Ordering System Essay

Automated store ordering has been offered as a potential solution to many store level problems: Automation could improve availability, decrease inventories, and reduce the time and labor required for ordering. However, despite the potential advantages, it seems that the majority of retailers have only just started to implement automated ordering systems at store level. Furthermore, very little published information can be found on store level processes, not to mention automated store ordering. Therefore, well-documented research on how and if conventional inventory management practices can be applied at store level operations should be extremely  engrossing both from academic and business viewpoints. This master’s thesis examines how automated store ordering could more efficiently be utilized to improve store operations and performance. The problem is approached first from the theoretical viewpoint: In the literature review, the retail supply chain and store level processes and performance are examined. Furthermore, inventory management and forecasting practices as well as their application in retailing are reviewed. The empirical work in the thesis consists of a part where survey material form the study â€Å"Logistics processes of European grocery retailers† is analyzed, and a case as well as a simulation study. The survey material provides information on how common ASO systems are and what kind of systems actually have been implemented; The case study offers the opportunity to explore the implementation of an ASO system in practice; And the simulations enable developing and testing ways in which the performance of ASO systems can be enhanced. Both the theoretical and empirical parts of the thesis present practical conclusions and results. The most important findings of the thesis are the following: – Many companies have just started to implement automated store ordering systems. The systems in use are typically fairly simple, and they are most often used for managing the normal material flow. Exception situations as well as more challenging product groups are still usually handled manually. – The performance of basic automated store ordering systems can be enhanced by taking into consideration special characteristics of store environment. In case of normal material flow, robust methods are needed to tackle weekday demand and varying replenishment intervals. This can be accomplished by applying material requirements planning logic in order determination. – For efficiently managing promotions with automated store ordering systems, it is important to improve flexibility and react to initial promotion demand. Key words: Automated store ordering, retail logistics, inventory management, retail store processes Language: English Acknowledgements ACKNOWLEDGEMENTS Special word of thanks to the people who have contributed to the completion of this thesis. First, I would like to thank my instructor, and friend, Johanna Smà ¥ros for her support, feedback and guidance. Without her deadlines, and understanding, this thesis would not exist. My appreciation goes to Professor Kari Tanskanen for his supervision and guidance, and to all the members of the Logistics Research Group for a wonderful and inspiring working environment. I would also like to thank the people in the case company, especially Aleksi. And most of all, I would like to thank those closest to me. My wonderful friends at Helsinki University of Technology have been a great cause of happiness and comfort during the last five years, and especially this spring. Finally, I am deeply grateful to my family: What allows me to risk getting shattered is the knowledge that you will be there to pick up the pieces.

O Brother, Where Art Thou vs. the Odyssey

Essay Time!! In a 5-paragraph essay, describe the similarities between The Odyssey by Homer and O Brother, Where Art Thou? You will use www. turnitin. com to submit these and to do your peer edits. Your essay should follow the following format: Paragraph 1 – Introduction Paragraphs 2 – 4 – Body Paragraphs Paragraph 5 – Conclusion 12 point font Double-spaced It should be at least 500 words. It will be graded using the rubric on the back of this page. You must stick to the following due dates: March 23rd – First draft due March 24 – Peer editing due March 26th – Final draft dueIf you do not have a turnitin account, you need to sign up for one at www. turnitin. com. The registration information you may need is on your Edmodo page. AISE| English Department Writing Rubric| Name: ________________________| Teacher: | | Date Submitted: ____________| Title of Work: ___________________| | | Criteria| Points| | | 0-1| 2-3| 4-5| Â  | Ideas| The p aper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. | The writer is beginning to define the topic, even though development is still basic or general.Support is attempted but doesn’t go far enough. Ideas may not be detailed or accurate. | This paper is clear and focused. It holds the reader’s attention. Relevant details enrich the central theme. The topic is narrow and manageable. Details support the main ideas. | ______| Organization| The writing lacks a clear sense of direction. Ideas, details, or events seem strung together in a loose or random fashion; there is no identifiable internal structure. | The organizational structure is strong enough to move the reader through the text without too much confusion. The paper has a recognizable introduction and conclusion.Transitions are used but not effectively. | The organization enhances and showcases the central idea or theme. The order, structure, or presentation of information is compelling and moves the reader through the text. | ______| Voice| The writer seems indifferent to the topic and the content. The writing lacks purpose and audience engagement. | The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling. | The writer connects strongly with the audience in a way that is individual, compelling, and engaging.The writer crafts the writing with an awareness and respect for the audience and the purpose of the writing. | ______| Word Choice| The writer demonstrates a limited vocabulary or has not searched for words to convey specific meaning. | The language is functional, even if it lacks much energy. It is easy to figure out the writer’s meaning on a general level. | Words convey the intended message in a precise, interesting, and natural way. The words are powerful and engaging. | ______| Sentence Fluency| The reader has to practice quite a bit in order to give this paper a fair interpretive reading.Sentences are choppy, incomplete, rambling or awkward. Most sentences follow the same sentence pattern. | Sentences get the job done in a routine fashion but tend to be more mechanical than fluid. Sentences are usually correct. Some sentence pattern variety is attempted. | The writing has an easy flow, rhythm, and cadence. Sentences are well built with strong and varied structure. Creative and appropriate connectives are used between sentences. | ______| Â  Conventions| Â  Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make the text difficult to read. The writer shows reasonable control over a limited range of standard writing conventions. Conventions are sometimes handled well and enhance readability; at other times, errors are distracting and impair readability. | The writer demonstrates a good grasp of standard writing conve ntions (spelling, punctuation, capitalization, grammar, usage, paragraphing) and uses conventions effectively to enhance readability. | ______| Presentation(format, spacing, font size or consistency, title, page numbers, bullets, etc. | The reader receives a garbled message due to problems relating to presentation of the text. Visuals do not support or illustrate the ideas in the text. | The writer’s message is understandable because presentation is effective. An attempt is made to integrate visuals and the text although connections may be limited. | The form and presentation of the text enhances the ability for the reader to understand and connect with the message. It is pleasing to the eye. There is effective integration of text and visuals. | _______| | | Teacher Comments|

Stefan’s Diaries: Bloodlust Chapter 14-15

Chapter 14 My hands still in the air, I pressed my lips together. Id already learned that any sign of stress caused my fangs to bulge and my pupils to grow larger; I didnt want to prepare to attack until I knew what I was dealing with. â€Å"Jake? Charley?† a female voice called as two burly men ran toward me from the main house. Although twice my bulk, they were definitely human. Each man grabbed one of my arms, though I noted with cold calculation that it would take only one quick twist to shake both off before I lunged for my attack. But I fought with every core of my being to stay still, my hands high in the air, hoping Id just look like a common vagrant. There was no guarantee that a fight would lead to Damons rescue. A girl walked toward me from the porch and stopped a foot away. â€Å"I apologize,† I said to her. I tried to make my voice sound like I was nervously gasping for breath. â€Å"I didnt realize this was private property. Im new to town, and I was in the tavern, and, well † I trailed off, unsure of whether my lies would get me into even deeper trouble. â€Å"You thought youd steal from me?† The girl stepped forward. Her hair tumbled in flaming curls down her back, and she wore what looked suspiciously like a vervain wreath on her head. She had on a white nightdress, but she was wearing mens boots, and I could see calluses on her hands. Though she was clearly from a wealthy family, this was no coddled city girl. â€Å"No. No! I wasnt stealing, I was just looking for the vampire,† I said. She knit her eyebrows together. â€Å"To steal him ?† she asked leadingly, hands on her hips. â€Å"No!† I said again, my arm jerking involuntarily. One of the men holding me dropped my arm in surprise. â€Å"No,† I said again, forcing myself to remain still. â€Å"I saw the poster for the show down by the lake, and, well, I guess my curiosity got the best of me.† I shrugged. A rooster crowed. Sunlight slowly spilled over the backyard. I glanced down at my gleaming ring, thankful that Lexi had left. â€Å"Okay, then,† the girl said. She snapped her fingers, and the two large men dropped my arms. â€Å"If you are new to town, then where do you come from?† â€Å"Mys Mississippi,† I fibbed. â€Å"Right across the river.† She opened her mouth as if to say something, then closed it. â€Å"Well, welcome to New Orleans,† she said. â€Å"I dont know what things are like back in Mississippi, but you cant go sneaking into peoples backyards looking at their livestock. And the next time you may not meet someone as friendly as me.† I fought my urge to snort at her idea of friendliness, given my brothers wretched state. â€Å"So, whats your name, stranger?† â€Å"Stefan,† I said. â€Å"Are you Miss Gallagher?† â€Å"Smart,† she observed sarcastically. â€Å"That I am. Callie Gallagher.† One of the large men stepped toward her protectively. â€Å"Leave us,† she commanded. â€Å"Ill escort Mr. Stefan out.† â€Å"Thank you,† I said contritely as I followed her around the long gravel path, past the sun-room of the house, and toward the gate. â€Å"Thanks for trusting me,† I said. â€Å"Who says I trust you?† she asked sharply, but an amused smile flitted across her lips. â€Å"Well, then, perhaps I should thank you for not letting your brutes kill me.† She smiled again, wider this time. Her teeth were pearly white, and one of her front teeth was slightly crooked. Freckles dusted her upturned nose. She smelled sweet, like oranges. I realized it had been a long time since I had found a woman beautiful for more than the sweet smell of her blood. But cruelty lay behind her beauty, because this woman was responsible for my brothers imprisonment. â€Å"Maybe youre too handsome to be killed. And everyone deserves a little kindness, dont you think?† I gazed at her callused hands, a thought entering my mind. â€Å"Would it be too forward of me to ask for more of your kindness?† Callie narrowed her eyes. â€Å"Depends on what you ask for.† â€Å"A job,† I said, straightening my shoulders. The girl shook her head incredulously. â€Å"You want me to hire you? After you trespassed on my property?† â€Å"Think of it as an expression of my drive and my enthusiasm for freaks,† I said, the lies now floating easily from my tongue. â€Å"Being new, Ive had trouble finding work, and to be honest, Ive always wanted to be part of a circus.† She set her jaw, and I was worried shed suddenly call her henchmen on me. But then she looked up and down at my faded trousers and sighed. â€Å"I have a feeling Ill regret this, but come down to Lake Road tomorrow night. We do need a new ticket taker–our last one ran off with one of the fat ladies. Youll need to arrive early–and stay late. Its going to be busy tomorrow night because of the fight.† â€Å"Right. The fight,† I said, once again clenching my fists and biting back words of anger. â€Å"Yes.† She smiled somewhat ruefully. â€Å"Then youll have the chance to see your vampire in action.† â€Å"I suppose I will,† I said, turning on my heel and exiting the wrought-iron gate. But if I had my way, no one would see the â€Å"vampire in action† because Damon and I would be long gone before the fight ever commenced. Chapter 15 October 7, 1864 Something has changed. Maybe it is merely age, a sort of hyper-maturation into the role of an adult vampire. Maybe it is Lexi's tutelage. Or the fact that I am faced with an actual challenge, a death-defying challenge, and I simply know I can't expend my energy killing for sport. Whatever the cause, the result is the same. Though the scent of blood is still everywhere, I no longer feel compelled to hunt for sport. Hunting is distracting. My hunger is something to be sated quickly rather than enjoyably. Of course, the question is, how will I free Damon? Attack everyone in sight, creating a melee of destruction? Convince Callie to shed her vervain wreath so I can compel her to do my bidding? But Callie seems to have a power all her own. That much is clear to her henchmen, and to me. Of course, my Power is stronger. I have no doubt that I'll persevere. I'll save Damon, and then I'll reward myself with a drink from Callie's neck. I spent the entire day pacing my room, cutting a path through the dust that lined the wooden floor. Plans to free Damon flitted through my head one by one, but just as quickly as they came, I shot them down for being too daring, too risky, too destructive. Id already learned from the siege on the vampires in Mystic Falls that one false move can cause a domino effect of violence and despair. â€Å"You look like a caged animal,† Lexi said, appearing at my doorway. Her voice was light, but worry lines creased her forehead. I let out a low growl and raked my hands through my hair. â€Å"Ifeellike a caged animal.† â€Å"Have you thought of a plan yet?† â€Å"No!† I exhaled loudly. â€Å"And I dont even know why Im trying. He hates me.† I looked down, suddenly ashamed. â€Å"He blames me for turning him into what we are now.† Lexi sighed and closed the distance between us. She took my hand. â€Å"Follow me.† She led me out of the room and walked slowly down the stairs, running her pale fingers along the portraits that lined the walls. All the paintings were covered with a layer of grime. I wondered how long theyd been hanging on the walls, and whether any of the subjects still roamed the Earth–alive or undead. At the very bottom stair, Lexi stopped and pulled a portrait off the wall. It was newer than the others, with a gold frame and the glass polished to a gleam. A young, serious-looking blond boy stared out at me. His blue eyes contained a hint of sadness, and his cleft chin jutted in defiance. He looked incredibly familiar. My eyes widened. â€Å"Is that your–â€Å" â€Å"–brother,† Lexi said. â€Å"Yes.† â€Å"Is he † I trailed off, not wanting to finish the sentence. â€Å"No, hes not with us anymore,† she said, tracing the cleft of the boys chin with her index finger. â€Å"How did he die?† I asked. â€Å"Does it matter?† she said, her voice sharp. â€Å"No, I suppose it doesnt.† I touched the edge of the photo. â€Å"Why do you keep it?† She sighed. â€Å"Its a connection to the past–to who I used to be before I was†Ã¢â‚¬â€œshe gestured down the length of her body–â€Å"before I becamethis. Its important not to lose that final thread of attachment to humanity.† Her gaze grew serious. I knew what she meant: Remaining connected to her humanity was how she maintained control and why she made the choice to feed only from animals. â€Å"So, are you ready to save him?† As usual, Lexi didnt wait for an answer, and I had to hustle out the door behind her. Together, we walked in silence toward Gallaghers place under the cover of the inky night. Fifteen minutes later we turned the corner onto Laurel Street and the house came into view. A tall man with salt-and-pepper hair was climbing the stairs of the white structure, tapping each step with a gold-tipped cane. Behind him were two black-suited men. The three were engaged in intense conversation. Lexi put her hand on mine. â€Å"Gallagher.† The men paused on the porch. â€Å"Im telling you, the vampire I have is the real thing. I could have him killed and sell you his blood. Youd make a fortune marketing it as the fountain of youth or an elixir of life,† Gallagher said roughly. My stomach plummeted. Damons body was being divided before he was even dead. â€Å"Blood,† a stocky man mused, rubbing his bald head as if it were a crystal ball. â€Å"Im just not sure people would try that. But how much would you sell the fangs for?† The men entered the home, shutting the wooden door with a definitive thud. I sniffed the air. The cloying scent of vervain burned my nose, but I didnt sense Damon anywhere. Lexi pushed the gates open and stepped onto the lawn. â€Å"What are you doing?† I hissed. â€Å"I dont think Damons here anymore.† â€Å"Yes, but you need to know exactly who and what youre up against. The more you know, the better you can gauge what the best course of action will be,† she said. I nodded, and together we stole in the shadows toward the main house. We ducked under a window ledge and knelt in order to escape notice; we could just make out the scene unfolding in the parlor at the back of the house. Gallaghers voice drifted through the open window as he took a seat in a maroon leather club chair, his feet up and a glass of port already in his hands. He wore a large gold ring on his finger. In the far corner, Callie Gallagher sat in a pair of weathered overalls and a white linen shirt. Her red hair fell down her back in a vervain-laced braid, and her head was bent as she pored over a ledger book. A garland of vervain was strung along the marble mantle, and I noticed a few vampire muzzles–the same sort that my father had used to subdue Katherine–tossed carelessly on an end table. â€Å"I have something else that might interest you,† Gallagher said, locking eyes with the elderly man while the other sat, silently. â€Å"I didnt want to bring it up out on the street.† â€Å"Yes?† The man leaned forward. His voice sounded disinterested, but he rubbed his stubby fingers together eagerly. â€Å"The monster wears a ring. Its an unusual one. Silver with a blue stone, but it seems to give him additional power. None of my men have been able to get it off his finger, but when hes dead â€Å" â€Å"Father!† Callie interjected. The two men stared at her. â€Å"Yes, girl?† Gallagher asked, his voice dangerously low. â€Å"Ive been looking over the books, and well make a fortune if hes kept alive. Its the best for the show.† Though her expression was all business, her tone didnt actually sound mercenary. â€Å"My boss.† Gallagher laughed ruefully, but from the way the vein in his temple throbbed, I could tell he didnt appreciate Callies interjection. â€Å"Girl, can you get us some brandy?† Callie stood up and stalked out of the room. I was surprised to feel a sliver of sympathy–and kinship–with her. I knew what it was like to have a headstrong father. Id wanted nothing more than to please him, but Giuseppe Salvatore always thought he knew best. I dared to disagree only once, and he killed me for it. â€Å"As I was saying, the ring † Gallagher said. I snapped back to attention. â€Å"You kill that monster and Ill buy it all. The fangs, the blood, the ring. Everything. And Ill give you a very good price,† the elderly man said in a trembling voice, barely concealing his excitement. Before I could pounce, shattering the glass that separated me from the man who was trying to sell my brother in bits and pieces, an iron-firm grip clasped my arms behind me and dragged me back out to the street. â€Å"Get a hold of yourself, Stefan!† Lexi hissed as she pulled me along the sidewalk. When she reached the corner of Laurel Street, she let me go. â€Å"That man is a sadist!† I fumed. â€Å"Hes a businessman. He wants to kill your brother, and if they find out about you, theyll certainly want to kill you too,† Lexi said, pushing her blond braid over her shoulder. My mind spun. â€Å"What about the girl?† I asked. Lexi snorted derisively. â€Å"What about her?† â€Å"She thinks Damon should be kept alive. Maybe she can convince her father of that,† I said desperately. â€Å"Dont even think about it. Shes a human, and she will follow her fathers orders until the end of her days,† Lexi said, dropping her voice to lower than a whisper as another couple walked toward us. As they passed, the man tipped his top hat, and Lexi curtseyed back. To anyone else, we were a young couple, out to romance each other in the moonlight. â€Å"Damons life is at stake,† I said in frustration. Lexi had offered to help, but everything shed done so far had seemed designed only to dissuade me. â€Å"We have to do something!† â€Å"I know you will find a way to save him,† she said firmly. We turned another corner and the spire of the church across from Lexis house came into view. â€Å"But Stefan, you must remember that controlling yourself around humans is much more than simply not attacking them.† When we reached the back porch, she stopped and put her hands on my shoulders, forcing me to look into her clear amber eyes. â€Å"Do you know the real reason why we dont drink human blood?† â€Å"Why?† I asked. â€Å"Because if we dont drink human blood, we dont need humans,† she said in a tight voice. She pushed open the door. Buxton, Hugo, and Percy were sitting around the coffee table, playing poker. They looked up when we entered, and Buxton narrowed his eyes at me. â€Å"Boys, were going dancing tonight. We need some lightness,† Lexi announced, pouring herself a glass of blood from the decanter on the side table. She glanced around the room. The three nodded. â€Å"Will you come, Stefan?† I shook my head. I was not in the mood for lightness. â€Å"No,† I said, then headed upstairs to plan Damons rescue alone.

The Feeling of Excellence Essay Example | Topics and Well Written Essays - 750 words

The Feeling of Excellence - Essay Example If you want more, then go for more excellence.† And so Matilda looked for more. Matilda’s paternal grandfather, Leonardo, seemed to be the perfect source of knowledge when it came to excellence. At 90 years old, he must know what excellence means. Matilda decided to visit him. She took two sandwiches and a can of orange juice. She wanted to be prepared of their long conversation over the definition of excellence. She took her food and drinks and went to the next door, because that’s where her grandparents lived. Before even knocking, a large, looming figure with grey hair opened the door. Matilda shouted: â€Å"Grandpapa! You almost killed me!† Leonardo laughed and carried the child to the living room. He said: â€Å"Well, your mother called and told me you’d come.† Matilda shrugged: â€Å"You should have pretended you read my mind! That would have been more exciting and mysterious!† She opened her juice and drank some before she said: â€Å"Anyway, I have some business with you grandpapa. Do you know what excellence is? Your son does not give a clear meaning for it.† Then she smiled. Leonardo laughed cheerfully: â€Å"I must say so. My son must be quite over his head on this one. Well, excellence is about being the best of where you are. Like the best student. That’s excellence.† Matilda asked: â€Å"What about the effort? Does that not account for excellence too?† Grandfather answered: â€Å"Hmm†¦You have a point there. Excellence is more of an outcome or result though.† Matilda thanked him and left. She was slowly walking and chewing on her second sandwich. Thinking made her hungry. On her way back to her house, she chanced upon the philosopher who called himself Socrates. Socrates called Matilda: â€Å"Why hello there my pumpkin! What seems to be bothering you? You look so creased, you can roll away like crumpled paper!† Matilda laughed at the thought of her rolli ng along the street. Matilda told Socrates her dilemma. He said that the question was difficult to answer, because every answer yields additional questions. He said: â€Å"What is excellence? Who defines it? Who says who can define it? Who believes these definitions? Ah, excellence confounded Aristotle and Socrates too. I am not much of a help. You have to discover what it means in your own, my little Plato.† Matilda creased herself even further. She should be rolling like crumpled paper by now. Matilda decided to sit at the porch. She stared blankly into space. Mr. Smithson walked by. He was the mayor. He saw the bothered look on Matilda and decided to approach her. He said: â€Å"Can I sit with you Matilda? Anything I can do for you?† Matilda answered: â€Å"Well, you can if you know what excellence is.† The Mayor shared his ideas on excellence: â€Å"Excellence is public service. It is about going beyond yourself and helping others.† Matilda looked pen sive and replied: â€Å"But that does not make me an excellent one then. I can barely help myself in many things. Thanks anyway.† The Mayor smiled and said goodbye. Matilda went in her house and felt deflated. No one gave her a satisfying answer of what excellence is. She sat at the living room and looked at her mom. She just baked some banana cake and pressed fresh orange juice.

PHYSICAL PERFORMANCE LAB PAPER Essay Example | Topics and Well Written Essays - 1000 words

PHYSICAL PERFORMANCE LAB PAPER - Essay Example The factors that were measured included my percent of fat, my VO2 max, my forward flexion, my grip strength max, grip sum per weight ratio, my vital capacity, my actual vital capacity per ratio, my blood pressure, my risk for coronary heart disease and my total fitness score. These factors help me to determine what changes I need to make to strengthen my body and minimize my risks for heart disease. The VO2 max is the amount of maximum oxygen or volume of oxygen that is utilized during one minute of exhaustive exercise according to our informative handout. It is measured in the units of milliliters of oxygen used in one minute per kilogram of body weight. During my assessment, my VO2 level of milliliters per kilogram per minute was at 26.4 percent. This falls in the range that borderlines between average and below average. This factor helps to determine my capacity to perform exercise and correlates with my aerobic fitness. Since it is at a fair range, I consider it to be one of the positive aspects of my physical assessment values during the analysis of the test. Other positive aspects of the physical assessment test are that according to body fat percentages, I am considered to be lean at 20 percent. My vital capacity was average at 3.46 liters. My actual vital capacity ratio was 0.89 which was also considered to be average. As far as my forward flexion in inches, I was at 1 inch which was fair but still below average. My total coronary heart disease risk was at an 8, which is average but a little bit on the higher side. These were the most positive aspects of my assessment. When looking at the negative aspects, though my coronary heart risk was at an 8 which was at average risk, I would prefer if it were to be below average. My VO2 max being at 26.4 milliliters per kilogram per minute is below average. My maximum grip strength was poor at 20.0 kilograms. One thing that concerned me a little bit was my blood

Health Insurance Matrix Assignment Example | Topics and Well Written Essays - 1250 words

Health Insurance Matrix - Assignment Example However, these payments are only released once an individual has cleared a deductable amount. This is usually an annual payment that ought to be cleared before discharges takes place. Who pays for care: The consumer and the insurer pay for care. This sort of arrangement is known as coinsurance and may be 80% of the total medical charge (Goodman, 2008). Consumers are expected to pay for the remainder as well as extra charges that arise from a physician’s charge. In this scheme, insurers determine what is reasonable and usual for medical services under consideration. They will consider inflation as well as market rates for this. If a provider charges more than normal, the consumer will also pay for the difference. Access Structure: One of the key advantages of indemnity cover is that it has open access. Here, consumers have the liberty to select a healthcare provider of their choice. They do not require special referrals to a network of medical practitioners. Such a mechanism is quite useful to patients with lifetime diseases like cerebral palsy. They are also suitable for individuals with little concern for healthcare costs. How patients are affected: Patients can benefit from greater flexibility under this model. Since the plan is non-networked, persons who require specialized care gain a lot from it. They also pay for services only after accessing healthcare services so reimbursements are understood. Conversely, financial costs are quite high as out of pocket coverage and deductibles are included. Furthermore, this plan places caps on what one can get throughout their lifetime. It even determines rates and what is a reasonable charge. How providers are affected: The major pros for providers under such a scheme are that they get to provide quality care. They are not under pressure from a gatekeeper on the services they can provide. They have the freedom to charge what they see is fit. Conversely, they lack a set standard against which to charge

Stimulate speech Essay Example | Topics and Well Written Essays - 1500 words

Stimulate speech - Essay Example I will be discussing these in detail further. One of the major mistakes that a number of us make is to try and choose the easy way of doing things in a way to avoid hard work. This is not the right attitude and the exact opposite needs to be done to be successful in life. In life the best is for the ones who are willing to work to attain the best. An excellent example of this is the African Gold mines. These mines are quite deep and often range up to two miles deep. People who are willing to invest and put in hard work to construct the mines turn out to be winners in the end. There are a number of challenges that the person might face in the construction of the Gold Mines, however, these mines are so lucrative that in the end, only the people who put in the hard work and commitment will see the fruits. Quoting the words of Oprah Winfrey, â€Å"The big secret in life is that there is no big secret. Whatever your goal, you can get there if you’re willing to work†. This I believe is an excellent saying and is the perfect to express the importance of Hard Work. I believe that there are two main reasons why a person needs to work hard. Firstly, I believe, hard work is essential to be able to get through the hard and trying times. As very rightly said by Napoleon Hill, â€Å"Do not wait; the time will never be "just right. Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along† (Khurana). A person who focuses on what they have and what they can do with it prove to be more successful and in control of their lives than others who complain and don’t try to put in efforts to get a job done. An excellent example, although a fiction, is seen in the movie Iron Man. Tony Stake the hero of the movie, builds Iron Man from scrap and hard work to get out of the place of the enemy. Although I know this is a fiction, but it is a positive aspect to be learnt from the film.

Reflective report Essay Example | Topics and Well Written Essays - 3000 words - 1

Reflective report - Essay Example For this reason, the central role of any forensic investigator is not only in executing investigation to unearth the truth about a mystery, but also to apply his or her prowess to seize and safeguard obtained evidence. In this reflective report, I will emulate on the role and function of a forensics investigator when performing a forensic investigation and the responsibility that the forensics investigator has for seizing and safeguarding evidence. The report entails two segments: the first one being a topic of Peter’s material and second is on a topic from Nick’s material. I have selected Digital Forensics and Systems Analysis and volatile memory topics from Peter and Nick’s topics respectively. As a result, the objective of this reflective report is to explain the knowledge and experience I have gained in the unit on the role and function of a forensic investigator in reference to my selected topics. The module on the role and function of a forensic investigator and particularly the understanding about Digital Forensics and Systems Analysis has been instrumental to me in several ways. Typically, a digital forensic is an investigation process that uses scientific and technological knowledge to examine digital objects and consequently develop and test theories. It can be invoked, in a court of law, to respond to questions about incidences that occurred. Considering the credibility that such evidence demands, I have gained substantial lessons from the unit on digital forensics and systems. Of the many lessons, some of the significant ones include an understanding of the types of digital analysis, digital investigation models, and digital crime scene investigation processes. Through this module, I realised that in digital forensic investigations, the investigator often encounters many digital data formats that subsequently demand different models of analysis.

495 disc Assignment Example | Topics and Well Written Essays - 250 words

495 disc - Assignment Example The ability to choose your roommate and have access to television and DVD player is very enticing. Interns like having fun and accessing such facilities together with the freedom is great. Availability of the house cleaner give interns more time to focus on the productivity of the company. In line with the week’s readings, Qualcomm incorporated Maslow hierarchy of needs theory as an employee motivational and retention tool. It tries to meet the need s of the interns in order to make the motivated and have interest in working for the company in future (Montana & Charnov, 2008). Through the payment, the company accomplishes the physiological and security need of its interns. Offering the interns the opportunity to choose their roommates in the fully furnished houses help them meet their social needs. The strategies adopted by Qualcomm make the interns comfortable. Chances of requesting retention to work for the company are

Athletic Leadership Development Program Essay Example for Free

Athletic Leadership Development Program Essay There is great need to develop effective athletic management programs in high schools. Apart from the fact that students derive direct benefit from such programs, it is also a good training resource since todays high school athletes will eventually take shape as tomorrows sports leaders as coaches, trainers, athletic administrators, sports physicians, sports psychologists and other capacities (Lanasa, Ciletti Lackman, 2005). High school is a very important stage in which students prepare for the future by getting a good education, making friends and participate in other activities such as athletics. It is unfortunate, that many schools have adopted budget cuts that under provide for sports, taking the opinion that money would be better spent on academics. Though it is right that academics come first, sacrificing high school sports is dangerous to the students’ high school experience as it affects their ability to perform at optimum academic levels (Amorose Horn, 2000). Sports are also an important component that helps students develop into well-rounded adults who give full benefits to the country at large. INTRODUCTION This paper will carry out a literature review to illustrate how a School Athletic Leadership Plan works to give students full benefits. In extension, the school as an institution also derives high levels of achievement and satisfaction from the same. It will show how students with an interest in the field of training and treatment of athletes can effectively be prepared by the school athletic training programs. They are a perfect opportunity of gaining college and career preparation. These programs give an appropriate opportunity to the attainment of information, certification, scholarships and networking for students (MacGregor, 2005). HOW TO DEVELOP A LEADERSHIP PROGRAM This section will evaluate the leadership program adopted by Wheeler High School in Indiana. It presents a situation that is appropriate to most high schools where there are potentially good players but their hopes and targets fail to materialize due to lack of a well organized sports framework and leadership in the school. On evaluation of the progress and areas that need change, Snodgrass notes that the foremost problem was the lack of player leadership in the students’ teams coupled with the lack of senior talent (2005). Borrowing from the plan adopted by this school, this paper will give guidelines on how a school athletic leadership plan can be developed. Structure of the program An effective leadership program should start by identifying players that can participate in the plan. For starters, the first class could be made up of six senior and two junior students who would meet weekly for two to three hours over a ten week period (Snodgrass, 2005). In this period, they would they would participate in the curriculum by carrying out the following; Interaction They are expected to visit and spend one or two hours in the curriculum each night (Snodgrass, 2005). From this interaction, the head of the plan identifies the strengths and weaknesses of the selected team by observing how they interact and how committed they are. This is the stage at which the leaders and those with skills valuable to the plan are identified. As they share ideas, hopes and aspirations, this pilot group can come up with an excellent blueprint of the plan since they are better positioned to know what would work with their fellow student athletes and what would not. Activities strengthening core values The activities that strengthen core values are important as they set the plan in motion with the rest of the student athletes. The pilot group of eight should each be assigned a group of student with which they carry out these activities. This could occur in class for discussions and after knowing each other, the group members should engage in out of class activities. Group leaders are expected to call incoming players and engage with them with an aim of getting to know them intimately (University of Wisconsin, 2007). This is a very important step as the group leaders get in a position to identify strengths and weaknesses that might be hidden from the coaches and teachers. This enables the teams to avoid failures that commonly arise from the lack of proper understanding within the team. Leadership in youth camps The eight members of the pilot team should serve as counselor at the summer youth camp. They are expected to take up roles such as teaching a position, coaching the team in flag football, running the punt-pass-kick contest etc (Young Edmonson, 2010). It should involve activities such as story narrations to emphasize the importance of team playing. The plan should be sure to implement a youth summer camp. The Handbook of Organizational Consulting Psychology underscores the importance of such camps in the development of leadership plans. It is from such camps that the members emerge as a team understanding each other, with strong leadership and ready to work together (Fiedler, 2002). The above activities lay the foundation on which the plan can be built upon. After getting the required individuals to spearhead the program and the necessary team sprit, the plan can proceed into the next step in which it formally assembles the best ideas and strategies for the leadership program in form of a blueprint discussed in the following section. PLANNING THE BLUEPRINT Snodgrass defines a blueprint as the process of designing a leadership program in any field from start to finish (2005). It guides the implementation of the whole process and it gives guidelines on how to check progress and success levels. This paper will provide a blueprint that is divided into steps as follows; Step 1: Assembling the planning team According to the program adopted by the Leigh University for the summer of 2007, the planning team should comprise all the key stakeholders to build a program that is acceptable campus wide (Fiedler, 2002). It is imperative to ensure that all individual stakeholders understand the importance of athletics in the life of the students. Teachers and other members of staff should be ready to sacrifice some academic hours in order to bring the plan into track. In this university, the team consisted of coaches from the Athletic Department, administrators and student-athletes as well as staff from the Dean of Student’s Office to attain a healthy balance (Young Edmonson, 2010). They should meet weekly to discuss the rest of the steps in the blueprint. Step 2: Conducting a leadership audit â€Å"The leadership audit is a systematic assessment of leadership development opportunities at the institution and beyond. A complete audit includes both internal and external reviews and inventories all leadership opportunities† (Lanasa, Ciletti Lackman, 2005). Internal audit: The information from this audit should find out whether there are other leadership initiatives on campus in which student-athletes can participate (). Fiddler finds that often these programs are not designed to directly increase the value of the student’s leadership and do not fundamentally impact Athletics as a whole(Amorose Horn, 2000). There should be goal setting and skill building workshops that are conducive to the unique schedules of student-athletes and athletics department staff. External audit: This involves researching specific leadership opportunities at other institutions. This should particularly look for leadership development programs and delivery options within other institutions (Robinson Skinner, 2008). It can be done in neighboring schools that have highly successful leadership development programs to identify crucial aspects that can be adopted. It can also be done online or from other literature on the issue to set good standards for a comprehensive plan. Step 3: Identification of an anchor The anchor is another crucial aspect of the plan that should be in place. Young and Edmonson define it as the â€Å"existing institutional purpose, outreach or reason that makes the program’s efforts essential and justifies the investment of time, energy and resources to support the effort (2010). It helps in the acceptance of the plan since it does not appear as something totally alien. For instance the mission statement of Lehigh University is; â€Å"To advance learning through the integration of teaching, research, and service to others† (Young and Edmonson, 2010). To be in tandem with the school’s mission statement, the Lehigh Athletics Mission Statement could be made to capture that of the institute, e. g. â€Å"Our mission in the Lehigh Athletics Department is to advance learning to develop leadership, and to foster personal growth through comprehensive athletics programming. † (Young and Edmonson, 2010). This way, the plan manages to entrench itself within existing institutional goals and hence all stakeholders can comfortably identify with it and work towards its implementation. As such, teachers for instance would drop their hard line stance towards the plan as they feel it helps in academics. Step 4: Determining the scope The scope is the extent of the leadership experience which encompasses aspects such as how deep the program will be embedded in institutional culture and the programmatic mission and learning objectives (Robinson Skinner, 2008). The scope should be connected to the vision, mission, and learning outcomes of the school’s sports department. Vision: the plan should be aimed at cultivating a culture of leadership which encourages self-awareness, commitment to team playing, and emphasis on values and actions that enhance a good athletic experience. (Amorose Horn, 2000) Mission: the sports department should use the plan to complement and support the larger missions of the institution as a whole. This can be achieved with the use of the transformational leadership theory that enhances student’s leadership skills and understanding (Fiedler, 2002). It should accomplish a sense of community among al stakeholders focusing on the value of positive leadership. Learning outcomes: these are the benefits that the students should derive from participating in the Athletic Leadership Program. Firstly, they enhance their knowledge of basic leadership skills and principles. Others are interpersonal skills, integrity, peer motivation, self awareness and the value of diversity in every situation (University of Wisconsin, 2007). This will enhance their wellbeing in every field of life in school and beyond. Step 5: Shaping the philosophy A philosophy is important in shaping an appropriate vision, mission and goals for a comprehensive Athletic Leadership Program. Robison and Skinner put forward two examples of philosophy that can be used to achieve this end. They do so by addressing the unique needs of student-athletes, teams and coaches (2008). The Transformational Leadership Theory is the primary philosophy in which the program is embedded. â€Å"It describes a course of action where both leaders and participants engage in a mutual, ongoing process of raising one another to higher levels of motivation, moral reasoning, and self-consciousness† (Robinson Skinner, 2008). This encourages collaboration and interdependence within participants by appealing to social and community focused values. Principle-Centered Leadership Theory: this theory is based on principle based leadership. Leaders are required to center their practices in natural based practices. Their values can only be effective if they remain true to these guiding principles, which are identified as; â€Å"continually learning, service-oriented, radiate positive energy, believe in other people, lead balanced lives, see life as an adventure, are synergistic, and exercise for self-renewal† (Robinson Skinner, 2008). Step 6: Selecting delivery framework These are the strategies and individuals to be used for teaching participants about leadership. This includes positional leaders and emerging ones. Positional leaders include coaches and captains who are directly responsible of development of athleticism in individual-student athletes which will ultimately lead them to winning championships (Fiedler, 2002). Emerging leaders include students joining the program and those who have been it for a while and want to further their leadership skills. This way, the plan ensures that it has a never ending supply of talent and new leadership, i. e. it is sustainable. Step 7: Select Assessment and Evaluation Strategies This step ensures that intentional assessment and evaluation tools will are available. It is recommended that the implementation of the blueprint is assessed after the first full year of implementation. The tools to be used for this assessment may include â€Å"focus groups, student-athlete exit interviews, pre- and post-surveys, student-athlete post-season evaluations, etc† (University of Wisconsin, 2007). This process is meant to explore needs, outcomes and satisfaction derived from the plan. CONCLUSION A School Athletic Leadership Plan like the one outlined above will go a long way in accomplishing a varied range of needs in the school. It clearly shows the need to implement an effective plan from which students can derive numerous benefits. The step by step process is imperative in creating a leadership program which is self sustaining and which is deeply rooted in the institutional goals and vision. This ensures that it is embraced by all. REFERENCES Amorose, A. J, and Horn T. S (2000). Intrinsic Motivation: relationship with collegiate athletes’ gender, scholarship status, and perceptions of their coaches’ behavior. Journal of sport and exercise psychology. 22(1), 63 – 84. Fiedler, F. E (2002). Proactive ways to improve leadership performance. Handbook of organizational consulting psychology, 76 – 105, San Francisco: Jossey-Bass Lanasa, J. , Ciletti, D. and Lackman, R. (2005). Designing a Model for Improved Outcomes Among Students- Athletes in Sports Education. Left Coast Press. Retrieved, 6th August, 2010http://lcoastpress. metapress. com/index/6jp60m3240x253mm. pdf MacGregor, G. M. (2005). Designing Student Leadership Programs: Transforming the Leadership Potential of Youth. Youthleadership. com Robison, T. I and Skinner, T. (2008). The Athlete and the Grade Change. Cases in Educational Leadership. Retrieved, 6th August, 2010http://jel. sagepub. com/cgi/content/abstract/11/1/106 Snodgrass, S. (2005). Building a high school leadership program. Gale, Cengage Learning. University of Wisconsin. (2007). A Grounded Theory Of High Quality Leadership Programs: Perspectives From Student Leadership Development Programs In Higher Education. Madison: University of Wisconsin. Young, J. and Edmonson, S. (2010). High School Athletic Directors and Educational Leadership Traits: A Conceptual Analysis of the Literature. Retrieved, 6th August, 2010http://www. ncpeapublications. org/attachments/article/33/m34613. pdf

Effects of Dementia

Effects of Dementia Unit standard 23920 Task 1: 1.1: 1.2: A, Dementia and delirium: B, Dementia and Depression: 1.3: A, Alzheimers disease: In the brain of client who has Alzheimers disease have large amount of plaques and tangles in the brain and nerve cells. Most of nerve cells are death The person who has Alzheimers disease get every easy to lost of memory, and also the way to think logically is reduced therefore they can not make a decision for themselves. From day to days the way to expressed behaviors of person who has Alzheimers disease are changed. Some client has Alzheimers disease regularly going to loss of language skill. From the beginning of Alzheimers disease until the end the personality of the client are changing very quickly and their emotion is unstable, up and down all the time. B, Vascular dementia: The person who has vascular dementia normally has a number of small stroke and the stroke damage the brain associated with learning, memory and language, and also in the brain of client regularly appear amounts of plaques and tangles. The communicated between the brain and another part of the body is not well anymore therefore the client may get very slowly and lethargy; sometime it can lead to lack of bladder control. Some clients may get depression and their emotion changing very quick. They always get confused and get problem with remember the memory; short term memory. Most of client who has vascular dementia feel very hard to walking because of unsteady and unstable. C, One type of dementia: Parkinsons disease: The brain of person who has Parkinsons disease appear amounts of plaques and tangles inside the brain and the nerve cells also, therefore can lead to loss of nerve cells. The patient have a slowly thinking process and in daily living activities also. The client has Parkinsons disease can feel quite difficult to concentrate in something. The client with Parkinson’s disease has poor judgments therefore they cannot make their own decision. The client has a poor motivation. 1.4: The most significant risk factor of dementia is age. The number of person who is over sixty-five is quite high, according to National Institute on Age information. The second risk factor is lifestyle specially the smoking and has alcohol intake person, researching shown that the people who has smoke and have much of alcohol intake are very easy to get atherosclerosis- one cause lead to dementia. The third one is cholesterol. In blood of human if have high levels of cholesterol can easier to get vascular dementia. 1.5: Cognitive effects at early dementia changes, the clients has difficulty with the short term memory. Therefore in daily living the client feel quite hard to following the conversation with others and regularly they feel lonely and depression, isolation. some of residents can feel quite hard to planning, organizing and making decision in their life. Therefore the client can feel confused because some of them cannot work of even make a decision for their life .They can feel lost and isolated. Functional effects : Some of client might have trouble with certain skills such as dressing, toileting, showering Because the communicated between the brain and some part of body is not good anymore therefore people become slower, some of clients may feel uselessness and worthlessness. Behavioral effects : The way to communicated and express of dementia client is quite strange therefore sometime the careers cannot understand of misunderstanding. The way of thinking of dementia client is also up normal, they just want to do the things they think it right, therefore sometime they can make other people feel embarrassed. Psychological effects: The person who has dementia can easily to anger and frustration, sometime they become over emotional, laughing and crying at the same time, therefore can make other people confused , misunderstanding. The client can easy to be depression, isolation with others, therefore in the daily living are quite hard to cooperate with the careers. Task 2: 2.1: Relationship: All of family members and friends should be encouraged to participate and share in leisure and social experiences. The relationship between staff, the family members and the person with dementia need to be developed and trusting, therefore its can bring some of benefit for dementia client such as the social, spiritual and emotional well being. With dementia client the environment around them are quite important, therefore some of social interaction between people with dementia and others resident can helpful. Communication: The way of communication of dementia resident is quite different from normal; therefore with the dementia client the best way to communicated is starting talking right in front of the client, not too close, using eye-contact and some of face expression. Otherwise , the speech and tone must be slow and gentle when talking with dementia client, do not shouting or screaming Dementia resident still can talk but the speech of talking is quite slow therefore the health care assistance need to be very patient and allow them to talk, give them the choice and independent. Individual: All of family members and health care assistance should treat the dementia resident with the individual and give them the respect. Dementia resident need to be encouraging and respect with the choice in their life. Some of dementia resident still can do some things independent such as washing face, eating, drinking, therefore the careers need to understand and give them independent as much as they can do. Feeling: The emotion of dementia client is always up and down, unstable anymore, therefore they can easier be sad and isolation. With this situation, the health care assistance need to spent time, be patient and encourage them to talk make them feeling better. The careers need to patient, encouraged the dementia talking and be listening , understanding and give them the advise with the respectful. Abilities retained: The careers always give the opportunities for people with dementia to respond appropriately and utilize their abilities. The careers need to known about care plan of the resident therefore they can know what sort of activities the clients love to do in the past and give them suggest some of the activities similar with their interested in the past. Needs of the person with dementia: Psychological need: the dementia resident need a person to understand and listening to them, therefore the careers need to have some knowledge about dementia resident and give some advice for them. Physical need: some of dementia resident’s motilities are quite week there for they need a support of motilities aids such as walking frame or hip protector. Moreover, others dementia client have a problem with the communication therefore they need some communication aid to support them communicated with other people. 2.2: Relationship: the relationship between the family, friends and the healthcare assistance with dementia resident is very important with dementia client. All the careers can be the stronger supporter for the dementia client. Feeling: The feeling is also very important with dementia resident. The careers always need to know how can make the resident feeling better and also make sure that they have knowledge their feeling. Needs: all the needs seem to be one of the significant important things with the dementia resident, its can make dementia resident feeling more securities and safe, more confident and happier. 2.3: The meaningful activities are quite important with dementia resident. Some of them may not doing these activities anymore because of some weakness side in the body but they still can remember the feeling when they was played this game and it is can make them feel better . In some how it can remind the client to the happy memories in the past with the games. Moreover the meaningful activities can make the dementia feeling happier when join activities with others resident therefore they will be more confident and their communication skill will be better. Task 3: 3.1: 1, Verbal communication: The way of communication of dementia resident is quite difficult to understand because dementia process can lead to the decrease of communication. When they talking might not make sense therefore can make other people confused. The speech of communicated also quite slow and might be stuck to finding some words or sentences. 2, Vocalization: Some of dementia resident who cannot talk may expressed their communication through noisy behavior such as screaming, moaning, singing. Some of them might repetitive speech, make some stranger noise, these mean they might need your attention. 3, Gestures: Some of dementia client might not have problem with vision and communication, they might using some of signal like tapping ,waving , pointing, shrugging, .etc to communicated. Some of them might try to touch you to get your attention. With different client have different culture may have some different gestures and have some different meaning. 4, Communication aids: With different client might using different communication aids like with person cannot talk, they can using communication card or picture book to communicated. Some of dementia resident might using talking mats to communicate or through music to express the communication 3.2: 1, Sensory losses: With the older ageing, some of the client may have a problem with the hearing but they did not have the hearing aid on therefore they cannot listen clearly or might misunderstanding when communicated. Some of them have a poor vision but they did not wear glasses so they cannot see the body languages of others people who want to communicated with them. Some of dementia resident cannot say properly and cannot listen properly also can be the barrier for them when communicated. 2, Communication partner: Some of dementia resident cannot talking therefore they need the communication partner to help them to express what they want, the communication partner may be their family, their friends, but sometime they are not available to communicated. 3, Heath status: Some of dementia resident have a short term memory or have memory loss therefore it is seemed to be quite hard to communicate. With some of dementia client who can have stroke or illness cannot have abilities to communicate with others. Some of disease can lead to a barrier in communicated of dementia client is UTI, depression and Parkinson. 4, Environment: The noisy, large environment might make the communicated of dementia resident become harder like they cannot speak louder or cannot hearing properly. Sometime the person who is communicated with the dementia resident may speaking too fast that will make dementia resident confused and misunderstands. 5, Culture: Some of resident who can speak other languages when they have dementia they might come back and speak in their own languages therefore the healthcare assistance cannot understand what they want to say. 6, Age: It is seem quite difficult when the dementia resident talking with younger person. Some of younger they speak quite fast or speak in younger expression therefore the dementia resident cannot understand what they want to say. Because of the orderly process, the dementia may feel quite difficult to find the words and their speech when speaking is quite slow. 7, Gender: There are a different in communicated between male resident and female resident. Normally the male resident may not likely to share the emotion or thinking to others than female. The way of expression in male resident might stronger and they might use different words than female resident. 8, Reverting to original languages: Some of resident they are from another country, they used to speak in another language but they have not using it for a long time. And then when they get dement, they might come back to speak in their own languages, these can made the careers and others be confused and misunderstanding. 9, Expressive and receptive communication problems: Some of client with dementia they cannot communicate and express their needs because they have a trouble to finding the words and sentences. Sometime the dementia client might not able to understand how to communicate in verbal or non-verbal. They might not able to understand the word form, reading and writing also. 3.3: 1, Communication partner: Some of the dementia client might get confused with the communication partner therefore you need to make sure the partner is introduced clearly to the client. Always make sure that the client is feeling comfortable with the communication partner. The communication partner and the ways of communication, the expression of the client need to be recorded. 2, Environment: The environment of communication need to be sure that the client can hearing properly and feeling comfortable during communicated. The familiar environment is recommendation to against the confusing and scaring during communication period. 3, Verbal and Non-verbal: The communicated person need to make sure that talking clearly, slowly, easy to understand. They can using the eye-contact and remember give them a time to understand and communicated. With non- verbally, they can using a body languages, touching in the hand and shoulder, using some picture to communicated. 4, Singing: The careers can using the song which one the client love to hear can make the client feeling better, happier. Moreover it is can help client remember the happy memory make them feeling more relaxed. The singing can be one of the ways of communication and also can help the client feeling happier. 5, Music: The careers may use the music to encourage communicated with dementia resident. The music might be a solution to make the dementia resident calm down and relaxed. 6, Activities: The activities might help dementia resident to communicate with others people to increase confident. Also the activities can help dementia resident more relaxation, made them more opened with others. 7, Communication aids: Some of the communication aids might help dementia resident who are not able to talk can communicated with others via picture book, picture, board, etc. Communication aids can make the resident more confidence to talking with others. Vijay Kumar