Assessing Infants and Toddlers Essay Example for Free

Assessing Infants and Toddlers Essay Assessing infants and toddlers is commonly used to determine if children are meeting their developmental milestones or if they are showing any signs of developmental delays or disabilities. Many types of standardized tests are available for use with infants and young children; all are psychological tests, whether they measure abilities, achievements, aptitudes, interests, attitudes, values, or personality characteristics (Wortham, How Standardized Test Are Used with Infants and Young Children, 2012). There are many types of assessments and the key is using the proper one to answer the questions you need, assessment that involves observation of the child, interviews with parents and caregivers, developmental and social history, and interaction with the child using game-like materials, toys, questionnaires, and tasks (Logsdon, 2012). Teachers should be asking what methods should be used, which one should a teacher select from the children they are teaching, and how will the information be obtained? In this paper I will explore these questions and how that effects the ever fast changing pace of early childhood education. A developmental assessment is a process designed to deepen understanding of a childs competencies and resources, and of the caregiving and learning environments most likely to help a child make fullest use of his or her developmental potential, according to New Visions (Tips for Surviving Child Development Assessment, 2012). As a teacher you will consider why you should engage in assessment. For some programs it is part of their policies and procedures, for some it is state mandated, and for others it may be federally mandated. For some teachers the choice is theirs and they choose to for the best interest of the child. Through assessment the teacher can determine where the child is in development, show progress through ongoing assessment and have information to share with the child’s parents. The main reason for assessment is to pinpoint any disabilities or developmental delays, to assess the child’s school readiness, to assist the teacher in planning their curriculum and lesson plans program, to provide feedback to parents and being able to show the effectiveness of the program. The first thing is choose the type of assessment that is appropriate for the children that you engage with daily. There are two types of assessments: formal and informal assessments. With formal assessments the teacher is comparing the child against developmental norms or to other children. Informal assessments are observations that can be obtained through observation in a methodical way and is usually not compared to others. The majority of standardized tests that are in use today are designed to be administered and interpreted by trained professionals. Most programs use a combination of assessments when gathering information about the children they work with each day. The benefit of standardized tests is that the results can be compared to another child or children finding the common factors of developmental norms. A norm is an average result in a group of sample children within that age group or classroom. The second advantage is can be the ability to predict validity of the tests. Children whom do well on these assessments tend to do well in assessments as the move into the school readiness in Kindergarten. A common test used for preschoolers include the Battelle (Logsdon, 2012). There are disadvantages when using standardized test as well and one of the major ones is how the data will be interpreted that is obtained. The results from the teachers and administrators must be considered and compared to similar children in similar circumstances. The comparison is not easy to achieve, for example the cultural bias of early developmental tests. Also the predictive validity of standardized tests can be a disadvantage for their ability to forecast the future achievement in kindergarten. There are other formal test that are being explored that can measure what is developmentally appropriate within their focus and approach. Standardized tests have information regarding their validity and reliability that can give the teachers a way to evaluate if the test is appropriate and if it is being used for its intended use. The reliability information should be able to produce the same result when measuring the same thing with different groups of children. This will help the teacher to be able to determine information that will be obtained. It should be considered when using formal test that they should be used with trained professionals, although they are available for purchase openly they should not be used without training and experience. When using formal test they should be given in a controlled environment for the results to be valid. Even when the test are given properly the results can be interpreted inconsistently and the norms not valid. For example the test could be for both boys and girls but could end up being used with a majority of one or the other or compared to just one variable due to the majority of whom is taking the tests. If that was confusing to you as it was to me then can you imagine the results you will get. When using informal methods to assess children the test as more teacher derived and the tools used are usually checklist, engagement and interaction and open-ended questions. Many teachers already use anecdotal records, a strategy that records actions of the children, in which short episodes of a child’s behavior are recorded and kept for comparing change in behavior over time, in the child’s portfolio and used when meeting with parents for a conference. One of the main reasons for this method is ease of use. Anecdotes can be recorded in virtually any environment at any time throughout the day with limited materials needed. Other informal methods used in classrooms today are time sample, checklists, rating scales, interviews, and videotape or audiotape recordings. The teacher should include the following five key things when using anecdotes: frequency of the behavior, duration of the behavior, notes describing when and where the observation took place, and the date and time. Another form is the child’s portfolio which is any variety of works thought to be representative of the individual. With young children, this usually includes drawings and writings, photographs and stories dictated to an adult. A portfolio can also include information about the child contributed by teachers, and other professionals. A portfolio can be used as a springboard for reflection with children themselves, parents, or other professionals. Discussions with children around a portfolio could reflect on what the child drew (â€Å"tell me more about,†). With parents and professionals the portfolio offers a variety of information about the child, in which they can use as a springboard for discussion at parent conferences. The problem with this type of assessment it can leave the parents confused with the information that comes from it and how it related to their child. When a teacher is choosing which method to use they have to consider what purpose will it serve? The teacher should ask themselves why is this information needed, what is the purpose, and what information will be helpful for the teacher, child and parent, when and how will this information be obtained and how am I as the teacher going to ensure that the information gather is accurate and valid? Also, if this method is choose is it appropriate for the children I work with? Two things that I feel the teacher should ask themselves are: is this age and developmentally appropriate for the children I work with and is relevant to the background and daily circumstances of the child that I work with? When considering the choices you must also consider am I as the teacher able to administer this test properly. When considering this I must consider the how the test will observe a child and how will this be done without pre-formed ideas about outcome. When we are able to be objective then the teacher reports only the facts, and then interpret those facts by what is observed, rather than feelings or attitudes about the child. In today’s society more and more teachers are moving away from traditional methods of assessments and moving towards methods that are relying instead on techniques thought to be more holistic and developmentally appropriate. This could include innovative approaches that observe more on behavior that happens in natural settings and assessments that reflect the complete set of circumstances surrounding the child. While conducting an assessment the teacher should make every effort to use the information in ways that are respectful of the child. In any case the teacher must remember to pay attention to issues such as consent and always remaining confidential. Confidentiality means that it will only be discussed in professional settings, and the information will conceal identities and results are revealed only to the intended audience. Consent means that the teacher obtained the permission from the parent to observe, evaluate and assessed a child. A lot of times parents give such consent at the time of the program enrollment if they sign a form indicating that they realize such activities will be occurring. Otherwise, you should always obtain permission prior to engaging in ongoing assessment projects, even if informal measures are being used. One practice to avoid is the temptation to label children based on assessment results, such as â€Å"this child is special† or â€Å"this child is challenged.† Children placed in these categories very early on have difficulty overcoming them later. In the 21st century, assessment practices are likely to become more holistic and innovative in their approach. For example, we are beginning to hear more of the term â€Å"authentic assessment.† Authentic assessments are when the environment is taken into account surrounding the evaluation of individual children. Another term being used more today is â€Å"performance-based assessment.† Performance-based assessment is when the teacher is focusing on the daily activities and skills already being performed in the classroom setting. Family involvement in assessment, such as parent reports and observations or even them being present, has not been really considered in mainstream early childhood settings. These strategies will gain popularity in the coming years. Although assessment holds great potential to help caregivers understand the children they care for, it can be challenging to assess infants and toddlers, especially if one views assessment as a one-on-one testing interaction (Ditchtelmiller, 2012). In the past assessments have been more of what the child cannot do and today they are becoming more of what the child can do now and has accomplished. This approach to assessment will benefit the child as an individual and abilities rather than disabilities. As a teacher, such approaches will help us maintain positive attitudes concerning the child development. Besides identifying and correcting developmental problems, assessment of very young children is conducted for other purposes. One purpose is research. Researchers study young children to better understand their behavior or to measure the appropriateness of the experiences that are provided for them (Wortham, Assesment in Early Childhood Education (6th Edition), 2012). â€Å"Teachers and child-care providers want children to feel a sense of accomplishment while in their care. The more a child-care provider knows about a childs academic, social, and emotional development, the more theyre able to meet the childs needs. Teachers and child care providers may use this resource for developing strategies to track a childs progress† (Checking Childrens Progress, 2012). We know that rather the assessment is formal or informal early childhood professionals are going to perform them. Through assessment we can screen for disabilities, assess kindergarten readiness, help the teacher developing curriculum and lesson plans, evaluate the effectiveness of a program, and aide the teachers when conferencing with the parents. Both parents and teachers want to know that their child is obtaining goals, showing progress and gaining new skills and what other way to know this other than assessment. References Checking Childrens Progress. (2012, April 25). Retrieved September 26, 2012, from Head Start ECLKC: eclkc.ohs.acf.hhs.gov/hslc/tta- system/teachingllecd/assessment/ongoing%20assessment/edudev_art_00409_060906.html Tips for Surviving Child Development Assessment. (2012). Retrieved September 26, 2012, from Zero to Three : www.zerotothree.org/child-development/mental-health-screening- assessment/tips-for-surviving-child-development-assessment.html Ditchtelmiller, M. L. (2012). One Programs Experience. Retrieved September 27, 2012, from Infant/Toddler Assessment: www.naeyc.org/files/yc/file/200401/ditchtel.pdf Logsdon, A. (2012). Infant and Toddler Development Tests Learning Disabilities. Retrieved September 26, 2012, from Testing for Infant and Toddler Development: http://learningdisabilities.acout.com/od/intelligencetests/p/battelledevelop.html Wortham, S. (2012). Assesment in Early Childhood Education (6th Edition). Upper Saddle River, New Jersey: Pearson. Wortham, S. (2012). How Standardized Test Are Used with Infants and Young Children. Retrieved September 27, 2012, from Education.com: http://www.education.com/prints/standardized-tests-infants-children/

Case Study: Hospital Fall of an Elderly Patient

Case Study: Hospital Fall of an Elderly Patient A case study of a critical incident based on a hospital fall of an elderly patient with memory problems who has had several falls at home and has been admitted to a community hospital for assessment. It is suggested that the consequences of patient falls are a serious issue for patients and society. A fall is defined as an unexpected, involuntary loss of balance by which a person comes to rest at a lower or ground level (Commodore 1995). The older population is growing in number, and falling is common in this group. Up to one-third of people over the age of 65 fall each year, with half reporting multiple falling episodes (Bludau and Lipsitz 1997). Fall-related injury is the sixth highest cause of death in older people Savage and Matheis-Kraft 2001). Half of those aged over 75 years who fracture their hip as a result of a fall die within one year (Rawskey 1998), and those who survive rarely regain complete mobility (Marotolli 1992). Falls are also a leading cause of head injury, the most serious being subdural haematoma (Tideiksaar 1998). Falls are associated with major morbidity, functional decline and increased healthcare expenditure (Tinetti 1994). In a hospital setting, 10 per cent of older patients who have fallen die before discharge, and a clustering of falls in one patient results in increased mortality (Tideiksaar 1998). In the United Kingdom about 310,000 fractures occur each year in older people (Woolf and Akesson 2003). Fourteen thousand people a year die each year as a result of an osteoporotic hip fracture, with up to 33 per cent of hip fracture patients dying within one year of fracture (Department of Health (DoH) 2001). It is posited that the effects of falls extend beyond obvious physical and direct cost. Even if falls do not cause physical injury, the psychological effect can be long-lasting. â€Å"Post-fall syndrome† results in hesitancy and a loss of confidence leading to loss of mobility and independence (Cannard 1996). Arguably, this can cause shame and unwillingness to admit to falls. Consequently, falls are underreported. They may not even be remembered by fallers, especially those with cognitive imp airment (Lord et al 2001). It is debated that the term â€Å"fall† is now considered contentious because those who fall are perceived quite negatively as old, frail and dependent (DoH 2001). Family members are also affected by falls: they may be concerned for the safety of an older family member, his or her ability to remain independent and the possibility of long-term care. There have been few studies investigating nurses’ views of falls in patients, although Fitzgibbon and Roberts (1988) found that nurses experience fear of blame, anxiety, guilt and distress following a fall by a patient in their care. As a consequence of the effects of a fall on the patient, health professional and healthcare organisation, various risk assessment tools and prevention strategies have been developed. This paper will examine the critical incident of a fall by an elderly lady who has had repeated falls at home. She was admitted to hospital for assessment because of the falls at home. However, when she was an inpatient she fell on the ward to which she was admitted. For the purpose of this assignment and for confidentiality reasons as expounded in the Nursing and Midwifery Council (NMC 2004) code of professional conduct, the patient will be know as patient A. Patient A is a 77 year old female who is in frail health. She has experienced numerous falls at home and is showing symptoms of dementia. Patient A was admitted to a general hospital because her diabetes was extremely unstable. Unstable diabetes is a known risk factor for falls in older people with dementia (Lord et al 2001). During her stay in hospital, patient A became disorientated and fell â€Å"en route† to the bathroom. She sustained a neck of femur fracture that required surgery and consequently a long hospital stay. On discharge she was referred to her community hospital rehabilitation unit for assessment. The process of ageing creates irreversible changes in all body systems that can lead to reduced efficiency or performance over time. As physical ability and reactions change, so does cognitive ability. For most people this will have little or no consequence for daily living or independence. However, for older people with cognitive impairment or dementia, changes in mood, memory and thought processes in addition to changed physical health can result in increased risk and vulnerability that includes an increase in the potential for falling, as in the case of patient A (Oliver et al 2007). These risks are greatly compounded by admission to hospital or institutional care (Oliver et al 2007). As already mentioned falls are the most common patient safety incident reported from inpatient services and are responsible for at least 40 per cent of all accidents in hospital (National Patient Safety Agency 2007). By nature of the nurse-patient relationship, nurses are well placed to identify the multiple risks that older people can encounter in hospital from illness and from the care environment, and can work with the patient and care team to identify ways of reducing them. Falls in older people can occur for a wide variety of reasons. In addition to physical disorders, they can also be a feature of a number of neurodegenerative disorders, including dementia. Hospital environments can also present significant challenges and threats to older people with mental health problems, particularly because their functional and/or organic decline can increase vulnerability and their risk of having a fall (Lord et al 2001). It is also suggested that those with dementia are less likely or able to take the initiative in managing their own health in general and that this increases the likelihood of falls (DoH 2001). With regard to patient A, she was exhibiting memory loss and behaviours symptomatic of dementia. She had not engaged with the medical services for some time and her physical health had degenerated leaving her frail and unable to cope with activities of daily living. As a consequence her diabetes had become dangerously unstable resulting in her collapsing at home and then being admitted to hospital where the fall that fractured her hip took place. As mentioned, the consequences of falls are varied but, can be life-limiting and at worst, life-threatening (DoH 2001). As well as the consequences of physical change, the effects on mental state can further delay the recovery process, for example, by inducing depression (Lenze et al 2004). Risk assessment processes therefore should identify those most likely to fall, offer guidance on interventions to reduce those risks and be subject to frequent multidisciplinary review. It is posited that the role of nursing in helping the person with memory loss/dementia to cope with and adapt to changes created by illness relies on a continuous process of assessment of the whole person (Kitwood 1997). The environment, in which this process takes place and the patient’s response to it, should be given equal consideration. Patient A was admitted to a specialist rehabilitation unit that particularly cares for the elderly and their needs. Part of the unit’s remit is to assess an individuals’ risk of falling and put strategies into place for the prevention of further falls, and to that end the unit’s environment is managed in such a way that helps to prevent falls. It is posited that the need to assess risk from the outset of care is paramount for the care to be meaningful, relevant and appropriate (NMC 2004). The support of the nurse in offering interventions that promote recovery and maximisation of potential towards independence or less dependence should decrease the risks of falls and fractures. Assessing the risk of falls can highlight areas of greatest vulnerability and, therefore, direct the formulation of the plan of care towards deficits or areas of unmet need. Debatably, the patient who has been admitted to hospital because of deterioration in mental state or cognitive function will be most at risk because of that change. The person may decline to stay, become distressed at separation from a partner or family, and feel persecuted or vulnerable. Although, patient A was admitted for clinical reasons it is debated that as she had underlying cognitive and memory problems her mental state quickly deteriorated. Biological features may add to the clinical presentation and behavioural changes may create practical difficulties with managing safety (Oliver et al 2004). This was the case with regard to patient A. There are numerous rating scales in existence that measure behaviour, mood and functional abilities of older people (Burns et al 2004). Assessment of physiological aspects of recovery, for example: pain monitoring, tissue viability, nutrition and mobility is often more evident in clinical practice. However, it is suggested that for those with cognitive impairment or dementia, risk-rating scales should be able to combine evaluation of physical and psychological areas of need, as well as the behavioural and functional components of presentation. If a patient is unable to address risks, nursing staff need to consider their role in addressing need and act on the patient’s behalf if necessary. Although comprehensive assessment of the patient’s presentation, needs and abilities is a continuous and evolving process (Oliver et al 2004), it became clear that patient A had immediate threats to her safety and therefore needed to be quickly evaluated and prioritised so that appropriate interventions could be initiated with immediate effect.. It is proposed that the use of a risk factor-based approach to assess older people who fall can prevent more than 50 per cent of falls (Close 2001). Therefore, an assessment tool for falls that took into account both the physical and the psychological risk factors was used to assess patient A on admission to the unit and at specified times thereafter. This enabled issues to be addressed that would otherwise not have been elicited via the Single Assessment Process concept of risk assessment (Burns et al 2004). The assessment tool was used in combination with patient A’s care plan. It is suggested that the combination of an assessment tool with a care plan, as in the Fall Risk Assessment Scale for the Elderly (FRASE) tool (Barry 2001), is an example of best practice. However, the FRASE tool does not allow for assessment of mental impairment so this was added to the tool used for patient A. The tool used enabled the nurses and other multi-disciplinary team members to assess patient A’s risk of falling and it included components such as previous fall history, sensory deficit, medication, presence of secondary diagnosis. Balance/gait, age, mobility status and length of time since admission was added in following assessments. This is important as long stays in hospital can enhance functional decline and consequently â€Å"fall risk† (Oliver et al, 2004). In conclusion, for an older person with cognitive impairment or dementia for whom admission to hospital was necessary, the increased exposure to risk requires swift, comprehensive assessment and intervention to reduce the likelihood of falling. An appropriate risk assessment tool should illicit areas of greatest need or deficit, be proactive in suggesting appropriate interventions and form part of a multiprofessional and multifaceted approach to preventing falls in hospital. References Barry E (2001) Preventing accidental falls among older people in long stay units, Irish Medical Journal, 94, 6, 172-176 Bludau J, Lipsitz L (1997) Falls in the elderly: In Wei J, Sheehan M (Eds) Geriatric Medicine: A Case-based Manual, Oxford, UK, Oxford, Medical Publications Burns A, Lawlor B, Craig S (2004) Assessment Scales in Old Age Psychiatry, (2e), Martin Dunitz, London Cannard G (1996) Falling trend, Nursing Times, 92, 1, 36-7 Close J (2001) Interdisciplinary practice in the prevention of falls: a review of working models of care, Age and Ageing, 30, Suppl 4, 8-12 Commodore D (1995) Falls in the elderly population: a look at incidence, risks, healthcare costs, and preventative strategies, Rehabilitation Nursing, 20, 2, 84-89 Department of Health (2001) National Service Framework for Older People: Standard Six: Falls, The Stationery Office, London Fitzgibbon M, Roberts F (1988) Prevention of accidents to hospital patients, Recent Advances in Nursing, 22, 33-48 Kitwood T (1997) Dementia Reconsidered: The Person Comes First, Open University Press, Buckingham Lenze EJ, Munin MC, Dew MA (2004) Adverse effects of depression and cognitive impairment on rehabilitation participation and recovery from hip fracture, International Journal of Geriatric Psychiatry, 19, 5, 472-478 Lord SR, Sherrington C, Menz HB (2001) Falls in Older People: Risk Factors and Strategies for Prevention, Cambridge, Cambridge University Press Marotolli R (1992) Decline in physical function following hip fracture, Journal of the American, Geriatrics Society, 40, 9, 861-866 National Patient Safety Agency (2007) Slips, Trips and Falls in Hospital: Third report from the Patient Safety Observatory, London, NPSA Nursing and Midwifery Council (2004) The NMC code of professional conduct: standards for conduct, performance and ethics London: NMC Oliver D, Connelly JB, Victor CR (2007) Strategies to prevent falls and fractures in hospitals and care homes and effect of cognitive impairment: systematic review and meta-analyses, British Medical Journal, 334, 7584, 82-89 Rawskey E (1998) Review of the literature on falls among the elderly, Image: the Journal of Nursing Scholarship, 30, 1, 47-52 Savage T, Matheis-Kraft C (2001) Fall occurrence in a geriatric psychiatry setting before and after a fall prevention program, Journal of Gerontological Nursing, 27, 10, 49-53 Tideiksaar R (1998) Falls in Older Persons: Prevention and Management, (2e), Baltimore MD, Health Professions Press Tinetti M (1994) A multifactorial intervention to reduce the risk of falling among elderly people living in the community, New England Journal of Medicine, 331, 13, 821-827 Woolf A, Akesson K (2003) Preventing fractures in elderly people, British Medical Journal, 327, 7406, 89-96 Hewlett Packard (HP): Leadership Crisis Hewlett Packard (HP): Leadership Crisis Case prepared by Rajgopal Iyengar. In the recent years Hewlett Packard (HP) board of directors have been in the limelight for wrong reasons. Four CEOs were hired and replaced in the last decade and three CEOs changes were within a span of 1.5 years. The board has not been able to find the right leader to fit into the HPs Cultures of doing things. The uncertainties in leadership has led to a huge loss for HP in terms of decreased market value, dissatisfied shareholders and blurred strategic vision. In this paper we study the HP CEOs since 1999, their leadership style, their vision and things that went wrong leading to their ouster. Hewlett Packard History (Till 1990s) The company was founded in a  one-car garage  in Palo Alto by  William (Bill) Redington Hewlett  and  Dave Packard. HP is the  worlds leading PC manufacturer. The company focussed on manufacturing of networking and data storage components in addition to designing, development and delivery of software. The key products manufactured were personal computers, enterprise servers, network and storage products, printers and imaging products. HP marketed its products directly and via online to its customers that included individual consumers, SME (Small Medium Enterprise) and large enterprises. HP also had a solid presence in the service and consulting business for the products it manufactured. HPs culture and management practises know HP Way was based on teamwork, transparency, open door management policies and flexibility in work place. HP treated the employees as assets and strived to provide a better work life balance to the employees. The business goals were profit oriented rather than increasing revenues. In late 1980s, HP started building low margin PCs contrary to the companies principle. By 1990, HP was the one of the top technological companies in the world, a market leader in both printers and UNIX based servers, with a growing presence in PC business. HP had a strong leadership under the founders Bill Hewlett (till 1987) and Dave Packard (till 1994). Hewlett Packard History (In 1990s) In the early 1990s, HP focussed on three major businesses: The test and measurement instrument business, the UNIX server business the HP Printers Computer business. The test and measurement business UNIX Server business provided high margins that were in line with the HP Way of working. However the printer business sold low cost printers at high volume and derived high profitability from the ink cartridges. HPs sales grew by 20% between 1992 1996 with an increasing dependency on the low margin PC Printer business. By 1997, HP was among the top 3 manufacturers of PC. HP faced severe competition from Dell and the Asia crisis in 1998 made HP loose margin on PC business. Lewiss Platt the then CEO of HP hired consultant to determine the problem HP was facing. The consultant suggested hiring an outside CEO with a marketing and sales background who can exude Charisma and increase the companys profile. In May 1999, the board decided on Carly Fiorina. Carly Fiorina (1999-2005) Carly Fiorina was born  in  Austin, Texas, on the 6th of September, 1954. Her father  Joseph Tyree Sneed III  was a very talented and multifaceted person. He was a law school professor, dean, and federal judge. In addition he was also an abstract and portrait artist. Fiorina attended Channing School in London, and later attended  Charles E. Jordan High School  in  Durham, North Carolina, for her senior year. She received a  Bachelor of Arts  in  philosophy  and  medieval history  from  Stanford University  in 1976. Fiorina received an  MBA  in  marketing  from  University of Maryland, College Park  in 1980 and later received a  Master of Science  in  management  from the  MIT Sloan School of Management  under the  Sloan Fellows  program in 1989. ATT and Lucent In 1980 Fiorina joined ATT as a management trainee and rose to the level of senior vice president for the companys hardware and systems division. Fiorina led the spin-off of ATT and Lucent; she also played a key role in planning and implementing of the 1996  initial public offering  of stock and company launch strategy.  In late 1996 she became the president of Lucents consumer products business. In 1997, she was appointed as chairman of Lucents consumer communications joint venture with Philips consumer communications.   Changes under Carly Fiorina Leadership Carly Fiorina moved in quickly and tried to revitalize the HP environment. She pruned the reporting units from 82 to 12 and amalgamated back-office functions. She modified the HPs profit sharing program to a performance based incentive program to motivate individuals. She completely rejigged the sales and marketing function. She topped the 50 Most Powerful Women in Business list from Fortune magazine for 5 consecutive years. However her leadership style was controversial and many HP employees disliked her. She was regarded as self-centred, demanding leader who completely destroyed the HP culture. Carly spearheaded the merger of HP Compaq that was opposed by the analysts and board members. These differences lead to a public spat between the board members and the CEO. Eventually the deal was approved with a slight majority of 2.1% where 49% opposed the decision and 51% agreed. The Compaq acquisition did not go well as envisaged by Fiorina. Operating margins dropped from 9% in 2000 to 4% in 2005 (Refer Exhibit1 ). Share prices also continued to drop from $34 in 2000 to $21 in 2005(Refer Exhibit2). Following a string of disappointing financial results the board eventually asked Fiorina to resign on Feb 2005. Mark Hurd (2005-2010) Mark Vincent Hurd  was born in Flushing, New York USA on January 1, 1957. He graduated form Baylor University in the year 1979 with a BBA degree. Hurd was the CEO President of NCR Corporation when he decided to move out and join HP. Mark Hurd increased the revenue of NCR by 7% and net income by five times from the previous year by taking a gamut of operational efficiency initiatives. At NCR Mark Hurd held a variety of positions in general management, operations, and sales and marketing. He also served as head of the companys  Teradata  data-warehousing division for three years. Hurd was a member of the  Technology CEO Council, a consortium of chairmen and chief executive officers of IT companies that develops and advocates public policy positions on technology and trade. Changes Under Mark Hurd This time the HP board decided to hire a person with a strong operational experience and hands on execution capabilities. Mark Hurd was well known in Silicon Valley for operational and cost cutting capabilities. Although Mark had never managed a very large company the size of HP, he had a very good success rate. Mark believed in Management by involvement. He tried to get a deeper understanding of the business by dirtying his hands. Mark believed in the concept of management by walking around.. He would stroll through multiple levels of the company and try to get an understanding of the environment. He strongly believed a company can become great if the CEOs ,boards, and management all think alike. Mark Hurd said: I believe in the principle that Company comes first, Employee second and Self is last Mark Hurd was very aggressive in his approach. Within few months of joining he announced broad restructuring initiatives and laid off 14,500 employee. He reorganized the corporate sale group by reducing the group size and assigning the sales team to specific products. He believed a strong knowledge of the product was essential to sell the product. He gave executives lot of flexibility in managing their budgets and held them accountable for their performance. During the 2008-2009 recessions he deducted 5% from the employee salary and 20% from the executive salary to meet the targets. These cost cutting initiatives helped in boosting HPs share value and profitability. The operating margin increased from 4% in 2005 to 9% in 2010(Refer Exhibit3). Share value of HP rose by 129% under his tenure(Refer Exhibit4). The profit generated was used by Mark Hurd to acquire companies in the software and service space like EDS, Mercury Interactive, Peregrine Systems Palm. Things were not completely fine under the leadership of Mark Hurd. Although the company performed well, the employee morale was down. The cost cutting and tightened management completely killed the HP Way work culture. The RD spending plummeted from 4.5% in 2004 to 2.3% in 2010(Refer Exhibit5). The number of patent applications also plummeted during Mark Hurds tenure resulting in loss of strategic advantages for HP. In 2010, HP was mired in controversy and scandal that led to the resignation of Mark Hurd. A company contractor by the name Jodie Fisher filed a sexual harassment case against Mark Hurd. Investigations revealed Mark Hurd had filed inappropriate expenses to skirt the relationship with the women that violated the HP Code Of Conduct. Mark Hurd was asked to resign by the board of directors. HP was again without a leader. Leo Apotheker (2010-2011) Leo Apotheker was born in Aachen, Germany on Sep18 1953. Apotheker studies economics at the  Hebrew University  in  Jerusalem. Apotheker worked in finance and operation function of several European companies before joining SAP in 1988. At SAP, his growth was phenomenal. In 1995, He became CEO and founder of SAP Belgium and SAP France. In 1997, he was made the president of SAPs South West Europe region and by 1999, the president of SAP EMEA sales region. In 2002 Apotheker joined the SAP AG executive board and became the president of global customer solutions and operations from. He was appointed deputy CEO of SAP in 2007; and promoted to co-CEO of the company in April 2008. On February 7, 2010, the SAP supervisory board decided to terminate Apothekers executive board membership. This decision led Apotheker to resign from SAP. HP Under Leo Apotheker The search for the next CEO was riddled with pessimism from the outset. The dispute over Mark Hurds resignation made the task of search committee very difficult. The board was divided over the selection of internal versus external candidate. The resignation of Mark Hurd complemented with the sacking history of past CEOs had created negative publicity about the company in the job market. Highly talented external candidates were not interested in the job. Leo Apotheker was appointed as the CEO of the company in Oct 2010. The appointment of Leo Apotheker received a gloomy response from the market because of multiple reasons. Firstly the credibility and track record of Leo was not great. An article in Wall Street Journal highlighted: Its very discomforting that Mr. Apoteker has never run the show alone. He abruptly resigned from SAP in less than a year Secondly Leo had no understanding of the HP hardware business. Hence he was a misfit for the HP job. The other disturbing fact was Leo was not interviewed by all the members of the board or even met them. Clearly the indifference of the board towards the selection was evident. Tenure of Leo Apotheker was short-lived and disappointing. Initially Leo worked on the strategy designed by Mark Hurd, but in a short time he started making drastic changes to the strategy. He terminated the initiative of HPs venture into the Tablet market and suggested spin off of the PC division. He also suggested purchasing a business analytics company called Autonomy at 10 times the original price. These incoherent action and adhoc strategy was punished by the market. Stock prices plunged and HP lost 45% of its value(Refer Exhibit). Taking cue of the market dissatisfaction, the board of directors fired Leo Apotheker. Meg Whitman (2011 Till Date) Whitman was born on 4 August 1956 in  Long Island, New York. She was the daughter of Margaret Cushing and Hendricks Hallett Whitman Jr. Whitman graduated from  Cold Spring Harbor High School  in 1974. Margaret took maths and science in Princeton university because she wanted to be a doctor. However, after a summer vacation stint in selling magazine advertisements she got inclined to marketing. She studies economics,   and earned a B.A. with honors in 1977. In 1979, Whitman did her  M.B.A.  from  Harvard Business School. Whitman started her career at Procter and Gamble as a brand manager. She later worked as a consultant for Bain and Company and rose to the rank of Senior Vice President in the organization. She joined Walt Disney in 1989 and became the VP of strategic planning. She quit Walt Disney after 2 years and joined Stride Rite Corporation. In 1995 she was named the CEO of Florists Transworld Delivery. Whitman joined  eBay  as CEO on March 1998. At the time the company had only 30 employees  and revenues of $4  million. She grew the company to approximately 15,000 employees and $8  billion in annual revenue by 2008.Whitman resigned as CEO of eBay in November 2007, but remained on the board and served as an advisor to new CEO  John Donahoe  until late 2008 Whitman has received numerous awards and accolades for her work at eBay. On more than one occasion, she was named among the top five most powerful women by  Fortune  magazine. HP Under Meg Whitman The appointment of Meg Whitman was not taken well by the market. Analysts felt Meg Whitman was inexperienced in managing a complex hardware software based business of HP that was already suffering from scandals, low morale, murky vision and unstable leadership. Meg Whitmans strategy was to focus on strengthening the internal business of HP. She wanted to continue with some of the strategies initiated by Leo Apotheker except the spinoff business. Whitman decided to restructure the business by dropping 30000 jobs and using the money to fuel new product development and improvement of sales force6. She merged the PC Printer business to improve the operational efficiency. Clearly Whitman has a strategy in place to get back HP on its feet. She is strengthening internal HP departments, spending money of new product development that are inline with HP Way of working. She has also managed to set a low expectation in the market for the setting low Future The leaders appointed by HP board were not able to align with the HP Culture and make the difference. It needs to be seen whether Meg Whitman will be able to recuperate HP and restore the past glory.

The Obscurities of the Individual :: Essays Papers

The Obscurities of the Individual In James Joyce’s Dubliners many themes arise in regards to the human basis of character. The author focuses on a critique of the situation in Ireland and on its society. This is adequately represented in the stories â€Å"A Little Cloud† and â€Å"The Dead† as well. With characters that suffuse themselves into the far back regimes of their minds, Joyce allows the reader to ‘feel’ the darkness that surrounds their lives. With efficient descriptions and simple storylines, every moment within the stories make the eventual understanding of the character' place in society that much more blatantly condemning. Each narration has its own identity, yet as the reader strings them along, one can construct a quaint picture of Dublin life at that time. There are many catalysts within every work that lead its main character to just theories, one of them is their lifestyles as a whole. The solitude that the characters dim their existence with makes their integration into social circles less complete. Whether this segregation is psychological, physical, or emotional, is irrelevant in the end. For the effects of this disparity is what eventually causes the rifts the characters create to consume their whole reality into the shadows of their perceptions. In â€Å"A Little Cloud†, Little Chandler allows his emotional insecurities to separate him from every circle he attends. He feels that he isn’t really a part of society and therefore, upon his friend’s arrival, the tie he acquires allows him to reconnect himself to a life that he had long since hadn’t felt a part of. His many dreams have never been succeeded and he realizes that he isn’t living the life he wants. He has always played it safe within his every decision, thus the clarity that flows into his meager existence when expecting his friend is what saves him from total obscurity. This is highlighted when he enters the luminosity of the bar feeling important and is faced with its many colors which lead him to believe that â€Å"the people were observing him curiously† (69). However, this point was already clear as he â€Å"felt himself superior to the people he passed† (68) while on his way to meet his friend. Chandler appoi nts Gallaher as his gateway to the dreams he still has. In â€Å"The Dead†, Gabriel finds that he has no real place within his relations because of his way of being.

Drugs - Cocaine and Crack Essay -- Persuasive Argumentative Essay Exa

  Ã‚  Ã‚  Ã‚  Ã‚   "Cocaine and crack are among the most addictive substances known to modern science, and they have already ruined the lives of millions of Americans" (Morganthau and Miller, 208). Cocaine and crack are both dangerous, harmful drugs. Though pleasurable effects can be obtained from these drugs, the use of crack and cocaine cannot be worth the actual consequences that are inflicted on mind and body. The bad effects of these drugs, by far outweigh the good. Because crack and cocaine are so closely related, it is important to have a firm understanding of both drugs. Cocaine (coke) is made from the Erythroxylon coca plant, a coca tree that grows high in the Andes Mountains of South America. The coca farmers' purpose is to pick and process the leaves into a paste from which cocaine is extracted (Edwards, 64). These Indians of Bolivia and Peru chew the coca leaves to obtain a mild stimulation, which helps fight fatigue that is caused by the high altitudes at which they work. Chewing the leaves does not see to harm the users, because the stimulating chemical extracted from them is in such small quantities. They stop chewing the coca leaves when they come down from the high altitudes because there is no longer any need for it (Edwards, 63). Cocaine is known as the most potent drug (Mickey, 2). It is an odorless powder, sometimes crystalline, and sometimes fluffy white. Pure cocaine hydrochloride is so potent that a one-gram dose is lethal. Because very small quantities of cocaine induce euphoria, drug dealers "cut" the pure powder of cocaine with adulterants such as mannite, dextrose, lactose, tartaric acid, and sodium bicarbonate (Edwards, 65). From cocaine comes crack, a very powerful drug that is an approximately 75... ...t?" Works Cited Beschner, George and Alfred S. Friedman. Teen Drug Use. Lexington, Massachusetts: D.C. Health and Company, 1986. Edwards, Gabrielle I. Coping With Drug Abuse New York: The Rosen Publishing Group, Inc., 1990. Knowles, Gordan James M.A. "Dealing Crack cocaine: A View From The Streets of Honolulu." FBI Law Enforcement Bulletin July 1996: 1-8. Mickey, Dr. Robert. "Angel Dust, Crack, Grass, Ice, Junk." Christian Social ActionJune 1990: 8+. Morganthau, Tom and Mark Miller. "Tougher Law Enforcement Will Win the War Upon Drugs." War on Drugs. San Diego, California: Greenhaven Press, 1990. Schroder, Donald D. "Cocaine Use Is Not Sensationalized." Chemical Dependency. St. Paul, Minnesota: Greenhaven Press, Inc., 1985. Zonderman, Jon and Laurel Shader M.D.Drugs and DiseaseNew York, New York: Chelsea House Publishers, 1987. Drugs - Cocaine and Crack Essay -- Persuasive Argumentative Essay Exa   Ã‚  Ã‚  Ã‚  Ã‚   "Cocaine and crack are among the most addictive substances known to modern science, and they have already ruined the lives of millions of Americans" (Morganthau and Miller, 208). Cocaine and crack are both dangerous, harmful drugs. Though pleasurable effects can be obtained from these drugs, the use of crack and cocaine cannot be worth the actual consequences that are inflicted on mind and body. The bad effects of these drugs, by far outweigh the good. Because crack and cocaine are so closely related, it is important to have a firm understanding of both drugs. Cocaine (coke) is made from the Erythroxylon coca plant, a coca tree that grows high in the Andes Mountains of South America. The coca farmers' purpose is to pick and process the leaves into a paste from which cocaine is extracted (Edwards, 64). These Indians of Bolivia and Peru chew the coca leaves to obtain a mild stimulation, which helps fight fatigue that is caused by the high altitudes at which they work. Chewing the leaves does not see to harm the users, because the stimulating chemical extracted from them is in such small quantities. They stop chewing the coca leaves when they come down from the high altitudes because there is no longer any need for it (Edwards, 63). Cocaine is known as the most potent drug (Mickey, 2). It is an odorless powder, sometimes crystalline, and sometimes fluffy white. Pure cocaine hydrochloride is so potent that a one-gram dose is lethal. Because very small quantities of cocaine induce euphoria, drug dealers "cut" the pure powder of cocaine with adulterants such as mannite, dextrose, lactose, tartaric acid, and sodium bicarbonate (Edwards, 65). From cocaine comes crack, a very powerful drug that is an approximately 75... ...t?" Works Cited Beschner, George and Alfred S. Friedman. Teen Drug Use. Lexington, Massachusetts: D.C. Health and Company, 1986. Edwards, Gabrielle I. Coping With Drug Abuse New York: The Rosen Publishing Group, Inc., 1990. Knowles, Gordan James M.A. "Dealing Crack cocaine: A View From The Streets of Honolulu." FBI Law Enforcement Bulletin July 1996: 1-8. Mickey, Dr. Robert. "Angel Dust, Crack, Grass, Ice, Junk." Christian Social ActionJune 1990: 8+. Morganthau, Tom and Mark Miller. "Tougher Law Enforcement Will Win the War Upon Drugs." War on Drugs. San Diego, California: Greenhaven Press, 1990. Schroder, Donald D. "Cocaine Use Is Not Sensationalized." Chemical Dependency. St. Paul, Minnesota: Greenhaven Press, Inc., 1985. Zonderman, Jon and Laurel Shader M.D.Drugs and DiseaseNew York, New York: Chelsea House Publishers, 1987.

Juvenile Boot Camps Do Not Reduce Juvenile Delinquency Essay -- Boot C

Introduction Juvenile delinquency is a relatively new phenomenon. For this reason, society’s reactions and solutions to the problem of delinquency are also modern developments. The United States developed the first youth court in 1899 and is now home to many new and formerly untested methods of juvenile rehabilitation and correction. One of many unique programs within the Juvenile Justice system, boot camps are institutions designed to keep delinquent juveniles out of traditional incarceration facilities and still provide a structured method of punishment and rehabilitation. Boot camps developed in the early 1990s and quickly proliferated throughout the nation. Specifically, they are â€Å"†¦short-term residential programs modeled after military basic training facilities† (Meade & Steiner, 2010). Designed with the goal of reducing recidivism and preventing violent offenses, boot camps target non-violent individuals under the age of 18 and typically exclude already violent of fenders. In theory, boot camps apprehend juveniles while they are committing minor delinquency and prevent more-serious crime by â€Å"giving the juvenile offender a more optimistic, community oriented outlook† (Ravenell, 2002). Fundamentally, boot camps have four central purposes; rehabilitation, punishment, deterrence, and cost control (Muscar, 2008). Boot Camps: Origination and Development While quasi-military correctional facilities are a form of social control that society has used for hundreds of years, modern boot camps have a very brief history. In 1974, the United States enacted the Juvenile Justice Delinquency Prevention Act (JJDPA hereafter). The act contained four central mandates: First, status offenders, youths who commit offenses that would... ...matic review of the evidence. Journal of Criminal Justice, 38, 841-853. Muscar, J. (2008). Advocating the end of juvenile boot camps: Why the military model does not belong in the juvenile justice system. UC Davis Journal of Juvenile Law and Policy, 12(1), 2-50. Ravenell, T. E. (2002). Left, left, left, right left: The search for rights and remedies in juvenile boot camps. The Colombia Journal of Law and Social Problems, 35(4), 347-371. Shoemaker, D. J. (2009). Juvenile delinquency. Lanham, MD: Rowman & Littlefield Publishers, Inc. Tyler, J., Darville, R., & Stalnaker, K. (2001). Juvenile boot camps: a descriptive analysis of program diversity and effectiveness. The Social Science Journal, 38, 445-460. Wiatrowski, M.D., Griswold, D.B., & Roberts, M.K. (1981). Social control theory and delinquency. American Sociological Review, 46(5), 525-541.

Marketing Success Through Differentiation Essay

Marketing success through differentiationof anything Any product oi service can he differentiated, even the commodity that seems to differ from competitors’ offerings only in price Theodore Levitt On television we see product differentiation all the time, whether the subject of the commercial is a distinguishable good like an automobile or an indistinguishable good like laundry detergent. These are packaged products. How does the marketer differentiate a so-called commodity like isopropyl alcohol, strip steel, commercial bank services, or even legal counsel? The author describes the attributes of products that give the marketer opportunity to win the customer from the competition and, having won him, to keep him. Finally, the author describes the alert, imaginative state of mind that characterizes good management of product differentiation. â€Å"The way in which the manager operates becomes an extension of product differentiation,† he says. Mr. Levitt is the Edward W. Carter Professor of Business Administration at the Harvard Business . School and head of the marketing area of instruction there. His articles in HBR, which number nearly two dozen, include the well-known â€Å"Marketing Myopia† (published in i960 and reprinted as an HBR Classic in September-October 1975) and â€Å"Marketing When Things Change† (November-December 1977). His most recent book is Marketing foi Business Growth (McGraw-Hill, 1974)- There is no such thing as a commodity. All goods and services are diflferentiable. Though the usual presumption is that this is more true of consumer goods than of industrial goods and services, the opposite is the actual case. In the marketplace, differentiation is everywhere. Everybody-producer, fabricator, seller, broker, agent, merchant—tries constantly to distinguish his offering from all others. This is true even of those who produce and deal in primary metals, grains, chemicals, plastics, and money. Fabricators of consumer and industrial goods seek competitive distinction via product features—some visually or measurably identifiable, some cosmetically implied, and some rhetorically claimed by reference to real or suggested hidden attributes that promise results or values different from those of competitors’ products. So too with consumer and industrial services— what I call, to be accurate, â€Å"intangibles. † On the commodities exchanges, for example, dealers in metals, grains, and pork bellies trade in totally undifferentiated generic products. But what they â€Å"sell† is the claimed distinction of their execution—the efficiency of their transactions in thir clients’ behalf, their responsiveness to inquiries, the clarity and speed of their confirmations, and the like. In short, the offered product is differentiated, though the generic product is identical. When the generic product is undifferentiated, the offered product makes the difference in getting customers and the delivered product in keeping them. When the knowledgeable senior partner of a wellknown Chicago brokerage firm appeared at a New York City bank in a tight-fitting, lime green polyester suit and Gucci shoes to solicit business in financial instrument futures, the outcome was predictably 84 Harvard Business Review January-February 1980 poor. The unintended offering implied by his sartorial appearance contradicted the intended offering of his carefully prepared presentation. No wonder that Thomas Watson the elder insisted so uncompromisingly that his salesmen be attired in their famous IBM â€Å"uniforms. † While clothes may not make the man, they may help make the sale. The usual presumption about so-called undifferentiated commodities is that they are exceedingly price sensitive. A fractionally lower price gets the business. That is seldom true except in the imagined world of economics textbooks. In the actual world of markets, nothing is exempt from other considerations, even when price competition rages. During periods of sustained surplus, excess capacity, and unrelieved price war, when the attention of all seems riveted on nothing save price, it is precisely because price is visible and measurable, and potentially devastating in its effects, that price deflects attention from the possibilities of extricating the product from ravaging price competition. These possibilities, even in the short run, are not confined simply to nonprice competition, such as harder personal selling, intensified advertising, or what’s loosely called more or better â€Å"services.To see fully what these possibilities are, it is useful first to examine what exactly a product is. What’s a product? Products are almost always combinations of the tangible and the intangible. An automobile is not simply a machine for movement visibly or measurably differentiated by design, size, color, options, horsepower, or miles per gallon. It is also a complex symbol denoting status, taste, rank, achievement, a spiration, and (these days) being â€Å"smart†Ã¢â‚¬â€that is, buying fuel economy rather than display.

Cultural and Relationship Values Analysis Essay

Baderman Island Resorts has decided that it is a good time to implement a new employee handbook. Please be sure to read this memo in its entirety to understand why the handbook has been changed. Baderman Island Resort continues to grow in popularity and brings all types of travelers to the island. Because of this, the Boardman Management Group thinks that having a well-developed employee handbook will be beneficial for current and future employees. Also, The Boardman Management Group understands how important it is that every employee understand the organization’s specific goals, cultural values. As well as understanding the significance of each member of the organization to providing the finest customer service to our guests. Baderman Island Resorts will be changing to follow a more compliance-based cultural system. Boardman Management Group feels that this change will allow for increased growth, success and profitability. This new system is not meant to discourage the employees from continuing to take the initiative to be self-motivating and to continue to provide quality customer service. The internet blog section will continue to remain so employees can make suggestions and offer ideas. This new handbook will still encourage anindividual-based culture. Employees are responsible for their own job performance and for making sure that they follow the policies and procedures. Although there will indeed be times when a team-based culture will be necessary in order to complete certain duties accurately and successfully. The mission and vision statement for all employees is the quality customer service, an extraordinary vacation experience where the guests’ needs and desires are met above and beyond, and to guarantee the guests will not be disappointed. There has been a change to the mission and vision statement that discusses the future additions and attractions that are the process of developmental stages which will show the future and current guests that the Baderman Island Resort will be the place to visit in the future. The first thing that will be covered in the new employee handbook will be employer rights. This will include health and safety, diversity, affirmative action and due process procedures. There will also be coverage of the employee rights as well. This will include the same items covered in the employer rights. The final use of the employee handbook will be as a training, reference, and compliance tool to help the organization stay organized and focused on the goals and objectives of the company. Employees will be able to stay knowledgeable on the policies and procedures, and to remind the employees of the employer’s responsibilities and their rights. My hope is that this memo has been informative towards the new employee handbook and the direction that Baderman Island Resorts is heading towards. I believe that the new employee handbook will be an excellent tool for the employees to prevent confusion and questions that the employees may have. Employee Handbook for Baderman Island Resort Mission and Vision of Baderman Island Resort The mission and vision statement for all employees is the quality customer service, an extraordinary vacation experience where the guests’ needs and desires are met above and beyond, and to guarantee the guests will not be disappointed. Cultural Values of Baderman Island Resort Baderman Island Resort has the belief that in order to continue to succeed in the current market that the organization will need to become a morecompliance-based culture. To ensure that all laws are followed to make sure that the integrity of the company and employees is followed. Employee Rights Baderman Island Resort is an Equal Opportunity Employer (EEOC). The company’s philosophy is to recognize individual attributes and values that each employee brings to the job with respect and acknowledgement. By recognizing these principles it will allow the company to successfully reach its goals of providing excellent customer services and ultimately corporate profitability. Employer Rights Baderman Island Resort has contracted with an employment law firm to provide legal advice and to handle any employee/employer disputes and EEOC issues. Baderman also has the responsibility to ensure a safe and healthy work place for all employees. However in the event that an employee is injured on the job or becomes ill, workers compensation and FMLA leave are offered as well.