Category: Challenges

The health care system is an important aspect of the country and the population, which determines the quality of life. Moreover, the degree of health care usually indicates the level of economic development. Thus, in developed countries, there are fewer barriers to obtaining quality services for the population. In addition, one is more likely to have a positive outcome from serious illnesses in economically expanded countries. However, every health care system faces its own challenges, formulated by different reasons.

Today, there are several major forces that affect health care in both positive and negative aspects. The first force is ethical issues that formulate a challenge at all levels and are the subject of discussion (Weberg et al., 2018). It includes euthanasia, abortion, plastic surgery, equality and race issues. The influence of this force is, on the one hand, positive, as it contributes to the development of healthcare in ethical terms. It involves the development of new methodologies and the elaborating of a theoretical and practical framework. However, it presents a problem since, in many cases, one cannot make an adequate decision, degrading the quality of healthcare.

In the case of ethical issues such as euthanasia and abortion, the opportunities for leaders in health care are articulated by the need to develop strategies for dealing with them. In other words, if one can create a model in which the ethical problem is solved, it will mean success for both the individual and the health care as a whole. It may include a specific pattern on which the staff have to perform decision-making.

In addition, the price of health care services also formulates the power that affects health care. The problem is that some services for treating serious illnesses are expensive. The price formulates a barrier that prevents many people from receiving services, which can lead to a worsening of life or to death. In this regard, a possible solution would be to develop cost-effective ways to treat certain diseases. It would improve healthcare as a whole, as mortality rates from costly or rare diseases would decrease.

Another severe problem is population growth, which leads to local health crises. These include shortages of medicines, staff, hospital beds, wards, and equipment. Again, on the one hand, it has a positive effect on the health care environment, as it stimulates development (Priore, 2021). For example, new methods of treating certain diseases are being developed, and new drugs are being created. However, it contributes to the fact that many people today face significant barriers to the provision of health services.

The opportunities and challenges for health leaders that exist due to the aforementioned forces are articulated by the positive and negative aspects of these forces. For example, given the problem of population growth, this articulates a challenge for leaders. However, at the same time, there are opportunities to improve healthcare by developing solutions to the problem. In other words, a leader can succeed by developing marketing strategies, which is an opportunity.

In addition, it is worth noting that combination leases are suitable for financial transactions because it contains important aspects. It implies a combination of both operational and financial leases. These species are used when the characteristics of the two models mentioned above are necessary. Moreover, in some cases leasing an asset is a more profitable option than buying it. Such a decision can be made by the health care manager if necessary.

References

Priore, R. (2021). Improving financial and operations performance: A healthcare leaders guide. Springer Publishing Company.

Weberg, D., Porter, T., Mangold, K., & Malloch, K. (2018). Leadership in nursing practice. Jones & Bartlett Learning.

Introduction

The effective work of the health care sector is one of the basic features of contemporary society. The health of the nation is the primary concern of the government, which means that the constant improvement of the work of facilities belonging to this sphere acquires the top priority. The increasing number of challenges and diversification of clients needs peculiar to the existing environment means that there is a need for radical change to replace outdated practices and establish a new framework that will be able to promote the better work of care providers and cultivate better outcomes. Under these conditions, management within health care organizations acquires the top priority as one of the ways to critically evaluate the functioning of various units and implement desired improvements by facilitating radical change. However, such programs might produce challenges for all clinicians engaged in the work of the sector, which means that there is a need for sufficient resolution.

Background

Today, management is viewed as an approach to achieve better outcomes for a particular organization by introducing positive change. It can be determined as a process of planning, organizing, leading, forecasting, coordinating, and controlling all available resources of a unit in a way that helps to achieve the existing goals (Buchbinder and Shanks, 2016). It means that the application of the basic assumptions of management is vital for the elimination of ineffective or inappropriate patterns and their replacement with new ones (Buchbinder and Shanks, 2016). For the healthcare sector, the theory becomes more specified as it is focused on the means of organizing human and material resources within the healthcare setting to provide clients with the appropriate care and guarantee their recovery (Burns, Bradley, and Weiner, 2011). The given purpose can be achieved by initiating a change process aimed at the continuous improvement of all components, which is vital for the healthcare sector.

Functions of Management within the Healthcare Setting

Healthcare management includes a set of functions that emerge because of the need to ensure the appropriate delivery of care to patients and their recovery. For any unit within the given sector, it is critical to be ready to operate and treat clients, which might demand additional effort or use of specific resources. That is why the major functions of management in this setting include planning, organizing, leading, and coordinating (Buchbinder and Shanks, 2016). The correct scheduling is a key to high effectiveness as it preconditions the determination of the number of supplies, beds, workers, and equipment required to remain prepared and provide clients with the desired treatment.

Organizing is another aspect of management that is needed to align the work of the whole unit and avoid critical flaws caused by the poor understanding of the current patterns or rules (Dunn, 2015). Leading means managing the staff in practical ways for them to be able to perform their functions with the best possible outcomes. Finally, coordinating presupposes the establishment of a beneficial framework for collaboration between workers and units to guarantee the continuity of care and the ability to meet the needs of all patients (Dunn, 2015). The existence of these basic functions contributes to the effective management of health units and their improved performance.

Radical Change

Radical change programs can be considered a method that is used to introduce significant reconsideration of the work of a health unit and attain better outcomes. The need for this change might be preconditioned by multiple factors such as poor performance, inability to meet current clients demands, or poor communication between specialists (Dunn, 2015). Managing change means handling the complexity of all processes peculiar to the healthcare sector, which also means that it is a complex, dynamic, and challenging aspect of the practice (Ginter, Duncan, and Swayne, 2018). Any effective change includes unfreezing old behaviors, creating new ones, and re-freezing them to establish a new framework (Dunn, 2015). For radical change projects characterized by the significant scope of planned interventions and alterations, the complexity increases as there are some major challenges and issues that should be considered at external and internal levels to achieve the desired goal and accept new patterns.

Major Challenges

The central challenges peculiar to radical change programs are mainly associated with their scope and the need to consider all elements of a healthcare unit to create an effective paradigm. Moreover, predicable change presupposes time for preparation and planning; however, in healthcare changes occur rapidly, and in the majority of cases, they cannot be predicted (Ginter, Duncan, and Swayne, 2018). It introduces another challenge as there is a need for emergent actions under complex circumstances. At the same time, the radical change affects all components of the health unit and presupposes serious reconsideration of the specialists work, their cooperation, and tasks. It might trigger the appearance of resistance to change, decreased motivation, and reduced performance. That is why the main challenges that are usually linked to radical change are related to human resources, leadership, and the effectiveness of managerial decisions.

Resistance to Change

Resistance to change is one of the most common issues that are associated with this process. It appears when specialists consider a planned alteration as a threat to them and their status (Spath, 2017). It is characterized by reduced performance, motivation, and actions that might undermine the change process. The given challenges emerge because of clinicians unpreparedness to work under new conditions and meet new demands to the quality that are usually associated with the process (Spath, 2017). For this reason, the establishment of a clear vision about plans, directions, and the whole process is a key element for a successful radical transformation. Health workers should be able to understand the benefits that will be achieved due to the proposed actions and engage in the process to attain outlined goals and cultivate a new environment.

Motivation

Motivation is another issue that is linked to any transformation process. Since any change is confusing for workers, it is associated with a high level of uncertainty about the future position, the ability to meet new requirements, and other factors that would affect them in the end (McLaughlin, 2017). For this reason, the decrease in motivation levels is a common problem for the radical change process in the healthcare setting. One of the possible ways to manage this challenge is to provide security guarantees to all individuals affected by the change and explain to them the need for this alteration and the benefits that might be associated with it (Spath, 2018). The correct understanding of future demands and required skills can eliminate confusion and uncertainty, which is vital for the preservation of high motivation levels. Moreover, as far as there is a positive correlation between motivation and performance, monitoring of this aspect is critical for improved outcomes.

Financial Aspect

An effective manager should correctly realize the fact that and radical change demands significant financing as it will affect all aspects of the health units functioning. For this reason, costs often become one of the serious challenges that are associated with the transformation process. The establishment of the correct price of the planned change is one of the complex issues as it might change during the next period because of emergencies or other unplanned accidents (Nowicki, 2017). Additionally, both internal and external stakeholders, along with the regulating agencies, might be unsatisfied with the proposed budget (Nowicki, 2017). Under these conditions, the most effective way to resolve this problem is the establishment of a certain cost of change that is negotiated with all actors involved in the process (Nowicki, 2017). It will help to reduce financial risks and increase the transparency of the process.

Training

The problem of costs mentioned above can be linked to the need for additional training that often comes with radical change projects. In numerous cases, the attempt to unfreeze old patterns and create new ones is followed by the need for additional education for clinicians to be able to work under new conditions and perform their basic functions providing care by new demands (McLaughlin, 2017). The creation of an appropriate schedule for training and explanation of its necessity are the main ways to overcome challenges that might be triggered by this component. The acquisition of innovative knowledge is an integral part of the healthcare sector and workers self-development. Under these conditions, specialists can benefit from the radical change as they will acquire new skills and experiences needed to attain better outcomes and build a successful career.

Monitoring

The successful transformation also presupposes the use of effective monitoring practices to be able to respond to any emergencies or unsatisfactory results and introduce demanded response. However, regarding radical change incentives, the major challenge comes from the scope of the project and the need to control a significant number of aspects peculiar to the functioning of a particular health unit. Under these conditions, the probability of mistakes or biased data increases significantly. It means that there is a need for practical monitoring practices that will help to avoid such problems. One of the possible solutions is the distribution of tasks presupposing the appointment of specialists responsible for the collection and provision of data about the change process. It will help to avoid the use of irrelevant data and problems with planning during the final stages of the transformation.

Leadership

Leadership plays the central role in any change process as it might have a positive effect on works and inspire them to move forward, or, on the contrary, precondition the failure of the incentive. For the healthcare setting, leadership presupposes the ability to organize and lead all workers to achieve the desired goal and attain the recovery or improvement of clients state (Weberg et al., 2018). For this reason, it presupposes organizational, motivational, and other activities that help to improve collaboration between all members of the staff. During the transformation projects, leaders also become responsible for decision-making and consideration of possible options to achieve the best possible outcomes. Selection of the appropriate leadership style and ways to cooperate with employees significantly affects the results of the transformation. For this reason, leaders competence, experience, and skills play a vital role in the radical change process.

Decision-Making

The Decision-making process is one of the central elements of radical change. Several approaches are used by managers and leaders to make decisions within the healthcare setting. One of the possible ways to avoid mistakes is the use of relevant data about the current state of the facility, problems that affect it, and the competencies of clinicians (Dye, 2017). The given information can be collected during the evaluation procedure that should precede the initiation of the radical transformation incentive (Dye, 2017). In general, an effective decision-making process considers several stages, which include problem definition, identification of limits, consideration of alternatives to choose the best one, implementation of the decision, and monitoring phase to evaluate outcomes (Weberg et al., 2018). The given approach to decision-making guarantees the absence of critical flaws; however, there is still a comparatively high risk of failure if the data is biased, or there is a structured approach to planning.

It means that leaders responsible for decision-making face a serious challenge associated with radical change. They have to accept and implement a solution that will promote the positive transformation of a unit to introduce new patterns vital for the continuous improvement and achievement of new levels of excellence. For this reason, there is also a need for constant leaders training for them to be able to make correct choices and organize the functioning of units insufficient way (Dye, 2017). Provision of additional knowledge regarding decision-making and planning will also help to prepare active participants of any change process as they will be able not only to follow the existing course but take part in its discussion and introduction of some changes vital for positive outcomes.

Impact of Stakeholders

Planning radical change in a health organization, it is also critical to consider the response of internal and external stakeholders as they play a vital role in its functioning. The first group consists of specialists who operate within a selected unit, or, in the majority of cases, the hospital staff (Karuppan, Dunlap, and Waldrum, 2016). They will be the first affected by the transformation as their work will be realigned by new recommendations and regulations (Karuppan, Dunlap, and Waldrum, 2016). For this reason, their support is vital for the final success of the planned intervention and its ability to bring positive change. Internal stakeholders possess the ability to facilitate or limit change by their actions and behaviors.

External stakeholders are defined as groups who are impacted by the functioning of the unit but do not work in it. These are suppliers, interest groups, patients, and competitors. Associations responsible for the effective work of the hospital also belong to the group. During the radical change process, they might act as observers who monitor transformation and offer their recommendations (Spath, 2018). The ability to guarantee support of both internal and external stakeholders is vital for positive outcomes, which means that any plan should emphasize the need for cooperation to attain improved outcomes and accomplish the existing goals.

Risk of Errors in Decision Making

The scope of changes that are presupposed by the radical transformation introduces the need for specific competence among managers responsible for decision-making and strategic planning. The outcomes of the project and its duration depend on the experience of a specialist, his/her ability to consider all existing factors, and offer sufficient solutions (Spath, 2018). Under these conditions, the risk of errors and their impact on results acquire the top priority as one of the aspects that might precondition the failure of the change. The structured and comprehensive approach to change and quality management includes the creation of specific backup plans or alternative strategies that can be implemented if the error emerges (Spath, 2018). It helps to minimize losses and guarantee that the planned results will be achieved.

The probability of a mistake is also closely related to the human factor and professionalism of individuals involved in the process. Thus, the performance of clinicians and their ability to promote positive outcomes depend on a set of aspects that impact them at the moment and affect their motivation, decision-making process, and overall understanding of current tasks. For this reason, the human factor becomes one of the major challenges that emerge about radical change. Stressful situations and the lack of understanding might stipulate the appearance of mistakes or serious reduction in professionalism levels, which is critical for the transformation.

Effective change management in a healthcare setting presupposes the creation of a positive environment that is deprived of the negative impact of the human factor and boosts professionalism in specialists. It can be achieved by introducing continuous training for specialists responsible for change management and the provision of additional information about the ways to minimize errors in decision-making (Spath, 2018). At the same time, professionalism and high performance levels can be achieved by sharing experiences with other employees who have the desired skills and competencies (Karuppan, Dunlap, and Waldrum, 2016). The given strategy is essential for managing the risk of errors during the process of radical change.

System Failures

Finally, there is also a high risk of system failures peculiar to healthcare organizations and resulting in their inability to perform their major functions during a crisis or a period of radical change. They can emerge because of the disregard of some systemic problems or problematic approaches to organizing the functioning of the unit (Karuppan, Dunlap, and Waldrum, 2016). They are usually categorized as active and latent failures to demonstrate the casual paths and manage them (Karuppan, Dunlap, and Waldrum, 2016). One of the most effective approaches to handling this sort of issue is the in-depth investigation of the unit before any radical change and evaluation of its functioning regarding the existing milestones or standards. It will help to outline the problematic issue and solve it before the emergence of a potentially dangerous situation.

Inter-organizational cooperation can also be considered one of the possible methods to avoid system failures and acquire information needed for the improved work of the unit. It presupposes sharing experiences and the creation of specific relations with other organizations within the healthcare sector to deal with complex cases and offer unusual and effective solutions to some problems (Dunn, 2015). Managing change or improvement processes, it is critical to take into account opportunities for inter-organizational cooperation as it will contribute to the achievement of better results.

Conclusion

Altogether, managing radical change within the healthcare sector is a complex process as it presupposes consideration of multiple factors that influence of work of a certain healthcare unit. The majority of challenges come from the unique nature of the selected sphere and the need to preserve the high quality of care delivery even during the transformation process. For this reason, it is essential to introduce additional training and education to prepare the staff for the planned alteration and minimize the risk of errors in decision making. Successful outcomes can be attained only by considering the most important aspects of change and providing appropriate responses to emerging issues.

Reference List

Buchbinder, S. and Shanks, N. (2016). Introduction to health care management. 3rd edn. New York, NY: Jones & Bartlett Learning.

Burns, L., Bradley, E. and Weiner, B. (2011). Shortell and Kaluznys healthcare management: organization design and behavior. 6th ed. Thousand Oaks, CA: Cengage Learning.

Dunn, R. (2015). Healthcare management. 10th edn. Chicago, IL: Health Administration Press.

Dye, C. (2017). Leadership in healthcare: essential values and skills. 3rd edn. Chicago, IL: Health Administration Press.

Ginter, P., Duncan, J. and Swayne, L. (2018). The strategic management of health care organizations. 8th edn. New York, NY: Wiley.

Karuppan, C., Dunlap, N. and Waldrum, M. (2016). Operations management in healthcare: strategy and practice. New York, NY: Springer Publishing Company.

McLaughlin, D. (2017). Healthcare operations management. 3rd edn. Chicago, IL: Health Administration Press.

Nowicki, M. (2017). Introduction to the financial management of healthcare organization. Chicago, IL: Health Administration Press.

Spath, P. (2017). Applying quality management in healthcare: a systems approach. 4th edn. Chicago, IL: Health Administration Press.

Spath, P. (2018). Introduction to healthcare quality management. 3rd edn. Chicago, IL: Health Administration Press.

Weberg, D. et al. (2018). Leadership in nursing practice: changing the landscape of health care. 3rd edn. New York, NY: Jones & Bartlett Learning.

Introduction

Expanding the range of technological developments and effective innovations used in nursing education is an important aspect of successful and productive learning. Digital applications, virtual simulators, and other similar tools contribute to a deep immersion in the care environment and offer unique mechanisms for accumulating valuable experience. As an object of evaluation, this work aims to assess the effectiveness and convenience of such a training tool as virtual simulation. This technique is innovative and insufficiently studied; therefore, in addition to its merits and convenience, possible gaps will be addressed. As a relevant theoretical framework used to determine the feasibility of incorporating such a tool into a continuing educational process, Lewins change theory will be utilized. By synthesizing findings from credible academic sources, information about the virtual simulation technique will be collected and analyzed in a literature review section. Also, implementation challenges will be considered, including stakeholder analysis and comparison with another emerging technology applied for educating nurses. The purpose of this proposal is to determine the value of virtual simulation in the context of nursing education and identify potential gaps and ways to address them by using Lewins change theory.

Literature Review

Credible Sources

Refer to table 1- Literature Review Summary

The analysis of virtual simulation as an emerging technology in education through a literature review is a convenient approach to identify key scholars findings and compare the data obtained. The objectives of the studies will be examined, as well as research contexts, basic findings, the relevance of the work performed, and the credibility of the evidence presented. In Table 1, these data are summarized, and with their help, the synthesis of the extracted information may be conducted to determine the most important findings.

Based on the available data found in the sources reviewed, the use of virtual simulation in nursing education is a technique that has a beneficial effect on knowledge gains and professional development. Nevertheless, while taking into account the goals and objectives of these studies, one can highlight the information that is more relevant in the context of the topic under consideration. In particular, the mechanisms of impacts of this simulation type differ based on certain effects that they have on the academic performance of nursing students.

The evaluation of virtual simulation as a tool that improves the quality of nursing education allows drawing conclusions about the general advantages that this approach to learning has. Foronda, Fernandez-Burgos, Nadeau, Kelley, and Henry (2020) note that basic skills are enhanced, which future nurses should apply in the learning process, in particular, critical thinking, academic performance, self-confidence, and some other attainments. Huun (2018) confirms the value of virtual simulation for honing common care skills and gives arguments based on the multiplicity of practical implications that are individually disclosed and developed. Verkuyl, Romaniuk, Atack, and Mastrilli (2017), in turn, note that the combination of traditional and innovative methods can help increase the outcomes of training nursing students, and the role of virtual simulation is high in the context of optimizing the educational process. Finally, Tiffany and Hoglund (2016) state that the inclusivity factor as an integral element of professionalism is advanced due to the considered educational methodology, which, in turn, expands the knowledge of junior medical specialists about different aspects of their activities.

The evaluation of virtual simulation in nursing education from the perspective of narrower manifestations may also be carried out by using the selected scholarly studies. According to Padilha, Machado, Ribeiro, and Ramos (2018), the involved audience confirms not only the practical benefits of utilizing this method of learning but also notes its simplicity and convenience. Despite a variety of available solutions, the digital simulation technique is implemented easily and does not require special training. In addition, as Padilha et al. (2018) remark, students intentions to apply this approach is due to an increased interest in digital learning practices, which also reinforces the value of virtual training programs.

Knowledge Gaps

One of the main knowledge gaps in the technology under consideration is a potentially insignificant difference between the current learning outcomes and those demonstrated when using traditional laboratory simulation. Verkuyl et al. (2017) argue that, according to the results of their analysis, there are no significant distinctive features in the academic results of the two control groups. Of the merits, the authors note higher self-efficacy parameters that students demonstrate through the use of virtual simulation (Verkuyl et al., 2017). Two control groups were asked to complete specific tasks, and based on the results, it was planned to assess the impact of traditional and innovative simulations on students professional skills. As a result, Verkuyl et al. (2017) propose to use virtual technology more often due to higher rates in evaluation criteria, although, in general, the combination is possible. Thus, this practice should be evaluated from the perspective of the possibility of improving academic outcomes and the value of possible changes that may be implemented.

Needs Assessment

In order to evaluate the relevance and importance of applying the considered technology in a real educational environment, the need-gap analysis should be conducted, as well as the force fierce analysis assessment. Virtual simulation is chosen as the target method for introducing changes due to the prevalence of the digital learning trend. In addition, it is essential to evaluate how the academic environment is ready to utilize such an innovation. This may help find out what anticipated outcomes are planned, what challenges can be encountered at the implementation stage, and who are the stakeholders.

Gap Analysis Process

The need-gap analysis may be carried out by determining which gaps exist for the effective implementation of the technology in question in the educational process and what steps should be taken to address these omissions. As a background, the current state of the curriculum will be evaluated without virtual simulation, and then, the anticipated outcomes will be predicted while considering the implementation of this approach to learning. Compare the current state with the ideal state and describe the gap and quantify the difference. By comparing the current state with the target state, we determine what the needs assessment are for a curricular technology in a virtual simulation. Stakeholders and the methods of collaboration with interprofessional teams will also be considered.

Stakeholders

The main stakeholders are as follows: students, preceptors who are the academic nurse educators, and the IT personnel of the educational organization. Students are the target audience to evaluate the advantages of virtual simulation in the ongoing educational process. Their experience will be evaluated based on the perceptions of the benefits that a renewed curriculum can bear and the importance of implementing more advanced learning techniques. Preceptors views on the upcoming changes should also be taken into account since they can give reasonable arguments regarding the differences between an outdated and innovative teaching process and identify the gaps that deserve intervention. The IT personnel as stakeholders can also provide relevant opinions on how the introduction of virtual simulation influences student learning outcomes by compiling statistical correlations and assessing the convenience of the new digital technology. Also, the IT personnel role provides a way to determine what is missing in the current state and then recommend and develop the application needed for the desired state.

Methods of Collaboration

The methods of collaboration with interprofessional teams may imply sharing experiences and organizing regular meetings and follow-up emails to discuss the current state of the change process. In order to maintain a sustainable system of interaction, all the stakeholders should provide feedback on how they assess the new technology, what amendments may be necessary, and what outcomes have been achieved. The comparison of current and desired curriculum technologies involves assessing potentially positive interventions aimed at improving the method of learning through appropriate innovations to address the existing gaps. In addition, discussing the changes with the stakeholders will help overcome intervention barriers and contribute to maintaining the technology in the educational process. In Table 2, the need-gap analysis is provided, and the main variables to address are presented.

Current Technologies

As two technologies for comparison, traditional laboratory training with standard learning tools and virtual simulation are offered. The former mechanism is a widespread practice that involves using simple tests to assess the academic performance of nursing students and the simplest forms of simulated practice based on ready-made data. As Staykova, Von Stewart, and Staykov (2017) note, this educational technology is a convenient way to disseminate knowledge since it offers familiar learning tools, such as digital presentations. However, the authors argue that with the development of digital education in the field of nursing education, such training methods are less effective than innovative approaches (Staykova et al., 2017). Applying these instruments can be filled with the students inattention and poor mastering of relevant skills.

As a more advanced practice, virtual simulation is the preferred learning technique. This practice allows students to immerse themselves in the care process and recreates working conditions that are close to reality. In addition, virtual simulation is a more modern mechanism for acquiring knowledge and a tool that enhances the students learning responsibility. At the same time, as Tiffany and Hoglund (2016) note, not all interested parties are ready to apply this new approach immediately, and time may be required to familiarize themselves with the differences. In addition, virtual simulation eliminates the variability of the interpretation of specific clinical cases, which may adversely affect student critical thinking. However, with the development of digital technologies, a more modern mechanism fits into the The Role of the BSN Nurse in Promoting Community Health course due to its ability to replace outdated modules or courses and give the student the ability to track their progress through simulation practices.

Technology Challenges

The current technology, which is traditional laboratory training, has several crucial challenges, and they are the reasons for a transition to more innovative instruments. Firstly, obsolete equipment may be a problem for honing nursing skills. For instance, if students are forced to use tools that are rarely used in modern practice, this does not bring any significant benefits, and valuable preparation time is wasted. Secondly, laboratory working methods complicate the disclosure of individual potential. Students can complete assignments together, which strengthens teamwork but, at the same time, inhibits personal professional development. Finally, the current state of technology in the nursing education program has an assessment system based on the achieved academic results, but this algorithm does not provide for evaluating individual learning outcomes from the standpoints of professionalism and readiness for non-standard working situations. If the curriculum tools are not updated, students will not be able to count on an objective assessment of their academic efforts.

Overcoming Challenges

To overcome these difficulties, special measures need to be taken. Preceptors should interact with the heads of the clinic and explain to them the importance of acquiring modern tools for preparing students, in particular, mechanisms for virtual simulation. In order to maintain high individual academic results, students are encouraged to participate in elective classes in which innovative educational instruments are utilized. Over time, new equipment can supplant obsolete training practices and become the primary tool for honing professional skills. Finally, a team of analysts can be organized at the general meeting in order to develop a potentially more advanced system for evaluating student academic outcomes, and as a possible improvement measure, the introduction of digital technology may be an alternative.

Summary of Findings

When summarizing the results of the curricular technology needs assessment, one can note that traditional laboratory training may be replaced with a more modern and efficient tool that implies utilizing a digital educational background. Today, stakeholders can benefit if the transition to the innovative training of nursing students is used. This approach is a valuable practice that can help not only solve a number of learning problems but also achieve other important goals associated with individual professional development. To implement these objectives, preceptors should interact with clinic leaders and explain the value of using modern digital tools. In addition, in order to encourage professionalism, virtual may be introduced into the educational process. The individual use of this technology by students will give them an opportunity to hone their skills and rely on an objective assessment of their academic results. Therefore, the proposed measures are significant to ensure a convenient transition to a new educational technology.

Collaboration with Stakeholders

Stakeholder engagement is mandatory so that all parties involved could have relevant information about upcoming changes. Preceptors should receive data about the specifics of virtual simulation, and at the general meeting, a basic description may be offered. Their feedback, in turn, is significant in the context of implementation since these stakeholders form one of the key groups, and in case of negative critique, the operating procedure is to be changed. If individual preceptors are not ready to implement virtual simulation, for instance, due to the lack of confidence in the value of innovative methods, career guidance should be carried out with relevant examples from academic practice to clearly demonstrate the merits of the virtual technology. This process can take up to two weeks, including gathering related materials, preparing presentations, and holding several meetings.

Nursing students should be aware of the advantages of updating the curriculum and the role of the new methodology in enhancing their academic potential. These stakeholders can offer alternative methods of work with virtual simulation, and collaboration with this group is mandatory to reach a consensus. An anonymous survey may be a convenient form to assess students willingness to utilize a digital form of training in order to obtain objective opinions regarding future nurses awareness of the convenience of virtual simulation.

The management of the healthcare institution needs to understand the rationale for purchasing the necessary equipment, and a full report is to be provided in order to avoid misunderstanding and bias. One of the potential obstacles is significant financial costs, and in order to convince the clinic leaders to allocate funds from the budget, joint meetings with preceptors can be organized to convey the benefits of virtual simulation. Finally, IT personnel should be ready to maintain the operation of the technology and service it timely. These specialists need to obtain the necessary data on the specifics of the new technology, its operational characteristics, and other technical aspects of maintenance. The measures considered are mandatory in order to ensure the successful implementation of virtual simulation in the educational process.

Force Field Analysis Assessment

Refer to Table 3-Organizational Readiness for Curriculum Proposal

In order to assess the readiness of the educational institution to introduce a new technology of virtual simulation in a continuous educational process, a Force Field Analysis may be conducted. This tool helps identify the key positions for and against a particular intervention, and based on this comparison, significant factors may be identified that can impact the adoption of the proposal. In Table 3, this readiness assessment is provided in accordance with specific criteria.

Based on the assessment of the organizations readiness for changes, the forces for introducing virtual simulation are consistent with the goals of improving the quality of nursing education. In particular, increasing student academic performance by gaining new clinical experience and engaging innovative algorithms is a significant objective. Despite the forces against implementation, for instance, a long time to adapt for all interested parties and the costs of purchase and maintenance, the prospects for using virtual simulation correspond with the task of enhancing students knowledge and experience. All the measures are feasible and require communication among stakeholders.

Organizational Factors

In addition, specific factors should be considered, which may affect the implementation of the proposal. As internal organizational features, preceptors preparedness for innovations and the managers desire to improve the quality of training are positive drivers that accelerate the implementation process. If these stakeholders show sufficient interest in the new technology, the implementation process will not take much time, and less efforts will be required to introduce the change program. However, there are external factors that can slow down the innovation practice, for instance, the importance of following a national educational program and the need to involve third-party specialists to service new equipment. In the context of a unified teaching system, an innovative approach is not a generally accepted system, and, despite the potential benefits, appropriate justification for higher educational institutions should be presented to convince them of the value of changing the curriculum. The need to engage third-party specialists requires additional costs, but this practice may allow speeding up the implementation process and help maintain the stable operation of the virtual technology.

Forces for Integration

There are three forces that can enable to facilitate the integration of virtual simulation in The Role of the BSN Nurse in Promoting Community Health course. One can note several positive drivers that facilitate the implementation process. These are an active leadership position (encouraging implementation), the allocation of funds for the purchase (a full spectrum of options), and the development of an assessment system (the compliance of performance outcomes with academic goals).

Challenges to Integration

There are factors that can also slow down the integration of the technology into the learning course of the role of the BSN nurse in Promoting Community Health. These barriers are associated with gaps and omissions in the work process. These challenges include a weak level of staff training (unpreparedness for innovations), frequent failures with the technology (insufficient quality software), and multitasking (the complexity of virtual simulation projects).

Change Theory

Justification of Change Theory

As a change theory that is suitable for the convenient implementation and adoption of the virtual simulation technology in nursing education, Lewins change model may be applied. This concept is a common mechanism that is utilized in projects aimed to optimize the working or educational environment and provide for the transition to new activities. As Wojciechowski, Pearsall, Murphy, and French (2016) note, Lewins model includes three basic stages of intervention, which the entire change process includes. They are unfreezing (preparation for introducing the necessary changes and working with stakeholders), changing (the direct process of intervention), and refreezing (assessing the sustainability of changes and measures aimed to maintain a new regime). The choice of this change theory is due to the need to introduce a new training mode that is non-standard and has not been previously used in the educational environment under consideration.

Potential Resistance to Technology

Resistance to successful intervention may be caused by interested parties insufficient qualifications in the use or maintenance of virtual instruments. This barrier is a consequence of a poor innovative base in the educational process, and in the case of the lack of interested parties initiative, low academic productivity is a potential outcome. The principles of the change theory need to be communicated to all stakeholders, including preceptors, IT personnel, and students, and for the implementation of each stage, a certain period will be set to follow up with all the changes thoroughly. This will help avoid errors and the incorrect interpretation of the intermediate results of the assessment. As a barrier to the technology change, such forces and organizational conventions may be mentioned as stakeholders reluctance to participate in the innovation program and the inability to develop an adequate assessment system. Both preceptors and the clinic heads may be indifferent to innovation, which will be an obstacle to a successful changer process. Finally, the inadequate material background is a barrier to the acquisition of the necessary equipment. If these obstacles are not addressed, the implementation of the innovation program will be impossible.

Plans to Implement the Change Theory

The importance of both implementing and maintaining the stable operation of virtual simulation explains the relevance of following Lewins concept. Each of the three stages will be introduced in turn, which corresponds with the concepts basic structure. Firstly, it is essential to unfreeze the environment for intervention and prepare the necessary resources. For these purposes, career guidance will be carried out both with the key stakeholders and the clinic management. The budget should be planned, and all the parties involved are to be aware of their role in the work process. The next stage that involves specific changes includes familiarization with the new methodology and the analysis of the first results of its introduction. Feedback from preceptors and students should be obtained regarding the convenience of virtual simulation, and short-term goals should be achieved, in particular, studying the topics of the curriculum with the help of the updated equipment. Finally, the third stage called refreezing implies conducting follow-up assessments. The results of using virtual simulation should be compared with those of traditional laboratory activities, and any challenges or shortcomings in the learning process need to be addressed and corrected timely.

Purpose of Proposal

The purpose of this proposal is to identify how beneficial virtual simulation mechanisms are to nursing education by analyzing the current gaps and justifying the needs to maintain the technology due to Lewins change theory. Outdated training tools for future nurses require reviewing teaching practices and moving to innovative practices. The features of virtual simulation as a modern educational practice explain the relevance and convenience of this intervention method.

Explanation of Proposal Needs Gap

The proposal offers objective reasons for addressing the current curriculum gaps and justifying the need for the new technology. The key benefits and potentially negative forces are mentioned, and underlying organizational factors are identified. Also, work with stakeholders is mentioned in relation to achieving an effective educational process. The chosen change theory makes it possible to implement all the stages of the intervention productively and facilitates the adoption of virtual simulation into continuous educational activities.

Significance of the Proposal

Implementing this proposal is essential in the context of transition to an innovative learning practicum and enhancing student performance outcomes. From the standpoint of influence on the broader area of nursing, it promotes the idea of introducing modern and high-tech tools to enhance the knowledge and experience of all medical staff. The significance of the proposal is also due to a solid academic background and theoretical framework, which justifies the importance of the change process.

References

Foronda, C. L., Fernandez-Burgos, M., Nadeau, C., Kelley, C. N., & Henry, M. N. (2020). Virtual simulation in nursing education: A systematic review spanning 1996 to 2018. Simulation in Healthcare, 15(1), 46-54. Web.

Huun, K. (2018). Virtual simulations in online nursing education: Align with quality matters. Clinical Simulation in Nursing, 22, 26-31. Web.

Padilha, J. M., Machado, P. P., Ribeiro, A. L., & Ramos, J. L. (2018). Clinical virtual simulation in nursing education. Clinical Simulation in Nursing, 15, 13-18. Web.

Staykova, M. P., Von Stewart, D., & Staykov, D. I. (2017). Back to the basics and beyond: Comparing traditional and innovative strategies for teaching in nursing skills laboratories. Teaching and Learning in Nursing, 12(2), 152-157. Web.

Tiffany, J. M., & Hoglund, B. A. (2016). Using virtual simulation to teach inclusivity: A case study. Clinical Simulation in Nursing, 12(4), 115-122. Web.

Verkuyl, M., Romaniuk, D., Atack, L., & Mastrilli, P. (2017). Virtual gaming simulation for nursing education: An experiment. Clinical Simulation in Nursing, 13(5), 238-244. Web.

Wojciechowski, E., Pearsall, T., Murphy, P., & French, E. (2016). A case review: Integrating Lewins theory with Leans system approach for change. Online Journal of Issues in Nursing, 21(2). Web.

Table 2.

Curriculum Technology Need-Gap Analysis

Table 3.

Introduction

Females have always been the underdog in many professions as well as in social settings. They had to struggle, along with color, to have their proper place in society without harm and discredit to their person or group of association. Gender bias, discrimination, and inequality have always been a contention in the workplace, although in most instances, it was the female gender who experiences the imbalance or inequality. Likewise in many forms of mass media, gender bias is always seen, such as the use of the female body in many announcements or advertisements that target male audiences or consumers. Gender bias and challenges, however, are not limited to the female gender. In work environments where the majority of staff or even superior levels are females, there is a high possibility for gender problems.

This paper will focus on the problems and issues that male nurses and student male nurses encounter in the workplace or clinical setting. It will also explain how and why this issue is important to the profession and new practitioners and will specify the type of issue in the context, whether it be ethical, legal, economic, social, or political. The paper will further describe the factors that make this issue important and significant at this time, discuss how this issue should be approached or resolved specifically by (1) new nurses, (2) nursing organizations, (3) consumers/patients, (4) other health professionals, (5) hospitals and health agencies, (6) taxpayers, and (7) the federal and state governments. It will base its discussion on peer-reviewed journal articles and studies with relevance to the issue at hand.

Discussion

According to OLynn (2004), men are considered a minority in the nursing practice and poorly understood. In the United States, men represent just about six percent of nurses and just an average of 7.5% in Missouri (Missouri Board of Nursing, 2004). While it was noted that there is considerable effort to recruit more males in the profession, male nurses abandon the nursing profession twice as much as females do at 7.5 % to that of 4.1 % females. Indicated of interest in studies include bias, discrimination, and inequalities encountered by male nurses as compared to their female counterparts (Anthony, 2004). While Evangelista and Giddens (2008) noted that there has been the absence of exploration of differences in the discipline of male and female nurses, two studies (Booth and Carruth, 1998, and Green, 1996) observed that male nurses received a disproportionate share of formal discipline in Louisiana and Texas at 18% to 19%. The disparity, however, was not indicated.

Arndt (1994) examined the disciplinary actions against nurses that involve medical errors while another study focused on drug abuse (Sullivan, Bissell, and Leffler, 1990). In Missouri, disciplinary actions are pursuant to Section 335.066.2 RSMo for violations of Chapter 335 of the Nursing Practice Act (Missouri Revised Statues, 2003). Disciplinary action is imposed for the safety of the public against nurses committing substandard or unethical behaviors.

In a study conducted by Evangelista and Giddens (2008), it was noted that in a 4-year period, males received 18.9% of disciplinary actions while females received 81.1%. When taken in terms of the percentage of the total disciplinary actions directed against male nurses, the values range from 17.3 % in 2003 to 21.5 % in 2002. Male nurses represent 7.5% of the total state nurses that translate the findings to the conclusion that male nurses received 2.5 times more discipline than their representation in the profession.

Drug misappropriation accounts for the bigger bulk of disciplinary actions for both genders but male nurses were disciplined at 46.2% or 55 of the 119 total. Females on the other hand were disciplined at 40.2% or 204 of the 508 total. For both genders, the five most common infractions noted were misappropriation of drugs, illegal drug use off the jobs, violation of prior board agreement, working under expired licenses, and care errors (Evangelista and Giddens, 2008). In the study, it was also noted that males exceeded females in some specific categories. Only one infraction which was revealing confidential patient information in the 4-year study was exclusively committed by a male. Other infractions in which male nurses rates 2 times or more times than female rates were an abuse of a patient indicated at 4.2 times greater, sexual contact with the patient at 2.8 times greater, and falsification of skill or license level at 2.4 times greater.

There were also infractions committed more times by female nurses that include working with expired licenses, forgery, and provision of care without physicians advice. There were also infractions by female nurses which were not committed at all by male nurses during the study period: use of alcohol on the job, advance practice nurse prescribing schedule drugs, leaving post without notification, murdering a patient, passing bad checks, receiving disciplinary actions from other states, other illegal activities and allowing of unauthorized personnel to care for patients (Evangelista and Giddens, 2008). Table A in Appendix indicates the percentage of male and female nurses that were given various discipline levels.

Evangelista and Giddens (2008) noted that male nurses were disciplined disproportionately at 18.9% regardless of the number of infractions or license level. Suspension and revocation of the license were also higher. Already, the study speculated on gender bias as there were no established factors that could have influenced such finding. It was notable in the study that amongst the 10 nurses of which 6 were females and 4 were males who had a sexual liaison with a patient, the females received license censure while the males received license revocation.

Another reason speculated upon by Evangelista and Gidden (2008) is the nursing culture is considered as a historically female dominion (Mendyka, 2000) and that even female authors have openly expressed resistance to men in nursing (Evans, 2002). Men have reported discrimination due to gender (Hawke, 1998) while men were said to report sexual harassment at higher rates than do female nurses (Bronner, Pretz, & Ehrenfeld, 2003).

Black (1976) have already noted that theory of law indicates that marginal persons or those with different associations (p 79) are treated differently than the mainstream individual and are more likely to be disciplined, disciplined in a more severe manner, and conduct may be seen more likely as illegal than the mainstream individual. More importantly, the study observed that very real disparities in discipline do exist, (p 513).

There had been a noted increase of women in the workplace. Below Positions, previously male-dominated had a proportion of women filling in lower and middle management positions in a steady fashion (Dalton and Keshner, 1993). The prevailing domination of males in higher positions nevertheless has established the glass ceiling barrier that keeps females away from higher positions. But in a study conducted by Atwater and Van Fleet (1997) indicated that in a traditionally female job for top and mid-level management position, less-qualified females were selected against the more qualified male regardless of the gender of the raters. Gender was the main reason why the raters selected the female applicant and that the gender type of the job led to the discrimination against males in female jobs. The subjects indicated that the gender of the applicants influenced the selection decision. Diversity and equal employment opportunity in the workplace were posited as being undermined in the process and disconcerting (Atwater and Van Fleet, 1997). There had been significant progress in moving males and females into opposite-sex domains but there is an area that is gender-typed and not equally accessible (Atwater and Van Fleet, 1997). The study concluded that there is a possibility of another ceiling in some workplaces that may keep males from entering management positions in female-dominated areas. This bias is so much the same as for females applying for male positions.

As early as 1977, in a study of sex-role and occupational stereotypes, Hesselbart noted that there are few differences in the ratings of the male and female medical students both described as competent and attractive. Male nursing students are rated as unattractive, unrealistic, and un-ambitious suggesting that men entering a predominantly female profession may be seen as more deviant than women entering a predominantly male profession.

Conclusion

It is evident that the issues wherein male nurses or male students of nursing encounter bias in the workplace are considered ethical, legal, economic, social, and political in nature. Ethical and legal in a sense that they are discriminated against, economic in a way that they are hampered from possible employment, social and political in the sense that they are deprived of equality and fair treatment.

This issue is significant at this time because there is a growing need to address health services and professional problems such as the lack of qualified professionals not only in major European and US nations but also the need to address more pressing issues such as the cost of health services.

It is difficult at this time to offer measures to resolve the problem. Health care policy and decision-makers, however, should be concerned with providing sufficient information and understanding on the part of new male nurses, provision of acceptable norms on nursing organizations, exposure of patients to more male nurses in the setting, further incorporation of males in other health professions. To address hospitals and health agencies, taxpayers, and the federal and state governments, it is necessary that advocacy groups be sensitive to the biases against male nurses and males in other female-dominated professions.

Easier said than done, it will take a longer time as well as jolting situations and orientation before certain results are expected. As already established, a lot of other factors need to be considered where biases and discrimination in the workplace are concerned. The tradition established gender roles in professions for certain lengths of time and dismantling it could signal a new era of diversity and equality, more legal, political, and social in nature. This will benefit not only male nurses but more importantly, females and those that are marginalised in a civil society setting.

ReferenceK

1. Anthony, A.S. (2004). Gender bias and discrimination in nursing education: Can we change it? Nurse Educator, 29 (3), 121-125.
2. Arndt, M. (1994) Nurses medication errors. Journal of Advanced Nursing, 19, 519-526.
3. Atwater, Leanne E. and David D. Van Fleet (1997). Another Ceiling? Can Males Compete for Traditionally Female Jobs? Journal of Management, 1997; vol. 23: pp. 603  626.
4. Black, D. (1976). The behavior of law. San Diego, CA: Elsevier Press.
5. Booth, D. and A.K. Carruth (1998) Violations of the nurse practice act : Implications for nurse managers. Nursing Management, 29, 35-39.
6. Bronner, G., Pretz, C. & Ehrenfeld, M. (2003). Sexual harassment of nurses and nursing students. Journal of Advanced Nursing, 42, 637-645.
7. Evangelista, Anita and Susan Sims-Giddens. (2008).  Gender Differences in Discipline of Nurses in Missouri. Western Journal of Nursing Research, 2008; vol. 30: pp. 501  514.
8. Evans, J. (2004). Bodies matter. Men, masculinity, and the gendered division of labour in nursing. Journal of Occupational Science, 11 (1), 14-22.
9. Green, A. (1996). Texas creates a profile of the disciplined professional nurse. Issues, 17, 8-9.
10. Hawke, C. (1998). Nursing a fine line: patient privacy and sex discrimination. Nursing Management, 29, 56-61.
11. Hesselbart, Susan (1077).  Women Doctors Win and Male Nurses Lose: A Study of Sex Role and Occupational Stereotypes. Work and Occupations, 1977; vol. 4: pp. 49  62
12. Mendyka,.E. (2000). Exploring culture in nursing : A theory-driven practice. Holistic Nursing practice, 15, 32-41.
13. Missouri Board of Nursing (2004). Missouri Board of Nursing update. Missouri State Board of Nursing Newsletter 5 (4), 1-3.
14. Missouri Revised Statutes (2003).
15. OLynn, C.E. (2004). Gender-based barriers for male students in nursing education programs: prevalence and perceived importance. Journal of Nursing Education 43 (5), 229-236.
16. Sullivan, E., Bissell, L. and Leffler, D. (1990) Drug use and disciplinary actions among 300 nurses. International Journal of the Addictions, 25, 375-391.
17. Williams, Christine, L. and E. Joel Heikes (1993). The Imporatnce of Researchers Gender in the in-depth interviews: Evidence from Two Case Studies of Male Nurses. Gender & Society, 1993; vol. 7: pp. 280  291

Appendix

Table A

Introduction

A family is a basic unit in society without which society would be non-existent. Marriage is imperative in the growth of a society, as through it, the family is built. One of the key purposes of marriage is procreation, which ensures the proliferation of society by bringing new individuals who contribute to its development. In the modern world, the institution of marriage and the issue of motherhood have experienced challenges due to changes in perception. This essay discusses the challenges that have affected motherhood, reproduction, and marriage.

The role of mothers

According to Crittenden (28), mothers perform a very significant role in society by rearing children, although they have been disadvantaged and exploited by the predominantly male society. Some mothers sacrifice their careers to bring up their children. The sacrifice notwithstanding, society does not recognize motherhood as an important duty like office-based careers, which explains why the role of a housewife is underrated and is even omitted in the gross domestic product.

The perception of a housewife

My perception of motherhood and particularly that of a housewife has been altered negatively due to a lack of appreciation by society, alongside challenges of exploitation attached to it. Educated women lose a lot of income mommy tax when they become mothers, this is because; once they give birth, they are often forced to quit their jobs as their working conditions become intolerable. This kind of exploitation also results from a lack of financial impartiality in marriage. This trend has discouraged many women from having children, where the majority opt to pursue their careers first. (Crittenden 236). Most women do not choose to stay at home as mothers. Some lack responsible caregivers who can bring their children up in upright ways. Though motherhood is admirable, it can be tough and at times involves making several sacrifices to raise children. On the other hand, the mother expects no reward from what she gives to the children. (Simone 484). This describes motherhood to be a non-rewarding task and a venue through which women channel their frustrations by caring for their children. Since time immemorial, motherhood has lacked magnitude within society. Housewives are not esteemed by society and are labeled as indolent people.

High-level self centeredness

Another challenge that has influenced my attitude is the high-level self-centeredness that exists in several marriages. De Beauvoir in The mother says the curse which lies upon marriage is that too often the individuals are joined in their weakness rather than their strength, each asking from the other instead of finding pleasure in giving (Simone 23). With such selfishness comes inequality once you realize your differences. For instance, where both the wife and husband are working, the woman often has additional housework to cater for. However, in the recent past, several men no longer hold to such assertive dogmas but instead help with housework. Still, several married women who are full-time housewives are required to be on duty most of the time, and yet their work is unpaid. The mans paid work is regarded as more valuable than housework. The issue of divorce has also changed my perception of marriage. In a world where divorce rates are high, one is tempted to think that the institution of marriage is a complicated one (Okin 159).

Conclusion

In conclusion, marriage and motherhood are faced with great challenges today which have influenced and molded our views and perceptions about them. These challenges include exploitation of housewives and inequality in marriages among others. We must change our line of thought to accommodate and appreciate the only sources of human prolificacy we have marriage and mothering.

Works Cited

Crittenden, Ann.The price of motherhood: Why the most important job is still the Least valued. New York: Henry Holt Company, 2001. Print.

Okin, Susan..Justice, Gender and the Family. USA: Princeton University press, 1991.

Simone. B. The mother n.d. New York: Rowman & Littlefield Publishers. Print.

The US National Park Service manages more than 400 national parks in the US. It also works with local stakeholders to revitalize the environment, preserve history, heritage, and recreational facilities. However, some of these national parks have faced major challenges related to overuse, human-wildlife conflicts, insufficient funding, climate change, pollution, concession systems, mining activities, fire, and illegal activities, among others.

Moreover, popular parks like Yosemite and Yellowstone receive huge numbers of visitors every year, which overwhelm the available resources. Yellowstone National Park strives to protect natural and cultural resources and beautiful scenery within the park. Fishing is one major attraction in the park for many visitors, and it has a rich history. Consequently, fishing has continued to complement and promote the preservation of natural and native species. However, the introduction of some species in the park altered the natural ecosystem. This proposal explores challenges associated with destructive activities of some wildlife, humans, and fire in the national park. It also proposes possible solutions and a budget for the problems.

Problems at the park

Yellowstone National Park boasts of diverse ecology and high economic impacts in the city. It has significant cutthroat trout fisheries in the US. However, over the years, critical threats to the native trout have grown significantly. The trend has permanently changed the park, and its sustainability and future growth have remained unknown. Studies helped the park management team to understand that any negative impacts on the native trout number could have profound long-term impacts throughout the Yellowstone ecosystem. Trout are the main sources of energy for several birds and other animals and great recreational activity for visitors (Yellowstone National Park 1).

At some point, a section of the Yellowstone water did not have fish. Consequently, park managers embarked on a massive restocking of the park with exotic fish, which had deep ecological outcomes. One major problem that occurred was the displacement of other native species of fish, such as Arctic grayling and west slope cutthroat trout. The exotic species now predate on the Yellowstone cutthroat trout. At the same time, policies on the management of the park have also shifted with ecological changes. For instance, the once-popular fishing for subsistence use and harvesting have declined to pave the way for the maintenance of the natural ecosystem and restoration of the previous parks ecosystem. Exotic species of lake trout feed on cutthroat at a high rate. This implies that uncontrolled numbers of lake trout could decimate the native cutthroat trout and threaten other predators, which originally depended on Yellowstone cutthroat species for survival.

For several years, the fire has played a fundamental role in shaping the ecosystem of the Great Yellowstone. Native plants are able to evolve and thrive after the fire. Park managers understand the importance of fires in influencing nutrients and plant species.

However, fire remains one multifaceted factor for the park because of its both dangerous and fascinating impacts. Yellowstone Park officials continue to study fires and manage them carefully in order to understand their consequences and patterns. Most of the fires at the park result from lightning activities, although some occur because of arson. Historically, park managers and visitors have looked at fires negatively. However, recent studies have shown that fires have tremendous benefits for the ecosystem.

Apart from the benefits of fires to the Yellowstone National Park, park managers face some major challenges with fires. For instance, the park should protect its developed facilities and infrastructures, human life, and some species. However, the challenge has been balancing between protecting these investments, human life, and wildlife and allowing the fire to burn naturally in the park.

Solutions for the fire, trout, and human problems

A potential conflict of interest exists as park officials strive to protect and preserve the purity of the park and offer recreational activities for visitors. As a result, there is a clear need to balance between the two. The park management efforts and resources must preserve indigenous species and promote responsible fishing at the same time. A catch-and-release program can regulate fisheries within the park and control the number of human activities. There should also be a new solution or program, which aims to control the number of exotic trout because of their destructive nature to native cutthroat trout. Anglers may be allowed to catch and keep exotic cutthroat trout as an attempt to preserve the natural ecosystem of Yellowstone National Park. Therefore, Yellowstone National Park should encourage programs that preserve the indigenous cutthroat trout, control the number of exotic trout, and conduct further studies and monitoring activities to control any possible damages.

Further research and studies are critical for the survival of the park. Park officials should evaluate the impact of human activities and visits, as well as exotic cutthroat trout. Based on outcomes, the park should build a data center for references and enlarge its research department to improve science capabilities. It should encourage public inputs and scientific symposiums in different subjects on a monthly basis. Such programs should be open to the public.

Fighting fires is an expensive and dangerous undertaking. Hence, it requires interagency relations and efforts in order to control random wildfires that destroy developed areas. The park should invest in skilled professionals and gadgets that can be effective in controlling wildfires in extreme weather conditions, especially during summer.

Further studies in fire management are necessary to allow park officials to understand the behaviors of fires. This may happen when such officials understand the type of vegetation under fire and fuel moisture levels. However, understanding and predicting fires under extremely dry conditions could be difficult as data from 1988 to 2000s indicate (National Park Service 154). Studies have shown that forests experiencing stand-replacing fires could affect fire behavior for up to 200 years in Yellowstone (National Park Service 154). That is, when a new fire starts in a previously burned area, its rapid spread and strength slow down. Such knowledge about fire behaviors could help park officials to predict future fires. Consequently, park officials could use maps of past stand-replacing fires alongside current fires to forecast the spread, intensity, and behaviors of fires (Turner, Romme and Tinker 351).

Yellowstone National Park should design a fire management program, which aims to protect human life, developed areas, natural resources, wildlife, and cultural resources, among others. At the same time, park officials must understand that fires are natural processes within the park, which should burn where possible. Park officials could adopt different strategies from scientific studies to understand fires in natural settings. Fire tools like mechanical thinning, controlled fire and wildfire usages could be effective for training.

While Yellowstone National Park experiences several challenges, fire and impacts of exotic cutthroat trout have significantly affected the ecosystem. Hence, the stakes are high, which demands high standards of management and funding. Since wildfires are random and uncertain impacts of trout cannot be determined easily, they have strained the parks available resources. Consequently, funding and further studies and research would help the park to manage and preserve its resources. Scientists could monitor the impacts of major fires on the park and provide their recommendations. It would also be imperative for the park to work with other agencies, researchers, and other institutions to develop broad topics for studies. Insights from such studies will help the park to enhance its management strategies.

Overall, state and federal governments, including other interested stakeholders, must continue to work together in order to reduce levels of negative impacts on the park and its resources.

Budget

Works Cited

National Park Service. Yellowstone Resources and Issues Handbook. 2013. Web.

Turner, Monica, William H. Romme, and Daniel Tinker. Surprises and Lessons from the 1988 Yellowstone Fires. Frontiers in Ecology and the Environment 1.7 (2003): 351-358. Web.

Yellowstone National Park. Current Issues Facing Fisheries of Yellowstone. 2014. Web.

Introduction

The history of festival organisations dates back to the nineteenth century when the first music festival organised by the Coachella festivals hit the ground in the United States. The annually most attended festival attracted people from all lifestyles and occupations, including government bigwigs from different countries who enjoyed the festivals. The festival acted as a place of leisure after a long year of work and the. Therefore, it acted as a relief to the working day life. The first festival, founded by Denis de Rougemont in 1952, was in Europe and formed part of the European Festivals Association (EFA), a body that governed the operations of such events (Van der Wagen, 2007).

Different festivals emerged later in the years, making it a field of greater investment. The increasing number of festivals in both Europe and other parts of the world reduces the efficiency and organisational mechanisms of the events leading to the emergence of other organisational bodies such as the American Festivals Association, which only operated and controlled the festivals within the American continent (Onderdonk & Hurd, 2000). Later on, other continents too decentralised the control of their festivals, posing a greater challenge to the ancient festivals. This led to wrangles in the control strategies with the adoption of a uniting policy to curb the rapid rise of such festivals (Devine & Devine, 2012).

The main reason for focusing on this research is due to the increasing incidences of complaints from the public about the present trends in the organisation of the festivals. Many people opt to avoid such places over security and low quality of services offered during the events. The main question of concern is the operations management for tourism and leisure in these sectors. Even though the study does not cover all the sectors to draw a comparison, the study of Glastonbury festival is a good indicator of the trend in almost all the other festivals organisational structure.

The main objective of this research is to determine the role of service operations in providing services that meet customer service quality expectations, especially managerial decision making. Taking into account the management system of the Glastonbury system of management, the project tries to relate such practices with those of other tourism and leisure festivals. The research majorly focuses on the administrative role of the organisation bodies and top managers of these festivals.

Literature Review

In the recent past, the world over continues to face different challenges with the most celebrated festivals posing greater challenges in their organisational structure. The tourism and leisure sectors have continued to exhibit poor performance with the low turnout for various events. In the United States, for instance, the number of citizens attending such annual festivals greatly reduced due to the management of such events, which tend to leave most attendants unsatisfied with the services offered (Van der Wagen, 2007). Moreover, the trend in the organisation has changed, forcing the people to adapt to the new trend, which affects the satisfaction of the people to some extent. These factors are forms the basis of the challenges that deprives the commonly known festivals and some even incur massive losses in them eventually.

Currently, there are several music festivals globally, but their management remains poor, unable to offer quality and reliable services to the clients. Therefore, people have opted not to attend these festivals. Even though many viewed the emergence of different forms of festivals to be a foundation to stiffer competition in the sector, most people remain amazed by the depreciating trend of the services offered (Abreu-Novais & Arcodia, 2013). The leisure and operational management services deprive due to a limited number of adequately trained personnel to handle a large number of individuals that throng most of these festivals. The change in the trend of the festivals created a significant effect in the system of management, promoting the essence of collaboration.

Organisation and Methodology

The structure of every festival is unique in its own way; however, the festivals occur during the summer seasons when most of the people are on holidays, especially the students. The organisations of these festivals follow a given pattern with most of the participants being volunteers in the field of music and arts. A review of the major festivals such as Coachella, Glastonbury, and Woodstock provide limelight of the organisational structure of the festivals. Most festivals are owned by individuals through the guidance of a team that focuses on the management of the festivals.

The methodology applied in this study is the observation of the trend in the number of individuals attending the present festivals and deriving a comparison with secondary sources from the previous attendances (Onderdonk & Hurd, 2000). A comparison of the information obtained from the three festivals of interest provides a foundation of the analysis of the challenges facing the management system of such festivals. Secondly, direct interview with both the individual owners of such festivals together with the management team provides additional information that would establish the change in the functioning of the festivals. The mode of the interview would be through guided questionnaires, which contains both open and closed set of questions. In case of need for clarification, one on one interview will apply.

Analysis of the Managerial challenges

Different festival organisations continue to face a wide scope of challenges that contributes to the low turnout and at times, reduction of the massive festivals into some small occasions attended by few people. The continuous rise in the city fees together with long procedures involved in acquiring licenses remains a great challenge. Glastonbury, for instance, hiked its charges in 2008 following heavy charges from the city leaders in charge of such occasions.

At the same time, Lollapalooza also faced the same challenge in 2012, changing its cultural plan that earlier existed for the last fourteen years to a mere summer event in the following year. Woodstock also experienced the trend leading to a changed plan of the events of the festivals to other seasons of the year. The effect of such changes arose due to the change in the leadership structure. Coachella leadership structure changed rapidly through the enactment of the new policies in 2008, an effect that contributed to a fall in the 2009 festivals that was hit by a large number of gate-crashers (Onderdonk & Hurd, 2000).

Managing tasks and solving problems remains a challenge to most of the organisations in charge of different festivals. The organisers of the events continue to face challenges related to controlling the number of people that attend such gatherings. The trend is evident in almost all the major festivals, including Coachella, believed to be one of the most responsible festivals. According to Van der Wagen (2007), the continued number of controlled entry to the event poses a great threat to the attendees of the event. Glastonbury records the highest number of gate-crashers  a trend related to the leadership of the festivals.

In late 2001, the number of people who attended the festival estimates to 250, 000 people, but only 100, 000 tickets sold. Woodstock, too suffer from the same impact with the number of people who did not pay to attend the occasion exceeded the number of people who made payments in 2009. The supply of necessities such as accommodation and food, among other essential requirements remain a great challenge in these festivals. People suffered from frequent storms and inadequate food supply even after paying the total charges. Moreover, there was a lack of clean water in most festivals during the period of performance.

For instance, Coachella remains the leading festivals organisers with the city organisers, denying them an operational license in 2012 because of the inability to manage the continuous supply of water. A year later, Woodstock too did not hold their annual festivals due to the threats by the licensing to disrupt the whole festival of that year unless they enacted strategies to curb such challenges. Glastonbury also faced the challenge in 2008. However, correction of such challenges still poses a greater threat with most people unable to define the cost of creating favourable conditions for such notable changes.

Another problem that contributes to the questioning of the managerial standards of the operations and quality service provision of the Glastonbury festival is working with and relating to others. The effectiveness of the festivals depends on how the attendants relate to one another and the visitors. Over the recent past, most people who attend the festivals have constantly complained of the mishandling of people at the festivals. A good ordeal was the 2004 incidence at Glastonbury in which all the available tickets sold within 24 hours (Stationary, 2010). The rest of the population got no help from the organisers.

They had to struggle by their own mechanisms to enter into the festival arena. Consequently, the management could not allow them to gain entry free of charge. Therefore, they adopted the online mechanism of applying for tickets, a decision that saw slow-down in connections since more than two million people attempted to acquire the tickets. Gelder & Robinson (2009) assert that the unpredictable number of attendees for these festivals has remained an impossible probability in the decision making regarding the number of tickets to produce. Over the recent past, specifically in the 2014 festival, the same challenge is still evident in Coachella with most people facing delays for even the whole day at the entrance.

Organisational management support in decision-making

The organisational management structure incorporates both the management team and the attendees of such festivals. The incorporation of all participants, both direct and indirect, provides pertinent information essential in the formulation of a decision fit for improved services offered (Onderdonk & Hurd, 2000). The organisational structure must receive feedback from the attendees through the collection of information from a given sample and use this sample to determine the overall perception of the activity. This would help improve the next festival focusing on the quality of services.

Timely communication forms the basis of advancement in the operations of any organisation. Most organisers of these festivals lack good communication skills posing a greater challenge to their advancement (Kitterlin & Yoo, 2014). Maintenance of both vertical and horizontal passage of information is essential in promoting heritage in the operations of leisure and tourism firms. The feedback from these communications provides tangible backgrounds to decision making.

Conclusion

Most tourism and leisure organisations face challenges in decision-making, especially festival associations. Proper decision managerial capability is essential to maintain service delivery to the customers in order to maintain high operational standards. The organisational scheme ought to include everyone in its decision making, taking into consideration all the potential emerging challenges.

References

Abreu-Novais, M., & Arcodia, C. (2013). Music Festival Motivators for Attendance: Developing an Agenda for Research. International Journal of Event Management Research, 8(1), 34-48. Web.

Devine, A., & Devine, F. (2012). The challenge and opportunities for an event organiser during an economic recession. International Journal of Event and Festival Management, 3(2), 122-136. Web.

Gelder, G., & Robinson, P. (2009). A Critical Comparative Study of Visitor Motivations for Attending Music Festivals: A Case Study of Glastonbury and V Festival. Event Management, 13(3), 181-196. Web.

Kitterlin, M., & Yoo, M. (2014). Festival motivation and loyalty factors. Tourism & Management Studies, 10(1), 119-126. Web.

Onderdonk, J., & Hurd, M. (2000). The Glastonbury Festivals. The Musical Times, 125(1698), 435-437. Web.

Stationary, L. (2010). Fuel cell power for Latitude, Glastonbury music festivals. Fuel Cells Bulletin, 8(3), 6-7. Web.

Van der Wagen, L. (2007). Human resource management for events. Oxford: Butterworth-Heinemann. Web.

Introduction

This paper summarizes articles that provide important insights into the literacy challenges experienced at the postsecondary level. Instructional methods that focus on literacy improvement can help college students learning more and excel in academics.

Summary One

Introduction

Learning is a complex process that is dependent on many factors that are present in the learning environment. In this view, the article asserts that student learning is less effective when classes are large and the material taught is new to the learners.

Anonymity and Self-directed Learning

The feelings of anonymity and lack of self-directed learning on the part of the student result in poor academic outcomes. Moreover, pedagogical challenges that instructors face due to a large number of students in courses such as political science result in poor academic outcomes (Truby, Weiss & Rousseau 2014). When the number of students in a class is high, instructors should encourage active learning to help students learn more, enhance their familiarity with new material, and develop critical thinking skills (Truby, Weiss & Rousseau 2014). Among the active learning strategies an instructor can use are collaborative learning, assigning low-rated tasks, and approaches that encourage student participation. Collaborative learning involves long-term study groups under the guidance of the instructor.

Certain conditions must be met for collaborative learning to be effective. First, the supervisor must oversee the formation of the study groups and supervise them throughout the semester (Truby, Weiss & Rousseau 2014). Second, learners must exhibit a high level of responsibility and teamwork. Third, group tasks should aim to improve collaboration within each group. Fourth, continuous monitoring and evaluation of the performance of each team as well as group members are needed. The second strategy is assigning low-rated tasks based on educational videos or newspaper articles to help students discover new concepts on their own. The third strategy is participatory learning, which engages students through discussion forums and simulations. Discussion forums help students learn how to develop an argument while in-class simulations enhance their familiarity with different issues.

Conclusion

The article notes that the application of collaborating learning techniques such as discussion groups and teamwork, and customization of tasks as promoting effective learning in large-class contexts.

Summary Two

Introduction

English is the preferred language of instruction in most institutions of higher learning. Foreign universities offer English programs to students in a bid to improve their proficiency in the language. Even in countries where English is not a native language, students must learn it to improve their communication as well as reading and writing skills before enrolling for programs taught in English.

English and Academic Performance

Researchers have found no relationship between tests such as IELTS or TOEFL and academic performance (Harrington & Roche 2014). Often, non-proficient speakers encounter communication problems during learning, which results in poor grades, diminished career prospects, and missed scholarship opportunities (Harrington & Roche 2014). Moreover, these students are considered vulnerable, as they do not access learning opportunities available to those proficient in the English language. Often, there is no standard way of testing the English proficiency of students in the post-enrolment period.

The common English tests only assess the students literacy skills before enrolment. Thus, the tests may not detect a students language weaknesses after enrolment. In the article, the authors examine the tests that can be applied in college contexts to assess student proficiency in the English language as well as performance. They find that reading, writing, and vocabulary use are effective measures of a students English language proficiency in college settings (Harrington & Roche 2014). These three areas predict academic performance measures, including GPA. The authors found vocabulary knowledge and writing to be the best tools for identifying students with linguistic challenges. Assessment tests focusing on these two areas yield authentic results regarding the students linguistic abilities in written and spoken English.

Conclusion

Evidently, scores from tests that focus on writing and vocabulary knowledge can be used to formulate support programs to improve a foreign students linguistic skills, as well as his/her academic performance.

Summary Three

Introduction

A large proportion of college students experience difficulties in reading and writing, which hamper effective learning. This trend is attributable to learning challenges, poor preparation at the elementary level, lack of incentive, and socioeconomic inequalities, among others.

Upgrading Language Skills of Students

Students with reading or writing skills that are below average usually undertake a developmental course offered at community colleges. Such courses help upgrade the students language skills to the postsecondary level. They involve various instructional approaches, including skills-oriented, abstract thinking, social studies, and scholarly communities (Perin 2013). The skills-oriented approach focuses on grammar, semantics, and writing. In contrast, abstract thinking focuses on critical thinking skills, logic, and strategic analysis. Such students also need instruction in social studies to improve their self-image, self-awareness, and socialization skills.

Developmental courses also involve study groups, where students learn from peers in learning communities. Most studies identify concept development as the strategy that instructors use to teach such students (Perin 2013). This approach equips students with skills in theory development, philosophy, logic, and critical thinking, which enables them to become self-directed learners. In this article, the author found that students who are proficient in reading excel in a number of areas, such as writing, vocabulary, comprehension, and grammar (Perin 2013). The author also found a relationship between low literacy levels in college students and poor academic preparation in high school. This implies that inadequate instruction at the secondary level affects literacy levels in colleges.

Conclusion

Postsecondary students, whose literacy skills are low can benefit from developmental programs that are not only comprehensive but also cover areas that can meet their learning needs. Such courses employ diverse strategies aimed at improving student writing and reading.

Personal Reflection

The search for the articles summarised in this paper involved specific criteria. I conducted a literature search of recent academic articles in three databases, namely, Academic Search Complete, Political Science Complete, and ScienceDirect. The search focused on the instructional methods used to improve student literacy at the postsecondary level. I used terms, such as postsecondary literacy, reading and writing skills, and instructional methods to do the search. The search yielded many publications, but I selected three articles, which were relevant for this paper. I then read the headings, the subheadings, and the abstract of each article to gain an overview of the topic discussed. I also read each articles introduction, discussion, and conclusion before selecting the points to include in a three-move paragraph. I began each paragraph with an introduction, where I stated the main point, which I developed with examples and evidence in the main body. I included a conclusion at the end of each paragraph to underscore the significance of the point discussed.

The articles provided important insights into the literacy challenges experienced at the postsecondary level. I gained a deep understanding of the impact of academic and writing skills on performance at the college level. The traditional instructional approaches do not match the learning needs of the student (Starcher & Proffitt 2011). Large classes, poor writing, and reading skills, and unfamiliar concepts affect learning resulting in low academic performance. I learned that post-enrollment literacy evaluation tools could help low-achievers upgrade their skills to those expected of college students. Moreover, programs and instructional strategies that focus on active learning can teach students to be self-directed learners. Collaborative learning is another way students can develop their literacy skills and improve their performance. In conclusion, instructional methods that focus on literacy improvement can help college students learning more and excel in academics.

References

Harrington, M & Roche, T 2014, Identifying academically at-risk students in an English-as-a-Lingua-Franca university setting, Journal of English for Academic Purposes, vol. 15, no. 1, pp.37-47.

Perin, D 2013, Literacy Skills among Academically Underprepared Students, Community College Review, vol. 41, no. 2, pp. 118-136.

Starcher, K & Proffitt, D 2011, Encouraging Students to Read: What Professors are (and Arent) Doing about It, International Journal of Teaching and Learning in Higher Education, vol. 23, no. 3, pp.396-407.

Truby, K Weiss, M & Rousseau, D 2014, Teaching the Unfamiliar to a Crowd, Political Science & Politics, vol. 47, issue 1, pp.189-194.

Adult learning involves matters related to adult education. Adult education refers to the practice of educating as well as teaching mature people. The interested parties can get access to adult learning facilities within various areas. For instance, in certain workplaces, the management can make arrangements to have part of the staff undergo the adult learning process through the provision of the necessary facilities such as well equipped adult learning libraries. Most of the organizations make such arrangements to enable their adult staff to gain the newly introduced job skills, which are relevant in their line of duty. In addition to the workplace adult learning, some higher education learning institutions offer adult learning services through extension schools such as the Harvard Extension or the continuing education schools (Rothwell, 2008).

Nevertheless, those who cannot afford the aforementioned adult learning places because of the high costs associated with them can access cheaper facilities offered within community colleges, lifelong learning centers along with folk high schools. Adult learning is, on other occasions, termed as Training and Development, which is mostly associated with professional development. Other terms such as andragogy have also been used by various authors while referring to adult learning with the key objective of distinguishing it from pedagogy (McCook, 2011). However, it is essential to note that adult learning is considerably unique and should not be confused with vocational education (MacKeracher, 2004). Vocational education is usually a workplace-based adult learning process, which is only aimed at improving the skills of the workforce.

It is essential to note that adult learners possess distinct learning requirements along with needs, which are quite different from the teens or even the children. Malcolm Knowles, who is considered as the pioneer of adult learning, came up with various adult learners characteristics, which the adult learners instructors should comprehend to assist effectively such learners to find learning enjoyable and beneficial. Knowles specified that the concerned instructors should remain aware of the fact that most adults are self-directed, as well as autonomous. This implies that they should be presented with the opportunity of directing themselves. In that regard, the instructors should ensure that the adults are actively involved in the learning process. Actually, the instructors should only undertake the role of facilitators in the adult learning process (Ross-Gordon, 2003). Adult learners should be allowed to assume the responsibility of making group presentations on top of exercising group leadership. Therefore, instead of the instructors issuing adult learners with diverse theoretical facts, they should professionally guide them to their individual knowledge.

Adult learners instructors should also put into consideration that the adult learners possess a vibrant knowledge along with life experiences foundation. This may be because of family responsibilities, work-related duties in addition to previous education. In respect to this aspect, there is a need for the instructors to ensure that the learning process is well connected to the adult learners knowledge or even experience base. Nevertheless, this can be achieved in the event that the instructors are in a position of relating the various theories along with concepts to the learners experience.

Therefore, the instructors must prioritize the significance of experience within the adult learning process. Moreover, while dealing with adult learners, the instructors should bear in their minds that adults are considerably practical. Therefore, the most focus should be directed towards the lesson aspects, which seem to be relatively useful to their learning needs and work requirements. It will not be weird to find out that most adult learners harbor no interest in acquiring knowledge just for the sake of it. It may, therefore, turn out as necessary to inform the learners of the essence of undertaking the various lessons.

It will also be crucial for adult learners instructors to factor out that all adult learners are goal-oriented. Upon showing interest in undertaking certain courses, they are usually aware of the main goal, which they should achieve upon the completion of the course. Therefore, in that regard, the education program should comprise of sufficiently defined elements on top of being well organized to meet their expectations. Besides, the instructors should enlighten the learners on how various classes will assist them in realizing their goals. Therefore, all the courses meant for adult learners should have clearly outlined course objectives.

In addition, the classification of goals should be undertaken in an easily understandable manner, which will allow the learners to get rid of any worries or fears of being subjected to unnecessary courses. In that same perspective, it will be vital to factor in the aspect that the majority of the adult learners are relatively relevancy-oriented (Cranton, 1996). This means that every reason for learning something should be adequately specified. Learning should thus have some value to their workplace or any other relevant area of their interest.

Therefore, prior to commencing adult learning classes, the instructors should properly comprehend the adult participants objectives. Moreover, the concepts, along with theories to be introduced to the adult learners, should be presented through the setting, which is familiar to them. To meet the relevancy-oriented requirement, adult learners should be involved in the choosing of learning projects, which make the true reflection of their individual interests (Merriam, Caffarella, & Baumgartner, 2007). All in all, adult learners should be respected, just like any other learner. It has been established that all learners prefer being treated with the necessary respect in order to make the learning process enjoyable.

In addition to comprehending the adult learners characteristics, there are four significant elements, which should be employed by the instructors in order to ensure that such learners successfully realize their learning objectives. These elements include aspects such as motivation, retention, reinforcement, as well as transference. Motivation is the most crucial element, which can assist adult learners in realizing their learning goals. It would be meaningless to make concerted efforts in educating adult learners without motivating them. Motivation involves assisting the learners in recognizing the need for acquiring the information being offered to them. Motivation can be achieved through the establishment of a formidable rapport between the learners, along with the instructors, in order to make them ready for the learning process (MacKeracher, 2004).

There are various methods, which the instructors can make use of in their endeavor to motivate the adult learner. For instance, the instructors can set a friendly learning atmosphere for every lesson. The learning atmosphere should be designed in such a manner that the adult learners develop the desire to attend even more lessons. In addition to that, the concern level expected from the learners should be adjusted in such a way that it effectively meets the learners objective without lots of pressurization. It should be observed that people prefer learning under minimum stress; therefore, too much stress will turn out as a barrier to learning. Besides, the instructors should ensure that the difficulty level is at agreeable standards. The level of difficulty should only be sufficient to challenge the learners but not relatively high, such that the learners are subjected to frustrating conditions, which are characterized by information, overload (McCook, 2011). Participation should be adequately rewarded, and most definitely, the adult learning process will realize success.

Concerning the retention element, the adult learners should be sensitized on the essence of retaining the information obtained from classes to find the learning process quite beneficial (Ross-Gordon, 2003). The adult learning process fails to meet its objective in the event that the learners end up retaining none of the information introduced to them. Information can only be retained if the learners are assisted to comprehend, interpret, as well as, apply it. The learners information retention ability is affected in a direct proportion by the degree of practice they are exposed to while undertaking the learning process. The instructors are, therefore, expected to focus mainly on introducing various retention and application techniques to the adult learners (Cranton, 1996). Moreover, adult learners have to demonstrate the required performance in order to be considered to have benefited from the adult learning process. Additionally, the learners should be encouraged to practice, as well as maintain the acquired information.

The other element, which plays a significant role in the adult learning process, is reinforcement. It is through reinforcement that the instructors get to enlighten the learners on the required modes of behavior along with performance. There are two types of reinforcement; that is, positive reinforcement along with negative reinforcement. The positive reinforcement is utilized mostly by the instructors who are teaching novel skills to adult learners. This kind of reinforcement is vital in reinforcing good behavior on the learners. On the other hand, negative reinforcement involves the contingent eradication of any noxious stimulus, which tends to encourage a certain behavior (Foley, 2004).

It should be noted that the behavior could not be totally eradicated through reinforcement. Punishments, along with Time Out, are the only means through which a certain behavior can be completely eradicated. However, the instructors should make use of both positive versus negative reinforcement in order to change undesired behaviors effectively. The correct behavior within the teaching-learning scenario can only be realized through the appropriate application of reinforcement. The instructors should, therefore, apply it in a frequent and consistent manner in order to ensure that the learners retain all that has been discussed in class. Besides, it will also ensure that learners adopt positive and consistent behaviors.

Finally, on top of putting into consideration the various aspects aforementioned in this paper, the transference element should not be overlooked while undertaking adult learning. Transference refers to the capability of applying the information acquired from the adult learning courses within a new setting. Transference also comes in both positive, as well as negative forms (Caffarella, 1993). Positive transference comes about in the event that the learners successfully put what they have learned into use. On the other hand, negative transference takes place once the learners avoid all the donts specified by their instructors in the course of their training. Even though adult learning can experience diverse barriers, the instructors should be adequately equipped with various strategies, which can enable them to resolve such barriers successfully.

Reference List

Caffarella, R. S. (1993). Self-directed learning. New Directions for Adult and Continuing Education, 57(10), 2535.

Cranton, P. (1996). Professional Development as Transformative Learning. San Francisco: Jossey-Bass.

Foley, G. (2004). Dimensions of adult learning: Adult education and training in a global era. Maidenhead: Open University Press.

MacKeracher, D. (2004). Making sense of adult learning. Toronto: University of Toronto Press.

McCook, K. P. (2011). Introduction to Public Librarianship. New York, NY: Neal-Schuman.

Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide. Hoboken: John Wiley & Sons Inc.

Ross-Gordon, J. (2003). Adult Learners in the Classroom. New Directions for Student Services, 7(2), 4352.

Rothwell, W. (2008). Adult learning basics. Alexandria: ASTD Press.

Important Aspects of Democracy

According to Freire, democracy is about trying to bring social equality. He argues that equality can only be achieved when people stand up against the rich, who embezzle resources. He also believes that the people in the low class should not show respect for those above them. He also observes that many people resign to their fates by accepting that politicians are meant to be as they are.

In my opinion, the most important aspect of practicing democracy is fighting corruption and other activities that cause disparities in social classes. This will ensure that everybody has equal opportunities and influence. It will also ensure that some people are not entitled to other peoples respect. My opinion is based on the definition of democracy as a situation where people have equal rights, freedoms, and responsibilities.

Importance of Modeled, Interactive, Shared, Guided and Journal writing and Writers Workshop

Modeled writing, interactive writing shared writing, guided writing, journal writing, and writers workshop help ELLS acquire language skills from the foundation. In shared writing and modeled writing, for example, the teacher corrects sentential errors while helping the learners acquire the vocabulary needed in different situations. In interactive writing, the teacher has the opportunity to correct the elements of language transfer since ELLs are more likely to use their L1 sentence structures. Therefore, these methods are needed since ELLs need to acquire all the basic skills in their new language, including the alphabet. The entire process of writing to, with, and by providing scaffolding for ELLs to become proficient writers. Firstly, the teacher helps them before letting them work independently. Therefore, all their mistakes are corrected since the teacher is always close enough to notice all their mistakes.

Identity and Education

The argument that we are conditioned and programmed, but not predetermined is what resonates with me in this discussion. This argument implies that we inherit the ability to do things, but not always in a predictable manner. This argument carries extensive weight since it shows the real picture of how people behave. Human beings are always ready to change their attitudes and beliefs after learning new ways and ideas. When the learning process begins, every learner, usually, has some background knowledge that is shaped by culture and inheritance. These two elements do not affect the learning process. They do not always determine the way an individual learns because of the readiness of human beings to change whenever it is necessary. Therefore, the argument correctly summarizes this reality.

Challenges of Content-area Instruction and Textbooks to ELLS

Content areas use ambiguous terminologies and vocabularies that are beyond the level of ELLs. Worse still, textbooks are written with an emphasis on the content and not the level of ELLs.

It is very difficult for me to read textbooks without help from a teacher or colleague because textbooks for my class use difficult terminologies. Some of them even have more than one meaning.

Strategies for Sheltering Instruction and Modifying Textbooks

Outlining instructions and the contents of the textbooks is one of the best methods of helping ELLs understand. This entails picking out the main ideas in the textbook or instructions. Teachers can also read aloud to their learners to help them hear pronunciations and content. In the process or reading, they can pause for the purpose of paraphrasing the main ideas.