility to make sense of what goes on in ECG clinical setting and motivates them grow and nurture a deeper understanding of ECG procedure (Cobb, 1999). Fourth, they were guided in achieving essential knowledge, skills and values for ECG practice through problem solving strategy. Facilitation and support of the process enabled students to achieve the intended outcomes; guiding them with their learning activities. Demonstrations were made to learners and they were questioned to enhance their levels of understanding ECG procedure. As a skilled person in this practice, the teacher was able to: observe learners clinical performance, make sound judgment about their performance, and planned for extra learning activities in instances necessary; and questioned students without interrogation. Observing learners as they performed the ECG learning activities enabled teacher to identify continued areas of learning and establish when help was needed (Gaberman, 1999). The third session was conducted in a training class in the ECG room where learners were taught on how ECG procedure is taken. They were provided enough opportunities to perform electrocardiography procedure themselves. In collaboration with the technician on duty, learners were guided throughout the clinical practice. At the end of the session, the students were able to: examine the patient in the emergency room and understand the significance of ECG procedure in a life-saving scenario; perform an ECG as an initial step with patients who arrive with cardiovascular complications, chest pains or after an accident; interpret the electrical activity of the heart and externally by using skin electrodes; and perform non invasive procedure in patients (Lippincott, 2008). Fifth, effective evaluation of clinical learning and performance was done on learners. The evaluation served two important purposes; formative and summative. Learners progress was monitored towards achieving clinical objectives through formative evaluation; through written examination. Demonstration strategy was also used to ascertain their competency in clinical practice. Through formative evaluation strategy, diagnoses for extra learning requirements of students and where additional clinical instruction was required for further instruction was realized. Recommendations for Improving Teaching Strategies Based on Feedback from Peer and Analysis of Literature Based on the feedback received from peers and analysis of the literature, the following recommendations to improve future teaching sessions in the clinical environment were suggested; one, identification of challenges learners are faced with. Commends made by peers indicated that teaching did not take into account the challenges the students faced. It was noted that initiation process of probing to understand students well was lacking. For instance, they may have been overburdened with family issues, language problems, fee problems, and many others. These factors impede effective clinical teaching as it heightens the fear of nurses to make mistakes that could injure patients or even fail a program (OConnor, 2001). Two, recommend extension of the possibilities of evaluation showing learners performance in relation to teaching and learning objectives. Ghazi (1988) noted that motivation for learners was sustained through strategies such as individualized learning, formative evaluations, and others. Teaching did not quite offer feedback on the areas of strengths and potential areas of development for students. Students were not given opportunities to evaluate their learning (OConnor, 2001). Three, recommend further research on effective characteristics of clinical teachers. The analysis of related literature reveals that students judged effective teachers as those having characteristics such as being clinically competent, knowledgeable, good interpersonal relationship, and enthusiastic (Gaberman, 1999). Laurent (2001) contends that teachers, who learners viewed as helpful, modeled competent behavior consistently and demonstrated a positive attitude and humanistic orientation. This will enhance responsiveness to the needs of students. Four, recommend collaborative planning of learning activities. It was felt that the teaching lacked a bit of this element. Learners are usually receptive to selecting among a variety of learning activities and contribute suggestions. Five, recommend different methods of assessing clinical performance. Teaching strategies were limited to only a few methods of assessing clinical performance, such as, discussions, lecture, question and answer, and rounds. Other important approaches involve role plays, case studies, group activities, and many others. More emphasis must have been made on case management also. Conclusion In sum, minimum requirements for an effective teaching and learning; these included the environment, dialogue and the closure. Provision was accorded for sufficient lighting, ample sitting arrangements and adequate audio-visual aids that enhanced an environment that was conducive for teaching and learning. Dialogue in a formal, clear, and logical way; therefore, students did not miss any part of it. At the end of the teaching session, sufficient time for discussion and clarifying doubts was allocated. Teaching summery was submitted at the end of the session. McTaggart (1997) contends that teaching must end by educators being in a position to submit a summery. Young (2002) also insisted that a teacher must be able to use proper teaching and learning principles in the three domains of cognitive, affective, and psychomotor. References List Bergum, V. (2003). Relational Pedagogy. Nursing Philosophy, 4, 121-128. Bloom, B., Engelhart, M., Furst, E., Hill, W., Krathwohl, R. (1956). Taxonomy of Educational Objectives. New York: David McKay Company. Bradshaw, M., Lowenstein, A. (2006). Innovative Teaching Strategies in Nursing and Related Health Profession. London: Jones and Bartlett Publishers. Brooks, M., Brooks, J. (1993). In Search of Understanding. The Case of the Constructivist Classroom. New York: Sunny. Braunwald, E., Lowenstein, A. (2006). Innovative Teaching Strategies in Nursing and Related Health Profession. London: Jones and Bartlett Publishers. Cobb, T. (1999). Applying constructivism: A test for the learner as scientist. Educational Technology Research Development, 47 (3), 15-31. Gaberson, K., Oerman, M. (1999). Clinical Teaching Strategies in Nursing. London: Springer Publishing Company. Ghazi, F. Henshaw, L. (1998). How to Keep Student Nurses Motivated . Nursing standard, 13 (8), 43-49. Halstead, A. (1996). The Significance of Student Faculty Interactions: Review of Research in Nursing. New York: National League of Nursing Press. Horst, M. (1988). Students Rank Characteristics of the Clinical Teacher. Nurse Education, 13 (6), 3. Karuhije, E. (1997). Classroom and Clinical Teaching in Nursing: Delineating Differences. Nursing Forum, 32 (2): 5-12 Knox, J. Morgan. (1985). Important Clinical Teacher Behaviors as perceived by University Nursing Foculty Students and Graduates. Journal of Advanced Nursing, 10, 25-30. Krathwohl, R., Bloom, B., Masia, B. (1956). Taxonomy of Educational Objectives. New York: David McKay Company. Laurent, T., Weidner, T. (2001). Clinical Instructors and Student Athletic Trainers Perceptions of Helpful Clinical Instructor Characteristics. Journal of Athletic Training, 36 (1), 58-61. Lippincott, W. (2008). Lippincotts Nursing Procedures. Sydney: Wolters Kluwer Health McCabe, B. (1985). The Improvement of Instruction in the Clinical Area. Journal of Nursing Education, 24, 255-257. McTaggart, R. (1997). Participatory Action Research. New York: Sunny Press. Miranda, Best, D. (2005). Transforming Practice through Clinical Education, Professional Supervision. Sydney: Elsevier Health sciences. Nehring, V. (1990). Nursing and Clinical Teacher Effectiveness Inventory. Journals of Advenced Nursing, 15, 934-940. Norton, B. (1998). From Teaching to Learning: Theoretical Foundations. Philadelphia: Saunders. OConnor, A. (2001). Clinical Instruction and Evaluation. London: Jones and Bartlett. Tanner, C. Chesla, C. (2009). Expertise in Nursing Practice. New York: Springer Publishing. Tyler, W. (1979). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press. Pugh, E. (1988). Soliciting Student Input to Improve Clinical Teaching. Nurse Education, 13 (3), 28-33. Roberta, E. (2003). Nursing Education in Clinical Teaching. Sydney: Elsevier Health Sciences. Vandeveer, M. Norton, B. (2005). From Teachings to Learning. Philadelphia: Saunders. Wong, J. Wong, S. (1987). Towards Effective Clinical Teaching in Nursing. Journal of Advanced Nursing, 12, 505-513. Young, L., Paterson, B. (2007). Teaching Nursing: Developing A Student Centered Learning Environment. Philadelphia: Lippincott, Williams Wilkins.

Ford Motor’s Financial Health Progress Report Essay

In the coming week, Learning Team B will discuss the financial health of Ford Motor Co. The discussion will include an analysis of the current financial condition after calculating profitability ratios, liquidity ratios, activity ratios, and solvency ratios. We will answer questions about where the company began, how the company manages their investments, and where the company is now financially. We will also look at the DuPont Method as it relates to Ford Motor Co. and their financial troubles. Specific Task that have been Accomplished How Much the Company has borrowed? It has been discovered that Ford Motor Co. borrowed 23.5 billion dollars in 2006 from the government in an effort to reduce debt. Ford Motor Company’s debt liabilities, long term-debts, current notes is the total of what the company has borrowed. Define the Business Need Because of the money borrowed, Ford is in better shape than General Motors and Chrysler. The financial ratios, profitability, liquidity, activity, solvency, have already been calculated. The business need will include high-level deliverables to resolve problems. The business needs of the Ford Motor Company is to improve in the area of return on equity and return on capital by addressing customer service needs and customer satisfaction as a means of retention of reputation and quality assurance. How liquid is the Company The liquidation of Ford Motor Company can easily be defined as the ability in which as asset can be converted into cash, to meet short-term financial obligations. In order for Ford to meet this obligation, the company has to have more liquid. The company can calculate their liquids by using financial rations such as cash ratio, quick ratio, and current ratio. How Efficiently the Organization is using its Assets This will be determined by using the Debt Ratios of the company’s liabilities and assets. Additionally, the straight line depreciation method will be used to determine if assets are profitable or assuming greater debt to the company. Strength and weakness The strength and weakness of an organization is crucial. According to (Titman, Keown, & Martin, p. 79), â€Å"Financial ratios provide a second method for standardizing the financial information in the income statement and balance sheet. Ratios answer questions about the firm’s financial health or strength and weaknesses.† The relevant questions are how liquid is the firm, will it be able to pay on time, did the firm finance the purchase of assets, is the management efficient in utilizing assets to generate sales, is ROI adequate based on the organization financial goals and objectives, and are shareholders getting value for their investment. The ratio mechanism is liquidity, capital structure, and asset management efficiency, profitability, and market value ratios assessments. â€Å"The acid test is the current ratio to assess firm liquidity; we assume that the firm’s accounts receivable will be collected and turned into cash on a timely basis and that its inventories can be sold without an extended delay. But the truth is that a company’s inventory might not be very liquid at all, (Titman, Keown, & Martin, p. 80).† Debt & Equity Financing According to (Investorwords.com, 2014), â€Å"Debt financing requires borrowing money, usually as a loan from a bank, financial institution or commercial finance companies, to fund investment of the organization.† Organizations must keep in mind that debt builds credit that s supports lower insurance rates and future borrowing. Additionally, an organization can gain a tax deductible interest rate to lessen the impact of repayment. Equity financing requires investment partners that provide funding for a share of ownership. Each type of financing has advantages and disadvantages of appeal, organizations use both to finance investment ventures. Problems, Solutions, and Potential Issues The high-level of deliverables occurs according to the Britannica (2014)  website â€Å"because of financial struggles at the beginning of the 21st century, the company sold off Aston Martin in 2007 and both Jaguar and Land Rover in 2008.† In addition to selling â€Å"Ford manufactures passenger cars, trucks, and tractors as well as parts and accessories.† Next Steps The team should further expound on the business need of Ford Motor Co. The Market Value Added (EVA) and Economic Value Added (EVA) have been research, but need to be further researched to explain difference it makes for Ford Motor Co. All ratios and ROE need to be calculated and explained: ELIZABETH Profitability Ratio Liquidity Ratio Activity Ratio Solvency Ratio ROE DuPont Method Finally, the team needs to determine how profitable the organization is at the end of the research. Conclusion In concluding, Learning Team B discusses the financial health of Ford Motor Company within a progress report. The report includes an analysis of the current financial condition after calculating profitability ratios, liquidity ratios, activity ratios, and solvency ratios. The report answer questions about where the company began, how the company manages their investments, and where the company is now financially. The report finally looks into the DuPont Method as it relates to Ford Motor Co. and their financial troubles.

Gran torino movie analysys Essay

The movie Gran Torino, is a movie that is based on an old neighborhood which was mostly American nationalities living there. Through the years this changed and it became an Asian society to live in. This movie was directed and produced by Clint Eastwood, which we has also one of the main characters in the movie. The story of the movie was written by Dave Johansson and the screen play was done by Nick Schenk. Walt Kowalski is a widower who holds onto his prejudices despite the changes in his Michigan neighbourhood and the world around him. Kowalski is a grumpy, tough-minded, unhappy an old man, who can’t get along with either his kids or his neighbours, a Korean War veteran whose prize possession is a 1972 Gran Torino he keeps in mint condition. When his neighbour Thao, a young Hmong teenager under pressure from his gang member cousin, tries to steal his Gran Torino, Kowalski sets out to reform the youth. Drawn against his will into the life of Thao’s family, Kowalski is soon taking steps to protect them from the gangs that infest their neighbourhood. â€Å"I have more in common with these gooks than my own spoiled, rotten family,† he tells himself. The three main actors that have the biggest emphasis towards the movie is Clint Eastwood. He is the one who plays Walt Kowalski in the movie. Then we have the two kids from his neighbours. Thao which is been portrayed by Bee Vang, and Thao’s sister Sue, which has been played by Ahney Her. There is a lot of intercultural aspects in the movie that we see but there is also a strong sense of how through the years, the differences from one generation to another and how alike they are in the different societies. Before Walt Kowalski in the movie start to care about Thao and Sue, and before he gets to know them, he is depicted as a mad old man, which he is also very racist towards and outsiders, but especially the people from the Asian lands. The argue that can be made for this reason is that Walt before settling down in the neighbourhood that he lived with his deceased wife, we was in the Korean war. It wouldn’t be easy for any man to live in a neighbourhood, in which the ethnicity of the people living there is of the same ethnicity in which we fought against in the Korean War. Through out the movie and especially when Walt starts to take Sue and Thao under his wings as a family one can say, and through out the stories that he tells and the harm’s he has done, in the end we can say that the way he dies to save Thao and Sue, it’s a way for Walt to get a type of redemption. He takes Sue and Thao as his children, to make right for him having two sons which he wasn’t ever there for them and vice versa. His relationship with those sons and their families is brusque because Walt is an emotionally closed-off guy. No one and nothing lives up to his standards, particularly the growing population of Hmong immigrants who now dominate his neighbourhood. Thao’s cousin is in a gang in the area, and when they try to force Thao to join the gang and they make a ruckus during the night, Walt just wanted his piece but by getting involved in the situation, he saves Thao and then Thao in order to repay him, he does various different chores for Walt and he gets to see that Thao and Sue aren’t as bad kids as he thought, he was just prejudice towards the people that he just didn’t know. And slowly by time he becomes fond of the family and starts acting in a way as he is their protector. The film illustrates town members forcing to make a choice as to which popular culture they will follow. They can follow a path of religion and live peacefully or they can choose a path of constant feuding by joining a gang. Either way, the town has become divided and both opposing cultures seem to be constituted as a popular lifestyle. The first major inter cultural communication is more of a tradition for the Hmong. When he unwillingly saves Thao, then the rest of the community, look to him in what they think that they have found a hero. They start bringing him different gifts and different plates of food as a way of them saying thank you for his actions. He still doesn’t want anything to do with them and tries to not accept them but there’s nothing else that he can do. Walt’s wife, according to the movie was a person of the church. And now that she has passed away, the father of the church, father Janovich tries to be there with Walt and tries to make sure that he will be fine. Walt is a man who is haunted by what he did in the Korean War. In the film, Walter speaks to Father Janovich and says, â€Å"The thing that haunts a guy is the stuff he wasn’t ordered to do.† Within these few small words, Walt describes to Father Janovich the chaotic mindset that keeps his life forever haunted. This gives us the notion that Walt is haunted by his actions in the past and that’s why now he is such a grumpy old man who can’t live in peace with the actions that he committed. Walt is an old man that is in a place where according to him, there isn’t something that someone can do that will reach to his standards. Throughout the movie, Walt seems incapable of speaking to his son’s without criticizing their every thought. When his two sons, Mitch and Steve Kowalski, talk at their mother’s funeral Steve says to Mitch, â€Å"The point I’m trying to make is that there’s nothing anyone can do that won’t disappoint the old man, its inevitable† it’s a struggle of the old generation which is Walt, and the generation that followed him, his sons. Walt can be said that he is more a patriot rather than a racist. But he is both and tries his best to make it known to the others. He is proud of his patriotism and watches helplessly as their neighbourhood is becoming a ghetto of other ethnic groups who seek only violence and just tear apart the neighbourhood in which he lives. Even now with the loss of his wife, he won’t allow his self to admit that he is alone, he has too much pride to do that. Walt saves Sue from a group of African Americans who were bothering her. He pulls out his gun and makes them leave her alone. Now Sue is a witty girl, and on the ride back to the house they start to engage in a conversation. Walt wasn’t polite but as I said Sue is a witty girl and she answered him in ways that were humorous. From that point on is where he starts to have a bond with the rest of the family as well. After this incident Walt starts being fond of the family. Later he is being invited to a barbeque that they are having. At first he didn’t want to go but with Sue, he changed his mind and went. As they start to eat and talk, sue lets him in in the various traditions that they have and their meanings. Later by not knowing he taps one of the small children in his head, something which is considered very rude. Sue explains to him that it’s believed that in the head is where the soul of the person resigns. Also that it’s impolite to stare, but then he sees the family doctor staring at him. Then sue talks to him and he wanted to read Walt. He told him that he lives in a life of pain and suffering and if he continues in this way he won’t have piece in his life. this family doctor and father Janovich are in a way trying to lead him to have a peaceful life. In all honesty, I believe the ending of this film was noble. Walt sacrifices his life in order to save Thao and Sue’s family from further harm. His courageous act not only places the entire Hmong gang behind bars, but also ends the conflicts between the Thao and his cousin who is the gang leader. He goes and faces them and In a way makes them kill him and now because they have witnesses Thao, Sue and their family won’t be bothered with again. Overall, I thought Gran Torino was an empowering movie. The film depicts actual scenarios of cultural conflict that can be found in today’s world, especially racism and small kids joining gangs. Sources Gran Torino the movie http://elizabethbettin.blogspot.gr/2010/11/week-6-gran-torino-analysis.html http://hollywoodandfine.com/reviews/%E2%80%98gran-torino%E2%80%99-who%E2%80%99s-saving-whom/ http://www.imdb.com/title/tt1205489/

Roles Of The Average Child Are Characterised By Play

Introduction During the early years of life, the roles of the average child are characterised by play. Children actively explore and interact with people and objects in their world. These interactions provide the child with an understanding of control and connectedness. Children repeat actions to establish relationships between materials and objects. Students then modify their interactions to examine new relationships. During the first few years of life language develops and play evolves, from exploration to using objects to pretend and mimic activities in the world. What is play Types of play Similarities and differences in children’s play Knowledge to professionals Recommendations to support play What is play? Are there different†¦show more content†¦Research has indicated that through play children practice and master a large variety of skills needed for later childhood and adult life (Piaget, 1962; Takata, 1971). They learn to solve problems, make decisions, persevere, and interact with the people and objects in the environment (Robinson, 1977). Children develop language skills, symbolic thinking, social skills, and motor skills as founded in the Australian Early Childhood Curriculum (Athey, 1984; Florey, 1971; Lewis, 1993; Vandenberg Kielhofner, 1982; Whaley, 1990). In addition there is a centre to just playing, with no underlying motive of gaining or refining set skills, that is equally important to childhood development (Pierce, 1997). Play is the basic nature of all children. Parents of typically developing children are seen as the facilitators of play as they respond to and encourage the collaborations of their child. They act as play partners, and companions, following the play initiations of the child. They begin with the shapeless interactions their children have with toys, and expand play repertoires by adding intricacy to the process of play. For example, a parent will naturally follow the child’s lead as the child begins to build with Legos. Expanding on this skill, the parent will ask â€Å"Is that a house