Is Quality a “given” in our organizations?
By: Thomas M. Abbott
Academic Program Manager- Business
Post University
Friday, July 26, 2013
Quality is a mindset, an individual or organizational attitude. For many years, I have used the term “habit of thought” to define attitude and I think the application of that term to the concept of quality is appropriate. Individuals and organizations alike have attitudes and they are driven by their values, visions and define missions. (Yes…I was a strategy and organizational development consultant for many years and I still use these terms regularly.) If an organization or individual is to provide a quality outcome or service or product, the quality attitude must be present. It starts at the top…the senior leadership must be committed to the quality outcome. This has to extend to every facet of the operation and in my opinion this is where many organizations/individuals fall short of meeting the standard that many would define as “quality.” Too many times I have seen the quality focus be on the specific end product or service and not be expanded to the other supporting activities. Frequently, he result is a decline in the overall quality of all aspects of the operation. As the readings and videos point out, thought leaders like Deming and Juran understood the concept of quality as being a total organizational (or total personal) concept encompassing all facets of an operation.
As much as we would like it to be otherwise, my opinion is that quality is not a “given” in our institutions. The issue goes right back to the idea of commitment to a set of ideals, the attitudes that I wrote of earlier. Particularly if the leaders of the institution are not steadfast in that commitment, the quality aspect of the institution’s operations will be jeopardized. Some of our course readings make reference to the American automobile industry in the late 1970’s and early 80’s as that industry tried to respond to the Japanese quality-based successes in the world and American markets. There was a rush to institute every quality improvement program known to man and even invent some new ones. Detroit even remembered that Deming was an American! But as soon as the markets began to stabilize after the oil shocks of mid-seventies, the American industry fell back to its old ways and refocused on profitability and market share…quality was no longer “Job 1” (to borrow Ford Motor Company’s slogan.) The American industry never fully recovered what was lost to the Japanese and European companies.
This is where the Baldrige criteria can be seen as one of the better examples of what came out of the “quality movement” of that era. The Baldrige method recognizes the importance of the need for strategic thinking throughout the organization. Too many companies used methods like statistical controls, etc. as tactical responses to immediate problems. The Baldrige criteria are designed to help build lasting success and understand the role o.
This document provides an overview of quality in manufacturing and service. It discusses the history of quality, from craft guilds ensuring training to modern quality assurance pioneers developing tools like control charts. Key events that increased U.S. focus on quality include losses to Japanese competitors and the 1987 Malcolm Baldrige Award establishing. The document defines quality as fitness for use and conforming to specifications. It describes quality assurance functions and discusses quality's importance in both manufacturing and service organizations.
Course outline Introduction to QualityMarie Graves
This document provides an overview of an Introduction to Quality course taught by Marie A. Graves. The course covers the history of quality, definitions of quality, quality management systems like ISO 9001 and Six Sigma, measuring quality, and key performance indicators. It includes the course outline, slides from lessons, and a test to assess student learning. The goal is to teach students basic concepts of quality and how quality is implemented in business operations.
1. Dr. W. Edwards Deming was a statistician who had a large impact on quality management and introduced total quality management (TQM) concepts to Japanese industries in the 1950s.
2. Deming established 14 key principles for quality management, including creating consistency of purpose, eliminating the need for quality inspections, and minimizing costs through long-term supplier relationships.
3. Deming's work influenced major improvements in quality and productivity for Japanese and later American companies, and he is considered one of the most influential quality experts of the 20th century.
This document provides an overview of total quality management (TQM) principles and philosophies. It discusses definitions of quality, customers, products, and how customer satisfaction is achieved. It also summarizes the philosophies and approaches to quality management advocated by Deming, Juran, Crosby and others. Key process management techniques for middle management are outlined, including process control, improvement and tools like flow charts, check sheets and control charts.
Explain how modern quality has evolved from quality control through statistical process control (SPC) to total quality management and leadership principles (including Deming’s 14 points), and how quality has helped form various continuous improvement tools including lean, Six Sigma, theory of constraints, and so on.
The #DROOS_FLGAWDA channel is dedicated to providing scientific content that effectively contributes to building knowledge among interested and quality workers as well as manufacturers and service providers so that they can achieve their products better, faster and at the lowest cost.
Simply channel #DROOS_FLGAWDA... will change your life for the better .
JOIN-US FOR FREE
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Quality can have two meanings: 1) the characteristics of a product or service that determine its ability to meet customer needs, and 2) a product or service free of deficiencies. Quality has a long history dating back to medieval guilds and has evolved over time. Key contributors include Shewhart who developed statistical process control, Deming who emphasized quality improvement over cost reduction, and Juran who developed the concepts of quality costs and the vital few/trivial many. Total quality management emerged in response to Japanese quality practices and focuses on improving all organizational processes rather than just inspection. Six Sigma is a data-driven methodology used to minimize defects and improve processes.
HISTORY OF TOTAL QUALITY MANAGEMENT AND THE DEMING PHILOSOPHY_RICHARD MAGBATO...RichardMagbatoc1
The document provides a history of total quality management (TQM) and an overview of William Edwards Deming's philosophy on quality management. It discusses how TQM originated from statistical quality control methods developed in the 1920s and was further advanced in Japan under American advisors like Deming. Deming emphasized continuous process improvement and eliminating variation to produce high quality products. The document also outlines Deming's famous "14 Points" for quality management, which focus on building customer awareness, reducing variation, and fostering constant improvement.
This document provides an overview of quality in manufacturing and service. It discusses the history of quality, from craft guilds ensuring training to modern quality assurance pioneers developing tools like control charts. Key events that increased U.S. focus on quality include losses to Japanese competitors and the 1987 Malcolm Baldrige Award establishing. The document defines quality as fitness for use and conforming to specifications. It describes quality assurance functions and discusses quality's importance in both manufacturing and service organizations.
Course outline Introduction to QualityMarie Graves
This document provides an overview of an Introduction to Quality course taught by Marie A. Graves. The course covers the history of quality, definitions of quality, quality management systems like ISO 9001 and Six Sigma, measuring quality, and key performance indicators. It includes the course outline, slides from lessons, and a test to assess student learning. The goal is to teach students basic concepts of quality and how quality is implemented in business operations.
1. Dr. W. Edwards Deming was a statistician who had a large impact on quality management and introduced total quality management (TQM) concepts to Japanese industries in the 1950s.
2. Deming established 14 key principles for quality management, including creating consistency of purpose, eliminating the need for quality inspections, and minimizing costs through long-term supplier relationships.
3. Deming's work influenced major improvements in quality and productivity for Japanese and later American companies, and he is considered one of the most influential quality experts of the 20th century.
This document provides an overview of total quality management (TQM) principles and philosophies. It discusses definitions of quality, customers, products, and how customer satisfaction is achieved. It also summarizes the philosophies and approaches to quality management advocated by Deming, Juran, Crosby and others. Key process management techniques for middle management are outlined, including process control, improvement and tools like flow charts, check sheets and control charts.
Explain how modern quality has evolved from quality control through statistical process control (SPC) to total quality management and leadership principles (including Deming’s 14 points), and how quality has helped form various continuous improvement tools including lean, Six Sigma, theory of constraints, and so on.
The #DROOS_FLGAWDA channel is dedicated to providing scientific content that effectively contributes to building knowledge among interested and quality workers as well as manufacturers and service providers so that they can achieve their products better, faster and at the lowest cost.
Simply channel #DROOS_FLGAWDA... will change your life for the better .
JOIN-US FOR FREE
https://goo.gl/4S8PQ8
Quality can have two meanings: 1) the characteristics of a product or service that determine its ability to meet customer needs, and 2) a product or service free of deficiencies. Quality has a long history dating back to medieval guilds and has evolved over time. Key contributors include Shewhart who developed statistical process control, Deming who emphasized quality improvement over cost reduction, and Juran who developed the concepts of quality costs and the vital few/trivial many. Total quality management emerged in response to Japanese quality practices and focuses on improving all organizational processes rather than just inspection. Six Sigma is a data-driven methodology used to minimize defects and improve processes.
HISTORY OF TOTAL QUALITY MANAGEMENT AND THE DEMING PHILOSOPHY_RICHARD MAGBATO...RichardMagbatoc1
The document provides a history of total quality management (TQM) and an overview of William Edwards Deming's philosophy on quality management. It discusses how TQM originated from statistical quality control methods developed in the 1920s and was further advanced in Japan under American advisors like Deming. Deming emphasized continuous process improvement and eliminating variation to produce high quality products. The document also outlines Deming's famous "14 Points" for quality management, which focus on building customer awareness, reducing variation, and fostering constant improvement.
This document provides an overview of the evolution of total quality management (TQM). It discusses definitions of quality, key quality thinkers like Deming and Juran, and the historical development of quality approaches. The Japanese adoption of quality principles in the 1950s led to their economic rise over American companies. This prompted the development of TQM, which integrates quality principles throughout management systems. The document outlines Deming's 14 points and Juran's quality trilogy, which were influential quality frameworks.
The document provides an introduction to Total Quality Management (TQM). It defines quality, customers, products, and how customer satisfaction is achieved through product features and freedom from deficiencies. It discusses reasons for quality becoming a priority, including competition, changing customer demands, and product complexity. It also covers different perspectives on quality and quality levels at the organizational, process, and individual job levels.
The document traces the evolution of quality management from early inspection practices to modern total quality management approaches. It discusses how quality management progressed from individual inspectors to separate inspection departments and then quality control departments. In the 1920s, statistical process control methods were developed but not widely used until after World War 2 when Japanese companies adopted quality gurus' teachings to improve their quality and competitiveness. By the late 20th century, total quality management had become a national priority in Japan and Western companies introduced similar quality programs in response to Japanese success.
The document provides an introduction to quality management. It defines key terms like total quality management (TQM), customers, products, and different perspectives on quality. It discusses the history of quality management and evolution of TQM philosophies like Deming's 14 points and system of profound knowledge and Juran's approach of pursuing quality on organizational and departmental levels.
This document discusses quality management. It has four main components: quality planning, quality control, quality assurance and quality improvement. Quality management ensures consistency in organizations, products, and services. It uses processes and procedures to achieve consistent quality outcomes. The document then provides a brief history of quality management and how approaches have evolved over time with contributions from various individuals and groups.
This document provides an overview of total quality management (TQM) concepts. It discusses key terms like quality, customer, and product. It outlines the historical evolution of quality management, including contributions from thinkers like Deming, Juran, Ishikawa and Ohno. Deming's 14 points for management and Juran's quality trilogy are summarized. Major quality concepts are also defined, such as the balanced scorecard, ISO standards, just-in-time, kaizen, quality circles, and six sigma. The document provides context and definitions to introduce readers to foundational TQM principles and philosophies.
This document provides an overview of the evolution of total quality management (TQM). It discusses key thinkers who influenced quality such as Deming, Juran, Ishikawa and others. Their work in Japan after World War II helped Japanese companies greatly improve quality and outcompete American manufacturers. This led American companies to adopt quality practices in the 1980s. The document also outlines major TQM concepts like Deming's 14 points, Juran's quality trilogy, ISO standards, just-in-time, kaizen, quality circles, and six sigma. Overall, it traces the history and development of the TQM movement from early industrialization to its widespread adoption globally.
Total Quality Management - Introduction Chapter 01AnumWasim2
This document provides an overview of Total Quality Management (TQM). It defines quality from different perspectives such as customer-based, manufacturing-based, and value-based. TQM aims to enhance traditional business practices by focusing on quality, with an emphasis on meeting customer expectations. The document traces the origins and development of TQM, including the contributions of quality gurus like Deming, Juran, Ishikawa, and Crosby. It also discusses how American businesses adopted TQM approaches in response to quality competition from Japanese manufacturers starting in the 1980s. Key principles of TQM include top management commitment, customer focus, continuous improvement, and treating suppliers as partners.
Quality ManagementLogistics and supply chain management 1.docxamrit47
Quality Management
Logistics and supply chain management 1
Phase 1 IP 1
Alycia Graham
Jay Chance
CTU ONLINE
1/12/2015
Introduction
The history of quality management can be drawn all the way back to The Middle Ages. In 1911, the concept of quality took a huge leap forward when Frederick W. Taylor published ‘The Principles of Scientific Management’, using statistical theory in order to provide a framework for refining worker productivity in industrial organizations.
Actually, it was during the 1920’s when quality management systems, as it is known today, begun to surface. Product quality control was determined via inspections. Change and growth were then brought forth during the 1940’s by industry leaders and experts like Deming, Dodge, Juran and Roming (Jones, 2014).
During the first international quality management conference in 1969, Feigenbaum would first apply the phrase Total Quality Management. By the 1980’s, the Western culture would recognize Japan’s success and start to set and adhere to higher Total Quality Management guidelines (Boyer, 2009).
The U.S. Government would soon be accountable for making those guidelines and values clear with their development of the Malcolm Baldrige Award. Other countries, such as Europe, would follow in the United States’ track and come up with similar awards.
Specific directions companies are adopting in terms of strategic quality management includes: Creating a structure that upper management will follow and the organization as a whole, instituting several programs of education and training, and Permitting innovation and invention amongst their staff.Evolution of Deming and Six Sigma program
Six Sigmais a business strategy that tries to find and eliminate causes of errors or defects in business processes by concentrating on outputs that are critical to customers (Antony, 2004). Advantages of quality management
· It places a strong focus on attaining measurable and quantifiable financial returns to the bottom-line of an organization.
· It places an unparalleled significance on strong and passionate leadership and the support needed for its successful deployment.
· It stresses the significance of data and decision making based on facts and data rather than assumptions and intuitions.Disadvantages of quality management
· The challenge of having quality data available
· In some cases, there is hindrance as the solutions driven by the data are expensive.
· The calculation of defect rates or error rates is based on the assumption of normality.
References
Antony, J. (2004). Some pros and cons of Six Sigma. In An academic perspective (pp. 303-306). The TQM Magazine.
Boyer, R. C. (2009). Operations and Supply Chain Management for the 21st Century.
Jones, E. (2014). Quality Management for Organizations Using Lean Six Sigma Techniques. CRC Press.
Kanji, G. (1995). Total Quality Management. Springer Science & Business Media.
...
This document discusses Total Quality Management (TQM), including its history, principles, and tools. TQM is a management philosophy focused on customer satisfaction through continuous improvement processes. It involves integrating all functions and levels within an organization. The document outlines the key principles of TQM, such as prevention over detection and customer focus. It also describes common statistical and management tools used in TQM, such as cause-and-effect diagrams, flowcharts, and Pareto charts.
1. The document provides definitions and explanations of key concepts in Total Quality Management (TQM) such as defining quality, defining TQM, the basic features of TQM, the major benefits and obstacles of TQM implementation, quality statements such as vision, mission and policy statements, the importance of customer focus, distinguishing internal and external customers, the three levels of quality in the Kano model, the importance of customer retention, the major dimensions of product and service quality, cost of quality and the four categories of quality costs, internal failure costs, major contributors to the quality movement such as Deming and Juran, Deming's PDCA cycle and his "System of Profound Knowledge".
2. It also explains the
This document provides biographical information about W. Edwards Deming and summarizes his contributions to quality management. It discusses that Deming was an American statistician who is best known for introducing statistical process control and the Plan-Do-Check-Act cycle. It also outlines some of Deming's key concepts like the 14 points of quality management, the seven deadly diseases, and the system of profound knowledge. The document notes Deming's influence in helping Japan achieve major improvements in quality and economic growth following World War II.
W. Edwards Deming was an American statistician, professor, author and consultant known for his contributions to quality management. He introduced statistical process control to Japanese manufacturers after WWII, helping spark Japan's economic growth. Deming is known for developing the Deming Cycle (Plan-Do-Check-Act) and his 14 Points for management. He emphasized continuous improvement, prevention of defects, and customer focus. Deming's teachings were initially overlooked in the US but gained recognition after Japan's postwar success.
The Malcolm Baldrige National Quality Award (MBNQA) is presented annually by the President to organizations demonstrating quality and performance excellence in six categories. Established in 1987, it recognizes successful quality management and is named after Secretary of Commerce Malcolm Baldrige. Organizations are judged on achievement in seven criteria areas relating to leadership, strategic planning, customer focus, measurement/analysis, workforce focus, process management, and business performance results.
This document discusses the philosophies and beliefs of quality pioneers Walter Shewhart, W. Edwards Deming, and Joseph M. Juran. It provides biographical details and outlines their key contributions to developing concepts of statistical process control and quality management. Deming and Juran helped revive post-war Japanese industry and advocated for a preventative approach focusing on systems and continuous improvement over mass inspection. Both played major roles in establishing quality principles still used today.
This document provides an overview of quality management and discusses the development of concepts like total quality management. It discusses influential quality management thinkers from both Japan and the West like Deming, Juran, Ishikawa and Crosby. The document also outlines several common quality management tools like check sheets, control charts, Pareto charts, scatter plots, Ishikawa diagrams and histograms.
The document discusses Total Quality Management (TQM) and provides definitions of quality from different perspectives. It then discusses what TQM is, noting that it is a philosophy and set of principles for continuously improving an organization through quantitative methods and human resources to exceed customer needs. The rest of the document discusses the history and development of TQM, including key figures like Deming, Juran, Ishikawa, Taguchi, and Shingo who helped develop concepts in Japan in response to ideas brought by Americans after World War II. It also discusses tools like the Ishikawa diagram and key principles promoted by Deming and others.
The document provides a history of quality gurus and awards from 1901 to 2015. It summarizes key events and contributions including: Sir John Wolfe-Barry establishing standardization of iron and steel sections in 1901; Frederick W. Taylor publishing "The Principles of Scientific Management" in 1911; the formation of the American Society for Quality Control in 1946; Dr. Edward Deming helping Japanese industries after World War II in 1947; the establishment of the Deming Prize in 1951; and the introduction of Six Sigma at Motorola in 1986. It also profiles Malcolm Baldrige and William Edwards Deming, and outlines Deming's System of Profound Knowledge and his famous 14 Principles.
This document provides an introduction to Total Quality Management (TQM). It defines quality, customers, and products. It discusses different perspectives on quality and achieving customer satisfaction. TQM aims to improve quality through a comprehensive organization-wide effort. The document outlines the philosophies of Deming, Juran, and Crosby on TQM. It also discusses quality levels, the history of quality management, process management, control and improvement techniques like statistical process control, Kaizen, flow charts and control charts.
The document discusses the origins and key figures in the development of Total Quality Management (TQM). It began with W. Edwards Deming introducing his ideas about TQM to Japanese industrialists after World War 2. Implementing Deming's ideas helped Japan's economy and industries recover, allowing them to outcompete American and Western competitors by the 1970s. Other quality gurus like Juran, Crosby, Ishikawa, and Taguchi further developed concepts around quality management. Key aspects of TQM included continuous improvement, statistical process control, quality circles, and mistake-proofing.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
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The history of quality management can be drawn all the way back to The Middle Ages. In 1911, the concept of quality took a huge leap forward when Frederick W. Taylor published ‘The Principles of Scientific Management’, using statistical theory in order to provide a framework for refining worker productivity in industrial organizations.
Actually, it was during the 1920’s when quality management systems, as it is known today, begun to surface. Product quality control was determined via inspections. Change and growth were then brought forth during the 1940’s by industry leaders and experts like Deming, Dodge, Juran and Roming (Jones, 2014).
During the first international quality management conference in 1969, Feigenbaum would first apply the phrase Total Quality Management. By the 1980’s, the Western culture would recognize Japan’s success and start to set and adhere to higher Total Quality Management guidelines (Boyer, 2009).
The U.S. Government would soon be accountable for making those guidelines and values clear with their development of the Malcolm Baldrige Award. Other countries, such as Europe, would follow in the United States’ track and come up with similar awards.
Specific directions companies are adopting in terms of strategic quality management includes: Creating a structure that upper management will follow and the organization as a whole, instituting several programs of education and training, and Permitting innovation and invention amongst their staff.Evolution of Deming and Six Sigma program
Six Sigmais a business strategy that tries to find and eliminate causes of errors or defects in business processes by concentrating on outputs that are critical to customers (Antony, 2004). Advantages of quality management
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· It stresses the significance of data and decision making based on facts and data rather than assumptions and intuitions.Disadvantages of quality management
· The challenge of having quality data available
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· The calculation of defect rates or error rates is based on the assumption of normality.
References
Antony, J. (2004). Some pros and cons of Six Sigma. In An academic perspective (pp. 303-306). The TQM Magazine.
Boyer, R. C. (2009). Operations and Supply Chain Management for the 21st Century.
Jones, E. (2014). Quality Management for Organizations Using Lean Six Sigma Techniques. CRC Press.
Kanji, G. (1995). Total Quality Management. Springer Science & Business Media.
...
This document discusses Total Quality Management (TQM), including its history, principles, and tools. TQM is a management philosophy focused on customer satisfaction through continuous improvement processes. It involves integrating all functions and levels within an organization. The document outlines the key principles of TQM, such as prevention over detection and customer focus. It also describes common statistical and management tools used in TQM, such as cause-and-effect diagrams, flowcharts, and Pareto charts.
1. The document provides definitions and explanations of key concepts in Total Quality Management (TQM) such as defining quality, defining TQM, the basic features of TQM, the major benefits and obstacles of TQM implementation, quality statements such as vision, mission and policy statements, the importance of customer focus, distinguishing internal and external customers, the three levels of quality in the Kano model, the importance of customer retention, the major dimensions of product and service quality, cost of quality and the four categories of quality costs, internal failure costs, major contributors to the quality movement such as Deming and Juran, Deming's PDCA cycle and his "System of Profound Knowledge".
2. It also explains the
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W. Edwards Deming was an American statistician, professor, author and consultant known for his contributions to quality management. He introduced statistical process control to Japanese manufacturers after WWII, helping spark Japan's economic growth. Deming is known for developing the Deming Cycle (Plan-Do-Check-Act) and his 14 Points for management. He emphasized continuous improvement, prevention of defects, and customer focus. Deming's teachings were initially overlooked in the US but gained recognition after Japan's postwar success.
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This document discusses the philosophies and beliefs of quality pioneers Walter Shewhart, W. Edwards Deming, and Joseph M. Juran. It provides biographical details and outlines their key contributions to developing concepts of statistical process control and quality management. Deming and Juran helped revive post-war Japanese industry and advocated for a preventative approach focusing on systems and continuous improvement over mass inspection. Both played major roles in establishing quality principles still used today.
This document provides an overview of quality management and discusses the development of concepts like total quality management. It discusses influential quality management thinkers from both Japan and the West like Deming, Juran, Ishikawa and Crosby. The document also outlines several common quality management tools like check sheets, control charts, Pareto charts, scatter plots, Ishikawa diagrams and histograms.
The document discusses Total Quality Management (TQM) and provides definitions of quality from different perspectives. It then discusses what TQM is, noting that it is a philosophy and set of principles for continuously improving an organization through quantitative methods and human resources to exceed customer needs. The rest of the document discusses the history and development of TQM, including key figures like Deming, Juran, Ishikawa, Taguchi, and Shingo who helped develop concepts in Japan in response to ideas brought by Americans after World War II. It also discusses tools like the Ishikawa diagram and key principles promoted by Deming and others.
The document provides a history of quality gurus and awards from 1901 to 2015. It summarizes key events and contributions including: Sir John Wolfe-Barry establishing standardization of iron and steel sections in 1901; Frederick W. Taylor publishing "The Principles of Scientific Management" in 1911; the formation of the American Society for Quality Control in 1946; Dr. Edward Deming helping Japanese industries after World War II in 1947; the establishment of the Deming Prize in 1951; and the introduction of Six Sigma at Motorola in 1986. It also profiles Malcolm Baldrige and William Edwards Deming, and outlines Deming's System of Profound Knowledge and his famous 14 Principles.
This document provides an introduction to Total Quality Management (TQM). It defines quality, customers, and products. It discusses different perspectives on quality and achieving customer satisfaction. TQM aims to improve quality through a comprehensive organization-wide effort. The document outlines the philosophies of Deming, Juran, and Crosby on TQM. It also discusses quality levels, the history of quality management, process management, control and improvement techniques like statistical process control, Kaizen, flow charts and control charts.
The document discusses the origins and key figures in the development of Total Quality Management (TQM). It began with W. Edwards Deming introducing his ideas about TQM to Japanese industrialists after World War 2. Implementing Deming's ideas helped Japan's economy and industries recover, allowing them to outcompete American and Western competitors by the 1970s. Other quality gurus like Juran, Crosby, Ishikawa, and Taguchi further developed concepts around quality management. Key aspects of TQM included continuous improvement, statistical process control, quality circles, and mistake-proofing.
Similar to Is Quality a given” in our organizationsBy Thomas M. Abbott.docx (20)
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docxchristiandean12115
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
BPSC-105 important questions for june term end exam
Is Quality a given” in our organizationsBy Thomas M. Abbott.docx
1. Is Quality a “given” in our organizations?
By: Thomas M. Abbott
Academic Program Manager- Business
Post University
Friday, July 26, 2013
Quality is a mindset, an individual or organizational attitude.
For many years, I have used the term “habit of thought” to
define attitude and I think the application of that term to the
concept of quality is appropriate. Individuals and organizations
alike have attitudes and they are driven by their values, visions
and define missions. (Yes…I was a strategy and organizational
development consultant for many years and I still use these
terms regularly.) If an organization or individual is to provide a
quality outcome or service or product, the quality attitude must
be present. It starts at the top…the senior leadership must be
committed to the quality outcome. This has to extend to every
facet of the operation and in my opinion this is where many
organizations/individuals fall short of meeting the standard that
many would define as “quality.” Too many times I have seen the
quality focus be on the specific end product or service and not
be expanded to the other supporting activities. Frequently, he
result is a decline in the overall quality of all aspects of the
operation. As the readings and videos point out, thought leaders
like Deming and Juran understood the concept of quality as
being a total organizational (or total personal) concept
encompassing all facets of an operation.
As much as we would like it to be otherwise, my opinion is that
quality is not a “given” in our institutions. The issue goes right
back to the idea of commitment to a set of ideals, the attitudes
that I wrote of earlier. Particularly if the leaders of the
institution are not steadfast in that commitment, the quality
aspect of the institution’s operations will be jeopardized. Some
of our course readings make reference to the American
2. automobile industry in the late 1970’s and early 80’s as that
industry tried to respond to the Japanese quality-based
successes in the world and American markets. There was a rush
to institute every quality improvement program known to man
and even invent some new ones. Detroit even remembered that
Deming was an American! But as soon as the markets began to
stabilize after the oil shocks of mid-seventies, the American
industry fell back to its old ways and refocused on profitability
and market share…quality was no longer “Job 1” (to borrow
Ford Motor Company’s slogan.) The American industry never
fully recovered what was lost to the Japanese and European
companies.
This is where the Baldrige criteria can be seen as one of the
better examples of what came out of the “quality movement” of
that era. The Baldrige method recognizes the importance of the
need for strategic thinking throughout the organization. Too
many companies used methods like statistical controls, etc. as
tactical responses to immediate problems. The Baldrige criteria
are designed to help build lasting success and understand the
role of processes, strategies and core principles in the
achievement of a quality operation. The emphasis is on “closing
the loop.” The challenge with Baldrige is that it demands
systems and a commitment to maintain that quality attitude and
quality practices across the board in uncertain times. It
provides a framework and measuring guide for performance and
planning but sticking to it in uncertain times is not an easy
proposition. As we go through this week’s material and analyze
the Baldrige Core Principles and complementary systems such a
s Deming’s 14 Points, you will begin to see common themes.
Just remember, most of this “stuff” is simple…but it’s not easy.
History of Quality
The quality movement can trace its roots back to medieval
Europe, where craftsmen began organizing into unions called
guilds in the late 13th century.
Until the early 19th century, manufacturing in the industrialized
3. world tended to follow this craftsmanship model. The factory
system, with its emphasis on product inspection, started in
Great Britain in the mid-1750s and grew into the Industrial
Revolution in the early 1800s.
In the early 20th century, manufacturers began to include
quality processes in quality practices.
After the United States entered World War II, quality became a
critical component of the war effort: Bullets manufactured in
one state, for example, had to work consistently in rifles made
in another. The armed forces initially inspected virtually every
unit of product; then to simplify and speed up this process
without compromising safety, the military began to use
sampling techniques for inspection, aided by the publication of
military-specification standards and training courses in Walter
Shewhart’s statistical process control techniques.
The birth of total quality in the United States came as a direct
response to the quality revolution in Japan following World War
II. The Japanese welcomed the input of Americans Joseph M.
Juran and W. Edwards Deming and rather than concentrating on
inspection, focused on improving all organizational processes
through the people who used them.
By the 1970s, U.S. industrial sectors such as automobiles and
electronics had been broadsided by Japan’s high-quality
competition. The U.S. response, emphasizing not only statistics
but approaches that embraced the entire organization, became
known as total quality management (TQM).
By the last decade of the 20th century, TQM was considered a
fad by many business leaders. But while the use of the term
TQM has faded somewhat, particularly in the United States, its
practices continue.
In the few years since the turn of the century, the quality
movement seems to have matured beyond Total Quality. New
quality systems have evolved from the foundations of Deming,
Juran and the early Japanese practitioners of quality, and
quality has moved beyond manufacturing into service,
healthcare, education and government sectors.
4. Total Quality
The birth of total quality in the United States was in direct
response to a quality revolution in Japan following World War
II, as major Japanese manufacturers converted from producing
military goods for internal use to producing civilian goods for
trade.
At first, Japan had a widely held reputation for shoddy exports,
and their goods were shunned by international markets. This led
Japanese organizations to explore new ways of thinking about
quality.
Deming, Juran, and Japan
The Japanese welcomed input from foreign companies and
lecturers, including two American quality experts:
· W. Edwards Deming, who had become frustrated with
American managers when most programs for statistical quality
control were terminated once the war and government contracts
came to and end.
· Joseph M. Juran, who predicted the quality of Japanese goods
would overtake the quality of goods produced in the United
States by the mid-1970s because of Japan’s revolutionary rate
of quality improvement.
Japan’s strategies represented the new “total quality” approach.
Rather than relying purely on product inspection, Japanese
manufacturers focused on improving all organizational
processes through the people who used them. As a result, Japan
was able to produce higher-quality exports at lower prices,
benefiting consumers throughout the world.
American managers were generally unaware of this trend,
assuming any competition from the Japanese would ultimately
come in the form of price, not quality. In the meantime,
Japanese manufacturers began increasing their share in
American markets, causing widespread economic effects in the
United States: Manufacturers began losing market share,
organizations began shipping jobs overseas, and the economy
suffered unfavorable trade balances. Overall, the impact on
American business jolted the United States into action.
5. The American Response
At first, U.S. manufacturers held onto to their assumption that
Japanese success was price-related, and thus responded to
Japanese competition with strategies aimed at reducing
domestic production costs and restricting imports. This, of
course, did nothing to improve American competitiveness in
quality.
As years passed, price competition declined while quality
competition continued to increase. By the end of the 1970s, the
American quality crisis reached major proportions, attracting
attention from national legislators, administrators and the
media. A 1980 NBC-TV News special report, “If Japan Can…
Why Can’t We?” highlighted how Japan had captured the world
auto and electronics markets. Finally, U.S. organizations began
to listen.
The chief executive officers of major U.S. corporations stepped
forward to provide personal leadership in the quality movement.
The U.S. response, emphasizing not only statistics but
approaches that embraced the entire organization, became
known as Total Quality Management (TQM).
Several other quality initiatives followed. The ISO 9000 series
of quality-management standards, for example, were published
in 1987. The Baldrige National Quality Program and Malcolm
Baldrige National Quality Award were established by the U.S.
Congress the same year. American companies were at first slow
to adopt the standards but eventually came on board.
Beyond Total Quality
By the end of the 1990s Total Quality Management (TQM) was
considered little more than a fad by many American business
leaders (although it still retained its prominence in Europe).
While use of the term TQM has faded somewhat, particularly in
the United States, quality expert Nancy Tague says: “Enough
organizations have used it with success that, to paraphrase Mark
Twain, the reports of its death have been greatly exaggerated.”
(see The Quality Toolbox, ASQ Quality Press, 2005).
As the 21st century begins, the quality movement has matured.
6. Tague says new quality systems have evolved beyond the
foundations laid by Deming, Juran and the early Japanese
practitioners of quality.
Some examples of this maturation:
· In 2000 the ISO 9000 series of quality management standards
was revised to increase emphasis on customer satisfaction.
· Beginning in 1995, the Malcolm Baldrige National Quality
Award added a business results criterion to its measures of
applicant success.
· Six Sigma, a methodology developed by Motorola to improve
its business processes by minimizing defects, evolved into an
organizational approach that achieved breakthroughs – and
significant bottom-line results. When Motorola received a
Baldrige Award in 1988, it shared its quality practices with
others.
· Quality function deployment was developed by Yoji Akao as a
process for focusing on customer wants or needs in the design
or redesign of a product or service.
· Sector-specific versions of the ISO 9000 series of quality
management standards were developed for such industries as
automotive (QS-9000 and ISO/TS 16949), aerospace (AS9000)
and telecommunications (TL 9000) and for environmental
management (ISO 14000).
· Quality has moved beyond the manufacturing sector into such
areas as service, healthcare, education and government.
· The Malcolm Baldrige National Quality Award has added
education and healthcare to its original categories:
manufacturing, small business and service. Many advocates are
pressing for the adoption of a “nonprofit organization” category
as well.
Reference:
American Society for Quality. (2013, August 26). Retrieved
from ASQ-A global Leader in Quality Improvement:
http;//www.asq.org
7. Grading Rubric for BUS 211 Reflective Paper
Letter Grade
Total Points Earned On Assignment
Description
Grade
A
90-100
Excellent:
Composes a clear and concise paper that addresses all
components of the stated assignment. Addresses multiple
concepts from the course materials. Shows depth of thought.
Contains no grammar errors. Requires minimal to no edits upon
review.
*Assignment is completed by the stated due date.
B
80-90
Good:
Composes a concise paper that addresses all components of the
stated assignment. Understanding of the course materials is
readily apparent. Shows depth of thought and contains minimal
to no grammar errors. May require some edits to improve
clarity.
*Assignment is completed by the stated due date.
C
70-80
Fair:
Composes a paper that addresses some components of the stated
assignment. Understanding of the course materials is
discernible. Shows some depth of thought. Follows directions
but has some grammar errors. May have incomplete thoughts or
poor transitions between paragraphs. Edits may be required to
8. improve clarity.
*Assignment is completed by the stated due or student may have
requested a minor extension to complete the assignment.
D
60-70
Poor:
Composes a paper that addresses only one component of the
stated assignment. Understanding of the course materials is
difficult to discern. Shows minimal depth of thought. Follows
directions but has some grammar errors. May have incomplete
thoughts or poor transitions between paragraphs. Edits may be
required to improve clarity.
*Assignment is completed by the stated due or student may have
requested a minor extension to complete the assignment.
F
Below 60
Unsatisfactory:
Does not follow directions; paper is composed of multiple
grammar errors; lacks clarity and depth of thought.
Understanding of course concepts and materials is not apparent.
*Assignment is not completed on time.
REFLECTION:
A TAXONOMY AND SYNTHESIS OF DESCRIPTIONS
OF
REFLECTIVE PRACTICE/REFLECTIVE INQUIRY
Copyright 2011
C. Timothy Dickel, Ed.D.
Professor of Education
9. Creighton University
2011
Introduction
This paper presents quoted descriptions of several types of
reflective practice and reflective inquiry. The intent is to use
the words of noted persons in the field of reflective practice to
summarize what they have described. The reference section of
the paper provides the reader with the complete source of each
of the quotes. Since much of the literature of reflective practice
is from [lead]er education, the author of this summary has used
brackets to indicate that “leadership” terms have been
substituted for “[lead]ing” terms.
Anticipatory Reflection
Anticipatory reflection is the kind of reflection that we engage
in as we prepare for some experience. As you approach a social
gathering, what are your thoughts? Do you think about who
might be there? If you know who might be there, do you think
about what you might say to that person, or those persons?
Does knowing who might be there stimulate feelings or
excitement or apprehension? On the other hand, sometimes as
we anticipate a situation, we may think about what will be
required of us. I once knew an orthopedic surgeon, and one
day, I asked him what he does each evening as he thinks about
the kind of surgeries that he has scheduled for the next day. He
told me that he intentionally walks himself through each step of
each surgery, rehearsing in his mind and with his hands the
actions that he will need the next day. Anticipatory reflection
can be both spontaneous and systematic.
In-the-Moment Reflection
In-the-moment reflection consists of our immediate thoughts
10. and feelings as we are either going through an experience or
immediately following that experience. It takes place just like
any other reflection when we take the time to step back and
spend a little time reviewing what is happening or what just
happened to us as a result of going through that experience. For
example, I suspect that there are two kinds of movie-goers,
those who reflect on the experience of the film during the film,
and know immediately following the film what they thought of
it, and those who need a little time after viewing the film to
collect their thoughts regarding what they thought of the film.
For people who can read their emotions and thoughts, or are
conscious of their emotions and thoughts, spontaneously, they
are able to engage in in-the-moment reflection. Most people
take a little longer to reflect on what they have experienced.
Types of Reflection, p. 2
Technical Reflection
Valli (1997) presents the following descriptions of “technical”
reflection.
The word technical in this context has two related meanings.
The first relates to the content of reflection: focus on the
narrow domain of [leadership] techniques or skills. The second
relates to the quality of reflection: directing one’s actions
through a straightforward application of research on
[leadership]. Technical reflection is very much rule-governed.
(pp. 74-75)
Using this type of reflection, [lead]ers judge their own
[leadership] performance on the basis of externally imposed
criteria. The content that prospective [lead]ers think about are
the general [leadership] behaviors that have been derived from
research on [lead]ing. These include things like time-on-task,
wait-time, active learning, student engagement, homework,
review, and prior knowledge. Prospective [lead]ers would think
11. about findings from this research and try to match their
performance to those guidelines. For example, they would
determine if they were “waiting” the recommended 3 seconds
after asking a higher order question before calling on a student
to respond. Or they would calculate the use of time in the
classroom to determine whether time spent on learning
activities was increasing. (p. 75)
Technical reflection occurs within these types of narrow, pre-
established boundaries. It is a prescriptive way to learn how to
[lead]: An outside authority sets the standards, guidelines, and
evaluation criteria. Experts (researchers or state evaluators)
determine what good [leadership] is and then [lead]ers think
about whether their [leadership] meets those expectations.
Reflection is limited to the retrospective comparison of the
effectiveness of prescribed [leadership] strategies. It leaves
broader goals and purposes of schooling; the social context and
environment of [leadership]; issues of equity, fairness, and
justice; and even the curriculum unquestioned. (pp. 75-76)
An example of technical reflection would be new [lead]ers who
learned how to use a state’s assessment instrument to judge
whether the lessons they taught were good. These new [lead]ers
would have strong technical skills, be able to maintain order,
pace instruction appropriately, and give their students useful
feedback. They would know when to re[lead] material and
when to correct student responses. They would be able to
implement new programs that they had received solid training
in, such as a mastery learning program. The quality of their
reflection would be judged by their knowledge of research
findings and their ability to match their [leadership]
performance to these findings. In this type of reflection, the
outside expert researcher’s voice is dominant. (pp. 75-76)
Reflection-In and On-Action
12. Although the concepts of reflection-in-action and reflection-on-
action come from Schon (1983), Valli (1997) provides some
detailed description.
[The terms reflection in action and reflection on action] come
from Schon (1983). Reflection-on-action is the retrospective
thinking [lead]ers do after a lesson has been taught.
Types of Reflection, p. 3
Reflection-in-action refers to the spontaneous, intuitive
decisions made during the act of [lead]ing. Schon claimed that
important decisions are made during the act of [lead]ing itself
and that these decisions are based primarily on practical
knowledge – knowledge derived from experience. The content
for reflection comes primarily from one’s own unique situation.
Each [lead]er’s values, beliefs, classroom context, and students
provide the source of knowledge for reflective action. Quality
of reflection is judged by the [lead]er’s ability to make and
justify good decisions based on his or her own situation and
experience. In this type of reflection, the [lead]er’s voice is
regarded as expert rather than the researcher’s. Reflection-in
and on-action values practical, craft knowledge. (p. 76)
[Lead]er preparation programs that emphasize reflection-in and
on-action would not give prospective [lead]ers explicit rules to
follow. Rather, they would have these prospective [lead]ers
keep journals of their experiences to help them look back on all
the important events that occur in their classrooms and help
them think carefully about these events. Those who promote
this type of reflection believe that the more unique situations
prospective [lead]ers reflect on, the more prepared they will be
to make good decisions in action. The unique case, rather than
the generalized rule, is the important [leadership] tool. (pp. 76-
77)
Schon (1987) has his own ideas about reflection-in-action and
reflection-on-action.
13. When we have learned how to do something, we can execute
smooth sequences of activity, recognition, decision, and
adjustment without having, as we say, to “think about it.” Our
spontaneous knowing-in-action usually gets us through the day.
On occasion, however, it doesn’t. A familiar routine produces
an unexpected result: an error stubbornly resists correction; or,
although the usual actions produce the usual outcome, we find
something odd about them because, for some reason, we have
begun to look at them in a new way. All such experiences,
pleasant and unpleasant, contain an element of surprise.
Something fails to meet our expectations. In an attempt to
preserve the constancy of our usual patterns of knowing-in-
action, we may respond to surprise by brushing it aside,
selectively inattending to the signals that produce it. Or, we
may respond to it by reflection, and we may do so in one of two
ways. (p.26)
We may reflect on action, thinking back on what we have done
in order to discover how our knowing-in-action may have
contributed to an unexpected outcome. We may do so after the
fact, in tranquility, or we may pause in the midst of action to
make what Hannah Arendt (1971) calls a “stop-and-think.” In
either case, our reflection has no direct connection to present
action. Alternatively, we may reflect in the midst of action
without interrupting it. In an action-present – a period of time,
variable with the context during which we can still make a
difference to the situation at hand – our thinking serves to
reshape what we are doing while we are doing it. I shall say, in
cases like this, that we reflect-in-action. (p. 26)
Recently, for example, I built a gate out of wooden pickets and
strapping. I had made a drawing and figured out the dimensions
I wanted, but I had not reckoned with the problem of keeping
the structure square. As I began to nail the strapping to the
pickets, I noticed a wobble. I knew the structure would become
14. rigid when I nailed in the diagonal piece, but how could I be
sure it would be square? There came to mind a vague memory
about
Types of Reflection, p. 4
diagonals: in a rectangle diagonals are equal. I took a
yardstick, intending to measure the diagonals, but I found I
could not use it without disturbing the structure. It occurred to
me to use a piece of string. Then it became apparent that, in
order to measure the diagonals, I needed a precise location at
each corner. After several trials, I found I could locate the
center point at each corner by constructing diagonals there. I
hammered in a nail at each of the four corner points and used
the nails as anchors for the measurement string. It took several
minutes to figure out how to adjust the structure so as to correct
the errors I found by measuring. And then, when I had the
diagonals equal, I nailed in a piece of strapping to freeze the
structure. (pp. 26-27)
Here is an example that must have its analogues in the
experiences of amateur carpenters the world over, my intuitive
way of going about the task led me to a surprise (the discovery
of the wobble), which I interpreted as a problem. In the midst
of action, I invented procedures to solve the problem,
discovered further unpleasant surprises, and made further
corrective inventions, including the several minor ones
necessary to carry out the idea of using string to measure the
diagonals. We might call such a process “trial and error.” But
the trials are not randomly related to one another; reflection on
each trial and its results sets the stage for the next trial. Such a
pattern of inquiry is better described as a sequence of
“moments” in a process of reflection-in-action: (p. 27)
There is, to begin with, a situation of action to which we bring
spontaneous, routinized responses. These reveal knowing-in-
action that may be described in terms of strategies,
15. understandings of phenomena, and ways of framing a task or
problem appropriate to the situation. The knowing-in-action is
tacit, spontaneously delivered without conscious deliberation;
and it works, yielding intended outcomes so long as the
situation falls within the boundaries of what we have learned to
treat as normal. (p. 28)
Routine responses produce a surprise – an unexpected outcome,
pleasant or unpleasant, that does not fit the categories of our
knowing-in-action. Inherent in a surprise is the fact that it gets
our attention. For example, I might not have been surprised by
the wobble in my gate because I might not have attended to it;
the structure might not have ended up square, and I might not
have noticed. (p. 28)
Surprise leads to reflection within an action-present.
Reflection is at least in some measure conscious, although it
need not occur in the medium of words. We consider both the
unexpected event and the knowing-in-action that led up to it,
asking ourselves, as it were, “What is this?” and, at the same
time, “How have I been thinking about it?” Our thought turns
back on the surprising phenomenon and, at the same time back
to itself. (p. 28)
Reflection-in-action has a critical function, questioning the
assumptional structure of knowing-in-action. We think
critically about the thinking that got us into the fix or this
opportunity; and we may, in the process, restructure strategies
of action, understandings of phenomena, or ways of framing
problems. In my example, the
Types of Reflection, p. 5
surprise triggered by my observation of the wobble led me to
frame a new problem: “How to keep the gate square?” (p. 28)
Reflection gives rise to on-the-spot experiment. We think up
and try out new actions intended to explore the newly observed
16. phenomena, test our tentative understandings of them, or affirm
the moves we have invented to change things for the better.
With my measuring-string experiment, I tested both my
understanding of squareness as equality of diagonals and the
effectiveness of the procedures I had invented for determining
when diagonals are equal. On-the-spot experiment may work,
again in the sense of yielding intended results, or it may
produce surprises that call for further reflection and experiment.
(pp. 28-29)
Deliberative Reflection
In technical reflection, research is the most important source of
knowledge. Reflection-inaction emphasizes craft knowledge
and personal experience. In contrast, the deliberative approach
to reflection emphasizes decision-making based on a variety of
sources; research, experience, the advice of other [Lead]ers,
personal beliefs and values, and so forth. No one voice
dominates. Multiple voices and perspectives are heard.
[Lead]ers must then make the best decision possible even
though conflicting advice might be offered. Quality of
reflection, therefore, would be judged by [lead]ers’ abilities to
weigh these competing claims and to give a good reason for the
decisions they make. (Valli, 1997, p. 77)
The content for deliberative reflection would also be more
inclusive than the narrow range of instructional and
management behaviors considered in technical reflection.
Deliberative [lead]ers would give serious consideration to their
own [leadership] behaviors; their relationships with students;
the subject matter they were [lead]ing; and the school’s
organization, culture, and climate. Because the sources for
their reflection are varied, [lead]ers will often face competing
points of view. There will not always be agreement about the
best course of action. For example, school district guidelines
might encourage [lead]ers to push through the entire curriculum
17. quickly so that students are exposed to a broad range of
information before they move on to the next grade level. In
contrast, educators who promote [lead]ing for deep
understanding would caution [lead]ers against this approach.
They claim that one of the greatest enemies of learning is the
obsession with “content coverage.” [Leadership] educators
would help prospective [lead]ers deliberate on such conflicting
viewpoints, determine the credibility of the sources, and
consider the best alternative for their particular students.
[Leadership] educators would help students develop their
capacities to become good decision makers. (Valli, 1997, p. 77)
Personalistic Reflection
Personal growth and relational issues are most central to this
mode of reflection. They provide the content of reflective
thinking. [lead]ers reflecting in a personal way would
consciously link their personal and professional lives. They
would think about what type of person they want to be and how
being a [lead]er helps them accomplish their life goals. Just
Types of Reflection, p. 6
as they think about their own lives, they would also think about
their students. Their concerns would not be limited to their
students’ academic achievement. Rather, they would be
interested in all aspects of their students’ lives: their personal
desires, their concerns, their hopes for the future. [Lead]ers
who reflect in a personalistic way would be caretakers, not just
information dispensers. Their job would be to understand the
reality of their students in order to give them the best care
possible. The quality of their reflection would be determined
by the ability to empathize. This kind of reflective [lead]er
would be less concerned about success on achievement tests
than about students’ ability to live compassionately, to be
trusted, and to support worthy institutions (Noddings, 1984,
1987). (Valli, 1997, pp. 77-78)
18. [Leadership] education programs that have a personalistic
orientation would help prospective [lead]ers examine those
events in their lives that influenced them to be [lead]ers. The
programs would help them be attentive to their inner voices as
well as the voices of their students. Students in these programs
would learn to question the sources of their beliefs, attitudes,
and biases. They would try to figure out what experiences
might have helped prepare them to be good [lead]ers and what
experiences might be hindering their professional development.
(Valli, 1997, p. 78)
For example, most prospective [lead]ers in the United States
have a European ancestry. Many of them attended schools in
which most previous students also had a European heritage. In
those schools, the curriculum is very Eurocentric. Yet, the
school-age population in the United States is becoming
increasingly diverse. A much higher percentage of students
have an Asian, African, or Hispanic heritage. Many prospective
[lead]ers do not know how to [lead] these students and are
reluctant to try. [Lead]er education programs with a
personalistic orientation would help prospective [lead]ers
understand the limiting nature of their own educational
experience and help them overcome their reluctance. (Valli,
1997, p. 78)
Critical Reflection
This mode of reflection is derived from political philosophers
such as Habermas (1974). It is the only form of reflection that
explicitly views the school and school knowledge as political
constructs. Habermas regarded the critical as the highest form
of reflection because of its potential to eliminate misery and
create social conditions necessary for human freedom and
19. happiness. The aim of critical reflection is not just
understanding, but improving the quality of life of
disadvantaged groups. Those who promote critical reflection
are committed to unlimited inquiry, fundamental self-criticism,
and social action (Van Manen, 1977). (Valli, 1997, pp. 78-79).
Programs that have a critical orientation emphasize that
educational decisions are inevitably based on beliefs about what
is good or desirable. An assumption of these programs is that
schools often reproduce unjust social class, race, and sex
relations. Therefore, the content for student reflection would
always be ways in which schools and [lead]ers contribute to
social injustices and inequality and ways in which they can help
overcome these inequities.
Types of Reflection, p. 7
Graduates of these programs would be encouraged to be
reformers and social activists. They would help change
[leadership] practices and school structures that foster injustice
and inequity. They would attend to the voices of those who are
among a society’s least powerful and privileged. (Valli, 1997,
p. 79)
The quality of [lead]er reflection would be determined by the
[lead]er’s ability to apply ethical criteria to the goals and
processes of schooling. Students would be encouraged to
examine even the most simple [leadership] action in relation to
broad social goals. Take [lead]er questioning, for example. In
the United States, this topic is often taught simply as a technical
skill without considering its moral aspects. Prospective
[lead]ers are taught how to ask different types of questions,
probe for further knowledge, use questions to get students’
attention, and select appropriate students for easier or harder
questions. But [lead]er questioning has social and ethical
implications. Programs that promote critical reflection would
[lead] students not only to questioning skills, but also the
potential consequences of the use of questions. Prospective
20. [lead]ers in this type of program would be asked to reflect on
matters such as: Is it important to consider the way questions
and wait time are distributed? Are certain kinds of students
systematically ignored? Do some students too often receive
negative feedback? What messages are communicated to
students who go through the school day without an opportunity
to contribute to classroom dialogue or without a positive
instructional interaction? (Valli, 1997, p. 79)
References
Habermas, J. (1974). Theory and practice. London:
Heinemann.
Noddings, N. (1984). Caring: A feminine approach to ethics
and more education. Berkeley: University of California Press.
(CU Library)
Noddings, N. (1987 April). An ethic of caring and its
implications for instructional arrangements. Paper presented at
the meeting of the American Educational Research Association,
Washington, DC.
Schon, D.A. (1987). Educating the reflective practitioner:
Toward a new design for [lead]ing and learning in the
professions. San Francisco: Jossey-Bass.
Schon, D.A. (1983). The reflective practitioner: How
professionals think in action. New York: Basic Books.
Spaulding, E., & Wilson, A. (2002). Demystifying reflection: A
study of pedagogical strategies that encourage reflective journal
writing. [lead]ers College Record, 104(7), 1393-1421.
21. Valli, L. (1997). Listening to other voices: A description of
[lead]er reflection in the United States. Peabody Journal of
Education, 72, 67-88.
Types of Reflection, p. 8
Van Manen, M.(1977). Linking ways of knowing with ways of
being practical. Curriculum Inquiry, 6, 205-228.
A guide to help with your Final Assignment
Your final assignment is what has become known as a reflective
paper. If you go back a unit or two, you'll be reminded that the
Baldrige Process uses self-assessment as a primary tool for
gaining insight into not only what you (or your organization)
have done but what you're doing and how will you change and
improve. It's a powerful tool and is the basis for many quality
initiatives today, including those used by our business school
accrediting body, the Accreditation Council for Business
Schools and Programs (ACBSP) and our university's regional
accrediting authority, the New England Association of Schools
and Colleges (NEASC.)
Therefore in lieu of an exam or test you're being asked to
compose a reflective paper. In this exercise, you should cover
the requirements in a thoughtful, measured way. Think about
what you have learned or maybe about what you wished you had
learned but didn't. This is to be the work of a developing
scholar and practitioner of quality systems and approaches to
thinking about academics, business, organization, self, etc. It's a
serious work of self-assessment in the Baldrige tradition.
I'm including two items for your use in preparing the paper. The
first is a discussion of "Reflective Practice" by Professor C.T.
Dickel of Creighton University. Read his paper before
attempting to write yours:
Types_of_REFLECTION_Defined_-_Dickel _2_.pdf
Next, you'll find a detailed rubric letting you know what the
expectations of the assignment are and what is required to reach
a designated level of achievement. Please read it carefully
22. before you compose your paper and then make sure to compare
your completed work to the rubric.
Grading Rubric for BUS 211 Reflective Paper.do
Final Assignment: Reflective Paper
As we have stated, self-assessment is a critical component of
the Baldrige process. Accordingly, this assignment will require
you to engage in a reflective process and allow you to develop
and articulate your own thoughts on the concept of "quality",
the Baldrige principles, organizational issues, personal and
organizational learning and other important features discussed
in the course.
Your paper should cover the issues above, address your learning
experience in the course and identify areas of your greatest (or
least if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles
in a coherent and thoughtful way, introduce new thinking if
appropriate and show an understanding of the course materials
and their application in any organizational or personal
environment.
As always, length does not matter; quality does. Show a depth
of thought and consideration worthy of a course in quality
systems. Write clearly and in a grammatically correct manner.
Remember, clarity of presentation goes a long way in enhancing
the credibility of the presentation.
Make every effort to conform to the standards of the Publication
Manual of the American Psychological Association, 5thor 6th
Edition.
The assignment is due Saturday the 30th of April @ 5PM.
http://www.baldrige21.com/Baldrige_Core_Values.html
http://www.qualityintegration.biz/MalcolmBaldrigeShort.html
http://videos.asq.org/a-culture-of-quality-studied
https://www.inc.com/paul-schoemaker/6-habits-of-strategic-
thinkers.html
https://www.forbes.com/forbes/welcome/?toURL=https://www.f
orbes.com/2010/11/09/strategic-thinking-innovation-creativity-
leadership-managing-rein.html&refURL=&referrer=