Atmospheric Science Essay Example for Free

Atmospheric Science Essay The first being a localised wind shear event caused by rapid cooling and descent of a column of air, the second being the build-up of ice on an aircraft as it flies through certain conditions. Each weather condition is explained in detail, with emphasis on how and why it is dangerous in the context of aviation. Two aircraft crashes, each relating to one of the weather conditions, are analysed and the meteorological factors that led to the crash examined. The official National Transport Safety Board (NTSB) documents are used as a reference. 1. 0 Introduction Meteorological conditions have an obvious influence on aviation and can be extremely hazardous in certain situations. The experience or ability of a pilot can often become irrelevant if the aircraft gets caught in a one of the many dangerous weather phenomena known to cause aviation accidents. Thunderstorms, lightning, wind shear and icing were deemed responsible for downing 4927 general aviation aircraft between 1994-2003 in the USA alone (National Transportation Safety Board, 2004). This report will focus primarily on two weather phenomena; Microbursts (Wet/Dry) and Aircraft Icing. Each meteorological condition will be explained in detail and an example of an aviation accident relating to the two types of weather condition will be analysed. 2. 0 Microburst A microburst is a rapidly descending column of air generally caused by a temperature differential associated with rain clouds. Tetsuya Fujita, a leading weather expert, defines a microburst as ‘affecting an area less then 4km in diameter’, separating a microburst from the more common ‘wind shear’, which generally affects far larger areas. Cool air descends beneath cloud cover, accelerating towards the ground before spreading linearly outward, resulting in localised high wind speeds in a radial pattern, with damage converging on the point of initial contact with the ground (see Figure. 1). For airliners and smaller aircraft alike, microbursts pose a significant threat especially at take-off and landing. Sudden and drastic variance in vertical/horizontal wind speed due to microbursts has been attributed to at least 59 general aviation crashes in the period between 1994 and 2003 (NTSB, 2004). Figure 1: The rapidly moving cold air hits the ground and spreads out horizontally. These phenomena can last anywhere between a few seconds and several minutes. Sudden wind gusts of up to 270km/h have been recorded as a direct result of microbursts. A microburst develops in three distinct phases: 1. Downburst: A body of air underneath a cloud is cooled by precipitation or virga (rain that evaporates before hitting the ground) and begins to descend. This downdraft accelerates and eventually makes contact with the ground. 2. Outburst: Having hit the ground, the air spreads out horizontally, driven by the column of air descending behind it. 3. Cushion: The air that is in contact with the ground begins to slow due to friction while the air above continues to push down and accelerate outward. Microbursts can be further categorized into ‘wet’ and ‘dry’ varieties. A wet microburst is produced as a result of warm and humid air being suddenly cooled. Precipitation or hail cools the column of air through which it is falling, resulting in a downdraft and subsequent outburst of wet air. A wet microburst is partially driven by the downward frictional force of the falling precipitation and therefore relies on a high saturation level in order to form. These microbursts are generally easy to spot as strong shafts of precipitation can be seen hitting the ground and then spreading horizontally. Dry microbursts on the other hand are generally caused by virga underneath high level cumulus clouds with little to no surface precipitation. Moisture in and underneath these clouds cools an otherwise dry and warm column of air to a point where the temperature differential creates enough negative buoyancy to begin the downburst phase. Both wet and dry microbursts depend on mid-level moisture, the adiabatic lapse rate in the sub-cloud layer and relative humidity at ground level (Wakimoto, 985). These variables are complicated to model and forecast, making microbursts extremely difficult to predict. This poses a particular risk to aircraft at lower altitudes as dry microbursts can occur in Visual Meteorological Conditions (VMC) with little to no warning, resulting in loss of control due to sudden crosswind or severe increase/decrease in lift due to either headwind of tailwind (depending on direction of flight relative to the microburst). The smaller scale of microbursts translates to much steeper wind shear gradients and therefore a much more hazardous situation then standard wind shear. 2. 1 Crash Analysis (Dry Microburst) On 24th July 2005 a single-engine Beach N35 was destroyed shortly after take-off from Salt Lake City municipal airport, Utah. All three passengers on board at the time sustained fatal injuries as a result of the crash (NTSB Incident DEN05FA114, 2005). The aircraft was found to be approximately 50kg over normal operating weight, but still within maximum parameters. According to the NTSB investigation, both the pilot and the pilot-rated passenger had checked the local weather briefing from the flight services station, and believing there to be minimal risk, proceeded to attempt take-off. Witnesses in the area reported that the plane took off without incident but stalled during climb approximately 150ft above the ground. The plane then rolled sharply, lost altitude and impacted with terrain within the aerodrome boundary. Autopsy results from the passengers ruled out any edical cause for the crash and mechanical failure was ruled out based on witness reports and examination of the wreckage. At the time of the crash, the local weather briefing included a warning for high level thunderstorms in the area; however weather data confirmed the complete absence of precipitation and minimal wind until the time of the accident. The NTSB report states that conditions were extremely favourable for the formation of dry microbursts, and goes on to state the cra sh was likely caused by ‘a dry microburst from high level thunderstorms in the area’ (NTSB Probable Cause Report DEN05FA114, 2006). Although the conditions did not seem dangerous based on weather briefings and pilot judgement, an unexpected microburst occurred in the area of the aerodrome during take-off. This likely caused a sudden increase in tailwind, stalling the aircraft and resulting in loss of height and eventual collision with the ground (See Figure 2). There is very little the pilot could have done in this situation as there was no real warning of this event occurring. This crash is a prime example of the unpredictability and hazardous nature of microbursts. Figure 2: Impact of microburst on aircraft during take-off. (Cotton, W. R, 2010). 3. 0 Aircraft Icing Icing can be a major issue for aircraft of all sizes/types and according to the NTSB, resulted in 350 general aviation accidents between 1994-2003 (NTSB, 2004). Icing will only occur in specific meteorological conditions where the atmosphere contains droplets of supercooled liquid water which will instantly form ice crystals upon contact with an aircraft. The likelihood of icing is defined quantitatively by the average droplet size, Liquid Water Content (LWC) and local atmospheric temperature. This makes icing conditions fairly straightforward to forecast given adequate weather recording systems in the area. Most aircraft are not rated to fly in known icing conditions and local weather services are obligated to warn against flying into such situations. Icing can occur in a number of ways on an aircraft. The most common is structural icing, where ice crystals form on the exterior surfaces of the aircraft. This can cause a considerable decrease in performance as the ice adds weight and inhibits the flow of air over the wing. Severe icing can also restrict movement of control surfaces and cause a pilot to lose control. Icing can also affect engine performance through carburettor or inlet icing. Icing, accelerated by the venturi effect as humid air enters the air inlet, can impede airflow and restrict the mechanical workings within the carburettor (See Figure 3). Fuel-injected systems, although not directly susceptible to carburettor icing, can still suffer from air intake icing which can slow down or completely block airflow into the engine. This can have a negative impact on engine performance and eventually lead to loss of engine function. Figure 3: Build up of Icing in Induction System (Civil Aviation Authority, 2000) According to the Terry T. Lankford in his book ‘Aircraft Icing: A Pilot’s Guide’ (1999) there are several different types of icing that can occur on an aircraft, all of which have the potential to hamper sustained flight: * Clear Ice: Supercooled liquid droplets strike the aircraft and then slowly freeze into large ice formations that can protrude out from the aircraft. * Rime Ice: Supercooled liquid droplets strike the aircraft and freeze instantly into a thin layer of ice that coats the exterior of the aircraft. Runback Ice: Droplets strike the aircraft and collect in unprotected areas of the aircraft, forming solid areas of ice that can hamper the free movement of control surfaces. * SLD Ice: Super-cooled Large Droplet ice forms when above-average size droplets strike the aircraft and freeze in a similar way to Clear Ice. This icing can occur very quickly and form large ice crystal s anywhere on the aircraft. Icing can be avoided by simply not flying into the meteorological conditions known to produce ice. However, many aircraft manufacturers include anti-icing systems that can be used in-flight in the event of unexpected icing. External surfaces can be heated by routing engine gases through ducts in the structure of the aircraft or via electrical heating. Another method is the use of ‘deicing boots’. These consist of a sealed rubber membrane stretched over the leading edge of a wing, which can inflate pneumatically in flight and break the ice off the aircraft. A more drastic method in some larger aircraft is an anti-icing fluid distribution system, which delivers fluid directly to areas where icing is occurring via tubes and spray nozzles. Within the air inlet, exhaust gases are rerouted or carburettor heat applied to minimise icing. In many aircraft, an alternate air inlet is also available in the event of complete blockage. Extreme icing can contribute to the crash of an aircraft by reducing performance to the point where sustained flight becomes impossible. Structural or carburettor icing, or in some cases a combination of the two, is a dangerous situation for any pilot if the correct actions are not taken to avoid an accident. 3. 1 Crash Analysis (Icing) On 16th of February 2007 a twin-engine Cessna 340A crashed into a snowy mountainside 3nm South-Southeast of Council Bluffs Municipal Airport, Iowa. At the time of the crash Night Instrument Meteorological conditions prevailed in the area. The pilot and three passengers sustained fatal injuries as a result of the crash. NTSB records indicate that the pilot had obtained the local weather briefing, which stated the possibility of ‘moderate icing’ and ‘moderate turbulence’ in the area. This was confirmed by other pilots and witnesses, who had reported icing below 9000ft earlier in the day. The Current Icing Potential (CIP) for the area was recorded as being a ‘70% probability of severe icing between 9000ft and 3000ft’ (NTSB Probable Cause Report CHI07FA073). As such, the aircraft likely encountered severe icing and possibly wind shear on descent, resulting in loss of control and subsequent collision with the ground. The aircraft, a 1977 Cessna 340A, was equipped with inflatable deicing boots to prevent major icing on the leading edge of the wings. However, post-crash analysis of the wreckage reported that the system had either not been deployed or was not functioning correctly during the flight prior to the crash. In this case, the pilot failed to acknowledge the potential for icing and take the proper precautions in conditions that had been determined very likely to produce severe aircraft icing. The accident occurred at night in low visibility conditions, further hampering the pilot’s ability to safely land the aircraft. It is clear that icing is at least partially responsible for the accident, with icing on the external surfaces and air inlets likely contributing to the eventual crash. The accident occurred at night in low visibility conditions, further hampering the pilot’s ability to safely land the aircraft. The accident was probably avoidable if the weather warnings had been acknowledged and the planned rote revised to minimise the risk of icing. 4. 0 Conclusion Both of these meteorological conditions, as well as all other hazardous weather phenomena, can be extremely hazardous if weather warnings are ignored or proper actions taken to minimise risk while flying. In some cases these conditions cannot be accurately predicted, and the responsibility therefore falls onto the pilot to determine whether it is safe to fly in the area.

The Nclex Rn Is The Final Test Nursing Essay

The Nclex Rn Is The Final Test Nursing Essay When a graduate nurse fails the NCLEX-RN exam, there may be significant adverse effects for stakeholders. Ethical responsibility of graduating student who meets the qualifications and academic rigor of the nursing program but cannot pass the NCLEX-RN exam needs to be addressed by educators. Approximately 15,000 students failed to pass the NCLEX-RN exam annually. Closure of nursing programs may result if students consistently fail to maintain the national benchmark standards set by the NCSBN. Graduates failing the NCLEX-RN affect three major stakeholders: graduate nurses, health care organizations, and the nursing program (Roa et al., 2010). Nursing programs have implemented specific strategies for student success on the NCLEX-RN exam. Strategies for success include strict admission requirements, identifying at-risk students, developing and enforcing specific progression policies, developing course-related interventions, endorsing review courses, providing individual and academic support, and requiring interventions for at-risk students (Herrman Johnson, 2009). Faculty at a nursing program in the Southeastern region of the United States wanted to determine if the Computer HESI exit exam was equivalent to paper-and-pencil exit exam, the Mosby Assess Paper and Pencil Test (MAT). They administered two exit exams to their students, the Health Education Systems Incorporated (HESI) Exit Exam and the MAT. The HESI exit exam was given first and the MAT was given 4 months later. The MAT was completed for graduation and the HESI for evaluation. The HESI scores was r = 0.723, p Educators at the University of Delaware developed a residency curriculum including a senior- year involvement. The curricula consisted of two seminars during the final year of school. The first seminar was conducted on key information related to professional clinical development. Culturally component caregiving, complementary and alternative health care practices, legal and ethical issues in practice, and career planning and preparation were also included (Herrman Johnson 2009). The second seminar, scheduled the semester prior to graduation, consisted of reinforcement study skills and preparation for the NCLEX-RN. This course provides consecutive clinical building of NCLEX-RN specific content through the semester (Herrman Johnson, 2009). Faculties at Wichita State University (WSU) were unable to meet their set goal for passing the NCLEX-RN exam. Upon inquiry, they realized that the students did not appear overly anxious about taking the exam and usually waited until after graduation to start preparing for it. Due to their not meeting the national average, the faculty agreed that a program utilizing standardized practice test to increase preparation for NCLEX-RN and give feedback regarding their performance needed to be established. The faculty instituted a program of standardized computer testing. Test scores along with course grades were used to identify at-risk students to give them additional assistance (Jacobs Koehn, 2006). Educators reviewed various program and decided on the program established by ATI. Two tests were chosen by the school: the test of Essential Academic Skills (TEAS) and the Comprehensive Predictor test. Faculty tested the students near the end of the semester with students required to make the 60th percentile or remediation is necessary. Students not completing remediation by the end of the semester will receive an incomplete and cannot move forward to the next course until completed. The first class to graduate following the implementation of the ATI standardized computer testing, showed an improvement on NCLEX-RN pass rate. The ATI program validated a solid consumer-oriented program that was helpful to WSU nursing school (Jacobs Koehn, 2006). Bondmass, Moonie, and Kowalski (2008) conducted a study concerning a change in the NCLEX-RN success rates following the addition of standardized exams throughout the program curriculum. They also compared the exam scores between graduates who passed the NCLEX-RN, and those who did not. The 187 students consisting of four classes were enrolled in the study. Twenty-three students (12.3%) did not graduate from the program. One-hundred and sixty-one students completed the program and graduated. The retention rate for the students was 87.7%. Of the 161 students, data was available for 147 students. One hundred and twenty-nine (87.8%) students passed the NCLEX-RN exam on the first attempt and 18 (12.2%) graduates did not pass. Results showed a 8.5% change (p National Council of State Boards of Nursing Founded in 1978, the (NCSBN) is a not-for-profit organization created in order to guard the safety of the public. NCSBN protects the public by ensuring that licensed nurses provide safe and competent nursing care. NCSBN establishes regulatory excellence for public health to ensure that nurses entering the workforce have the necessary knowledge and skills to practice. To accomplish their goals, the NCSBN develops a licensure examination that is consistent with current nursing practice. NCLEX-RN test questions are based on Blooms taxonomy for the cognitive domain (NCSBN, 2012; Anderson Krathwohl, 2001). NCSBN is the collective voice of nursing regulation in the U.S. and its territories with work that involves: Developing the NCLEX-RN, NCLEX-PN, NNAAP and MACE examinations. Monitoring trends in public policy, nursing practice and education. Promoting uniformity in relationship to the regulation of nursing practice. Disseminating data related to the licensure of nurses. Conducting research on nursing practice issues. Serving as a forum for information exchange for members. Providing opportunities for collaboration among its members and other nursing and health care organizations. Maintaining the Nurses database, by coordinating national publicly available nurse licensure information (NCSBN, 2012). Computerized NCLEX-RN test includes multiple choices, exhibit items, fill-in-the- blank calculations, drag and drop, charts and graphs, and hot spot items. The NCSBN developed a position statement in July 2009 regarding the impending nursing shortage. NCSBN posits that standards should be based on the highest degree of available evidence for nursing practice, education, and regulation, and that these standards should be upheld in order to secure, safe care and quality education for students (NCSBNC, 2009). This statement was developed based on chronological events that occurred in reaction to previous shortage employing deregulation of educational standards including decreased qualified faculty. The NCSBN reviews the NCLEX-RN exam every 3 years for possible increase in intensity of questions to reflect the complications of patient care encountered by health care organizations. The NCLEX- RN exam was updated in April 2010 because of the national practice analysis survey on current practice of entry-level nurses and because of employers demanding higher levels of competence from new graduate nurses (Roa, et al., 2010). Assessment Technology Institute According to Davenport (2008), various strategies associated with passing the NCLEX-RN exam. One such strategy, the Assessment Technology Institute (ATI) offers programs that are influential in improving faculty, student and program outcomes such as the predictor test. The ATI RN Comprehensive Predictor test provides students and faculties with a numeric report of the probability of passing the NCLEX-RN at the student present level of preparedness. Secondly, the predictor is a guide for remediation based on the content missed. Students are given a list of topics missed in the individual and group score report. An all-encompassing validation process involving statistical comparison of student performance on the RN Comprehensive Predictor and the concrete NCLEX-RN first attempt pass/fail status. Students are required to purchase the ATI comprehensive package that gives them access to all required test throughout the program. Included in the program are computerized critical thinking entrances and exit exams, a learning style inventory, content-specific exams, and comprehensive predictor test, which are based on the NCLEX-RN test blueprint. Students complete nonproctored and proctored exams during each semester. The ATI comprehensive package assists educators in augmenting curriculum, upgrading courses, and faculty development (Davenport, 2008). Alameida, Find all citations by this author (default). Orfilter your current search Prive, Find all citations by this author (default). Orfilter your current search Davis, Find all citations by this author (default). Orfilter your current search Landry, Find all citations by this author (default). Orfilter your current search Renwanz-Boyle, Find all citations by this author (default). Orfilter your current search Dunham (2011) conducted a study on standardized testing to predict first-time success from two prelicensing programs. The sample size (N=589) students, completed the nursing program between 2003 and 2009. Demographic data, GPA, and ATI RN scores were analyzed. The results of the study showed that the ATI RN Comprehensive predictor was associated with first-time pass success. Students at-risk of failing the NCLEX-RN exam could be identified prior to testing and remediated to increase their probability of passing. Health Education Systems Incorporated HESI is a standardized exam used by schools of nursing in evaluating students competency achievement of curricular outcomes. HESI provides various exams including the HESI Admission Assessment (entrance exam), specialty exams that can assess detailed clinical content, custom exam which assess faculty-specific content; and the HESI Exit Exam, a comprehensive exit assessment evaluate students knowledge base and their ability to apply nursing concepts. For this research purpose, the HESI Exit Exam will be reviewed (Morrison, Adamson, Nibert, Hsia, 2008). The HESI Exist Exam is a comprehensive 150-item test administered prior to completion of the nursing for evaluation of students readiness for the NCLEX-RN. Identification of students weaknesses, strengths, and the need for remediation prior to taking the exam is determined. Test items are based on a critical-thinking model that necessitates applying clinical reasoning to select the correct answers (Nibert, Young, Adamson 2008). The HESI Predictability Model, a proprietary mathematical model, calculates scores of this exam. The reliability of the exam is determined by conducting an item analysis on each exam for a composite report of the combined data. Validity is determined by an evaluation of content validity, construct validity, and criterion-related validity (Morrison, et al., 2008). Critical Thinking Critical thinking is an integral part of accountability and quality care within the nursing profession. Critical thinking continues to be an essential part of nursing and must be a central factor of course content. Shirrell (2008) conducted a study to determine if critical thinking is a predictor of NCLEX success. Results showed that critical thinking alone is not a good predictor of NCLEX-RN success. Including critical thinking, in the curriculum is essential for enhancement of the students higher level of thinking. Critical thinking skills are an expectation of all nurses for accurate interpretation of patient issues and appropriate management of their care. Patients lives depend on nurses making quick decisions and taking appropriate action. Brookfield (2010) describes critical thinking as developing an awareness of the assumption that an individual and others think and act. Critical thinking is what students see and how they will take care of problems to make the patient healthier. It essential for students to know CT is the distinction between keeping patients safe and putting them in harms way. Alfaro-LeFevre (2009) created a 4 circle critical thinking (CT) model that Educators can use in helping students to understand critical thinking. CTA-JPEG Figure 1 Alfaro-LeFevre, R. (2009). Critical Thinking and Clinical Judgment: A Practical Approach to Outcome-Focused Thinking (4th ed). St Louis, Missouri. Beginning at the top and continuing clockwise, this model helps students understand the need for a commitment to developing critical thinking characteristics such as persistence and fair-mindedness. Second, students should be responsible for their learning by seeking out learning experiences that will get them academic and pragmatic knowledge needed to critically think. Third, students need to develop interpersonal skills for example, conflict management, teamwork, and being an advocate for their patients. Fourth, students should practicing related technical skills for example using computers, starting intravenous therapy, completing sterile procedures (Alfaro-LeFevre, 2009). Educators using the nursing process can help their students improving their critical thinking skills, pass the NCLEX-RN exam and be safe, effective nurses. NCLEX-RN Test Plan The licensing authorities within the state, commonwealth and territorial boards of nursing regulate entry into the practice of nursing. Development of the NCLEX-RN Test Plan is accomplished by collecting data on the current practices of entry-level nurses for the purpose of by conducting a practice analysis. Licensed RNs were asked about the occurrence and significance of performing 155 activities concerning current nursing practice. An analysis of the activities is completed in relation to the frequency of performance, impact on maintaining client safety and client care settings where the activities are performed. Result of the analysis serves as a guide for improvement of standards for entry-level nursing practice. The succeeding stage involves development of the NCLEX-RN Test Plan, which guides the selection of content and performances to be tested (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). The NCLEX-RN Test Plan serves as a template for development of the examination. The NCLEXÂ ® examination assesses the knowledge, skills and abilities that are essential for the nurse. The organization of the NCLEX-RN examination is based on nursing actions and competencies crucial for meeting the needs of patients. The test plan is reviewed and approved by the NCLEX Examination Committee. Resources used in this process include the recent practice analysis of RNs, expert opinions of the NCLEX-RN Examination Committee, and NCSBNs member boards to certify that the test plan is reliable with state nurse practice acts. Upon approval of the NCLEX-RN Examination Committee, the test plan is presented to the Delegate Assembly for review and approval (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). In December 2009, the NCSBN Board of Directors made a decision to raise the NCLEX-RN from -0.21 to -0.16 logits. In combination with the 2010 NCLEX-RN Test Plan, the new standards was applied April 1, 2010. The Computerized Adaptive Testing (CAT) is used to administer the examination. CAT is a technique for administering exams that combines computer technology with contemporary measurement concept to increase the competence of the exam process (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). Test Plan Structure The framework of the test plan is based on client needs, defining nursing actions and competencies which focus on clients in all situations. The structure of the NCLEX-RN Test Plan has four major client needs categories with two of the four categories divided into subcategories. The four categories of the 2010 NCLEX-RN Test Plan and subcategories are: Safe and Effective Care Environment Management of Care Safety and Infection Control Health Promotion and Maintenance Psychosocial Integrity Physiological Integrity Basic Care and Comfort Pharmacological and Parenteral Therapies Reduction of Risk Potential Physiological Adaptation (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007). Integrated Processes The following processes are fundamental to the practice of nursing and are integrated throughout the Client Needs categories and subcategories: Nursing Process a scientific, clinical reasoning approach to client care that includes assessment, analysis, planning, implementation and evaluation. Caring interaction of the nurse and client in an atmosphere of mutual respect and trust. In this collaborative environment, the nurse provides encouragement, hope, support and compassion to help achieve desired outcomes. Communication and Documentation verbal and nonverbal interactions between the nurse and the client, the clients significant others and the other members of the health care team. Events and activities associated with client care are validated in written and/or electronic records that reflect standards of practice and accountability in the provision of care. Teaching/Learning facilitation of the acquisition of knowledge, skills and attitudes promoting a change in behavior (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2007). Distribution of Content Based on the results of the Report of Findings from the 2008 RN Practice Analysis: Linking the NCLEX-RNÂ ® Examination to Practice, Percentage of test questions allocated to each client needs category and subcategory of the NCLEX-RN Test Plan (NCSBN, 2009). Percentage of Items from Each Client Needs Category/Subcategory are: Safe and Effective Care Environment Management of Care 16-22% Safety and Infection Control 8-14% Heath Promotion and Maintenance 6-12% Psychosocial Integrity 6-12% Physiological Integrity Basic Care and Comfort 6-12% Pharmacological and Parenteral Therapies 13-19% Reduction of Risk Potential 10-16% Physiological Adaptation 11-17% (2010 NCLEX-RN Detailed Test Plan, NCSBN, 2010). The detailed test plan serves as a guide for students and faculty to assist in preparation for the examination. Additionally, the test plan directs item writers in the improvement of test questions and simplifies the classification of examination items. NCSBN creates two versions of the detailed test plan; 1) Item Writer/Item Reviewer/Nurse Educator version and 2) Applicant version. The Item Writer/Item Reviewer/Nurse Educator version has a more exhaustive and wide-ranging listing of content for each client needs category and subcategory. Following each category are sample questions, which are explicit to the client needs category reviewed in that section. The educator version of the test plan has an item writing guide with sample scenarios for hands-on experience in writing NCLEX style test questions. The student version of the detailed test plan does not have an item-writing guide (NCLEX-RN Detailed Test Plan, NCSBN, 2010). Implications Results of this study may have implications for nursing programs and show a need for further research. Academic variables might prove useful in the early identification of students at risk for failing the NCLEX exam. Results from this study may also influence nursing programs by assisting nursing faculty in identifying at-risk students who may need remediation to increase their chances of being successful in the nursing program. In addition, results from this study may be important because predictor variables may point to factors that may lead to a successful first attempt at the NCLEX-RN. The majority of the nursing graduates who take the NCLEX-RN examination are associates degree graduates, and success on the exam influences the number of nurses entering the field each year (NCSBN, 2009). Summary Nursing programs need to identify causes for attrition and implement strategies to retain students and improve recruitment of students with increased probability of successfully finishing nursing school (NLNAC, 2008). The American Association of Colleges of Nursing (AACN, 2005) is in agreement with the recommendations from the NLNAC. Causes of the nursing shortage are multi-faceted. Literature review shows there is a downward trend in the number of nursing graduates who are successful with the NCLEX-RN exam for first time test takers. There is a critical need for registered nurses who can function as competent professionals. Nursing programs need to develop strategies that will help decrease their attrition rate in order for nursing graduates to be successful with the NCLEX-RN exam on the first attempt. The scope of the national nursing shortage goes well beyond the healthcare agencies. Nursing programs are conscientiously working to increase the number of qualified graduate nurses to address the nursing shortage. Increase in graduates is only one consideration to increasing enrollment. Along with increasing enrollment, nursing programs must maintain quality programs. Nursing educators need to improve students likelihood of passing the NCLEX-RN through nursing programs structure curriculum, developing assessment testing, and utilizing program predictors to identify students at risk for failure on NCLEX-RN. The quality of a good nursing program is dependent on their graduates being successful with the NCLEX- RN exam on the first attempt. Section 2: The Methodology Introduction With the growing shortage of nurses and increased number of students failing the NCLEX-RN, critical evaluation of predictors of success for first time test takers is essential for improvement of NCLEX-RN scores. Determining predictors of success will assist nursing programs in determining at-risk students for remediation to give them the greatest probability for NCLEX-RN success. The purpose of this quantitative study is to determine if there is a positive correlation between predictor test and NCLEX-RN success for first-time test takers. This study will examine predictors of success of an Associate Degree of Nursing program from 2010 to 2011. The research will address the following questions: Is there a correlation between GPA pre-nursing GPA, final GPA, and NCLEX-RN success? Is there a correlation between age, gender, and NCLEX-RN success? Is there a correlation between ATI scores and NCLEX-RN success? To answer these questions, predictors of NCLEX-RN will identify four cohorts of students graduating in Spring 2010, Summer 2010, Spring 2011, and Summer 2011. NCLEX-RN results and ATI predictor results will be obtained from archival student data with permission of the college. The population will be students who completed a five-semester ADN nursing program. Data will be reviewed to determine: Students who passed the NCLEX-RN on the first attempt and made the required score on the ATI test. Students who passed the NCLEX-RN on the first attempt and did not make the required score on the ATI test. Students who failed the NCLEX-RN and did not make the required score on the ATI test. Students GPA before beginning the nursing program. Students GPA at completion of the nursing program. The dependent variable is the passing NCLEX-RN. The independent variables include students GPA pre-nursing and GPA at completion of the nursing program, age, gender, and the ATI predictor scores given at the end of the nursing program. These academic and nonacademic variables have been used in previous studies and are associated with a positive and significant predictor of NCLEX success (Gilmore, 2008; Frith et al, 2008; Truman, 2012; Wolkowitz, 2009). Quantitative research (Lodico, Spaulding, Voegtle, 2010) is conducted to determine the relationships between variables. There are two types of correlational designs, explanatory and prediction. An explanatory design, which will be used for this study, is a correlational design that examines whether changes in one variable will effect changes in one or more variables (Creswell, 2012). The following characteristics need to be present to use an explanatory design: correlation of two or more variables by the researcher, data are collected at one point in time, all participants are analyzed as a single group, obtains at least two scores for each individual in the group, employs correlational statistical testing in data analysis, and infers a conclusions from the statistical data. All characteristics apply to this study (Creswell, 2012). Sample and Data Collection The sample will consist of students who completed the program and sat for the NCLEX-RN exam spring 2010 (N = 54), summer 2010 (N = 44), spring 2011 (N = 49), summer 2011(N=41). Descriptive statistics will be used to describe and summarize the sample and examine relationships between each variable. Descriptive statistics will also be used to assess differences in the graduates who did not pass the NCLEX-RN exam and those who successfully passed the exam. This study will be conducted in a technical college, located in the southeastern area of South Carolina. Students NCLEX pass rates, ATI predictor scores, academic and nonacademic predictors will be collected from archival student data. Data will be entered via Statistical Package for the Social Sciences (SPSS) version 18.0. Academic and nonacademic predictors will be correlated with the numbers of students who were successful on their first attempt with NCLEX-RN exam. Additionally, a correlation of the ATI predictor exam scores used by the college as subsequent NCLEX-RN success will be completed. Data Analysis The use of descriptive statistics to summarize the findings is essential aspect of research for clarity (Lodico et al, 2010). Descriptive statistics (mean, mode and standard deviation) will also be used to identify the continuous sample. The level of significance will be set at p Pearsons r is very vulnerable to outliers in the data so you need to test for outliers. Outliers can be detected by plotting the two variables against each other on a graph and visually inspecting the graph for errors. The outlier can be removed or manipulated as long as it can justified why it was done. If there is no justification for removing the outlier, a Spearmans Rank Order Correlation can be done (Green Salkind, 2011). Ethical Considerations Informed consent is not needed from students. The research will be limited to existing academic records maintained by the college of nursing program. No names will be used in this study. Data will be coded into the SPSS to protect students records. Students grades and ATI results are stored the nursing department and permission to view these records will need to be granted by the dean of nursing and the vice president of academic affairs. The researcher will also need approval from Institutional Research Board (IRB) before assessing any student records for the purpose of the study Conclusion Data from this project study will provide information that will assist in improving student success with NCLEX-RN on their first attempt. This quantitative study will assist the college in developing plans for early intervention and counseling for students who are at risk of failing the NCLEX-RN. Students will also benefit from consistent counseling by faculty and remediation for low scores on standardized test. Schools of nursing will also benefit from students improving

Strategic Positioning of Hilton Hotel Groups in the UK

Strategic Positioning of Hilton Hotel Groups in the UK Strategic Positioning of Hilton Hotel groups in the hospitality industry in UK? Back Ground Study: Hotels and their branding strategies are famous all over the world. If we look around us we can see that the success of a hotel is in its brand emphasis. To stay in business and to beat the competition around them, all hotel groups engage in brand implementation. The logo itself would stand out on its own, from the minute a customer enters a hotel, they will be centred on the brand image starting from napkins, towels, spoons, etc. A trend in todays hospitality industry is the interest to cater to different market segments under one brand name. To achieve this many big reputed hotels, acquire or enter into some alliance with smaller hotels and provide them with the main hotel logo, brand name and similar facilities/services. Thus making it a part of the main hotel brand. Since more and more hotels are moving ahead with this same kind of strategy there is an enormous competition in this sector at present. To focus in depth on this matter I have decided in taking Hilton Hotels Corporation as a case study. This hotel group is one of the leading names in the global hospitality sector, with more than 2,800 hotels and 490,000 rooms in more than 80 countries, including 150,000 team members worldwide. The company owns, manages or franchises a hotel portfolio of some of the best known and highly regarded brands, including Hilton, Conrad, Doubletree, Embassy Suites Hotels, Hampton Inn, Hampton Inn Suites, Hilton Garden Inn, Hilton Grand Vacations, Homewood Suites by Hilton, and The Waldorf=Astoria Collection. There are may other international hotel chains like, Marriot, Holiday Inn, Intercontinental and Radisson which are as competitive as Hilton and are following the path of global branding, but they are only very new entrants in this field. To portray a global image and enhance a world over brand large investments are required. Government policies, economical changes, political issues like September 11th have affected the Hotel industry world wide during recent times. Making this kind of a huge investment is very risking for hotels until their long term objectives show profits. During the years Hilton Hotel as a corporate has been able to create a brand for itself in this competitive lodging industry, proving their capabilities by continuously portraying increase in its revenue every year, by diversifying its products and acquiring other valuable hotels to add to it corporate chain. Hilton as a corporate has been able to cater to the needs of different types of guests. Based on needs of the customers they are able to providing the required facilities and services. Thus being able to keep up its own brand movement and also create publicity in all segments of the market needs. Acquiring hotels which are based overseas has also enabled the company to expand its operations and serve its clientele. To validate my assumptions and to clear my doubts, I have tried engaging in a journal article Brand Equity, Brand Preference and Purchase Intent (Cathy J. Cobb- Walgren, 1995). Here I intend to demonstrate how branding can help a hotel be well renowned and at the same time be able to cater to all segments. Research Question: How does a traditional luxury hotel group react strategically to the incoming global pressure from niche brands? (Case Study Hilton International) Research Objective: Main objective of this research will be to identify the current market positioning of the hotel groups, taking Hilton as a case study, to find out how the each hotel chains competes each other in a global market. I will compare brand segmentation and competitive advantage and brand value different hotel chains. Research Methodology I will compare the performance of Hilton Hotel in each of the areas of its operations (Customer satisfaction, Competitiveness, Productivity, Profitability) against other major players in the market .To find out the core competencies of the company it is also required to do a SWOT analysis. This analysis would help in focusing on the companys strength, weakness, opportunities and threat, which would help in achieving an internal picture of Hilton as a whole. It would be beneficial using Porters five competitive forces (Micheal Porter 1980) to find out Hiltons external opportunities and threats. I will be interviewing General Managers to understand the current market trends and companys main objectives and plans for the future. It is essential to use Hilton as a case study to evaluate how hotels interested in the branding concept operate world over. Due to the above mentioned (Background) specialities in Hilton Hotels Corporation it will be much helpful to take it as a case study to understand; what are the integrities in undergoing brand diversification with in the industry. Time Scale: June 5 to June 20 : Review books and any literature related to the matter June 9th : 1st Meeting with the supervisor June 22nd to June 29th : Prepare a research strategy and review main literature June 30th to July 3rd: Meeting with Hotel Managers to conduct interviews July 4th to July 10th : Putting the data together and analysising it. July 11th to July 23rd : Reviewing Hilton data as a case study and linking it with the theoretical literature July 24th to August 2nd : Preparing the SWOT analysis to find out the core capabilities of Hilton August 3rd to August 15th: Preparing for Potters five forces to get a track of Hiltons external opportunities and threats August 16th to August 24th: Formulating the first draft together August 25th to September 1st: Completing the Project Resources: The expenses occurred while travelling to take interviews will be bared by myself. I do have access on the intranet of Hilton since I have been previously for this company. I have also access to the Leeds University library and Hotel and catering international Management Association (HCIMA) to help me in the review of literature. References http://hiltonworldwide1.hilton.com/en_US/ww/business.do http://hiltonworldwide1.hilton.com Cathy J. Cobb-Walgren, Cynthia A. Ruble, Naveen Donthu; 1995. Brand Equity, Brand Preference and Purchase Intent. Journal of Advertising [online], 24(3), [Accessed 19th April 2008], p.25-44. Available from World Wide Web : Potters Five Forces (Micheal Porter 1980).

Hamlet: A Man of Many Qualities :: Shakespeare Hamlet Essays

Hamlet: A Man of Many Qualities Hamlet is a man of many different qualities and he reveals only certain qualities to certain people. Hamlet draws his audience, the reader, into noticing the different qualities that he has. His qualities are shown through his conversations with other characters as well as through his soliloquies. These words of wisdom and revealance help to distinguish how Hamlet feels about each other character that he encounters. The phrases and speeches that Hamlet addresses are both poetic and piercing. So when Hamlet is speaking, he is constantly revealing his qualities which range from love, to respect, to hate. Hamlet's most powerful qualities seem to be revealed through his conversation with the people that he cares about, namely his family and friends. The queen, Gertrude, is hamlet's mother and she is probably the living being that he cares about the most. Unfortunately, one of Hamlet's qualities, which is revealed in conversation with his mother, is a negative one and that is anger. His quality is displayed through Hamlet's soliloquy in Act 1, Scene 2, Lines 131Â © 161. Hamlet is angry at his mother for marrying a new husband, his uncle, Claudius, so quickly after his father's death. This anger shines through in such phrases such as "Frailty, thy name is woman!"(Act 1,Sc 2, L148) and "Like Niobe, all tears."(Act 1, Sc 2, L151). At the end of his soliloquy, Hamlet switches qualities from one of anger to one of fear. This is evident when Hamlet states, "With such dexterity to incestuous sheets!", and "It is not, nor it cannot come to good", and finally "But break my heart, for I must hold my tongue"(Act 1, Sc 2 L157Â © 161). Hamlet expresses his fear for his mother's hasty marriage. Hamlet realizes that his mother marrying his uncle can have no good result. Respect is another quality that Hamlet displays in conversation with his mother. This occurs when his mother asks him to remain at home rather than return to school(Act 1, Sc 2, L120Â ©121), which he agrees to do. This shows that although he disagrees with his mother and her marriage, after such little mourning for her husband, Hamlet Sr.'s, death, he still respects his mother and will do what she asks. Later in the act, Hamlet encounters another character who goes by the name of Horatio. Horatio is a good friend, as stated in Act 1, Sc 2, L163, and the first quality which Hamlet reveals is his respect for Horatio. In line 176 of Act 1, Sc 2, Hamlet states "I know you are no truant.

Women Eutrepranuers - The Next Step :: Exploratory Essays Research Papers

  Ã‚  Ã‚   During the 1990's, American women have made unprecedented moves away from corporate business into the home-based work world. Seeking a way to incorporate their career and personal interests with family responsibilities, they are tearing down the stereotype of Supermom and replacing it with Mompreneur, a new image that allows for more creativity, flexibility, and personal expression. The growth of home-based women-owned businesses has been phenomenal, especially when the traditional role of women is taken into consideration. Until the 1950's (excluding a period during the early 1940's when women took up positions in the workforce vacated by men fighting in World War II) America still embraced the ideal woman as a Donna Reeves stereotype (Scott 274). A woman was meant to stay at home and attend to her domestic duties, nurture her children, and support her husband in all things -- all done with grace, style, and no murmur of discontent (Behr and Lazar 18-19)!    Girls born during the 1950's grew up in a transitional world. Older women were beginning to make inroads in the work world, but there was as yet no emphasis on goal- setting, no encouragement to take up a career. Neither was there discouragement, but the lack of parental and teacher guidance created a generation of lost women, many of whom now face their midlife years with little or no idea of what to do with themselves.    The generation that followed these lost women was more fortunate. Opportunities in the work force were opening up, and schools were beginning the slow process of restructuring and rethinking needed to encourage young women to seek career options. Many of these young women embraced this new opportunity, creating a generation of over-achievers who sought to carve out a place for themselves as equals in the corporate world. These women spawned the term Supermom and, in doing so, created an entirely new set of issues for women to face.    Foremost among these issues was burnout. A majority of typical Supermoms were part of two-income families where both husband and wife worked long hours. In the words of one Maryland woman who found herself with all the domestic duties in addition to her full-time career: "Something had to give. I thought, 'This is not right. I'm cheating someone and I'm probably cheating everyone,' ... I needed to be home" (Yoest 1).

Organizational Focus and Goals Essay

What is the organization’s current focus? What are the organization’s overarching goals? The current focus of Blue Cross Blue Shields is to provide the best quality insurance to their members. Also, it is time for an open enrollment period for their current members, or trying to get new members to come to Blue Cross Blue Shields. The organizations overarching goals are to provide its members with the lowest premium cost, but providing the most insurance coverage for the least amount. What are the organization’s training needs? How do they relate to the overarching goals? The training needs of the organization lies solely on the type of job each associate. The needs of the organization will be the focus of how the associates will train. During this time, associates will learn how to provide the best member care, and to ensure their members are happy and have the coverage he or she requested. The relation to the overarching goals of Blue Cross Blue Shields is providing the best quality insurance for their members, new members, and provides the best quality customer service. What effect does the organization’s focus and goals have on prioritizing the type and amount of training? The effect is directly associated with the needs and focus of the organization. The employees are directed by training with specific guidelines, and individual one on one communication to answer any questions. Employees will have the option to take upcoming classes to assist with member needs and the workers current job. Introduction For this assignment there is information regarding organizational focus and goals. The organization discussed is about Blue Cross Blue Shields. An organization as large as this needs to ensure all goals and focus are prioritized accurately. Also, this paper discusses the training needs of Blue Cross Blue Shields. Listed in paper are the topics of how Blue Cross Blue Shields prioritizes their focus. â€Å"Blue Cross Blue Shields has more than 105 million members-1-3- Americans rely on Blue Cross Blue Shield companies for access to safe, quality, and affordable healthcare (Blue Cross, 2014).† How would you prioritize specific training needs based on the organization’s needs and current focus? Depending on the present situation of the company, the current focus of training will be specifically related to the needs. Focus and needs of the members needs to be top of the list, and making sure employees are properly trained to assist those needs. Setting up monthly meetings with employees to ensure the focus of its members, and there needs get met. Why must you consider the organization’s overarching goals when prioritizing training? In order for an organization to continue to be a success, it is crucial that overarching goals, and member’s needs get met. The better the care of its member’s the more he, or she is willing to stay with Blue Cross Blue Shields, and new members will follow. Everyone wants to ensure his or her insurance needs get met, and are not paying for an excessive amount for coverage. The most important aspect of Blue Cross Blue Shields is to ensure their members are happy, and provided the best customer care to fulfill their needs. Conclusion Every organization has there own way of how their focus and goals are prioritized. Blue Cross Blue Shields remains focused on giving the proper training to their employees, to better serve their members. It is important for Blue Cross Blue Shields to stay focused, as well as meet their own goals while providing proper care to their members. With all this in mind the proper steps taken can improve training employees and member care. References Questions Courtesy of University of Phoenix. (2014). Organizational Goals and Focus. Blue Cross Blue Shield Association. (2014). Retrieved from http://www. About Blue Cross Blue Shield Association.

How My Childhood Experience Have Shaped Me to What I Am Today Essay

When I recall my childhood memories, there are many stories. Childhood is special for everyone. My childhood memories have shaped me into the person I am today. There are many different childhood memories that I can remember that really made an impact on how my personality is today. Some of memories make me happy, but others make me grow up. The memories that made my growing happened when I was about 6 years old and my mom used to take me swimming as she sat nearby and I swam in the evenings. One day for some reason I can’t recall she wasn’t there, nor were there any guards. I was swimming in the shallow, and God knows why, I moved over to the deep. You can imagine I was a little kid . Suddenly I lost grip and began to drown. But I didn’t resist. I just kept sinking till I had reached the bottom and after 10 seconds I felt myself suffocating. But I still remained perfectly still This 18 years old girl came out of nowhere, I have no idea how she figured out (I never knew her), she pulled me up and asked me if I was okay. I was choking and later I began bleeding from the nose, another Lady took me to the toilet to wash my nose. And this unidentified girl left, never to be seen again. It’s hard to explain, but trust me I would have died that day. And no one would have noticed. She left, and I could never thank her. I was too young to even comprehend the severity of the casualty I was leading myself into. I still remember her, and it’s like this memory is a part of me. I have been grateful to people ever since and made my loved ones realize how much they mean to me from time to time. There’s nothing more tragic than losing someone you never got to thank or tell how much you value them. Until now i already grow up but i still remember about this childhood experience, and this memories keep remind me don’t let death and separation to guilt and regrets, just make the best use of time you have. I’ll cherish everything the childhood experience taught me and shaped me who I am now.