The Early Years Of Key Stage One

The Early Years Of Key Stage One This report focuses on the principles underpinning Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1), and how this influences practice when supporting children in the transition from EYFS to KS1. This report will also include the similarities and the differences between the EYFS and KS1. The main aim of this report is to demonstrate knowledge and understanding of theory underpinning the development of key stage 1. The Early Years Foundation Stage is not a curriculum it is a framework. Sited in (DCSF 2008a, p.9) The EYFS document sets the standards for children from birth to 5 by meeting the diverse needs of each individual child this principle lies in the heart of the EYFS. All practitioners should deliver personalised learning, care and development to encourage and help children receive the best possible start in life. The overarching aim of the EYFS is to help children achieve the five Every Child Matters outcomes which are: Staying safe Being healthy Enjoying and achieving Making a positive contribution Achieving economic well-being (DCSF 2008 a) However the national curriculum sets out the stages and core subjects children will be able to be taught during their time at school. The national Curriculum also sets out the knowledge and skills that are important for children to become successful and confident learners. The curriculum also sets out the achievement targets in each subject, teachers can use these to measure each childs progress and plan the next steps in their learning. Schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils. The new curriculum identifies the impact of play-based and activity learning in engaging children and helping them achieve a wide range of outcomes and make the best possible improvement. (National Curriculum online) However the EYFS framework provides assurance, it also states that every child deserves the best start in life. The Early Years Foundation Stage sets standards for the development, learning and care of children from birth. The new primary curriculum expands on the principles of the EYFS and encourages play-based learning. In the early stage the content of the curriculum is generic to the area of learning. Rose, J. (2009) The principles which guide the work for all early years practitioners are grouped in to four themes. The first theme is A Unique Child: every child is an experienced learner from birth who can be flexible, confident and self confident about him or herself. The second theme is Positive Relationship: children learn to be strong and independent from a base of loving and secure relationships with parents, families and carers. The third theme is Enabling Environment: The environment plays a key role in supporting and extending childrens development and learning, The fourth theme is Learning and Development: children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. The Four guiding themes work together to underpin effective practice in the delivery of the Early Years Foundation Stage. They put legal requirements in to context and describe how practitioners should support the development, learning and care for each individual child. (DCSF 2008a, p.9) Transition should be seen as a process not an event, transition is something that is continuous, and should be planned for and discussed with children and their parents. Settings should communicate information which will secure continuity of experience for the child between settings. Schools should use the summative assessment of each child recorded in the EYFS profile to support planning for learning in year 1. However teachers should also be familiar with the EYFS and the EYFS teachers should be familiar with the KS 1 Curriculum. (DCSF 2008b, p.10) Moving into years 1 can be a shock to some children after the play freedom they had in nursery and reception, five year olds can often be turned off education by suddenly being made to sit still and listen to their teachers. Sited in Moyles, J (2007 p. 16) Wood and Bennett (2001) stated that the effect on children of the transitions they make in early childhood has become a major focus on the national and international research. (Margetts 2002, Dockett and Perry 2004a-2005). As many practitioners are aware that the big transition may be the move from a foundation stage setting in to a key stage 1. The recent focus is on continuity and progression that can be offered to children at this point. Rose, J (2009) stated that: Transition from EYFS to primary school can be difficult for some children This can be difficult for children because the children are more familiar to the play-based learning, and when moving to key stage 1 the children will experience a difference as they will be expected to sit on a chair at a table and be told what to do. However the creative curriculum is also being introduced, the main aims of the creative curriculum are to encourage and develop a more creative curriculum in foundation subjects in Key Stage 1. The creative curriculum is also introduced to create a more personalised, incorporating key life skills that could transfer into lifelong learning skills and increase the use of the local area and increase out of classroom learning experiences. Feedback from parents, teachers and pupils suggested that the curriculum had become more creative and exciting. Pupils were taking part more and getting involved in their learning and took ownership. This also improved parental involvement in their childrens learning and development. The staff, parents and pupils commented on some changes they noticed occurring from the new topic approach. They reported that the children were more excited about their learning, the children were also talking about their learning more at home with parents and families. The children also started to bring resources from home for the new topic to support and expand their learning. (Creative curriculum 2008 online) The Independent Review of the Primary Curriculum includes a survey by Ofsted in 2007 which proclaimed that a very less amount of schools had successfully linked the areas of learning and development in the EYFS with the related subjects of the National Curriculum in Key Stage 1. Because there was lack of clear links between the Early Years Foundation Stage and Key Stage 1, this meant that 8 in 10 schools in the survey introduced the subjects of the National Curriculum at the start of the autumn term. However, Two in three of the schools taught a literacy hour or daily numeracy lesson within a few weeks of the start of the school year. In Rose, J (2009) Ofsted also noticed that over half of Year 1 teachers had used the Early Years Foundation Stage profile but few had found it mostly helpful. The EYFS profile confused many teachers by including assessments beyond the level of the early learning goals, but not linked openly to the level descriptors in the National Curriculum. However given the amount of time spent in completing the EYFS profile and its potential value as a personal record of each childs previous experiences and achievements it is important for schools to make better use of it. However The Cambridge Primary Review is an independent enquiry into the condition and future of primary education in England. It is based at the University of Cambridge, Alexander, R (2009). The Review proposes a debate on if the age at which children have to start school should be raised to six in line with many other countries. Logically the ages and stages of schooling should be brought in to line, so the statutory starting age would become six, the point at which children move from the foundation stage and enter the key stage 1. The main concern is not when children start school but what they do when they get there. With sufficient resources, there is no reason why good quality play-based learning up to age six cannot be provided in primary schools. However this is maybe a risky change because some fear that children with most to gain from early education will miss out through being kept at home until they are six. This would confirm that England has finally accepted the need to protect and preserve the distinctive nature of early childhood. Easing the way for the youngest four-year-olds to start school, however the Rose report which has recently been proposed, sends a different view. Rose, J (2009) says: I hope the review will help our primary schools to build on their success so that all our children benefit from a curriculum which is challenging, fires their enthusiasm, enriches and constantly enlarges their knowledge, skills and understanding and, above all, instils in them a lifelong love of learning. The curriculum that primary children are offered must enable them to enjoy this unique stage of childhood, inspire learning and develop the essential knowledge, skills and understanding which are the building blocks for secondary education and later life. Primary children must not only learn what to study, they must also learn how to study, so the children can become confident, self-disciplined individuals capable of engaging in a lifelong process of learning. High-quality teaching in the primary years, as elsewhere, is vital to childrens success. McKinsey 2007 reports said that the quality of an education system cannot exceed the quality of its teachers. This is echoed by the Cambridge Primary Review, which states that A curriculum is only as good as those who teach it. Rose, J. (2009) However (BBC news 2008 online) states: Do children start school at too young an age in England? English pupils are starting very early in the classroom, Compared to other western European countries, as compulsory education begins in England at the age of five with children starting at four years old. However in countries such as Sweden, Denmark, school does not begin until the age of seven. This general question has been raised by the Cambridge-based Primary Review which is investigating how the primary education is organised. And its conclusion challenges the idea that an early start has long-term advantages for children. The assumption that an early starting age is beneficial for childrens later attainment is not well supported in the research and therefore remains open to question, says the report. However the Primary Review, taking an overview of the evidence, suggests that there is no clear link between quantity and quality in education. In England, Scotland, Wales, Northern Ireland, and the Netherlands, children start school at the age of five years old. However in Austria, Belgium, and Denmark the children start at the age of 6-7, and in, Poland, Spain, and Sweden children start at the age of 6-7. The Effective Provision of Pre-school Education (EPPE) project investigated the effects of preschool education and care on childrens development for children aged 3-7 years old. This study has established the positive effects of high quality pre-school provision on childrens intellectual and social behavioural development up to the end of Key Stage 1 in primary school. Pre-school has a positive impact on childrens progress over and above important family influences. The quality of the pre-school setting experience as well as the quantity are both important. The Effective Provision of Pre-school Education (EPPE) project explores the impact of preschool provision on young childrens cognitive progress and their social/behavioural development. The research seeks to establish whether different types of pre-school settings differ in their impact and effectiveness. It also seeks to identify any differences between individual pre-school centres in their impact upon childrens cognitive progress and social, behavioural development. EPPE (2004) However Brown, J. Said that the Effective Provision of Preschool Education (EPPE) is the first major study within the UK to focus on specifically the effectiveness of early years education, monitoring the development of children from a wide range of backgrounds and cultures as they progress from the start of preschool up to key stage 2. Brown, J. (2009, p.26) I n the national curriculum education influences and reflects the values of society. Therefore it is important, to recognise a broad set of common values and purposes that underpin the school curriculum. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the permanent values that contribute to these ends. These include valuing ourselves, families and other relationships, and the wider groups, to which we belong, the diversity in our society and the environment. At the same time, education must enable us to respond positively to the opportunities of the rapidly changing world and work. We also need to be prepared to engage and connect as individuals, parents, workers and citizens with economic, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid development of communication technologies. National curriculum (online) The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided schools. Getting children to sit down on a seat in key stage 1 is not a problem. But what we need to ensure is that these children are interested and excited about their learning, the children need to feel involved in what is taking place and have a level of expectation about what will happen next. A creative curriculum is not simply about making links between subjects, it is about finding ways to inspire the children by drawing in skills from art, music, technology, dance and drama. Creativity is about inspiring children through the establishment of memorable learning experiences. Creativity can be a platform for establishment of personalized learning, enabling children to think out of the box for themselves. (Teaching expertise online) This shows that the creative curriculum has been introduced so children are not sitting on chairs and doing what they are being told by the teacher, it has been introduced so children can enjoy learning through different experiences, and be more creative about their learning. However in nursery everything is more play-based, and key stage 1 is more focused on lessons like phonics, numeracy and literacy, this is why the creative curriculum has been launched so children are more motivated and interested in learning, and remembered what they had learned, due to this the children would want to learn for themselves they would be able to expand on the thinking and learn how to be in control. Within the EYFS it is also stated that the key person also play a vital role in a childs learning and development. Children can form an attachment in the setting with the key person, the benefits of this could be the child settling in different surrounding really quickly, and that the key person could assess and plan for the child individual needs. Sited in Elfer, P et al. (2003 p. 18) it was stated that the key persons role is vital for children and their parents. The key person makes sure that each individual child within the nursery feels welcome, safe and secure. They also make the child feel that they are taught about by someone in particular while they are away from home. However the key persons approach makes sure that parents are able to build a personal relationship with someone in particular rather than all the staff within the setting. The benefits of a key person are they give parents a peace of mind, it also gives the parents a chance to liaise and interact with somebody whom is fully committed and familiar with their child, and is able to provide the parents with up to date information about their childs learning and development. The Key Elements of Effective Practice (KEEP) emphasise that effective learning is dependent on secure relationships, an appropriate learning environment and high-quality teaching. Brown, J. (2009, p.26) The four main purposes of the National Curriculum are: To establish an entitlement To establish standards To promote continuity and coherence To promote public understanding Those awarded Early Years Professional Status must demonstrate through their practice that a secure knowledge and understanding of the following underpins their own practice and informs their leadership of others. The EYP Standards set out the national expectations for anyone wishing to gain EYPS and work as an Early Years Professional. They are outcome statements that set out what Early Years Professionals need to know, understand and be able to do. They cover working safely with babies and children from birth to the end of the new EYFS. Achievement of the Standards will enable members of the workforce to move across the range of early years provision, which will encourage and support learning and development.(EYP 2006 online) Reference Page Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. Nottingham: DCSF Publications Moyles, J. (2007) Early Years Foundations. Maidenhead: Open University Press Sylva, K., Melhuish, E., Sammons, P., Blatchford, I, S. and Taggart, B. (2004) The Effective Provision of Pre-school Education (EPPE) project: Final report: DFES Bertram, T., Pascal, C. (2002) Early years education: An International Perspective. Birmingham: QCA Brown, J. (2009) Spring. Department for children, Schools and families. P26-28 Elfer, P., Goldschimied, E., Selleck, D. (2003) Key persons in the nursery. London: David Fulton Publishers BBC News (2008) is five too soon to start school? News Channel: Education Available: http://news.bbc.co.uk/1/hi/education/7234578.stm Haywood, J (2006) Early Years Professional Standards. Available: http://www.testsite.lancsngfl.ac.uk/curriculum/early_years/getfile.php?src=100/Draft_EYP_Standards_Aug_2006.pdfs=!B121cf29d70ec8a3d54a33343010cc2 Department for Children, Schools and Families (2008a) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCSF Publications Department for Children, Schools and Families (2008b) Practice Guidance For the Early Years Foundation Stage. Nottingham: DCSF Publications

Affects of childhood trauma

Trauma as a child has developing effects, mentally and physically when growing Into an adult. BACKGROUND: The ma]orally of abused or neglected kids have a harder time building relationships with anybody who is trying to help them. It is proven kids without a healthy attachment are more prone to be vulnerable stress. We all know that stress can lead to a more severe lifestyle. Depression, anxiety and aggressive behavior are all medical problems following stress and traumatic trauma. Healthy development needs a healthy foundation. I am hoping to accomplish more education and a better understanding on this certain topic. With the online library, personal experience and the many other resources available, will be the biggest factor in the development of this research paper. There are a lot of opinion, facts and psychology papers written on this topic so it is going to be important to look for plagiarism. The more credible resources I look into the better the coherence and the less likely of committing plagiarism.The more aware we are of our behaviors and what our kids take from us, the better he understanding we have about their development. 1 . Some kids take a lot more from parents than others. 2. Some kids are more mentally traumatized to neglect than a lot of others are. 3. Some kids are born more emotionally sensitive than their siblings and friends. If you are an involved member of your community such as a minister, coach or school teacher you are going to deal with others personal situations. 1 .Understanding the mindfulness behind traumatic emotions the better educated and prepared you are for that certain situation. 2. The more educated you are on the behaviors that follow aromatic experiences the more of an open eye you will have for the situation. 3. Traumatized children are more likely to engage in high risk behaviors including, self- harm and aggression towards others. The education on human behavior and emotional intelligence gives us a better self-aw areness for ourselves and others. 1 . The more education we have on our emotions the better explanation we can give ourselves. 2.Self-awareness will give us a more open eye for the actions and behaviors we see in our kids and others. 3. Understanding the responsibility of our actions and how they have an influence on our kids, plays a major role in the way they perceive life. A lot of childhood trauma come from classmates and not the parents. 2. A lot of children are â€Å"spoiled† and act out because there is no discipline. 3. Some kids are just born that way and they will grow out of It â€Å"they are not depressed nor do they have anxiety† there Just kids and there are to many parent putting kids on medicine.Response to counter-arguments: 1. Yes correct, but if you are not aware of the change in your child's behavior because f what is going on in school, then you cannot correct the problem. 2. There are differences in behaviors when your child is not getting there w ay compared to you child going through a traumatic experience. 3. That's why educating yourself is so Important to understanding the differences. Already learned to live with the emotion and start to Just act out. Sometimes medication is what's needed, Just educate yourself on the medication and get different opinions.

George Washington s President Of The Continental Army And...

â€Å"Leadership is practiced not so much in words as in attitude and in actions† (Geneen). No other president has exemplified such an understanding of leadership as President George Washington. There is no doubt that Washington deserves his reputation as one of the best presidents this country has ever had. His moral character and bold actions continue to set the standards for future presidents. Not only was Washington the Commander and Chief of the Continental Army and the President of the Continental Congress but he was the first president and only president unanimously elected twice and served from 1789 to 1796. During his time in office, Washington set this country on a path that has been able to withstand the test of time of over 200 hundred years. Some critics argue that Washington’s siding with Hamilton actually encouraged partisanship, the very thing Washington so vehemently denounced. However, it is clear that George Washington remained true to his vi sion of a strong and independent nation. He had many positive attributes, but it was his strong moral character, leadership skills, and political vision that made him worthy of the title â€Å"Father of America†. Many scholars argue that Washington’s great reputation stems from his moral character. No other American president besides Abraham Lincoln comes close to being as praised for his character as George Washington (Catholic Exchange). George Washington’s moral character is the driving force that allowed him toShow MoreRelatedGeorge Washington : The First President Of The United States1415 Words   |  6 PagesGeorge Washington, the First President of the United States, one of the most famous people in his time and in our time, was not always the President of the United States of America. 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Essay on Causes of Crime - 1147 Words

Causes of Crime For centuries, the one plague that human civilization faces is a disease that has no evident cure - crime. Before one can even try to find solutions for it, one must understand what a crime is and the nature of crime. Crime itself is defined as any offence harmful against society. The nature of crime however deals with the motives and causes of crime, which has no one clear cut explanation. There are several different theories on the cause of crime such as heredity, gender and mental defects, but each one is not substantial enough to explain crime and why it takes place. The theory on heredity as being the source of crime is based on the idea that criminal activity is†¦show more content†¦First of all, the world in which we live in depends a lot on financial standards. This includes poverty, social classes and the simple fact that money makes the world go around. However, it is not fair enough to say all criminals come from a poor background, but evidently a majority of c rime does exist among the projects: ...postcode areas with high levels of poverty tended to have significantly higher levels of parenting deficients such as childe neglect; there is a strong relationship between the level of child neglect/abuse in a postcode area and the level of juvenile participation in crime in that area, Obviously it is implicated that children raised in the ghetto are more susceptible to crime. Youth crime is probably the most direct link since such poor living conditions, as mentioned above, can cause a youth to find comfort in stealing or protection and affection from gangs. The quotation also mentions neglect and abuse through childhood, which correlates with mental defect. Since it is an economical situation in childhood that can lead to mental defect or youth crime itself, the theory of mental imbalance is not really needed as its own branch. Also, organized crime and their leaders usually have poor beginnings. These leaders usually dont have aShow MoreRelatedThe Causes Of Crime And Crime Essay1354 Words   |  6 PagesThe cause of crime When an individual commits a crime it is society that has placed laws to find this individual guilty of such crime(s). This individual will now face the consequences of their action. But what caused this individual to participate in criminal activities? What causes crime? In order to answer such question, one has to understand what crime is. Nadia defined crime as â€Å"the breach of laws that are laid down by the ruling authority of the land† (topyaps.com) via mechanisms such as legalRead MoreCauses Of Crime809 Words   |  4 Pages Causes of Crime Crime is a part of life that all nationals must manage as it appears to have been around as long as human progress itself. Crime has violated groups for a considerable length of time and I think one declaration is that crime is more pervasive in poor inward city neighborhoods than it is in reciprocals that are more affluent. I think the three noteworthy reasons for crime stem from an absence of training, living in destitution, and being brought up in a solitary parent home. TrainingRead MoreThe Causes of Crime1530 Words   |  7 PagesThe causes of crime seem to be indefinite and ever changing. In the 19th century; slum poverty was blamed, in the 20th century, a childhood without love was blamed (Adams 152). In the era going into the new millennium , most experts and theorists have given up all hope in trying to pinpoint one single aspect that causes crime. Many experts believe some people are natural born criminals who are born with criminal mindsets, and this is unchangeable. However, criminals are not a product of heredityRead MoreThe Causes of Crime. What are the causes of crime essay1421 Words   |  6 Pagesthat has no evident cure - crime. Before one can even try to find solutions for it, one must understand what a crime is and the nature of crime. Crime itself is defined as any offence harmful against society. The nature of crime however deals with the motives and causes of crime, which has no one clear cut explanation. There are several different theories on the cause of crime such as heredity, gender and mental defects, but each one is not substantial enough to explain crime and why it takes place.Read MoreCauses of Street Crime746 Words   |  3 PagesCauses of street crimes The major causes are unemployment and illiteracy rate but there are some other factors too like lawlessness, fundamentalism, backwardness and double standards prevailing in the society. People around the world always think of Pakistannis as terrorists- we arent all like that. 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Many experts believe some people are natural born criminals who are born with criminal mindsets, and this is unchangeable. However, criminals are not a product of heredity.

Australia s Lack Of International Competitiveness

External stability is an aim of government policy that seeks to promote sustainability on the external accounts so that Australia can service its foreign liabilities in the medium to long run and avoid currency volatility. Australia has persistently had a high CAD around 4.2% of GDP since the mid 1980s. Australia has also experienced a rising terms of trade to 130.0 in late 2011 due to the commodities boom as a result of the industrialization of the BRICs, whereby Australia has experienced high export and national income, but has resulted in less competitiveness in other sectors due to the high AUD, causing the ‘Dutch disease’ whereby non-commodity sectors lose competitiveness. Similarly is can be seen in its narrow export base whereby in 2012-13 one third of export revenue came from coal and iron ore ($96 billion from 300 billion), furthermore 57% of Australian export revenue is made up of mineral and energy exports, whereby Australian growth has been largely fuelled by commodity exports and mining boom. Australia’s lack of international competitiveness as a result of geographical location and small population, as well as the decline of the manufacturing industry to overseas low cost producers, with the problem being further increased by the high AUD exchange rate, as a result of the mining boom. The fall in domestic production has led to an increase in imports and a fall in productive innovation compared to advanced economies has led to a rise in CAD. The growth ofShow MoreRelatedThe Consequences of Globalization in Australia1293 Words   |  5 PagesWhat factors are involved and consequences of globalisation for Australia? 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Critical Incident †Preconceived Ideas Free Essays

No names are used in this writing to maintain patient confidentiality and conform to the data protection act 1998Critical incidents originated in the United States, Colonel John C Flannagan was a psychologist who worked closely with the Air Force and their procedures for reporting evidence concerning effective or ineffective behaviour within different situations (Ghaye 2006:64-65). Tripp (1993: 24-25) claims that â€Å"critical incidents appear to be ‘typical’ rather than critical at first sight, but are rendered critical through analysis†. Critical incidents can be either positive or negative; They â€Å"are usually experiences that make you consider the events that have happened to try to give them some sort of meaning† (Hannigan, 2001). We will write a custom essay sample on Critical Incident – Preconceived Ideas or any similar topic only for you Order Now Using a critical incident as a way of reflecting helps individuals identify practice that has been helpful or unhelpful in a situation. The value of a critical incident can differ from person to person; it is usually a personal experience with meaning to an individual, however critical incidents can be useful for a range of people for example, students, lecturers, service users and the general public. They give an insight into the feelings of the person writing and are often relatable to others. In appendix 1 I have described my critical incident. Following this I will explain the importance of a critical incident and the effect on practice, in particular how it has influenced my practice as a student nurse. This experience has greatly influenced my training in a number of ways. As a student nurse I believe it is hard to avoid having a preconceived judgement of a patient. After receiving a brief description of the patient’s diagnosis from my mentor, I believed this patient would possibly be frail and sedentary, laid in bed with a poor quality of life. However what I was greeted with was the total opposite. This is affected by the patient’s own judgement of her illness, often receiving a prognosis such as this prompts a dramatic change in the patient’s lifestyle. It can be argued that this is the hardest part in ‘accepting’ a diagnosis is the need to change. ‘In accessing readiness to change, we need to look at the individual’s state’ (Broome 1998:31). If a particular patient is not ready to adapt their lifestyle it can become difficult for them to come to terms with their diagnosis. Patients unable to come to terms with their diagnosis or patients finding their illness difficult after a period of time are likely to suffer from depression or anxiety (Reid, et al 2011). However upon visiting this patient it was clear to me that this patient was able to accept her diagnosis and had readily accepted the challenge to adapt her lifestyle. To me this seemed like a phenomenal act for her to achieve in such a short space of time following the diagnosis. Communication is a key aspect of any type of care, in particular terminal care as the patient in question is likely to feel scared and anxious about their prognosis. There are a number of different reasons for this;â€Å"Including diagnosis and treatment of their disease, long-term physiological alterations, fears of relapse and death, dependence on caregivers, survivor guilt and negative effects on families†. (Groenwald et al 1992: 580)Communication should be an equal conversation that allows both the nurse and patient to include what they need to say. For a nurse it is important to listen to a patient as developing a therapeutic relationship will often make the patient feel more open to discussion about their feelings and concerns. The therapeutic relationship facilitates the ability for a patient to achieve their desired state of maximum health (Brooker, and Waugh, 2007:236; Kozier, et al 2012:95-97) Patients should be able to â€Å"freely express their beliefs, values and concerns in a non-judgemental and supportive way† (Barker 2010:31). A therapeutic relationship is essential in developing trust between a patient and nurse and is fundamental for care with service users such as my patient. A therapeutic relationship can be described as â€Å"one that allows for the meeting of nursing needs to the mutual satisfaction of a nurse and patient† (McQueen 2000:9). This should reduce anxiety and may allow the patient to feel more comfortable in addressing any concerns surrounding the prognosis. This incident has made me think about the barriers to communication and the effects they can have on other staff members, patients and their families. Understanding the potential problems allows us to better understand how something might be able to work more efficiently† (Ellis 2011:88). There are a number of barriers to communication for example; physical barriers such as a door being closed, perceptual barriers for example going into a conversation thinking that the person isn’t going to understand or be interes ted in what you are going to say. Emotions can also be barriers to communication as well as cultural, gender, interpersonal and intellectual (Kozier et al 2012:46). I believe my patient may have had emotional barriers to communication with the nurse and myself. She had already accepted her diagnosis and her decision not to converse with us about her condition may indicate that it was difficult for her to discuss it with others, despite being comfortable with it herself. The fact that the patient was comfortable with her illness made me think about the definition of health. My patient had said she felt healthy and therefore to her, despite having an illness, she didn’t consider herself as ‘unhealthy’. The World Health Organisation (WHO) describes the definition of health as â€Å"a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity† (WHO 1948; Kozier et al 2012:6) although this is the most commonly used definition for health, seeing this patient led me to review its significance. The patient I saw clearly didn’t view this definition to be the same as her meaning of health. Health differs for every individual, my patient felt well and therefore in her opinion she was healthy. It is understandable that she didn’t want to be continually reminded of her cancer, it was enough that her independence had been reduced due to the fact the nurses were coming into her home in the first place. My mentor and I decided to respect the patients wishes and allow her to come to us when she felt she would like to talk rather than forcing her to speak to us, we arranged to keep nurse interaction with this patient to a minimum so she could retain some ‘normality’ in her life. â€Å"Patients are made aware that they have the right to choose, accept or decline treatment and these decisions are respected and supported. (NICE Guidelines 2012) It was at this point I began to understand the value of concordance. McKinnon (2011:69) states â€Å"a partnership of equals on which care plan is negotiated†, concordance enables patients to not only make decisions about their care, but to work in parallel with the health care professionals towards a mutually agr eed outcome. It could have been easy for my mentor to disregard the patient’s wishes and focus solely on her wound care and expect her to simply comply as the nurses are considered to be the experts, however her feelings were recognised and her autonomy wishes were responded to. My mentor displayed an excellent example of holistic care according to Linsley (2011:273), who states that nurses have to be aware of the social, environmental and psychological aspects of health and not just physical signs and symptoms of an illness. Before meeting this patient, I didn’t realise how daunting the experience of health care professionals can be, I had always wrongly presumed people would be happy to receive care to make them feel better, however in this instance it has proved to me that not everyone has this view. It has enabled me to think about my role as a student nurse and it has made me reflect on so many different aspects of good nursing care, from communication and concordance to holistic care. Before my interaction with this patient, I didn’t understand just how important it was for patients to have their say. I couldn’t help but wonder if I had been the registered nurse in that situation, would I have been task orientated and wanted to get the job done rather than taking into consideration the patients wishes? As a first year student I am aware of my limitations and understand that I have a lot to learn. I thought about how I would feel if I was in the patient’s situation and of course I’d want to be involved in the decisions made concerning my care. The experience with this patient has enabled me to develop as a student nurse, and will inform my practice throughout the whole of my career. Seeing first hand such a good example of concordance and holistic care from my mentor has given me a great platform to base my learning experiences on. References Barker, J (2010) Evidence-Based Practice for Nurses. London: Sage Publications Ltd. Berman, A. Erb, G. Harvey, S. Kozier, B. Morgan-Samuel, H. and Snyder, S (2012) Fundamentals of Nursing: Concepts, process and practice. Harlow: Pearson. Broome, A. (1998) Managing Change. Hampshire: Macmillan Press Ltd. Ellis, P. (2010) Evidence-based practice In Nursing. Exeter: Learning Matters Ltd. Ghaye, T. and Lillyman, S. (2006). Learning journals and Critical Incidents. 2nd ed. Hampshire: Palgrave Macmillan. Groenwald, S. Goodman, M. Hansen Frogge, M. and Henke Yarbro, C (eds. ) (1992) Comprehensive Cancer Nursing Review. Sudbury: Jones and Bartlet publishers Inc. Linsley, P. Kane, R. and Owen, S. eds) Nursing for Public Health: Promotion, Principles, and Practice, Oxford: University Press. McKinnon, J. (2011) ‘The nurse-patient relationship’ in Linsley, P. Kane, R. and Owen, S. (eds) Nursing for Public Health: Promotion, Principles, and Practice, Oxford: University Press, pp. 64-74. McQueen A. (2000). Nurse-patient relationship and partnership in hospital care. Journal of Clinical Nursing. 9 (5): 723-7 31. Reid, A. Ercolano, E. Schwartz, P. and McCorkle, R (2011) ‘The Management of Anxiety and Knowledge of Serum CA-125 After an Ovarian Cancer Diagnosis. ‘Clinical Journal of Oncology Nursing’ 15 (6), [online], Available from: http://web. ebscohost. com. proxy. library. lincoln. ac. uk/ehost/detail? sid=7e50352a-778c-4db4-be37-388bb618120d%40sessionmgr114vid=1hid=103bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c8hAN=2011371794 [Accessed: 26th February 2013]. Tripp, D. (1993) Critical Incidents in Teaching, Developing Professional Judgement. Routledge: London. NICE Guidelines (2012) Supporting patient choice [online] National Health Service online. Available from http://www. nice. org. k/guidance/qualitystandards/patientexperience/SupportingPatientChoice. jsp [accessed 3rd February 2013]. Nursing Times (2004) Reflective thinking: turning a critical incident into a topic for research [online] London, Nursing Times online. Available from: http://www. nursingtimes. net/refle ctive-thinking-turning-a-critical-incident-into-a-topic-for-research/200145. article [Accessed 3rd february 2013]. World Health Organisation (1948) World Health Organisation Definition of Health [online] New York, World Health Organisation Online. Available from: http://www. ho. int/about/definition/en/print. html [Accessed 1st March 2013]. Bibliography Barker, J (2010) Evidence-Based Practice for Nurses. London. Sage Publications Ltd. Barrat, D, Wilson B, and Woollands, A (2012) Care planning A guide for nurses. Second edition. Harlow. Pearson Education Ltd. Benner, P. (1984) From Novice to Expert, Excellence and Power in Clinical Nursing Practice. Menlo Park Addison Wesley. Berman, A. Erb, G. Harvey, S. Kozier, B. Morgan-Samuel, H. and Snyder, S (2012) Fundamentals of Nursing: Concepts, process and practice. Harlow: Pearson. Brooker, C. and Waugh, A. (eds. ) (2007) Nursing Practice: Fundamentals of Holistic Care. Philadelphia: Elsevier. Broome, A. (1998) Managing Change. Hampshire: Macmillan Press Ltd. Ellis, P. (2010) Evidence-based practice In Nursing. Exeter: Learning Matters Ltd. Ghaye, T and Lillyman, S. (2006). Learning journals and Critical Incidents. 2nd ed. Hampshire: Palgrave Macmillan. Groenwald, S. Goodman, M. Hansen Frogge, M. and Henke Yarbro, C (eds. ) (1992) Comprehensive Cancer Nursing Review. Sudbury: Jones and Bartlet publishers Inc. McQueen A. (2000). Nurse-patient relationship and partnership in hospital care. Journal of Clinical Nursing. 9 (5): 723-731. Tripp, D. (1993) Critical Incidents in Teaching, Developing Professional Judgement. Routledge London. (Appendix 1) During placement I have managed to gain experience with terminal cancer patients. When you go into a patient’s house, I feel you can’t help but have a preconceived idea of the type of patient you are about to meet. I was surprised when visiting one patient, as I was told before I entered the home that the patient had terminal epithelial ovarian cancer. This type of ovarian cancer arises from a malignant transformation of the ovarian surface epithelium, how this transformation occurs is unknown. † (Groenwald et al, 1992: 466-467) When I met this patient I was unsure of what I would discover. I expected a woman that was going to appear physically ‘ill’ and I imagined her to be like all the other patients I had seen with terminal cancer. To my surprise we found her sitting in her conservatory reading the newspaper looking well, she was dressed appropriately and had her hair and makeup done. The patient seemed genuinely happy and didn’t meet any of the previous preconceptions I had when I was originally told about her. We were there to change a fluid bag from the patient’s abdomen and support the patient if she had any concerns about her illness. This is the only thing the nurses do for this patient, her partner, with some help from the Macmillan emergency care team complete the rest of her care. This patient had a persistent disease that couldn’t be controlled. She had previously been treated with chemotherapy to try and eliminate the cancer however this had been unsuccessful. The patient had then decided along with the healthcare professionals, to withdraw treatment and only accept pain relief and support. â€Å"The staging of ovarian cancer is based on surgical evaluation and forms the basis of subsequent therapy†. (Groenwald et al, 1992: 466-467) The district nurse has only just become involved in her care, currently she is 5 months into her diagnosis. When the nurse and I tried to speak to the patient about her illness and how she was feeling, she seemed reluctant to talk about it. The patient decided she felt well in herself and didn’t want to be reminded of her illness, she went on to explain that she had already How to cite Critical Incident – Preconceived Ideas, Papers

Supply Chain of Apple-Free-Samples for Students-Myassignmenthelp

Question: Critically analyse the challenges Apple face in managing their global supply chain? Answer: Introduction: Supply chain management forms the base of the productivity of multinational companies, their revenue generation and consequent market leadership. Supply chains have become empirical to the competitive advantages companies enjoy in the global market. The supply chains the MNCs maintain also pose certain challenges to their user companies. The assignment would view the challenges posed by the supply chains through the lenses of Apple, the leader in the IT industry. The paper would also delve into the importance and hardships the companies face in strategic sourcing of raw materials and their expectations from the suppliers. The discussion with proceed on these three topics with Apple as the substratum. Supply chain challenges Apple Inc faces: Apple owing to its high-end and diverse product line has to face several challenges while operating in the global market: Competition from other multinational companies: The greatest challenge which Apple faces as far as supply chain in concerned is competition from other multinational companies. The product line of Apple consists of smart phones, Mac, music applications and hardwares, Ipads, TV app, smart watches and accessories. This means the company competes with multinational companies like Samsung and LG in terms of smart phones and smart watches, Google in terms of TV apps and Microsoft in case of Mac OS. The company in order to maintain high quality of these products and meet the demands of the upper class customers, its main customer segments, has to compete with these MNCs to get best quality hardware and software for its products. Moreover, the main operations of the company is concentrated in North America while Asian market is experiencing rapid rise in demand for products like smart phones and smart watches. The suppliers in the Asian market prefer supplying materials to Asian manufacturers like Samsung and Sony. Hence, it can be pointe d out that Apple faces stiff challenge in gaining the high quality raw materials for its products. Dependence on competitors: The second supply challenge which Apple faces in the global market is its dependence on competitors like Samsung for raw materials. Samsung is the largest manufacturer of electronic components like chips and batteries used in the electronic gadgets like smart phones. The company also supplies Apple with various components for its high end devices. Thus, Apple becomes dependence on its toughest competitor, Samsung for components for its products (samsung.com, 2018). This would give Samsung the power to control the product strategies and business operations of Apple indirectly. This heavy dependence on competitors is a big threat because it can pose serious threats to its productivity. For example, Apple often enters into legal disputes with its competitors and suppliers like Samsung over product features (usatoday.com, 2018). These disputes breach the relationship between the two companies which ultimately hampers the productivity of Apple since is former is dependent on the latter co mpanies for the components for its parts. Shipping challenges: Apple faces shipping challenges in its supply chain owing to macroeconomic influences over which the company has no control. Apple acquires components from selected number of suppliers spread all over the world. The company has also spread its supply and manufacturing operations into Asian nations like China to tap the markets growing profitability. The company is increasing depending on these overseas units for its supply of parts and manufacturing of its finished products. The differences in laws pertaining of crucial areas like manufacturing, shipping and labour in these countries pose serious threats to the productivity of the company. For example, it often takes months to get clearance to ship supply of components from China to the US manufacturing facilities. Again, riots and other political disturbances in the foreign markets from where Apple sources its supply of components pose serious threats to its continuous supply of raw materials and production of finished goods (firstp ost.com, 2018). This shows that shipping challenges stemming of political and other macro economical influences pose serious supply challenge to Apple. Sustainability issues of supplies: As pointed above, Apple is dependent on a limited number of suppliers for its supply of components. The suppliers of the company are spread all over the globe like Taiwan Semiconductor Manufacturing Company manufactures the processors for Apple. Again, it obtains a large proportion of its components from local suppliers like China. These supplying companies are themselves coming under pressure like cost cutting and enforcement of sustainable production of parts. The governments of supplying countries like China today necessitate these companies to pay environmental taxes which add to their cost of production of parts they supply to Apple (xinhuanet.com, 2018). Thus, Apple has to acquire supply of raw materials at high prices which in turn adds to its own cost of production of its finished products. These financial sustainability issues faced by the suppliers often result them in supplying less amount of supplies to the company which in turn impacts productivity products (forbes.com, 2018). This fall in productivity results in delayed supply of finished products to the retailers and distributors, which are already reeling under increased expenditures just like the supplying companies. Thus, sustainability of the supply chains is one of the biggest challenges Apple faces while operating in the market. This issue is so serious that it has breached the markets goodwill of Apple as customers complain due to delay in supply of finished (fortune.com, 2018). Benefits and limitations of sourcing strategies and their application in Apple: Strategic sourcing has several advantages and limitations to the companies, especially MNCs like Apple whose supply chains spreads across continents. Advantages: The following are the advantages of strategic sourcing particularly in case of companies like Apple: Cost savings: The strategic sourcing enable companies to curtail their costs of acquiring raw materials and their overall cost of production. The companies like Apple have to acquire their components from various countries having different market conditions like tax rates. Thus factors adds to the cost of acquiring raw materials which adds to the cost of production. These factors impacts the production of finished products in the company which ultimately culminates in delay in supply of finished products to customers (bloomberg.com, 2018). This delay in supply of raw materials often result in loss of customers to its competitors and reduces the revenue generation of the company. This fall in revenue generation also impacts the capital generation of Apple as show in its share index below. Strategic management of sourcing of its main components would enable Apple to plan its sourcing according to the various parameters like costs. For example, Apple can source components from Europe for its American manufacturing facilities while for the Asian market it can source components from China or Taiwan (Brindley, 2017). Thus strategic sourcing would enable the company to reduce cost of sourcing of raw materials which would in turn reduce its cost of production, thus increasing its profit margin. Figure 1. Figure showing stock index of Apple Inc. (Source: nasdaq.com, 2018) Alignment of sourcing with business targets: Strategic sourcing of raw materials would enable Apple to align its sourcing of components with its business targets. The apex management of company today plan the ordering of materials as per the demand forecast of finished products. This means they order appropriate quantity of raw materials using methods like economic order quantity from suppliers which ensures smooth production (Nia, Far Niaki, 2014). Moreover, ordering appropriate raw materials prevents the companies from holding huge amount of inventory. This ensures liquidity of the current assets of companies which they can channelize to address other business needs. Again, the companies like Apple do not have to hold immense amount of finished goods which again ensures liquidity of capital and reduction of warehousing expenses. Apple can as a result make finished products available to customers which generates huge revenue. This analysis shows that the strategic sourcing enables MNCs like Apple align their sourcing of mater ials with their business targets like high revenue generation (ft.com, 2018). Limitations of strategic sourcing: Strategic sourcing of raw materials and components have following limitations: Delays decision making: Strategic sourcing requires companies align their acquisition of raw materials with their business decisions like demand forecast of finished goods which delays decision making. MNCs like Apple have tall organisational structure which delays decision making. For example, the organisational structure of Apple shows that the company has no specific person delegated to supervise sourcing of raw materials from specific markets at the apex level, which is the main criterion of strategic sourcing (apple.com, 2018). This delays decision-making regarding sourcing of components which results in loss of productivity and business opportunities. These loss of business opportunities add to losses of the companies. Thus, strategic sourcing apparently aligns sourcing raw materials and reduces costs but in reality tall structure and delay in decisions making adds to business losses to the company. Complicated process adds to the costs of operations: Strategic sourcing involves multiplicity of documentation, legal complications and results in surges in the costs of operations. Multinational companies align their sourcing of raw materials from different markets to the business strategies formed by the apex management. This requires the apex management to gain information about the market conditions in various countries like China and Taiwan (Stadtler, 2015). This prolongs the time required to source raw materials from these countries which delays actual sourcing of components, delays productivity and results in business losses. Moreover, if raw materials are sourced by the headquarters of Apple in the US from sourcing countries like China and Spain, it would involve legal complications and increase in costs due to involvement of two countries (the US and the raw materials supplying country) as well. However, if the branch offices do the sourcing, it would save legal complications, reduce multiplicity of documents and save costs. F or example, if the European subsidiaries of Apple sources raw materials from the European markets, they would be able to avail rebate due to the EU rates between the European nations. Thus, sourcing of raw by headquarters using strategic sourcing increases the complications and costs to acquire the raw materials (Seidel et al., 2015). Performance objectives suppliers of Apple are expected to meet: Multinational companies expect their suppliers to meet the following objectives while operating in the markets and provide them with raw materials: High quality raw materials: The multinational companies expect their suppliers to provide them with high quality raw materials. For example, Apple expects suppliers of its components to provide it with high quality electronic goods components and software. One of the product strategies of Apple is to produce limited number of high quality products to upper class customers and maintain leadership in the market. This means that the company needs to source high quality components from its suppliers. The company requires its suppliers to provide it with high quality components in conformity with its central quality standards (Chan, Pun Selden, 2016). Ethical business behaviour: The suppliers are expected to aim to operate in ethical manner while operating in the market. The suppliers are expected to abstain from using unethical means like discrimination among their employees on basis of gender and use of child labour while operating in the market (apple.com, 2018). Conclusion: One can sum up from the discussion that strategic management of supply chains bear great importance to companies. However, global supply chains cannot be controlled efficiently from the headquarters of the companies alone. The companies must delegate power to their branch offices to take decisions regarding supply chain management. The aim of the companies while controlling their supply chain management should be sourcing of quality raw materials to enable production of high quality finished products which are able to meet the expectations of the customers. The companies should ensure that they control their supply to ensure maintaining just the correct amount of stock of raw materials and finished goods. They must also ensure that their suppliers not only supply them with high quality materials but also operate ethically in the market. The companies like Apple must impose ethical obligations on their suppliers to enforce ethical business conduct. References: Apple Inc. (AAPL) Stock Chart. (2018).NASDAQ.com. Retrieved 27 March 2018, from https://www.nasdaq.com/symbol/aapl/stock-chart Apple Leadership. (2018).Apple. Retrieved 27 March 2018, from https://www.apple.com/leadership/ Apple Swallowed a Fly. (2018).bloomberg.com. Retrieved 27 March 2018, from https://www.bloomberg.com/gadfly/articles/2017-10-23/apple-losing-its-supply-chain-mojo-is-a-major-threat' Asgary, N., Li, G. (2016). Corporate social responsibility: Its economic impact and link to the bullwhip effect.Journal of Business Ethics,135(4), 665-681. Big Tech Has the Supply Chain Blues. (2018).Fortune. Retrieved 27 March 2018, from https://fortune.com/2016/12/21/big-tech-has-the-supply-chain-blues/ Brindley, C. (Ed.). (2017).Supply chain risk. Taylor Francis. Chan, J., Pun, N., Selden, M. (2016). Apple, Foxconn, and Chinas new working class. ILR Press, an imprint of Cornell University Press. China starts collecting environment tax - Xinhua | English.news.cn. (2018).Xinhuanet.com. Retrieved 27 March 2018, from https://www.xinhuanet.com/english/2018-01/01/c_136865174.htm Fahimnia, B., Sarkis, J., Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis.International Journal of Production Economics,162, 101-114. 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