Operations and Supply Management

Operations and Supply Management

ALL THE REFRENCES TO BE TAKEN FROM GOOGLE SCHOLAR.
An essay 1500 word limit.
You are required to research secondary information via a range of media sources (fully referenced) into the widely reported shortage of food grade carbon dioxide gas during the summer of 2018, specifically in the UK.
Your essay should investigate and evaluate the gas shortage on production, retailers and end users. Integrated within the essay you should fully referenced and apply academic theory and models from the module to explore and explain, by providing indicative evidence, which methods of supply management appear to be used.
In your judgement how could companies mitigate the risk identified above and reduce an adverse impact on the supply of their goods?
Guidance:
The purpose of this assignment is to enable students to understand how a materials shortage (perhaps a constituent element that is not widely considered as part of the product or process – in this case – a gas) impacts on the flow of goods. There are clear linkages to the theory from the module; the challenge is to recognise and explore the above situation from a supply chain management perspective.
Food grade carbon dioxide gas (CO2) failed to meet the production needs of numerous producers with a knock on effect for retailers during the summer of 2018. In the first instance you should identify any characteristics of this product – not too scientific, but issues related to packaging, storage, Health & Safety, this would identify any product specific characteristics. An internet search would enable you to identify the above.
Then undertake a search for published articles on the ‘crisis’, these may be newspapers, journals, television or the internet, from your reading select a suitable selection of cases that will enable the achievement of the task. Some sectors and companies have supplied significant information to warn consumers of potential shortages, these may be the best cases for you to investigate.
For the academic understanding, from your secondary research, what supply methods do you believe are being employed by the case operations you select? The focus here is for you to consider which theory and or models are suggested by the information you have gleaned, e.g. do they bulk buy for cost advantage, economies of scale. It is for you to assess the methods, support your judgement with evidence from the cases, e.g. if economies of scale are concluded the evidence may be a comment that the stock, in this case the CO2 gas, is bought on a quarterly or annual basis and held in stock to be used as needed. Remember the methods employed will likely have some form of trade-off which you ought to consider.
Finally, given that the shortage occurred and had an adverse impact on some products, how could operations avoid this in future? This should be linked to the trade-offs identified above. Be aware you need to consider that operations will normally be seeking the most effective, efficient and economic methods of production and supply. There is no right answer to this; the task requires a reasoned and well-presented justification of the method that you would advise.
A conclusion is required, as is a reference list.

You are advised that graphs are a valuable method of presenting your data and identifying patterns, you may use these as appropriate throughout the report.

PLEASE BE AWARE that you have not been in formal contact with the module since your exam in January 2019. You are advised to refer to the lecture notes and read the appropriate chapters of your text book before you start researching the secondary research information, this will assist in your analysis – help to locate the salient information.

All assignments will be checked for plagiarism via our online program safe-assign. This program covers not only published material but all previous on-line assignment submissions.

The word limit will be strictly adhered too, markers will stop reading and therefore awarding marks at exactly 1500 words. You are advised to not go over this limit as your efforts will not be rewarded.

Please copy and paste the feedback form below to your assignment, convention being to locate this form at the beginning of your assignment, before the title page.

Assignments that cannot be opened will automatically be awarded a 0.

Address Adult Language, Literacy And Numeracy Needs

describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group.

The Use Of Clinical Systems To Improve Outcomes And Efficiencies

Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 14, “The Electronic Health Record and Clinical Informatics” (pp. 267–287)
Chapter 15, “Informatics Tools to Promote Patient Safety and Quality Outcomes” (pp. 293–317)
Chapter 16, “Patient Engagement and Connected Health” (pp. 323–338)
Chapter 17, “Using Informatics to Promote Community/Population Health” (pp. 341–355)
Chapter 18, “Telenursing and Remote Access Telehealth” (pp. 359–388)

Dykes, P. C., Rozenblum, R., Dalal, A., Massaro, A., Chang, F., Clements, M., Collins, S. …Bates, D. W. (2017). Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology Study. Critical Care Medicine, 45(8), e806–e813. doi:10.1097/CCM.0000000000002449

HealthIT.gov. (2018c). What is an electronic health record (EHR)? Retrieved from https://www.healthit.gov/faq/what-electronic-health-record-ehr

Healthcare Information Management and Systems Society. (2018). Electronic health records. Retrieved from https://www.himss.org/library/ehr/

Rao-Gupta, S., Kruger, D. Leak, L. D., Tieman, L. A., & Manworren, R. C. B. (2018). Leveraging interactive patient care technology to Improve pain management engagement. Pain Management Nursing, 19(3), 212–221. doi:10.1016/j.pmn.2017.11.002

Skiba, D. (2017). Evaluation tools to appraise social media and mobile applications. Informatics, 4(3), 32–40. doi:10.3390/informatics4030032

Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies
New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies.

Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.
In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings.

To Prepare:

Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.

Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”

Identify and select 5 peer-reviewed articles from your research.

The Assignment: (4-5 pages)

In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:

Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.

Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.

Caring Community of Learners: Professional Expectations

Caring Community of Learners: Professional Expectations    

Throughout this course and throughout the remainder of your degree program you will study strategies aimed at making your center, school, program or classroom an effective learning environment for those children in your care. While there are many pieces to this puzzle, one of the keys to being effective is creating a caring community of learners. This community is where both children and adults alike “engage in warm, positive relationships, trust each other with respect, and learn from and with each other” (Bredekamp, 2017, p. 240). The research connecting effective classrooms and schools/centers to a caring community of learners is strong, which is why this discussion is so important.

To prepare for this discussion, read chapters 5 and 8 of the Bredekamp text, view The Pyramid Model. (Links to an external site.)

For your initial post:

  • Analyze why, according to Bredekamp (2017) “Teachers today report that more children are exhibiting challenging behaviors than in the past” (p. 241). Why do you feel this might be true? What factors account for this perception?
  • Describe the relationship between behavior, self-concept, self-esteem and self-efficacy. How are they interconnected?
  • Explain how your understanding of this interconnectedness helps you more effectively create a caring community of learners. Provide at least two examples and support your explanation with your text and at least one scholarly resource (Links to an external site.).
  • Propose at least one strategy you will use in your classroom, school or center that incorporates each of the four levels on The Teaching Pyramid (figure 8.1). Support this portion of your discussion with your text.

Version:1.0 StartHTML:000000238 EndHTML:000021014 StartFragment:000004229 EndFragment:000020943 StartSelection:000004229 EndSelection:000020933 SourceURL:https://content.ashford.edu/books/Bredekamp.5339.16.1/sections/ch08lev1sec1   Effective Practices in Early Childhood Education – 8.1 A Caring Community of Learners: The Teaching Pyramid Model       

Pyramid Components

The Teaching Pyramid is composed of four parts: (1) positive relationships with children, (2) high-quality supportive environments, (3) social and emotional teaching strategies, and (4) intensive individualized interventions. The base of the pyramid is the largest portion because it represents the foundation of positive relationships on which everything else depends. Each subsequent topic on the pyramid builds on the ones below, and represents a proportionately smaller amount of teachers’ time and effort. This model indicates that if teachers effectively provide these supports, children will learn social competence, their positive behaviors will increase and challenging behaviors will diminish.

When teachers encounter children who exhibit negative behaviors such as aggression or hostility, their first inclination is to try to “fix” that child. As teachers, we naturally assume that if we could just quickly change that child’s behavior, everything would be well and our job would be so much easier. The truth is that there are no quick fixes; in fact, the more effective strategy is not to try to fix the child at first. It is always more difficult to change another person’s behavior, even if that person is only 3 years old, than to change our own behavior.

The Teaching Pyramid turns our prior assumptions on their head. Rather than trying to change children first, we begin by changing ourselves—that is, we examine our behavior in order to focus on establishing a positive relationship with each child. We recognize that more difficult children will take more effort, but we also acknowledge that the effort will pay off greatly. Next, we evaluate teaching environments and routines and determine what changes need to be made to support children’s positive behavior. How can we support routines that help children do their best? How can we teach social skills and emotional self-regulation? By asking these questions and exploring solutions, we attempt to directly address individual children’s challenging behaviors.

FIGURE 8.1 Teaching Pyramid Model for Promoting Children’s Social and Emotional Competence

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The Teaching Pyramid is a research-based, effective framework to help teachers support children’s social-emotional learning and reduce challenging behaviors in the classroom.Source: From Promoting Social and Emotional Competence in Infants and Young Children. The Center on the Social and Emotional Foundations for Early Learning, http://csefel.vanderbilt.edu. Reprinted by permission.

The Pyramid’s Effectiveness

Research demonstrates that when teachers consistently apply the strategies described in the Pyramid Model, positive social interactions among children increase and behavior problems decrease (Hemmeter, Snyder, Fox, & Algina, 2011). Research suggests that fewer than 4% of children require the more intensive level of interventions (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003). In a group of 20 children, that equates to only one child. In a center serving 100 children, about 4 children might require this level of intensive assistance. In the following sections, we discuss each level of the Teaching Pyramid and provide examples of effective teaching practices.