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In Service Training Program for Improving Patient Safety Presentation

In Service Training Program for Improving Patient Safety Presentation.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.
The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel Wright, 2018).
As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.
You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies – especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the elements of a successful quality improvement initiative.

Explain the need and process to improve safety outcomes related to medication administration.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.

Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.

List clearly the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain audience’s role in and importance of making the improvement plan focusing on medication administration successful.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

Reference
Patel, S., Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic, Neonatal Nursing, 47(3), s16-s17.
PROFESSIONAL CONTEXT
As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others.
SCENARIO
For this assessment it is suggested you take one of two approaches:

Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan pertaining to medication administration, or
Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals pertaining to medication administration safety.

INSTRUCTIONS
The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at ;an in-service session to raise awareness of your chosen safety improvement initiative focusing on medication administration and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.
Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

List the purpose and goals of an in-service session focusing on safe medication administration for nurses.
Explain the need for and process to improve safety outcomes related to medication administration.
Explain to the audience their role and importance of making the improvement plan focusing on medication administration successful.
Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative on medication administration.
Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session below is just one example:

Part 1: Agenda and Outcomes.

Explain to your audience what they are going to learn or do, and what they are expected to take away.

Part 2: Safety Improvement Plan.

Give an overview of the current problem focusing on medication administration, the proposed plan, and what the improvement plan is trying to address.
Explain why it is important for the organization to address the current situation.

Part 3: Audience’s Role and Importance.

Discuss how the staff audience will be expected to help implement and drive the improvement plan.
Explain why they are critical to the success of the improvement plan focusing on medication administration.
Describe how their work could benefit from embracing their role in the plan.

Part 4: New Process and Skills Practice.

Explain new processes or skills.
Develop an activity that allows the staff audience to practice and ask questions about these new processes and skills.
In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns.

Part 5: Soliciting Feedback.

Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.
For tips on developing PowerPoint presentations, refer to:

Capella University Library: PowerPoint Presentations.
Guidelines for Effective PowerPoint Presentations [PPTX].

ADDITIONAL REQUIREMENTS

Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be 10–15 slides.
Speaker notes: Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes.
APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old.

LEADERSHIP COMPETENCIES

American Organization of Nurse Executives. (2015). Nurse executive competencies [PDF]. Retrieved from https://www.aonl.org/nurse-executive-competencies

The AONE nurse executive competencies may be a helpful resource as you design your presentation, especially with regard to communication and collaboration.
EVIDENCE AND VALUE-BASED DECISION MAKING

Gray, M. (2017). Value based healthcare. British Medical Journal, 356, 437.

This article discusses both evidence-based decision making and value-based decision making and how to reduce unwarranted variation to maximize the value of health care.

George, L. E., Locasto, L. W., Pyo, K. A., & Cline, T. W. (2017). Effect of the dedicated education unit on nursing student self-efficacy: A quasi-experimental research study. Nursing Education in Practice, 23, 48–53.

Abstract: Although the Dedicated Education Unit (DEU) has shown initial promise related to satisfaction with the teaching/learning environment, few studies have examined student outcomes related to the use of the DEU as a clinical education model beyond student satisfaction. The purpose of this quantitative, quasi-experimental study was to compare student outcomes from the traditional clinical education (TCE) model with those from the DEU model. Participants were students enrolled in a four-year baccalaureate program in nursing (n = 193) who had clinical education activities in one of three clinical agencies. Participants were assigned to either the DEU or a TCE model. Pre-clinical and post-clinical self-efficacy scores were measured for each group using an adapted Generalized Self-Efficacy Scale (Schwarzer and Jerusalem, 1995). Both groups experienced a significant increase in self-efficacy scores post clinical education. The increase in self-efficacy for the DEU students was significantly greater than the increase in self-efficacy for the traditional students. Self-efficacy is considered an important outcome of nursing education because high self-efficacy has been linked to making an easier transition from student to nursing professional. This study supports the quality of the DEU as a clinical education model by examining student self-efficacy outcomes (George, Locasto, Pyo, & Cline, 2017.)FACILITATING LEARNING

Green, J. K., & Huntington, A. D. (2017). Online professional development for digitally differentiated nurses: An action research perspective. Nurse Education in Practice, 22, 55–62.

Green and Huntington highlight five elements that are key to effective online professional development in this article describing an action-research project involving RNs in clinical settings.

Moradi, K., Najarkolai, A. R., & Keshmiri, F. (2016). Interprofessional teamwork education: Moving toward the patient-centered approach. The Journal of Continuing Education in Nursing, 47(10), 449–460.

The study discussed in this article involved the development of a framework of interprofessional framework competencies on which curricula and assessment tools could be based. Such an approach may be useful for you to consider as you develop your presentation.

Rakhudu, M. A., Davhana-Maselesele, M., & Useh, U. (2016). Concept analysis of collaboration in implementing problem-based learning in nursing education. Curationis, 39(1), 1–13.

In their effort to better understand and define collaboration in terms of problem-based learning, the authors observed the increasing importance of interprofessional collaboration to nursing education and other aspects of the health care profession.

Hermann, C. P., Head, B. A., Black, K., & Singleton, K. (2016). Preparing nursing students for interprofessional practice: The interdisciplinary curriculum for oncology palliative care education. Journal of Professional Nursing, 32(1), 62–71.

This article explains why interprofessional experiences for baccalaureate nursing students are essential to prepare them for interprofessional communication, collaboration, and teamwork.

In Service Training Program for Improving Patient Safety Presentation

Sports Biomechanics and Functional Anatomy. Introduction: Biomechanics is the sport science field that applies the laws of mechanics and physics to human performance, in order to gain a greater understanding of performance in athletic events through modelling, simulation and measurement (Wood, 2009). According to Mcginnis, (2004), Biomechanics is useful to sports and can identify what forces may have caused an injury, how to prevent the injury from recurring and what exercises may assist for injury rehabilitation. It can be used for alternations in technique, equipment or training to prevent or rehabilitate injury. The general role of Biomechanics is to understand the mechanical cause-effect relationships that determine the motions of living organisms. In relation to sport, Biomechanics contributes to the description, explanation, and prediction of the mechanical aspects of human exercise, sport and play. Sports biomechanics offers methods by which the very fast actions which occur in sport can be recorded and analysed in detail. An important application of sports biomechanics with any sport is the definition and understanding of skills. This can help in the coaching process and as a result enhance the learning and performance of those skills (Reilly and Williams, 2003). When looking at golf it is clear to see a lot of skill is involved during the swing. Hung and Jani, (2004) stated that the golf swing is one of the most complex biomechanical motions a human can make in sport. The aim of the golfer must be to make a consistent strike of the ball to propel it in the desired direction for a given distance. Furthermore the hip plays an important role in the golf swing. The Hip joint: The hip joint is one of the largest and most stable joints in the body. It is a ball and socket joint that consists of the head of the femur connecting with the acetabulum of the pelvic girdle. The pelvic girdle, including the hip joint plays an important role in the supporting the weight of the body while offering mobility by increasing the range of motion in the lower extremity. The acetabulum is the concave surface of the ball and socket joint, facing anteriorly, laterally and inferiorly. Furthermore the spherical head of the femur fits snugly into the acetabular cavity, giving the joint both congruency and a large surface. Both the femoral head and the acetabulum have large amounts of spongy trabecular bone that facilitates the distribution of the forces absorbed by the hip joint (Floyd and Thompson, 2001; Nordin and Frankel 2001; Uys, 2004). Ligaments of the hip: According to Callaghan et al, (2006) several strong ligaments reinforce the capsule of the hip joint. These include the iliofermoral ligament, the pubofemoral ligament and the ischiofemoral ligament. The iliofemoral ligament is the strongest ligament in the body and helps to prevent extension of the femur when the body is standing erect. It is a Y-shaped band of very strong fibres that connects the lower front iliac spine of the coxal bone to a bony line (intertrochanteric line) extending between the greater and lesser trochanters of the femur. However the pubofemoral ligament extends between the upper portion of the pubis and the iliofemoral ligament. Its fibres also blend with the fibres of the joint capsule of the hip joint. The ischiofemoral ligament is made up of a band of strong fibres that originate on the ischium just behind the acetabulum. These fibres blend with the fibres’ of the joint capsule of the hip. (Pickering, 2009) Muscles of the Hip: The muscles of the hip joint are those muscles that cause movement in the hip. Most modern anatomists define 17 of these muscles, although some additional muscles may sometimes be considered (Mind Body Motion, 2007). These are often divided into several groups. These muscles control the movements of the hips. According to Özkaya et al, (1999) the psoas, iliacus, rectus femoris, pectineus and tensor fascia latae are the primary hip flexors. These are also used to carry out activities such as running, walking and kicking. The gluteus maximus and the hamstring muscles are hip extensors. The gluteus medius and gluteus minimus are hip abductor muscles providing for the inward rotation of the femur. The gluteus medius is also the primary muscle group stabilizing the pelvis in the frontal plane. The adductor longus, adductor brevis, adductor magus and gracilis muscles are the hip adductors and also provide for the outward rotation of the femur. Movement of the hips: The hip joint allows for the greatest range of movement as it has the capacity to move in three planes, about three axes. It also has a great deal of mobility, which allows normal locomotion in the performance of daily activities. Kolt and Mackler, (2003), state that the hip joint has three degrees of freedom of motion which include flexion-extension in the sagittal plane, abduction-adduction in the frontal plane (figure 3.2) and external-internal rotation in the transverse plane. Golf The modern golf swing has evolved with this use of technology, both in equipment and analysis; as well as the physical training the golfers now go through. The golf swing is a very complex body motion, involving a large range of movement of the upper limbs that act as a link between the golf club and the body, with the lower limbs acting as the main movement promoting areas. Limitations in the body in terms of flexibility, muscular strength, endurance, or power can create faults in the swing from a biomechanical perspective. As a result, most of the successful golfers in the world today, are relatively fit, flexible and strong compared to in the older generation of golfers. Improved technology in gyms has given golfers the opportunity to strengthen specific and key muscles used in the swing. Hip rotation is very important to the effectiveness of the golf swing. According to Hill, (2007), it holds the key to a powerful swing. To increase power and ball-striking ability the hips need to rotate properly during the swing. According to Atherton,(2009), most amateur golfers rotate their hips too far during the backswing, which makes it difficult for them to get their hips to open up to the target at impact, a key component of a successful swing. However, the increased risk of hip injury is a relatively recent hazard for golfers, arising from the greater rotation favoured by the modern golf swing. This adaptation of this technique itself reduced the incidence of low-back injury among golfers. The downswing begins with a forward movement of the hips that, with good golfers, actually begins approximately 0.1 seconds before the club head reaches the limit of the back swing. This moving forward of the hips rotates the whole upper body and moves both levers through the first part of the downswing (Hay, 1993). The forces responsible for this forward movement of the hips and the lesser forces exerted by the same hip and leg muscles later in the downswing have been estimated to account for 2.5 hp of the total 3-4 hp generated in a good drive. Thus it can readily be seen that the muscles of the hips and legs constitute the main source. A series of EMG studies have described the role of the hip muscles during the golf swing (Thain and Alistair, 2002). A study by Tsai et al, (2004), showed that hip abduction strength was significantly higher in better golfers. In addition it stated all the hip movements tended to be stronger in the best golfers who had the lowest handicaps and longest driving distances. In one study performed by the University of Umea in which the muscle activities in 13 male professionals while performing a golf swing were analysed using dynamic surface electromyography (EMG) and the muscle activities were measured in percent of maximum manual muscle testing (MMT) of each muscle. During the forward swing, gluteus maximus, expressed the highest muscle activity during a complete golf swing (84%). This indicates that especially the trailing side, gluteus maximus, is an important hip stabiliser as the golfer shifts the weight to the target side and the golf club begins to accelerate (Grinell, 1999). In golf the hip is especially exposed to high-velocity internal rotation on the downswing, requiring a great deal of eccentric gluteus muscle control. Set-up, ball positon, alignment and posture are essential for a good swing. However according Shamus, ( 2001), the most common characteristic of an improper setup position is failing to use a hip-hinge motion to obtain the primary spine angle. Furthermore evolved technology has made it easier for golfers and coaches to analyse the golf swing and correct mistakes made by the golfer. Technology advances: (ASTAR and Powerstool) The Astar digital video technology is the latest, highly sophisticated software that evaluates and analyses recorded golf swings. This means that golf instructors can literally capture and illustrate every aspect of a student’s swing to determine and remedy any problem areas. It automatically creates a video file of the entire desire motion (for a golf swing from address to follow-through). Astar includes all necessary functionality to analyze technical performance, hence improve the golf swing by this method of analysis. By using the very latest A Star professional software, golf swings can be analysed from many different angles and a plan can be put in place for the improvement of any golf swing (ASTAR, 2006). The powerstool is another example of advanced technology used to improve the golf swing. It mimics the perfect golf swing as close as possible enabling the golfer to get inot the most efficent position (Strachan, 2009).The powerstool makes sure the golfer achieves the right amount of hip turn and shoulder turn. This helps to reduce tension and strain that is common with over turning. Technology in footwear and insoles has also developed throughout the years making golf shoes more comfortable and blister free. It has also been proven that specific golf shoes reduce injuries of the lower extremities. In addition, according to Light, (2008), the use of custom foot orthoses to change the mechanics of foot function may improve hip extension and create prolonged relief of low back pain symptoms. As a result, they provide a viable alternative to surgery to treat hip and back painmaking it pain free for golfers. Orthoses are also helpful for supporting the arch of the foot, offloading specific pressure points in the foot, and cushioning the heel. Furthermore it was claimed that orthoses could be a non-invasive approach to improving biomechanics and possibly pain. ECCO golf, (2009) states that their golf shoes use a double-layer inlay sole that ingeniously absorbs heel force, reducing the impact felt by your knees, hip and back. That same heel force is also used to power an air-circulation system that ensures a fresh, dry and cool environment for your feet making it comfortable for the golfer. In conclusion, it is clear to see that technology is evolving a rapid rate with new advances in biomechanical parameters. Advances in analysis and equipment has been proven to improve general performance of all sports and even holds an important role in reducing injury and the rehabilitation of injury. Sports Biomechanics and Functional Anatomy

Seattle Central College Implications of Global Warming Questions Discussion

Seattle Central College Implications of Global Warming Questions Discussion.

Short AnswersResponse to each question should be between 300-600.Questions:Economic and environmental issues are intertwined. Discuss why these issues are so closely connected, and how this creates problems for politicians trying to negotiate international agreements to address environmental issues—both in the developed and developing world.Economic liberals argue that globalization of the economy with free trade and open markets are always in states’ best interests, but mercantilists and radicals would argue that economic globalization leads to a race-to-the-bottom in terms of domestic economies and social institutions? Do you think economic globalization has been beneficial for states? Why or why not? In addressing this question, be sure to discuss the arguments for and the criticisms of economic globalization that underlay these perspectives and give your viewpoint on them. Use examples from course content in justifying your answer.Recently, the U.S. has withdrawn from many of its international commitments and international treaties. Why is this happening? Consider the individual, state, and international levels of analysis in your answer. What are the implications of this withdrawal for international cooperation? Your answer should discuss what at least two theoretical traditions within IR might have to say about these developments.Your response to each question should be between 300-600.Midterm II RubricCriteriaRatingsPtsQuestion 120 to >17 ptsExcellentThe response to the question is well-thought out, answered all parts of the question correctly, contained clear writing, and used references where appropriate from the textbook/articles.17 to >14 ptsAccomplishedThe response to the question is articulated well, answered most parts of the question correctly, contained mostly clear writing, and used references where appropriate from the textbook/articles for the most part.14 to >10 ptsDevelopingThe response to the question is unclear at multiple points AND/OR some parts of question were not answered AND/OR were answered incorrectly, may have contained unclear writing, AND/OR used little references to the textbook and articles AND/OR heavily paraphrased from the textbook/articles.10 to >0 ptsUnsatisfactoryThe response to the question is incoherent AND/OR most of question was not answered AND/OR was answered incorrectly, contained unclear writing, AND/OR used no references to the textbook and articles AND/OR mostly copied word for word from the textbook/articles./ 20 ptsQuestion 220 to >17 ptsExcellentThe response to the question is well-thought out, answered all parts of the question correctly, contained clear writing, and used references where appropriate from the textbook/articles.17 to >14 ptsAccomplishedThe response to the question is articulated well, answered most parts of the question correctly, contained mostly clear writing, and used references where appropriate from the textbook/articles for the most part.14 to >10 ptsDevelopingThe response to the question is unclear at multiple points AND/OR some parts of question were not answered AND/OR were answered incorrectly, may have contained unclear writing, AND/OR used little references to the textbook and articles AND/OR heavily paraphrased from the textbook/articles.10 to >0 ptsUnsatisfactoryThe response to the question is incoherent AND/OR most of question was not answered AND/OR was answered incorrectly, contained unclear writing, AND/OR used no references to the textbook and articles AND/OR mostly copied word for word from the textbook/articles./ 20 ptsQuestion 320 to >17 ptsExcellentThe response to the question is well-thought out, answered all parts of the question correctly, contained clear writing, and used references where appropriate from the textbook/articles.17 to >14 ptsAccomplishedThe response to the question is articulated well, answered most parts of the question correctly, contained mostly clear writing, and used references where appropriate from the textbook/articles for the most part.14 to >10 ptsDevelopingThe response to the question is unclear at multiple points AND/OR some parts of question were not answered AND/OR were answered incorrectly, may have contained unclear writing, AND/OR used little references to the textbook and articles AND/OR heavily paraphrased from the textbook/articles.10 to >0 ptsUnsatisfactoryThe response to the question is incoherent AND/OR most of question was not answered AND/OR was answered incorrectly, contained unclear writing, AND/OR used no references to the textbook and articles AND/OR mostly copied word for word from the textbook/articles./ 20 pts
Seattle Central College Implications of Global Warming Questions Discussion

I have attached a case file, please read it thoroughly. The company we will be writing on is Tim Hortons. You will need to identify and describe a minimum of three strengths. These are internal to the

nursing essay writing service The company we will be writing on is Tim Hortons. You will need to identify and describe a minimum of three strengths. These are internal to the company and focus on the company’s capabilities, resources, and processes in comparison to their competitors’ capabilities, resources, and processes. You must support each strength, which you identify by relevant and appropriately cited evidence, and clearly articulate how each strength will affect the company’s future.  It is a SWOT analysis but I only require the Strengths of the company (Tims). It should be around 500 words. If you have any questions please let me know.

Butadiene Market Analysis Report

Table of Contents Introduction Central Europe Middle East North America North East Asia South America Southeast Asia Western Europe Introduction Marketing analysis and forecasting plays an imperative role in planning the operations and growth of any company. The size of the market is greatly influenced by the prevailing economic conditions, demographic factors, competition, culture, religious factors, government legislation, technological changes, social trends, fashion and, ability of customers to purchase products. In this paper, a detailed analysis of the butadiene company was carried out. Butadiene is used to manufacture tires. The analysis was carried out in seven regions, Central Europe, Middle East, North America, South America, North East Asia, West Europe and South East Asia. The total supply, demand, capacity and the operating rates for the different regions were analyzed. Central Europe It is expected that the total demand in this region to increase steeply between the years 2012 to 2016 and then stagnate at this level for the next six years. This means that more of their products will be demanded in this region. The average demand of butadiene is 266000 metric tons (2007 to 2012 average). The total capacity has been increasing with a small margin of about 1% though there was some decline in the year 2010 owing to the demand for more cars and hence the demand for tires increase. It is forecasted that the total capacity will remain constant (at 278000 metric tons) up to 2014 and then increase to 346000 in 2015 followed by a further increase of about 2 % to reach 413000 metric tons. This capacity is expected to stagnate at this level. The total capacity influences the total supply and this same curve will be expected for this region. Middle East In the Middle East region, the average total demand has been 254000 metric tons in 2007. By the year 2012, the demand had risen to 333000 tons due to increase in purchased cars. The total demand is expected to fall within the forecasting period. It is expected that the total capacity to remain at 382000 tons up to year 2017 and increase steadily to 615000 tons in the same year. The operating rate has been declining and this trend is expected to continue for the forecasting period due to a reduction in cars purchased. The market will stagnate and this is because the tire manufacture depends on vehicles bought. North America The total demand for the butadiene in this region reduced from 2432000 to 2432000 metric tons during the 2007 to 2011 period. During 2012, the total demand rose slightly. It is forecasted that the demand will reduce continuously up to year 2016 and then increase rapidly this follows the demand for cars in this region. Get your 100% original paper on any topic done in as little as 3 hours Learn More Due to the total demand, the total capacity of the plant will remain stagnant up to 2019 and increase slightly for the remaining period. The operating rate is expected to rise from 63.3% to 84.1% from the year 2013 to 2022. This is in response to the total demand fluctuations for this region. The total supply is also expected to rise from 1953000 metric tons in 2013 to 2740000 in the year 2022. North East Asia In this region, butadiene has large demand due to the number of cars purchased. The total demand increased from 426000 to 5046000 metric tons from the year 2007 to 2012. It is expected that the demand in this region will increase steadily for the forecasting period. To cater for this supply, the total capacity must be increased. The operating rate and the supply are also expected to rise owing to the increased demand. South America In this region, butadiene is not in high demand as there are cars. From the year 2007, the total demand increased 352000 to 379000 metric tons. It is forecasted that the demand will rise slightly from 379000 tons in 2012 to 530000 metric tons by the year 2022 owing to the increased market share in this region. The total supply is also expected to increase as the demand rises. The plant operating rate will increase to 81% by the year 2022. Southeast Asia In this region, the products are not in high demand as compared to other regions as seen from the total demand. It is forecasted that the total demand will rise from 563000 tons in the year 2013 to 964000 metric tons by the year 2022 as it gains more customers. The total capacity is expected to increase from 2013 to 2018 and then stagnate at 1065000 metric tons. The total supply is also expected to rise with increased demand. The operating rate reduced from 98.5% in the year 2007 to 81.7% in the year 2012 and this trend will continue up to 2017 and then rise with a small margin. Western Europe There is great demand for its product in this region due to the demand for cars. The company expects that the market will increase slightly from 2101000 metric tons to 2243000 metric tons by the year 2022. The total capacity has been constant from the year 2007 to 2012. The company expects that this trend will continue up to 2013 and increase slightly so as to cater for increased demand and supply.

Cumberland University Chapter 5 ?Project Based Midterm Data Mining Paper

Cumberland University Chapter 5 ?Project Based Midterm Data Mining Paper.

Project Based Midterm
You have been asked by management (manufacturing, healthcare, retail, financial, and etc. ) to create a demo using a data analytic or BI tool. It is your responsibility to download and produce outputs using one of the tools. You will need to focus your results on the data set you select.  
Ensure to address at least one topic covered in Chapters 1-5 with the outputs. The paper should include the following as Header sections.
Introduction
History of Tool [Discuss the benefits and limitations]
Review of the Data [What are you reviewing?]
Exploring the Data with the tool
Classifications Basic Concepts and Decision Trees
Classifications
Summary of Results
References
Ensure to use the Author, YYYY APA citations with any outside content.
Types of Data Analytic Tools
https://www.octoparse.com/blog/top-30-big-data-tools-for-data-analysis/
Excel with Solver, but has limitations
R Studio
Tableau Public has a free trial
Microsoft Power BI
Search for others with trial options
Examples of Dataset
https://www.forbes.com/sites/bernardmarr/2016/02/12/big-data-35-brilliant-and-free-data-sources-for-2016/#4b3e96f1b54d
Cumberland University Chapter 5 ?Project Based Midterm Data Mining Paper