ERP Essay Example | Topics and Well Written Essays - 1000 words

ERP - Essay Example Everything that one can manage in an organization will be a business function; however, everything that one can perform will be a business process. Moreover, a business function can comprise different business processes; however, a business process will never consist of business functions, and will only comprise more business processes. Furthermore, a business process will always have an input component, as well as an output section that make it a process. In the past, conventional organizations were focusing on functional departments for the management; however, studies indicated that a number of business processes usually cut across functional lines internally that resulted in a paradigm shift, essential for efficient managers, and thus, managers are now putting efforts to manage their teams while focusing on business processes, rather than business functions. One of the crucial reasons of split by business process is involvement of various departments and individuals in a single process that results in cutting across of functional lines. It is an observation that this horizontal focus on business processes has enabled efficient managers to improve their processes while ensuring customer value in the organization, a significant benefit of this paradigm shift. Think of the last time you bought a pair of shoes. How does this process of buying those shoes cut across the store’s various functional lines? What information from your receipt would need to be available to the business functions? Which business functions would need that information? A significant objective of ERP is alignment of business projects/processes with strategic aims of the organization. In other words, major aim of implementing ERP is the enhancement and improvement of key metrics that requires proper flow of information from one functional department to another, and this is

University of California Personal Statement Example | Topics and Well Written Essays - 1000 words

University of California - Personal Statement Example I am part of a learning group that serves as foundation of out of class education. Before knocking at the doors of educational institutions, I ensure that the schools I am interested to enroll have the best standards. Given my skills and inclination to learn further, I have to be in University that embodies credibility and excellence. Moreover, the school needs to emanate its values and disseminate to the students. Among the schools, University of California (UC) satisfies all the criteria. Indeed, UC has the reputation of producing great leaders and difference makers in the society. I believe that the school will serve as the most viable avenue for me to show my capabilities and skills beyond my expertise. It is my tenure at the Long Beach Polytechnic High School is the most noticeable. The high school that I have attended is one of the best in the area offering top notch education. Despite of the challenging environment, I have responded well and delivered in several occasion. The learning schemes offered by the school have given me the opportunity to enhance my potentials and skills. The school also developed a personality in me that is flexible to changes. Undeniably, my possible enrollment in the University will provide several positive outcomes. Academically, I can perform with the best and continue to improve. I have a strong background in engineering and have participated in events related to the course. My experience as a learner has been observed are my previous stints as captain and member of teams playing in contests. In particular, I have participated in events that search for the best team in creating robots and other related innovations. Basically, my superior scholastic record will catapult me to success. Also, my achievements suggest that I am part of the top echelon of freshmen entering to college. Because learning is part of my system, I have been encouraged to join clubs that propagate education. Previously, I have been part of volunteering individuals who serve as facilitators of learning. This experience will be vital for the university as I bring a mentality of learning. Most important, I can be a part of clubs in the University that primarily functions learning organizations. The contributions I can partake to the students and the University are crucial as the school aims to build a reputation of superb learning. Indeed, learning is a collaborative process that demands quality institutions and willing individuals. 2nd prompt I have recognized the need to transfer the success I have experienced the University. Among the accomplishment that I have made, I think that being the President of the Engineering club is one of the most important. Aside from the learning, I have honed my leadership skills guiding the club towards stability and cohesiveness. As the club President, I have represented the organization is competitions and I had my share of victories. Also, I have instilled and learning mentality among my peers and encouraged continuous propagation of teaching programs. I can use this experience to lead an organization in the University that will promote higher causes. Learning embraces different perspectives and fields. Apart from my academic exploits, I have been involved in sports activities. I have been leading the Poly Solar Boat Team in regional and national competitions. Because of this, I can be part of the University boat team and participate in other sports. Aside from academic contributions, I

Effect of Communication on Collaborative Working

Effect of Communication on Collaborative Working Discuss how communication within an inter-professional team could affect collaborative working. Inter-professional learning and collaborative working in healthcare are two significant practices that must be understood as health care practitioners and trainee health professionals, to deliver high quality of patient-centred care in National Health Service (NHS) through effective communication. Thus, the aim of this essay is to critical discuss and analyse how communication within an interprofessional team could affect collaborative working to reduce medical errors, decrease workloads, reduce mortality rate, conflict and lack of trust. Two specific key points will be addressed throughout this essay; collaboration with staff and students, effective communication such as verbal and non verbal which entails active listening. In accordance to the Nursing and Midwifery Council (NMC) (2015) codes of conduct on confidentiality, personal information and trust identifiers will be anonymous in the essay and service users (SU) will signify patients. Buring et al (2009) explained Inter-professional teamwork as the extent of which an array of several healthcare professionals such as doctors, nurses, pharmacists and many more work together successfully to influence the quality of care being provided, improve collaboration, enhance quality of patient care, lower costs, decrease patient length of stay and overall reduction in medical errors in health care setting. Negatively, poor communication within a team of health professionals might lead to conflict, lack of trust and may impact on patient care and safety (Vincent, 2011). Collaborative working in healthcare is the process whereby professionals from different disciplines work and support each other as a team cohesively, whilst balancing their roles, sharing responsibility towards making difficult clinical evidence based decisions appropriate enough for the best interest of the SU (McCabe Timmins, 2013). The NMC (2015) stated that to promote a dynamic collaboration among health and social care professionals, effective communication must be established and demonstrated within respective teams, at the same time respecting individual professional’s knowledge, skills and contribution. Flin (2009) defines communication as ‘the transfer of information, ideas or feelings’ (p. 16). However, Emmitt and Gorse (2009) articulate that the transmission of information from sender to receiver may be distorted, therefore, in order for communication to be successful within collaboration, professionals have to utilise this skill effectively. Daly (2004) affirms that effective communication between healthcare professionals is the cornerstone to successful collaboration. Furthermore, Stukenberg (2010) states that once effective communication has been implemented within collaborative working, improved knowledge, work interactions, and positive environment for professionals to work cohesively is established, subsequently, improving the delivery of patient care (Chatman, 2008). The two method of communication that has been commonly cited by numerous literatures are, verbal and non-verbal communications which are widely used by health and social care practitioners in various settings. A study of Purtilo and Haddad (2009) highlighted that verbal communication is vital to health professionals in forming professional relationship through the form of team meetings. The study further emphasised that regular meetings of interprofessional team linked by a common care pathway help to enforce verbal communication and activate effective team collaboration. An example of this was during the author’s placement in a hospice (palliative care), a multidisciplinary meeting was held regularly every week consisting of an array of professionals from different department such as nurse specialists, consultants, social workers, student nurses, doctors, occupational therapist, spiritual and psychological specialist to discuss and up-date members of the team regarding patien ts care. As observed, effective communication was utilised and initiated throughout the course of the meeting as ideas from this group of professionals were put forward in an orderly manner as each professionals took it in turn to contribute towards the decision-making process. Communication observed was clear and concise among the health professionals. Bach and Grant (2012) concurs that clarity of conservation among professionals will aid the process of information being transmitted accordingly thus leading to understanding, as it ensure vital information are not misheard in turn reduces the risk for confusion among individuals within the team. Burnard and Gill (2014) further explained that communication is the art and process of creating and sharing ideas from different individuals, therefore, when this is demonstrated within a group of professionals, they are able to contribute ideas drawing from their own knowledge, experience and expertise as suggested by Baatrup (2014). Tindall, Sedrak and Boltri (2013)also articulated that effective communication will warrant that each members of the team are kept up-to-date which is vital when key decisions are made regarding a patient’s care. They further elaborate that communication forms relationship where trust and respect are instilledthereby enhancing job satisfaction and wiliness of health professionals to join forces with one another as a team in order to deliver a care that is of high quality. Rost and Wilson (2013) maintains that active listening should also be incorporated within communication as it an invaluable tool that sustains collaborative working among healthcare professionals. However, communication failures among health care professionals have been highlighted as the leading cause of unintentional patients harm with many leading to permanent injuries and even deaths (The Joint commission, 2006). An example will be the devastating case of Victoria Climbie (UK Department of Health (DoH), 2003) which demonstrated the effects of ineffective team work and poor communication among health professionals. The recommendation from Lord Laming’s report on the Victoria Climbie inquiry stress the need for health care professionals to improve interprofessional communication and collaboration. As emphasised by UK DoH (2013), effective communication is crucial among health professionals to enhance care delivery, develop therapeutic relationships and it is known to be one of the 6C’s approved by government and NHS to support the values and ethics in health care delivery. Ineffective collaborative working can be as a result of lack of understanding, poorly defined roles and responsibilities, poor communication challenges among health care professionals, which evidently has a negative impact on clinical outcomes. As seen in the Francis report (2013) of the Mid Staffordshire hospital where SU were left to suffer as a result of poor communication and collaboration among interprofessional team. For this reason, the DoH (2013) emphasise the need for all health care professionals to work together collaboratively, communication effectively among each other and have an increased knowledge of the role of each member of the team. Interprofessional team must possess active listening skills which is an important tool in improving discussion and help building trusting relationships between health care professionals (Stainton et al, 2011). Aitken (2013) recognised good listening skills as an important tool for effective communication that can consolidate collaborative working among health professional especially for student analysis and learning. In terms of collaboration between staffs and students, this allows students to be able to gain insights into the varieties of language used such as terminologies commonly used within health and social care, in turn enhances understanding as students are aware of how best to communicate with other professionals within clinical practice building up their interprofessional skills paving away for effective collaboration (ref). REF) put fort the notion that where there is effective communication between staff and students, a strong relationship is formed where there is mutual respect and trust, even though there is differing competence between this specific group of individuals (Hamilton, 2010). Morgan, (2013) also states that effective communication will improve staff and students experiences. Collaborative working through effective communication facilitates professionals from a diverse range of other expertise to help achieve single aim, decrease work load, share ideas on how to deliver highest quality of care through understanding of information communicated. In addition, NMC (2015) recommends that professionals should have the necessary skills to communicate effectively with colleagues and other professionals in order to improve patient care. Hence, working collaboratively has been widely stimulated as the best approach in improving health outcomes (UK DoH, 2010). Furthermore, to support collaborative practice individuals need to utilise interpersonal skills to promote effective teamwork and communication. Therefore, Combined Universities Inter-professional Unit (CUILU) (2010) recommended a guideline designed to help students and different professionals understand how the development of a collaborative worker is evaluated by applying the inter-professional capability fr amework. This consists of four domains which are Collaborative working (CW), Reflection (R), the Cultural Awareness and Ethical Practice (CAEP) and the Organisational Competence. In conclusion, effective communication and collaboration has a huge impact on the lives of SU and health professionals either positively or negatively. It is the role of health professionals to address this and collaboratively maintain continuity of care where there is high quality patient centred care, promote good working relationship with members of a team, thereby enhancing job satisfaction for professionals and quality of life for patients. A good listening skills, mutual respect and value for team members irrespective of their discipline will also facilitate an effective collaboration and patient safety. REFERENCES Aitken, J.E. (2013). Cases on Communication Technology for Second Language Acquisition and Cultural Learning. United States: IGI Global. Baatrup, G. (2014). Multidisciplinary Treatment of Colorectal Cancer:Staging – Treatment – Pathology – Palliation. United Kingdom: Springer. Bach, S. A. Grant, (2012). Communication and Interpersonal skills in nursing. Exeter: Learning Matters Ltd. Buring, S.M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L. Westberg, S. (2009). Interprofessional Education: Definitions, Student Compentencies, and Guidelines for Implementation. American journal of pharmaceutical education, 73 (4), 1-8. Burnard, P. Gill, P. (2014). Culture, Communication and Nursing. United States: Routledge. Chatman, I.J. (2008). Medical Team Training:Strategies for Improving Patient Care and Communication. United States: Joint Commission Resources. CUILU (2010) Interprofessional Capability Framework: a framework containing capabilities and learning levels learning to Interprofessional capability. The Combined Universities Interprofessional Unit. Sheffield Hallam University and The University of Sheffield. Daly, G. (2004). Understanding the barriers to multiprofessional collaboration. Nursing Times, 1(9), 78 -79. Emmitt, S. Gorse, C.A. (2009). Construction Communication. United Kingdom: John Wiley Sons. Flin, R. et al (2009) Human factors in patient safety: review of topic and tools. Report for Methods and Measures Working Group of WHO Patient Safety. Geneva: World Health Organization. Retrieve April 7th 2015, from http://www.who.int/patientsafety/research/methods_measures/human_factors/hu man_factors_review.pdf Francis, R. (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. The Mid Staffordshire NHS Foundation Trust Public Inquiry. London: TSO Hamilton, C. (2010). Communicating for Results: A Guide for Business and the Professions. (9th ed.). United States: Wadsworth Cengage Learning. McCabe, C. Timmins, F. (2013). Communication Skills for Nursing Practice. (2nd ed.). United Kingdom: Palgrave Macmillan. Morgan, M. (2013). Improving the Student Experience:A Practical Guide for Universities and Colleges. United Kingdom: Routledge. Nursing Midwifery Council. (2015). The code professional standards of practice and behaviour for nurses and midwives. London: NMC Purtilo, R. Haddard, A. (2009). Health professional and patient interaction. (7th ed.). United States: Rost, M. Wilson, J. (2013). Active Listening. United States: Routledge. Stainton, K., Hughson, J., Funnell, R., Koutoukidis, G. Lawrence, K. (2011). Tabbners Nursing Care:Theory and Practice. Elsevier Health Sciences. Stukenberg, C.M. (2010). Successful Collaboration in Healthcare:A Guide for Physicians, Nurses and Clinical Documentation Specialists. United States: CRC Press. The Joint Commission (2006). Root causes of sentinel events, all categories. Oakbrook, IL Retrieved April 4th , from http://www.jointcommission.org/NR/rdonlyres/FA465646-5F5F-4543-AC8F-E8AF6571E372/0/root_cause_se.jpg Tindall, W.N.,Sedrak,M., Boltri, J. (2013). Patient-Centered Pharmacology:Learning System for the Conscientious Prescribe. Philadelphia: F.A. Davis. United Kingdom. Department of Health (2010). Modernising Scientific Careers: The England action plan. Retrieved April 10th, 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/139529/dh_115144.pdf United Kingdom. Department of Health and NHS Commissioning Board (2013). Compassion in practice. Nursing, midwifery and care staff: our vision and strategy Redditch: NHS Commissioning Board. United Kingdom. Department of Health. (2003). Laming Report. The Victoria Climbià © Inquiry-Report of an inquiry by Lord Laming. Retrieved April 4th , 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273183/5730.pdf Vincent, C. (2011). Patient Safety.(2nd ed.). United Kingdom: Wiley Blackwell.

The Controversial Issue of Capital Punishment Essay -- Death Penalty E

The Controversial Issue of Capital Punishment Since the execution of James Kendall in 1608, capital punishment â€Å"has been an accepted form of justice† in what is now the United States (Smith 2). Capital punishment can be defined as â€Å"the penalty of death for the commission of a crime† (Dictionary.com 1). In colonial America, both violent and non-violent crimes could merit the death penalty. Murder was not the only crime punishable by death. Criminals responsible for committing any crime against God would be executed. While our society does not execute individuals supposedly practicing witchcraft or committing other sins, there is still a need for capital punishment. Not only should the death penalty be condoned, but improved upon to give criminals punishments comparable to the brutal crime responsible for their prosecution. The methods of executing criminals have evolved greatly since colonial times. Our government now uses the method of lethal injection, which causes the criminal to lose consciousness before he is injected with a poisonous substance. Preceding lethal injection was the gas chamber, the electric chair, the firing squad, and the hanging. The death penalty has been improved upon not only to execute the criminal faster, but to be as humane as possible. As with all controversial issues, capital punishment is no stranger to opposition. Activist groups have gathered and published information pertaining to the inability of capital punishment to deter crime and of the United States justice system’s tendency to be prejudice in executions. The Moratorium Campaign, an anti-capital punishment group, posts information on their website regarding the flaws of capital punishment. Anti-capital punishment topics such as... ...e. It is with these imperfections that our legal system is constantly being improved upon in order to avoid convicting innocent people. While the validity of anti-capital punishment arguments is evident, the validity of pro-capital punishment arguments is also evident. Criminals who have murdered other human beings have, in their actions, forfeited their rights as Americans as well as their right to live their lives. The punishment for taking a human life should be the loss of life for the perpetrator. Sources Smith, Sharon. â€Å"Capital Punishment in the United States†. Close Up Foundation. 1999. 14 Nov. 2002 â€Å"Capital Punishment†. Dictionary.com. 2000. 14 Nov. 2002 â€Å"General Statistics about the Death Penalty in the United States†. The Morotorium Campaign. 2001. 14 Nov. 2002 Anderson, Kerby. â€Å"Capital Punishment†. Probe Ministries. 1992. 14 Nov. 2002

Emergency Evacuation and Assembly Area

Instructions: Read Modules 3 – 6 from CWTS01 Program Module that is posted on the top of the Weekly Outline page. After reading it, read the case analysis for module 3 up to 6 and then answer the following questions. For Module 3: 1. Research on the Institute‘s fire / earthquake evacuation procedure. What are the steps that the school must observe during such emergency cases? * Before Fire or Earthquake: -Assist in training of emergency personnel under their command. – Designate an assembly area (or areas) for the building.Occupants of the building should be directed to assemble in this area when required to evacuate the building in an emergency. This will facilitate checking that all occupants are safe and enable speedy return to the building when the â€Å"all clear† is given. -Ensure that on each floor, or in each area, a current list of Floor and Area Wardens (and telephone numbers) is displayed, together with an emergency floor plan. The emergency floo r plan should show all rooms, exits, assembly area to be used in case of fire or emergency, fire alarms, extinguishers, fire hose reels and special emergency equipment. In the case of Fire or Emergency (the assistance of a deputy may be required to undertake some of these tasks): -Respond immediately to an alarm, determine the nature of the emergency. -Initiate Emergency Evacuation Procedures for the building. -Direct the actions of Floor and Area Wardens within the building. – Check that all occupants have proceeded to the designated assembly area. -In consultation with the Fire Service and the Emergency -Coordinator, advise occupants when it is safe to return to the building. 2. Do you agree with the current evacuation procedures being implemented? Justify your answer.I agree. Evacuation from buildings may be necessary as the result of fire, explosion, chemical leak, structural fault, equipment failure or bomb threat. These guidelines must be prepared principally for fire e mergencies, but they are suitable for use in other emergencies like earthquakes. 3. What problems do you think the students may encounter while conducting the evacuation? Stampede, chaos, panic are problems I think students may encounter while conducting the evacuation. 4. What plan of action/s do you suggest to address the possible problems the students may encounter during an evacuation?To initiate or exercise fire and earthquake drills. For Module 4: 1. Based on the story presented on the case analysis, what is / are main character's concern/s? Being not able to attend formal schooling, Mang Deolito is a no read, no write person. 2. How is the case of the main character similar to the other out-of-school youths in the country? Because of poverty, a lot of parents can’t afford to send their children to school. 3. What are the probable causes of the prevalent cases of individuals unable to attend school? Poverty and lack of interest are the causes of the prevalent cases of i ndividuals unable to attend school. 4.How can the problem of illiteracy in the Philippines be properly addressed? Government should provide free education for those people who are less fortunate. Free books should be provided for them to use and read. 5. How can the K+12 of the PNOY government alleviate the education here in the Philippines? Justify your answer. One of the major pros that the program has to offer is that additional years of education will make Filipino students more mature, competent, well-rounded, and globally competitive. Our students will benefit a lot from this as long as the government will provide the best curriculum suited to every student.For Module 5: 1. What are the current concerns of the said Barangay on the case analysis in terms of their youth groups? Some of the vendors reported a group of teenagers were seen sniffing solvents and rugby, smoking cigarettes and drinking alcohol in the area. Other vendors even claimed that they also use drugs and create a disturbance to the market stalls. These teenagers use the market place as their tambayan. They can be seen together almost from day to night. They also like to entice others to join them in their activities, some who refuse were seen with bruises.Moreover, the group likes to engage into fights with other groups they see as inferior. 2. What plans or undertakings do you suggest to respond to the concerns that the brgy. is facing in terms of recreation? First curfew should be implemented. For instance, at 10pm, no teenagers below 18 yrs. Should be seen roaming around outside their house. Kagawads should be visible at all times. In terms of recreation, aside from sportsfest, singing and dancing contest, beauty pageants and other recreations can be added to the program. For Module 6: 1. As a mapuan, how do you exercise the values being promoted by the Institute?DECIR (Discipline, Excellence, Commitment, Relevance, Integrity) I exercise these values by following school rules like fall ing in line when in the bookstore or canteen. Or just by simply attending my class on time. 2. Other than the DECIR, what other values do you think are being practised by the Mapuans? Patience and Honesty. 3. Suppose that the person on the case analysis is your friend. What pieces of advice can you give for him to appreciate the NSTP-CWTS Program of the Institute? Being a diligent person, I would advise him to internalize the importance of attending the NSTP-CWTS Program of the Institute.

Our Story : Shaketeaholic Is a Philippine Homegrown Concept

It all started year 2013 when the owner wished to introduce a milk tea drink in Umbilical City , along with Filipino style ambiance. The name is derived from the drink to represent us that we specialize in producing milk tea shake revered with the best bubbles (pearls) and toppings.Many people especially students and workers would look forward for buying a cup of refreshing drink after a long hard day of studying, working and playing rather than buying a food that will lessen their hunger. Now STAKEHOLDERS are giving Umbilical City consumers something new to chew after swallowing – something gummy and sweet called pearl or sago. Stakeholders found a surprisingly large following when they discovered that milk tea has a huge market potential and it is a trendy product.And to give our product a waist, we gave our customers a variety of choices when it comes in choosing their toppings, and aside from buying the usual milk tea, we will make the simple Milk tea into a Refreshing and Flavor milk tea SHAKE. Stakeholders offers variety of flavors like melon, chocolate, strawberry, vanilla, be. At Stakeholders we only used fresh quality ingredients that have no preservatives added, as we associate ourselves with world class brands from Taiwan, so it's really healthy because many people now are getting into health benefits if milk, tea and pearl which some studies show that it may help fight cancer.