Every Child Matters Case Study

Every Child Matters Case Study Every Child Matters is a Government approach aimed to ensure all children, regardless of their circumstances or background have the support they need to: be healthy; stay safe; enjoy and achieve; make a positive contribution; and achieve economic well-being. This essay will explore the background of the framework, its aims and other relevant policies and legislation. I will then reflect on how ECM has affected my Local Authority and the school where I will be training. Finally I will then reflect on how ECM will inform my planning and teaching, and what it will mean to me as a professional in the classroom and in developing my practice. In 2003 the Government released the original Every Child Matters: Green paper, it was a response to the Joint Chief Inspectors report on the findings of Lord Lamings (Victoria Climbies death) public enquiry. It highlighted many failings from services to communicate and intervene. It set out proposals on how to address the issues of concern that had been identified and suggested measures that were needed to improve and reform childcare The Green Paper identified four areas of action: Support for parents and carers Effective protection and early intervention Accountability and poor integration Reform of the workforce The aim was to not only protect children but also to enable children to improve and fulfil their lives. The Green Paper built upon the foundations of Sure Start, aiming to eradicate child poverty and raising school standards. The success of the Green Paper led to the paper being transformed in to Every Child Matters: The Next Steps. Alongside this and with the support of the Houses of Parliament, the 1998 Childrens Act was reformed and adapted into The Childrens Act 2004. This Act aimed to encourage. It also aimed to ensure that LAs (Local Authorities) were given more flexibility when implementing their provision. One result of this act was the development of Local Safeguarding Childrens Boards. These boards aimed to co-ordinate between all LAs in a local area in order to safeguard children. The Act also resulted in the formation of the Every Child Matters Framework Every Child Matters: Change for Children, became a national framework. The title Every Child Matters was used to amalgamate all of the documents, that aimed to organise and deliver services that ensured every child and young person became an active member of society. There was also the aim of preventions as opposed to just dealing with the consequences. For this to work the framework suggested multi-agency collaboration from all those working with children and young people. Through this collaboration of services it would hopefully allow children and young people to achieve the five outcomes of the The Children Act 2004 (Section 10). Section 10 requires public services to ensure all children and young people are: -Protected from neglect and harm -Have the right to education, training and recreation Physical and mental health and emotional well-being -Contributing to society -Achieve social and economic well-being These are summarised as enabling children or young people to: Stay Safe, Be Healthy, Make a Positive Contribution, Enjoy and Achieve, and Achieve Economic Well-Being. These five outcomes are referenced to throughout Every Child Matters. To ensure all children and young people progress against these outcomes, policies and practices needed to be developed and implemented. The framework also focused on trying to ensure every child had provision regardless of their background or circumstances, and to enable children and young people to have a greater say about the issues and problems that affect them collectively and as individuals. This was evident in 2005, when the first Childrens Commissioner for England was elected; this gave a voice for children. This was one action aimed to prevent problems rather than dealing with consequences. As well as this the framework was seen as an inescapable moral imperative that it intended to assist a radical reform of services In 2007 The Childrens Plan was published, this aimed to build upon the Every Child Matters framework. The Childrens Plan: Building Brighter Future was a ten year plan that aimed to centralise children and young people, and increasing the focus on parental roles and the wider communities. The Plan focused on the Childrens Trusts, and believed that this was central to delivering quality, and set high expectations of them to deliver. The Childrens Trusts had similar aims to those of the Local Safeguarding Children Boards, they both aimed to collaborate. The Trusts take the child centred approach and use an integrated strategy of joint planning and commissioning, and pooled budgets. This inter agency co-operation aims to be sustainable by using a shared language and similar processes. Working in this manner means that the trust will hopefully be able to deliver a service that is very child centred, and has no restrictions from professional boundaries or any other existing agencies. Other frameworks, initiatives, acts and policies that have been a result of, or linked to, the Every Child Matters policy include Working Together to Safeguard Children (2006) and The Equality Act (2006). My Local Authority has made many changes and developed many policies. The LA has developed a policy on e-safety, explaining the risks and what can be done to stay safe. They have also developed an Assessment and Response to Children System (ARCS). This explains the Common Assessment Framework (CAF) and how it aims to assess The LA are also currently undertaking a consultation of the Thurrocks Draft Children and Young Peoples Plan 2010-2013 (CYPP). This is the revised plan is signed up to by many organisations that provide key services for children and young people in Thurrock (including the Council, the NHS, the Police, schools and colleges and the voluntary sector). It sets out the priorities for the Childrens Trust, based on the analysis of the needs of children and young people, and what has been learnt through various consultations and interactions with children, young people, their parents, carers and professionals. These plans have to be prepared by every area in the country and the Department of Children Schools and Families (DFSF) provide guidance to help them do this. These plans will form the main planning document of all Childrens Trust agencies, and partner agencies, meaning that whatever is done with children and young people in Thurrock it will contribute to achieving the collective ambiti ons everybody has for them. Thurrock Children Young Peoples Plan 2007-10, developed many policies such as Each Child, Every Young Person, All Agencies Our Plan 2007 2010. This identified the priorities that were needed and the goals to be set in order for all children and young people in Thurrock to be able to achieve the five outcomes of ECM. It aimed to improve services in Thurrock over the past three years. The plan was delivered through the Children and Young Peoples Strategic Partnership (CYPSP), which aims to meet the need of children and young people in Thurrock. It sets out 12 goals that they aimed to achieve to be able to meet the ultimate five goals of ECM. In January of this year A Review of School Improvement was also conducted by Peter Wylie for Thurrock Council. It was a review of how effective school improvement services in Thurrock were, and it went on to propose options for the future whilst keeping in mind the local and national policy priorities. One such policy: Your child, your schools, our future: building a 21st century schools system aims to create a school system. It is a system that aims to respond to changes in economy and society and enable every child to enjoy growing up, and develop their potential and talent. It also gives them the broad skills they will need for the future. There are many guidelines, policies and legislation in place to ensure children are protected and achieve wellbeing, and each covers various areas and ensures multiagency collaboration. As a trainee teacher and a qualified teacher I will need to be aware of these because they underpin everything that I do. Within school and within my teaching and planning, the five key principles of the ECM framework must be at the forefront of my mind, they need to be at the heart of every aspect of the school, including. Within Every Child Matters, at the heart of the curriculum it states that ECM requires teachers to be committed and passionate, and offer. It also states that teaching should include activities that are beyond the school, that involve parents and relate to real life experience. It also suggests. The curriculum is designed with ECM at the centre; the design features address all 5 aspects, such as ensuring children are given the opportunity to learn in many subjects, and in a variety of settings and environments. ECM is at the centre when considering and ensuring opportunities for events such as productions and sports days, and when considering the schools routines. Also when considering any extended hours, offering opportunities before, during and after school, and links with health and social agencies. Young peoples lives are centred around school, and they clearly have an important part to play in supporting children to achieve the five aspects of ECM. Schools need to take into account the needs of all learners when planning. I will now consider how each aspect is/can be promoted in the curriculum. Schools can promote being healthy and staying safe by having a positive school ethos, which promotes inclusion. It should also follow many policies and procedures, to ensure children stay safe. When working as a Trainee Teacher and a qualified teacher I will need to be aware of all the policies that the school follows and ensure I am kept up to date with these. For example: safeguarding and health and safety policies. Some procedures for this might be: questioning any adults in the school without a name badge; and safety hinges on doors. I will also need to ensure I promote inclusion by methods such as personalisation. The school in which I am training tries very hard to ensure that children stay healthy. They have gained the Healthy School Award and have recently been given The Sports Unlimited Award. The school now offers a range of after school and lunchtime clubs, and provides healthy snacks for Foundation Stage and KS1 children. The school also brings in coaches to take P.E. lessons, to motivate learners and teach them the sport that they are experts in. Drinking water is provided throughout the day and each child has their own water bottle for them to drink from when in lessons. The school also actively promotes walking or cycling to school, and conducts cycling proficiency for pupils. Over the past year lunchtimes have become more structured with MDA and LSAs taking structured activities. Another good initiative that the school has adopted is the use of peer buddying and mentoring, with each adult in the school mentoring at least one child that is in need. The school also provides opportunit ies for learners to grow vegetables. As well as having regular assemblies taken by police officers and visits from health workers. The school makes many links between the community with visits to sing at old peoples homes and links with reading schemes through the library. When I am planning and teaching I will need to ensure that I use circle time to explore health and personal issues as well as encourage debate and peer decisions. I could also provide a quiet area within my classroom where children are able to take time out. Opportunities should be given to promote and encourage and to learn to be healthy in many subjects. I will need to be aware of this and apply them in my teaching. A few examples include: allowing for leaners to be empowered through making their own decisions, encouraging diversity, respecting difference and teaching them about their own identity, and using mathematics to investigate data on diet and health. History could also be used to explore community history and individual identity. Schools have the responsibility to ensure children are able to enjoy and achieve whilst staying safe when they are at school, through a wide range of policies and procedures. For example rules for how to use equipment safely, safeguarding, carrying out risk assessments, and bullying policies. However the staying safe element of ECM goes much further than the school and it is about. The school in which I am training provides many opportunities to ensure children are able to stay safe. They provide day and residential trips and set rules around the school based upon the schools Core values. With the increase in the use of the internet, the LA have also developed a policy for E-safety. The school provides mentoring and home work clubs to ensure the learners dont fall behind with work and also provide pupils with the opportunities to discuss any issues they may have. The school also has a council that acts as the student voice and gets learners more involved in the school. The school also encourages confidence for children to speak out, and uses role play, performances and presentations to promote this. The school uses visits from outside professionals, such as community police officers, and before any school trips, a safety check has to be conducted. There are also many opportunities to promote staying safe in the subjects that are being taught in my school. For example art, and design and technology could be used to promote safe practice and managing risks that may occur. ICT could be used to develop safety, such as questioning information and how to sit correctly at computer, i.e. .posture. When Teaching I need to be aware of how I can incorporate staying safe in my planning and in my classroom. I would also need to use the schools Core Values to assist safety and set class rules with the children. I will also need to take some responsibility in ensuring the school is safe, because it is everybodys responsibility not just the head teachers or senior managers. I could use stories in my class to deal with behaviours such as bullying and challenging stereotypes, resolving conflict and consequences. Schools need to ensure every child is making a positive contribution by ensuring the environment is created to encourage all to participate. They also give learners a voice, and vary in teaching strategies. The school where I am training has a school council that provides the children with a voice to speak out. In the Every Child Matters, at the heart of the curriculum booklet it states that if the children are aware that they have the opportunity to enrich the lives of others and support and care for them, and ultimately change things for the better, then they are much more likely to be more sociable beyond the school gates. The school I will be training at provides opportunities across the curriculum to ensure children give a positive contribution. The school council gives the opportunity to make decisions such as what equipment shall be built in the playground. It is important that children are able to make choices that have a true impact. Learners are also given various responsibilities around the school such as being responsible for the library, putting books away or giving them out, watering and looking after the garden, and collecting the register. They also encourage learners to participate in clubs and projects around the school. The school offers various clubs and everybody participates in the Christmas plays, as well as using buddying and mentoring schemes. They make links with the community through projects such as Christmas singing and also use such projects to raise money for charities. I will need to be aware of these points to ensure that I incorporate them into my classroom, for example by giving children responsibilities. I will also need to be aware of the ways the children can offer a positive contribution in certain subjects, such as promoting group work in English, including listening, speaking and responding to others, or encouraging children to contribute to a performance in music. When I am teaching I will need to ensure I enable and provide children with an opportunity to speak out and tell me the support they need, and provide an environment which is created for all to be able to participate in. I could use various methods to promote positive contribution such as using talk partners, incentives and mentors. Enjoying and Achieving is promoted in schools by lessons always taking account for different learning styles and abilities, thus ensuring that learners enjoy their learning. To ensure they enjoy and achieve, I may need to refer a child that may need more specialist help, research any needs they may have, differentiate and personalise my lessons, and celebrate achievements. If children are enjoying learning and have good supportive relationships, they are more likely to achieve. Every child has a talent, and it is the responsibility of the school to uncover these talents and ensure that all young people view themselves as a success and can live a fulfilling life. This means that the curriculum needs to be full of challenges and surprises. Children need to be able to build upon their own aptitudes as well as being able to enjoy what they are learning, and should be given opportunities to take on responsibility, whilst always considering each childs individual needs. The school that I am training at offers the pupils many opportunities to achieve and enjoy across the curriculum. The school gives each year group a topic every term, this allows children to see links between subjects, and provides them with opportunities to deeply explore issues. The school provides many trips from adventurous activities to historical sites, and provides opportunities for children to participate in the community through activities and projects. The school also provides many opportunities for children to demonstrate their skills through concerts, plays, and sports, and uses an achievement wall to praise children that achieve and/or participate, as well as having ac hievement assemblies once a week. In the achievement assemblies many awards are given: sporting awards; awards for effort; knowledge and reading; or anything else that is considered an achievement. The school also provides catch-up lessons and additional support through lunchtime and afterschool. I need to ensure that I see the school as a learning community and that I see myself as a lead learner. I will need to ensure that I provide opportunities for children to explore deeply and widely. When I am planning I will try and ensure to incorporate the childrens interest into lessons, and I will also need to ensure I arrange trips to help them to enjoy and achieve. I will need to try and use experts and organisations when teaching, and reach out and use parents where possible. I will also need to fully participate throughout the school to ensure I assist in allowing children to enjoy and achieve. There are many opportunities in lessons where I can plan to ensure children enjoy and achieve. In PSHE I could provide practical learning activities that relate to real life. I could also use real life situations in mathematics or use investigation games and strategies. I will need to be able to incorporate and ensure the children enjoying and achieving is at the heart of my teaching and planning. I must understand that it isnt about just teaching the lesson; it is about them understanding, enjoying and learning from the lesson. Economic wellbeing is about contextualising learning by relating it to the real world, and learners see the value of their learning. It also helps learners to create a. This means that children can achieve a great sense of satisfaction from being responsible for their own future. The school where I will be training uses many opportunities in the curriculum to help children to achieve economic wellbeing. The school provides learning opportunities for children to fundraise, in school or in an outside school setting. The school also encourages children to take on jobs in school such as taking responsibility for the school library or collecting the register. The school also provides leadership opportunities for pupils, such as becoming mentors or part of the school council. The school also actively promotes and embraces cultural difference and diversity. I could help children to achieve economic wellbeing by making them responsible for their dinner money and make it their responsibility to work out any change. I must ensure I encourage children to take on responsibilities in the school and in the class. There are many opportunities for learners to achieve economic wellbeing in subjects. For example I could use English to develop communication skills, and expressing views and ideas effectively. Learners could also develop their skills in obtaining information, analysing it, and evaluating it in science. P.E. could be used to teach children to work both as an individual and as part of team. When considering my personal development, my priority is to learn how to plan correctly, ensuring I use various learning environments and take into account the different childrens contexts. I will need to sit down with my School Based Trainer and maybe the classs last teacher, and consider each childs context. I will then be able to use this to personalise and differentiate planning. It will also inform me of the childrens interests, this will help me to plan for their interests and ensure they enjoy the lessons. ECM has greatly affected education and the way teachers teach. It has impacted many areas from, planning, safety, and dealing with behaviour. It has played a major part in radically reforming many children and young peoples services and lives. It is important however to not only praise the policy but also to criticise the policy in order for it to be developed and improved. This can be seen in the development from the Green Paper. At every stage the original policy aims were evaluated and then reset. For ECM to fully achieve its aims it is important that there needs to be multi-disciplinary work, and that teams and colleagues need to continuously reflect and evaluate. The overall effect of Every Child Matters and been massive, and Im sure that the results will continue to be seen for many years to come.

Communication, Information and Coordination in Organizations Essay

In speaking of organizations I believe that how organizations communicate is an extremely key factor in success versus failure. The purpose of this paper is to talk about Communication, Information and Coordination, specifically Vertical and Lateral Coordination in organizations. I will reference the four different organizational frames we have learned about as a reference guide to explain how communication is viewed, as well as which types of organizations are best suited to use either a Vertical or Lateral Coordination methodology. When we began the term we laid down a foundation on the different types of frames that an organization can take on. I would like to briefly touch on the four frames and then show how communication is defined in each. The first frame is the Structural Frame, which, â€Å"†¦emphasizes goals, specialized roles, and formal relationships†¦Ã¢â‚¬  (Bolman and Deal p. 14) In this frame the organization ultimately uses â€Å"†¦rules, policies, procedures and hierarchies to coordinate diverse activities into a unified strategy. †(Bolman and Deal p. 4) As you can see with the definition above, communication is being done through a system of symbols, signs and or behavior. The organization creates the method for information to be passed and there is an expectation that it will be followed. In the structural frame communication is used to, â€Å"Transmit facts and information. † (Bolman and Deal p. 307) You as an employee are simply taking information from the organ ization and using it accordingly as well as taking information you receive and passing it along. You as an individual are not analyzing the information, drawing any conclusions altering it, You are simply taking the information given to you and acting on it as given. The second frame is the Human Resource Frame. The Human Resource frame sees the organization, â€Å"†¦much like an extended family, made up of individuals with needs, feelings, prejudices, skills and limitations†¦Ã¢â‚¬ (Bolman and Deal p. 14) In this frame the organization is made to fit the individuals that work there. The Human Resource Frame uses communication to â€Å"Exchange information, needs and feelings. (Bolman and Deal p. 307) The Human Resource Frame uses the individual as a conduit for information gathering and dispersal and is much more flexible in the delivery of information as opposed to the Structural Frame, which is more rigidly aligned. People are the most valued asset of an organization. The Human Resource Frame seeks to develop the individual employee in the organization rather than making them one step is a core process. The third frame is the Political Frame and sees organizations as â€Å"†¦arenas, contests, or jungles†¦Ã¢â‚¬ (Bolman and Deal p. 4) In the Political Frame all people in the organization are in constant competition to get ahead and one way to get ahead is to possess the power of information. In the Political Frame it is who and what you know and who you are willing to share your information with that gets you ahead. With all of the competition involved there is often conflict between those vying for power. The Political Frame sees communication as an opportunity to, â€Å"Influence or manipulate others. † (Bolman and Deal p. 307) As stated previously, Information if a powerful tool. In a Political Frame possessing information and having the ability to communicate that formation is key. The problem with Politics is that often information is used destructively rather than constructively. In an organization influencing and manipulating can and usually is a double edged sword. Finally in the fourth frame is the Symbolic Frame is a more organic frame that is seen organizationally as, â€Å"Tribes, theaters, or carnivals. It abandons assumptions of rationality more prominent in other frames. † (Bolman and Deal p. 5) This frame is not widely used because it is so free flowing and actually quite odd that it does not work well in many cases. However, the Symbolic Frame still address communication as a means to, â€Å"tell stories. † (Bolman and Deal p. 307) Telling stories is a way often used to pass along information. Many cultures use stories to educate the next generation and the stories contain information that is important for the next generations to k now and preserve. In organizations, stories, tales and fables should not be seen as appropriate sources of information. Basically, all the frames acknowledge that communication is an essential part of their make-up. The ability to communicate, whether through rules and procedures, meetings and networks or stories is very important in the day-to-day operations of your organization. I now offer a definition of communication as found in Webster’s Dictionary and I will use the definition to further explain the importance of communication and more specifically the communication of information through a coordinated effort. Webster’s Dictionary defines Communication as: : an act of instance of transmitting 2 a: information communicated b: a verbal or written message 3 a: a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior b: personal rapport 4 a: a system for communicating b: a system of routes for moving troops, supplies, and vehicles c: personnel engaged in communicating 5 a: a technique for expressing ideas effectively b: the technology of the transmission of information. Since the beginning of time man has attempted to communicate and as a result communication has constantly been improved. Thoughts, events and information have been recorded and passed along in some form or another for centuries, so you can see how communication is an essential part of everyday life. Knowing this you have to wonder how do we effectively communicate with each other? The above question has become and will always be a huge topic in society. People spend millions of dollars a year on counseling and learning techniques to better communicate with each other. Many people have capitalized on this quest for better communication skills and have become supposed experts in the field of communicating. You hear everyday how you need to be able to communicate better in your relationships, with your friends, peers and in general with everyone. So I look to the above definition to better clarify what exactly is meant by the various definitions of communication as I interpret them. I will use three of the definitions above and concentrate eon how they tie in with the theme of the paper, which is coordination. 2 a: Information communicated. 3 a: a process by which information is exchanged between individuals through a common system of symbols, signs or behavior. Finally, 5 b: The technology of the transmission of information. I chose the above three definitions because they tie into a repetitive theme within communication and that is the passing of information. We have discussed in this class, throughout the term, that information is power and those who have information have a definite advantage. In an organization information is key to success. The organization that is able to establish a free flow of information will always be in a better position to succeed because they are in a position to be able to adapt more quickly in times where change is necessary. I am not suggesting that information always leads to change, because the information you receive could very well be that you need to continue what you are doing without changing. In particular I’d like to look at the second definition I chose which talks about information being exchanged through a common system of symbols, signs or behavior and I’d like to focus on behavior because the way your organization is aligned can ultimately affect your communicative behavior. In chapter three of Reframing Organizations we look see two types of coordination, which determine how information is passed and who processes it. The two types of coordination are Vertical and Lateral. Organizations that operate in stable markets and use a product that has little need for change are best suited for a Vertically coordinated organizational system. Organizations that operate in a turbulent environment and require constant change are best suited for a laterally coordinated organization. I will address both types and give an example of each below. In Vertical Coordination we see that the higher levels of management maintain control of information and regulate communications through establishing clear lines of authority, implementing rules and policies, and putting in place planning and control systems. By establishing authority the hierarchy appoints people such as executives, managers and supervisors to be in charge. This core group of people selected to have authority are, â€Å"†¦officially charged with keeping activities aligned with goals. They control by making decisions, resolving conflicts, solving problems, evaluating performance and output, and distributing rewards and sanctions†¦Ã¢â‚¬ (Bolman and Deal p. 51) I can use my own situation as an example of this. Working in Law Enforcement I fall under a chain of command. In the chain of command I have been appointed a Sergeant. As a Sergeant I am charged with the tasks explained above. I communicate and pass information and orders to my subordinates. I receive my orders form my Commander, who in turn reports to a Captain and it goes right up the chain until it reaches the Sheriff. Information is communicated vertically through the ranks. Our organization aligned very closely with a Structural Frame Format. Not much emphasis is given to the Human Resource Frame, as the needs of the individual are not as much of a concern over the needs of the organization. The Political Frame is limited because the information is coming from the top and being disseminated down the ranks. Information obtained in Law Enforcement is normally transcribed in report format and given out. Information that is important and not given out could result in legal action. There is no chance for the Symbolic Frame to exist because we do not communicate organically nor are we allowed to report in a story fashion. In our private lives we can tell stories and relay information, however on an organizational level we deal strictly with fact. I derive my Authority from the chain of command and am regulated largely by the Policies and Procedures manual that my organization has constructed. The policies and procedures manual gives detailed instructions how to carry out tasks, how to monitor employees performance and conduct investigations. So in my personal career I can see that my organization is Vertically aligned. Information is communicated up and down the chain of command in clear-cut lines. Lateral communication and withholding information is discouraged and can lead to sever punishment. Although new technology is often introduced, the mission of Law Enforcement stays the same. As a result Law Enforcement uses vertical alignment to get information out as quickly and uniformly as possible. The opposite of the vertical form is the Lateral Form of Coordination. In Lateral Coordination several different methods are used to communicate and pass information. Lateral Coordination involves meetings, task forces, coordinating roles, matrix structures, and network organizations to communicate and pass on information. The above listed structures are more flexible and fluid than that of a rigidly defined Vertically Coordinated organization. I will briefly touch on the different methods used in the laterally coordinated systems. Meetings are described as, â€Å"informal communication and formal meetings form the cornerstone of lateral coordination. † (Bolman and deal p. 53) Formal meetings are the normal way stable organizations go about communicating. Simple meetings can used be used to pass along large chunks of information as well as to address new business. As the organization grows in complexity and size, Task Forces are utilized. Task Forces are formed when, â€Å"†¦problems or opportunities require collaboration of a number of specialties or functions. † (Bolman and deal p. 54) Collaboration requires cooperation and cooperation can only exist when there is communication. A Task Force gets a group of specialized people together to accomplish an organizational goal. Coordinating Roles take the talents of individuals and spread them out to help persuade others to accomplish goals. An individual can monitor several different areas to help tie all componets together to make a finished product. Matrix Structures are used when the organization grows very large and crosses several different sectors of the business world. Matrix Structures are very complex and can add a lot of confusion to your organization, which is why they have been used so sparingly. Finally, Networks are now a very common communicative form in organizations. Networks have always been in existence and have grown in usage since the advent of computer technology. Computer networks have the capability of transmitting almost limitless amounts of information immediately to a large-scale group of people. Computer Networks are now one of the most valuable tools an organization can use to communicate. Since an organization that coordinates laterally is generally one that operates in a turbulent and often changing environment it is easy to see why communication is essential. Information must be gathered, analyzed, processed and disseminated as quickly as possible to ensure that you will be able to keep up. An example of an organization that suffered because it failed to properly communicate and respond is the Digital Corporation. Digital Corporation was a leader in the minicomputer industry, however when the market shifted form minicomputers to PC’s they were too tied up in a non-productive coordination system. As a result they wasted valuable time in making the transition to the new technology. The company began to fail and was subsequently bought out by Compaq computers. The technology field, computers in particular, is changing on a daily basis. If you are not able to communicate the need for change based on the information received form current market trends then you are doomed to failure. Digital is a prime example of this concept. All of the above methods of Lateral Coordination are effective, however as with any system there are weaknesses. You must ensured that your resources are being used appropriately and efficiently in order to successfully maintain a more loosely coordinated method, as seen in the Lateral Coordination methodology. When you are not strict and rigid in your controls you run the risk of giving people too much freedom in their actions. Lateral Strategies are effective, however they must be monitored. In Conclusion, the coordinated communication of information within an organization is a key determinate of success versus failure. An organization, even one in a stable environment, must be fluid when it comes to communication. A lack of communication has been shown to result in the untimely delivery of crucial information and since we have identified that information is power, a lack of information will then render you powerless. By employing sound coordination methodologies and organization can better respond to it’s environment. As the environment changes so must the organization. The best way to know if your environment is changing is by properly gather and processing information form the various areas you deal in. Once processed and analyzed the information must quickly be communicated through the appropriate channels to ensure that necessary changes can be made. A breakdown in any one of these areas can and normally will have devastating effects. Many companies have experienced this firsthand. Coordination, Communication and Information are three keys that an organization must embrace in order to survive.

Persuasive Essay Samples Grade 6 - the Conspiracy

Persuasive Essay Samples Grade 6 - the Conspiracy Medicine, specifically, is among the spheres that's changing in a manner that puts a premium on communication skills (Back et al. 2009). The custom of writing essays also develops critical thinking that's highly needed in any upcoming job. When being graded on the standard of work presented, the instructors will often base the last grade around certain criterion. Students already understand how educators value the heart of great writing, and the potency of writing as a way of improving a student's communication writing skills generally. While trying to understand how to write a persuasive essay step by step, they forget about another critical activity. They can order persuasive essay models in order to get a better sense of what they should do, since professional persuasive essays are going to be missing a lot of the errors that amateurish writers are often going to make themselves. Persuasive writing can be hard, particularly when you're made to face with a close-minded audience. If you're scared of speaking in public, writing a persuasive essay for a specific audience is the best way to do away with this fear. The theory behind a persuasive essay is to assist the student pass their ideas through the audience. At exactly the same time, it teaches students the simple writing skills they have to know, and later on assist them improve the writing skills they've learned over time. Textbooks ought to be free. Parents of bullies should need to pay a fine. Students ought to be permitted to pray in school. They lead busy lives and often forget about an upcoming deadline. School should happen in the evenings. School tests aren't effective. Every American should learn how to speak Spanish. He should learn to speak English. Dogs and cats can bring plenty of happy times to a family, and they may be excellent companions for somebody who lives alone or somebody who has lost a loved one. If you're thinking of adopting a pet, you could consider selecting a dog or a cat. Think freely, but you're not permitted to think of anything else besides the topic accessible. Besides, in the event the animals from the pound aren't adopted straight away, they may be put to sleep. Let's install automated hand dryers at our school once possible. Every family needs to have a pure disaster survival program. A significant part a youngster's life is summertime. Some feel parents ought to be allowed to provide permission for their minor children to have tattoos, because they are making the decision for their own children. Want to Know More About Persuasive Essay Samples Grade 6? The primary purpose of this sort of assignment is to provide an argumentative analysis on a specific topic. Also, there's no evidence of higher test scores. The most important component which creates a persuasive essay in English stand out from the remainder of assignments is the use of reasoning. To begin with, this automated hand dryer is extremely sanitary. Gun ownership ought to be tightly controlled. To begin with, let's define the forms of argument available and strategies that you may follow. Try to remember you will have to produce several vital points that will support your case This ought to be a single sentence statement that's crystal clear and concise. The necessity to enforce laws that were introduced into action is critical in the event the authorities would like to have the gun control policies to have a result. Informative essay writing is an art that each and every student should master. Every class thought there was not enough info. Students may also utilize persuasive essays to be able to teach themselves various topics since the writers of persuasive essays are often likely to present their arguments with a lot of evidence and strong rhetoric. Therefore, many students and employees decide to get affordable essay rather than writing it themselves. Citations and extracts from assorted sources have to be formatted properly. As tempting as it might appear to skip past the extra info and go right to the list of persuasive essay topics, don't do it. Your list will just supply you with a headache if you don't locate a remedy to end your problems. Look at our samples of descriptive essays to fully grasp how to write them by yourself.

Research Critique, Part 2 Essay - 866 Words

Research Critique, Part 2 Grand Canyon University Introduction to Nursing Research NRS 433V 2012 Research Critique, Part 2 This research critique is an article called Comparison of suture types in the closure of scalp wounds written by Joseph Bonham and published in Emergency Nurse. In the emergency room two different types of sutures permanent and non permanent sutures are used as well as glue for lacerations. Scalp wounds are difficult as pressure to wound as well as the hair of the scalp. The research discusses the end result of the research the amount of scaring left after the wound has healed. Protection of Human Participants The benefits of the participation of this study for participants is to see if there can be a more†¦show more content†¦Data Management and Analysis With the beginning of each shift the author would check how many participants were involved in the study. The tracking sheets were double checked against the patient’s records to make sure a follow-up appointment was made. A â€Å"C† was labeled for the controlled group or non-absorbable sutures and â€Å"E† or experimental group used to identify the absorbable suture participants. When the participant came for a follow-up an assessment sheet was filled out describing the color, surface, contour, distortions, and texture of the scar. Two assessors rated the scar for each participant. It was not stated if each participant was assessed separately for each assessor. The data collected was then entered into a Microsoft excel spreadsheet with all of the paperwork filed in needed later. No statistical software was used for accuracy of the analysis. Findings/Interpretation of Findings The author states that one hundred and ten participants presented into the emergency department with scalp lacerations. No data was collected for how many patients did not participate. Most of the participants were men with more men not returning for the follow-up appointment than women. It was found that with both assessors mean scores were seven point nine for theShow MoreRelatedResearch Critique, Part 2969 Words   |  4 PagesResearch Critique, Part 2 Introduction to Nursing of Nursing Nursing 433v October 26, 2013 Research Critique, Part 2 Introduction Improving patient satisfaction has been the forefront of nursing for the past decade. Many studies have been executed to assess practice and procedures that will improve patient satisfaction and patient safety. Nursing leadership and bedside nursing staff play a pivotal role in transforming bedside nursing. A critical appraisal was conducted in Australia by GardnerRead MoreResearch Critique, Part 2: Critique of Quantitative Research Article1077 Words   |  5 PagesRunning head: RESEARCH CRITIQUE, PART 2: CRITIQUE OF QUANTITATIVE Research Critique, Part 2: Critique of Quantitative Research Article Debra Benton Grand Canyon University Introduction to Nursing Research NRS 433V August 26, 2012 Research Critique, Part 2: Critique of Quantitative Research Article The population who are diagnosed with obstructive sleep apnea (OSA) often experience daytime drowsiness and are at risk for ischemic heart disease, arrhythmias, hypertension, and other vascularRead MoreResearch Critique Part 2 Quantitative Study845 Words   |  4 PagesQuantitative Study Introduction Research analyzing is a process in which a research undergoes a careful examination for its strength and weakness. 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The quantitative research article can be from yourRead MoreIs Conceptual Critiques Relevant for Psychology?1472 Words   |  6 PagesWe shall consider Skinner’s Operant Conditioning theory as another type of example on Conceptual Critiques (Skinner, 1963). His theory states that the best way to understand a behavior is to look at the association made between the behavior and the consequence of that behavior. Although Skinner’s primary interest was in human behavior, most of his research was done on animals using laboratory apparatus well known as the Skinner box. Hence, in his experiment, Skinner placed rats in the Skinner boxRead MoreNur518 R7 Quantitative Article Analysis Worksheet Nc Essay1065 Words   |  5 Pagesï » ¿University of Phoenix Material Quantitative Article Analysis Worksheet Analyze and critique a quantitative nursing research article from a nursing research journal published within the past five years. Include 3 scholarly references—the article, the text, and one outside source. Use the Guidelines for Quantitative Nursing Research Critique to complete the following steps: 1. State the purpose of the study and identify the problem. Patients in the intensive care unit (ICU) often require enteralRead MoreSummary Of Kenneth Pomeranzs Political Economy And Ecology On The Eve Of Industrialization827 Words   |  4 Pagesafter Ten Years: Justly Celebrated Yet Hard to Believe†, de Vries offers insight to significant evidence about the value of Pomeranz’s argument and the legitimacy of his research. After thorough readings as well as examining both of their perspective, de Vries’ critique of Pomeranz is persuasive to the readers due to his thorough research material and convincing arguments that undermines Pomeranz’s theory. In Pomeranz’s essay, â€Å"Political Economy and Ecology on the Eve of Industrialization: Europe, ChinaRead MoreArticle Critique Of Prison Privatization967 Words   |  4 Pages Article Critiques of Prison Privatization Tammy Martin Liberty University Abstract The following paper will examine two articles pertaining to prison privatization, and the reasons for advocacy for prison privatization, or for the opposition of prison privatization. Three authors write the first article examined the authors are Shaun Genter, Gregory Hooks, and Clayton Mosher. The article is entitled â€Å"Prisons, jobs and privatization: The impact of prisons on employment growth inRead MoreEssay on Research Critique Part 1659 Words   |  3 Pages Research Critique Part 1 Grand Canyon University Introduction to Nursing Research NRS-433V Mary OConnell September 5, 2013 Research Critique Part 1 This paper will critique a qualitative research study published in the Journal of Medical Ethics in 2004, By Dr Helen Aveyard, about how nurses manage patients who refuse nursing care procedures. The article explains how nurses view informed consent as not being essential to nursing care procedures. Problem Statement The clinical problemRead MoreResearch Critique Part 1736 Words   |  3 PagesResearch Critique Part 1 Jenna Franz Grand Canyon University Introduction to Nursing Research NRS-433V Mary OConnell September 5, 2013 Research Critique Part 1 This paper will critique a qualitative research study published in the Journal of Medical Ethics in 2004, By Dr Helen Aveyard, about how nurses manage patients who refuse nursing care procedures. The article explains how nurses view informed consent as not being essential to nursing care procedures. Problem Statement The clinical