Mediquip: “Science of Selling Is in the Process”

It has oft been thought that the science of selling is in the process. This mantra is precisely what failed the protagonist of the Mediquip case. As with any scientific method, success revolves around a defined process that, when correctly executed, achieves an optimal result. Kurt Thaldorf failed to formulate and follow the correct selling process and resulted in a loss of sale.
The following examines Kurt’s failure and attempts to identify changes in his processes that more likely than not, could have contributed to sale success. Sale Starts Before Ever Meeting the Customer Kurt failed to conduct the proper due diligence before he contacted Lohmann University Hospital. This was his first oversight. He received notice of the customer’s interest in his product and had adequate time to procure facts about the customer that would have confirmed the hierarchy within the hospital responsible for buying Mediquip’s CT scanner.
Kurt was not overtly apathetic in his performance, though it did not appear that he was intrinsically motivated. He relied on the records of past sales to the customer, and when he found none, proceeded first to the employee at the hospital (Professor Steinborn) who had first inquired about his product, without ever confirming the employee’s role in the decision-making process. Kurt failed to identify all members of the DMU either before, or during, his first interview.

A result of Kurt’s oversight, communication within the customer organization was inaccurate and created a power struggle between the three parties responsible for making the purchase decision. Kurt’s failure to engage and analyze the true DMU resulted in his reliance on secondary information gleaned from interaction with secretaries (gatekeepers) – which likely was neither accurate, nor trustworthy and his own assumptions. This was evidenced in his records, when he left meetings believing he had made a positive impact on the DMU, without any clear evidence of positive persuasion.
The Prescription Phase Kurt failed to identify the latent needs of the customer, the DMU’s true motivations, or the benefits in buying a CT scanner from Mediquip beyond those offered by its competitors. This lapse led to a failure in identifying the features, advantages and benefits of the Mediquip scanner with respect to each DMU member’s needs during the prescription phase of the sale, and ultimately resulted in conflicts within the buying unit.
Kurt was responsible for communicating with three members of the DMU – the professor (initiator & end user), the physicist (influencer & end user), and the hospital administrator (buyer) – with whom he was deficient in identifying the specific goals of each member. As a result, Kurt offered multiple price reductions in an attempt to satisfy the administrator’s needs, but failed to identify the administrator’s latent need to feel like he was getting the best deal.
By offering multiple price reductions he devalued the technical superiority of his product and made the administrator feel as though he may be getting swindled. Kurt should have identified the administrator’s concern for pricing and need to feel as though he was getting the best value for his dollar. He should have identified the benefits of Mediquip, in an apples- to- apples comparison to its competitors, showing the long term cost savings associated with the purchase through ease of upgrades and increased processing speed.
Once all beneficial characteristics of the Mediquip CT were identified, only then offered the best price possible. Finally, during the prescription phase, Kurt would have benefited had he met with all members of the DMU. Because he overlooked the need to identify each DMU member’s concerns, he failed to bring them together to facilitate a consensus of Mediquip’s advantages. Kurt could have served as a mediator helping to solve political conflicts within the DMU and thereby creating additional value for his customers.
Closing the Sale At the point where Kurt could have invoked open dialogue between the three DMU members, he would have availed himself of the SPIN technique. He could have identified the situation – a need for a new CT scanner. He could have asked open-ended questions, engaging the DMU, and simultaneously identified their concerns and needs. He could have addressed the problem – not merely the idea of not purchasing a CT scanner, but of purchasing an out-of-date model, a discount product, or the benefits of the higher-priced premium
Mediquip scanner. Kurt missed the opportunity to identify the implications of not fulfilling their need. He could have questioned the administrator of the potential loss of patients, or lack of reimbursement from insurance companies who would not compensate for a machine that is not as accurate as the Mediquip standard. Lastly, Kurt could have proposed a solution to the customer hospital’s concerns by suggesting Mediquip held the answer. Kurt was deficient in formulating and implementing his sales process.
He failed in due diligence, prior to meeting with the client, during the prescriptive phase, and ultimately when he overlooked the importance of meeting with the DMU, as a group. He was unsuccessful in building up the value side of the cost equation, as it related to each member of the DMU, and continually chose to focus on cost reduction strategies rather than emphasizing the value of Mediquip’s CT machine. Kurt’s failure to follow the sales process cost Mediquip a new customer, a future potential business partnership and ultimately the sale of a multi-million dollar machine.


Addiction to Science Fiction

What do you think about parent’s opinion about science fiction books?? My dear reader I will be delighted to discuss this topic with you… do you think that parents would accept placing their children’s minds in an imaginary world for too long that it may even affect them, would you, if you were a parent??!!Science fiction is a world that is full of the writer’s imagination or the producer’s, and its full of imaginary creatures, such as: vampires, fairies, hosts, ghosts, and all the things that are not real, it’s advantage is, expanding the imagination of the reader, when I read the science fiction book that I have, I try to live what’s in the book, and for a moment I do, and if I got interrupted by someone, I just feel bothered and annoyed, but parents would say that its some kind of an addiction, which some of them think its wrong, or actually most of them, they go like ” we want you to learn from the books that you can read, and we know that you are capable of reading greater books”, they underestimate it, that’s what I actually don’t agree about with parents,Because, well, I am addicted to science fiction, and it actually makes me learn some things and at the same time, I have fun because I lived what’s in the book by only reading it, better than a movie, that may ruin the human’s view of things, books teach (whatever the genre of the book was), movies destroy (not always but most of the time, especially this generation’s movies). So I need parents to listen for their kids for once, “dear parents don’t just talk, sometimes I guess you have to listen at least for once let us give you our point of view”.
Parents, tell me, do you rather give your children books that would make them hate the whole idea about reading or would you go step by step with me. Just by giving them the freedom to choose the book, know that you actually achieved your goal.Science fiction books teach, as a prove, my friend, when you ask her what’s the goal she achieved by reading the twilight saga, she would say ” I just had fun, and read, because I know that reading is important” but when you ask her about what she learned, she would say, ” I learned to give my enemy a chance, because I know that there is no such a thing called enemies, but its desires that ruins the human’s soul” And there is this other series VA ( vampire academy) an amazing series that me and my friend read, we had so much fun reading it, and at the same time I d like to tell you that I am actually clinging to it, more than any other book that I ever read. It’s simply irresistible, and teaches to keep on standing up whenever you fall. I guess there is no harm in reading science fiction book, so don’t make it a must that we have to read realistic books, or some kind of a historical book, because it isn’t a must.My dear reader, that was my opinion, so tell me yours, but after considering my essay, I hope I reached my goal by writing this essay…… Twilight (summary) Isabella Swan leaves Phoenix, Arizona and moves to a new place in Forks, Washington to live with her dad. She does it so her mother can travel around with her baseball player husband Phil Dwyer.
Bella didn’t used to stir much water in Phoenix, but after her move to Forks, she soon finds herself in the spotlight at her new school. To her astonishment and dismay many of the guys in class compete for her attention. Fork is rainy and Bella doesn’t enjoy it much – to her it’s boring and pretty lame. There is one saving grace though – Edward Cullen, the stunningly handsome guy she sits next to in Biology.As she’s trying to find out more about this mysterious man, she hears of The Cullens being un-human. Despite all the talk, Bella finds it impossible to believe there’s anything supernatural about him and his strange behavior. During Bella’s first day of school, Edward Cullen displays a strange level of tension toward her.

She reasons that it’s because he doesn’t like her that much. Shortly after though, he begins to change his attitude and starts friendly talk. Then one day on a parking lot, an out of control van comes flying at Bella and is about to crush her to death when all of a sudden the van is stopped by an unknown force just before it would have squashed her against her own truck.Completely unharmed realizing she should have been dead, Bella turns her head and sees Edward, whom she saw across the parking lot just a second ago, kneeling next to her with his hand against the van. Bella looks at the hand shaped dent on the van and realizes that Edward halted speeding van with his hand. Bella didn’t tell anyone about how Edward saved her life, but when she approached him to explain how he could get to her across the lot so quickly and stops the van with his hand, he isn’t too keen to confess and refuses to comment. The spark between the two continues to grow despite Edwards’s attempts to avoid her.
When confronted about it by her, Edward simply comes with excuses Bella is not willing to accept.However he mentions that it’s in their best interest to stay away of each other, as getting involved with her would put her in immense danger. Bella has no more doubts that Edward and the entire family of Cullens are un-human. She is hinted by her friend Jacob Black that The Cullens are a clan of vampires. When attraction between the two grows to a point that neither can be without each other, Edward reveals the truth about his family. He even tells her about his ability to read people’s minds and that he’s dumbfounded by his inability to ascertain what she is thinking. Edward and Bella fall deeply in love, despite the obvious difficulties a love between a human and a vampire presents.
Edward is facing his biggest personal challenge in resisting Bella’s scent.The scent of her blood is extremely strong and desirable, and Edward is afraid that the natural instincts of a vampire he is would take over to a point that he wouldn’t be able to contain himself and would harm the woman he loves. Bella’s scent is then picked up by a tracker vampire James who sets on a mission to hunt Bella down for sport. The Cullens, who now consider Bella part of her family are determined to protect her and separate Bella from Edward, sending the girl back to Phoenix. Bella stays in a hotel and receives a phone call from James telling her he had her mom and gave her instructions on what she needs to do if she wants to see her alive.Bella surrenders herself to James, but Edward shows up and fights him. The rest of Cullens joins in to fight the tracker but he manages to bite Bella in her hand before he’s killed.
Edward doesn’t want Bella to turn into a vampire and begins to suck venom infected blood from the wound. He now tastes the blood, the smell of which he found so hard to resist. He was urged to stop by his adopted father Carlisle Cullen. Bella was saved and after she’d recovered, she returned to Forks to attend prom with Edward. As the two walk into the night, Bella exposes herself and pleads with him to embrace her and turn her into one of his kind with a bite to her neck.Edward refuses, although the reason for this denial is unknown… New moon Edward Cullen and Alice throw Bella an 18th birthday party. Edward is the vampire she’s deeply in love with.
In attendance are the entire Cullen family, Alice, Carlisle, Emmet, Rosalie, Esme and Jasper. Bella accidentally cuts her hand with a piece of paper, this leads to a tense and somewhat violent moment. Jasper cannot control himself at the sight of her human blood and pounces upon her with the intention to feed. Edward has to protect her, an action that forces him to recognize the fact keeping Bella near his family puts her in danger. As they clean her wounds a pivotal point in the plot occurs.As they speak, Carlisle tells of Edwards belief that Vampires lack a soul and that there is no better place than hell for them if they are killed. He speaks further, telling Bella of Edwards inner struggle, the fact that he doesn’t want to risk turning Bella into one of the damned.
Edward becomes emotionally retracted as the story continues, until later his family leave Forks in an effort to reduce the risk of harm to Bella and ensure her safety. He unwittingly upsets Bella by taking the items she hold dear with him. Photographs and pictures that can be used to prove he is alive. Four long months pass, a time in which Bella enters a zombie like state.She exists but really isn’t living like she once was. Charlie is worried and tells her to wake up. To help her get through this difficult time she goes to see a movie with her friend Jessica.
Upon the completion of the film she notices some guys with a striking resemblance to the stalkers who followed her the year before. She hears Edward in her head fears for her sanity. She actually believes it’s her mind giving a wish of fulfillment. Feeling these delusions are her subconscious mind she seeks out alternative methods to trigger them. Jacob Black, her long lost friend who suffered grievous injures in Twilight makes another appearance in New Moon.Bella stumbles upon a pair of motorbikes by the road side and realizes they’re the perfect method to hear Edwards voice once again. She notices they need works and remembers Jacob unusual tendency to fix things.
She takes them to see him on the back of her truck and pledge one to him should he get them running once more. Soon they become close and she begins to depend on him, he fills the void in her heart. Jacob on the other hand is romantically attracted to Bella, who is aware of this, she tells him they are simply good friends. As their friendship develops, Jacob begins to trust Bella and tells of the growing unrest and occurrences at La Push – a reservation.Jacob tells her of his fear of the leader of a group of guys by the name of Sam Uley. A close friend of his had the same feelings he was missing for a few days and upon his return had somehow joined the gang. Jacob elaborate by telling of their strange behavior and his belief they’re up to no good.
He worries he too could go missing and be targeted. On an outing, Jacob feels ill and develops a strong fever. Shortly after Bella has difficulty getting in touch with him before she finds out he too has returned from his absence as a member of Sam’s gang. She goes to visit him at his house and is told that he must stay well away from her. He doesn’t explain the reason for this when she asks.After the fight and argument Jacob is feeling down and very regretful. He creeps into her room in the middle of the night and tells her what is happening.
The only hint he gives her is to remember the legends he informed her of when first they met. Bella thinks back and remembers a story about Werewolves and Vampires. She soon realizes that Jacob and his new gang of friends are werewolves. This doesn’t sit well with Bella; there is animosity between Edward and Jacob because deep down they both love Bella. Plus they are enemies because of the natures of the kind. There is real cause for concern because of the rivalry between these two and the fact vampires and werewolves truly hate one another.The return of Victoria further complicates the situation.
She wants vengeance for the death of her friend James the vampire tracker. He was slain by Jasper and Emmet following his attempt to kill Bella. As opposed to killing Edward, she feels killing his girlfriend is a fair trade. Therefore, it is down to Jacob to protect her. Jacob and his new found pack encourage Bella and her father to spend time with them at La Push where they can provide adequate protection. Bella begins to spend a lot of time on the beach. She longs to hear Edwards voice again and misses him dearly.
Sick of everything she leaps off the cliff and plunges into the see where she almost dies in the hands of the ocean.Jacob comes to her rescue and tells of her friend Harry Clearwater’s plight. He is in hospital following a severe cardiac arrest. Bella immediately feels remorse for diving into the sea and returns to Jacobs’s house to rest and regain her strength. She begins to wonder what her life would bring if she left Edward and became romantically involved with Jacob. Billy, Jacobs’s dad, returns home to break the news that Harry has passed away in his sleep. Bella then gets a ride home with Jacob.
On the journey she notices Carlisle’s vehicle and jumps to the conclusion that the Cullen’s have returned to Forks. Jacob rages and leaves quickly. Alice is waiting for Bella by herself.Alice tells Bella that she witnessed her fall into the sea and worries that she was committing suicide. Bella denies this but Alice is still unsure and wonders why then she felt the need to dive so far into the water. Jacob bumps into Bella during Alice’s visit and she sees he is still angry with her for choosing Edward over himself. During Jacobs time at the house Edward rings and masquerades as Carlisle.
Jacob picks up the phone. He’s asked where Carlisle is by Edward and responds by telling him he’s at the funeral. Edward believes it’s the funeral of Bella in light of the news Alice told him. He attempts suicide. Upon news of this surfacing Bella and Alice leave for Italy to find Edward who is begging a Volturi to kill him.The Volturi deny his wishes so he attempts to enrage them by stepping into the sun and revealing the existence of Vampires to all. Bella arrives just in time and prevents Edward from following through with his threats.
Shocked and confused that she is still alive and hasn’t been buried Edward shows affection toward his love. He believes these are the last few minutes the couple will ever spend together. Bella is confused; she believed Edward had no feelings toward her. The pair meets a Volturi leader by the name of Aro; he informs them that Bella must become a Vampire to preserve the secretive nature of the vampire kind. Edward vehemently disagrees but is shown conclusive proof that Bella will indeed become one of the vampire kind in the future.At first Bella is surprised and in virtual disbelief that her long lost love Edward has returned. She wonders if she actually died while leaping from the cliff and whether or not this entire episode is in fact a dream.
Edward soothes her concerns and explains that he loves her and that he didn’t wish to leave her at all. He tells her it was for her own benefit and an act to protect her. After a long discussion she realizes that his love for her burns as strongly as hers for him, and that they belong with one another for all eternity. Edward is still unsure about turning Bella into a vampire. She sees this and takes the decision out of his control.They visit the Cullen house and start a vote over her mortality, requesting the opinion of all involved and whether they believe she should join the Vampire kind. The results are definitive, all but Edward and Rosalie feel she should become a vampire.
Edward is angered but reluctantly agrees she should be turned following her graduation the following week. Carlisle is the one who they decide should perform the embrace considering the fact he’s able to maintain control in the presence of human blood. Bella isn’t happy, she would of preferred the act to be carried out by Edward but settles with whatever the Cullen’s feel is best. Edward agrees but only on the condition they marry first.During the epilogue of the story Bella reminisces and recalls her zombie like existence. She claims it was as if the previous seven months didn’t occur. Jacob returns the motorbike to Bella in an attempt to stop Edward from seeing her, unaware that he visits her every night by creeping into her room.
Charlie is incredibly angry with Bella and grounds her immediately. She isn’t fazed though, she knows with the love her life Edward by her side there is nothing she cannot achieve and that when the dust of turmoil settles everything will be perfect Eclipse This part of the story starts with the note Jake sent to Bella. It speaks of him missing her and that it changes little.Charlie blames Edward for Bella’s disappearance in New Moon as she traveled to Italy and her apparent craziness. He no longer likes Edward and shows with every ounce of his being that the vampire is welcome in the home. Seattle is also hit by a string of unsolved killings. Bella and Edward spend some time filling in college application forms and she tells Edward her plans and need to see Jacob once again.
Naturally, Edward is against it, telling her werewolves are random and unpredictable, hurting those around them. In the meantime, Alice has a strange vision in which Bella is being hunted by a vampire. Edward hides this information from Bella and plans a trip to Florida with Charlie to see her mother out of town.Upon their return Edward is confronted by an angry Jacob, he demands to know why the return of Victoria is being kept secret to Bella and why they crossed into werewolf territory chasing Victoria. Bella is dumbfounded as Edward informs her that the trip away from Forks was for her own personal safety. Once again, Edward insists Bella’s banning from seeing Jacob is to keep her safe and away from the dangerous werewolf. Bella, unbelieving insists that the pack are quite safe and that she’s never in harm’s way around Jacob.
Finally, Edward yields and travels to the border with Bella where they meet Jacob and travel on to his house. During one such visit Jacob pleads his love for her and forcefully kisses her against her will. Unable to resist his power she fights him off with all the strength she can muster.When he ceases the kiss she punches him as hard as she is able but only manages to break the bones in her delicate hands. Werewolves incidentally, are nearly as durable and tough as vampires. When Bella returns home and he learns of this Edward threatens Jacob angrily. Jacob tells Edward what occurred and they finally settle on a deal to work in unison to deal with Victoria.
Later on that evening when Jacob has left, Edward and Bella decide to marry but only on the one condition that is they sleep together before she is turned into a Vampire. Edward realizes the severity in Bella’s voice and eventually agrees to try in the future but only once they have married first.Bella speaks of her concerns of what people will say and think if she marries at such a young age, this is partly confounded by her mother’s life and the fact she too married at such a young age. Spending the rest of eternity with Edward is of the utmost importance to her though, and when Edward proposes she quickly accepts. In an effort to keep her reluctant marriage secret she refuses to place the engagement ring on her hand. Bella soon realizes that her possessions have been stolen from her room to use for scent and locating purposes. Also, it becomes apparent that the recent killings in Seattle are being perpetrated by a coven of young vampires.
Bella realizes the connection and the fact Victoria has been leading these newborns.Alice predicts an epic battle between the combined force of Cullens and Werewolves and the Victoria coven. A meeting between the Quileutes and Cullens is scheduled in the forest. During the gathering Jasper highlights and demonstrates some skills and points needed to excel in combat versus a newborn Vampire. Bella, worried Edward will be harmed asks him to stay away when the combat begins. Bella and Edward camp in the hills as the preparations for battle are made. They are soon joined by Seth and Jacob who too wait for the coming war.
They use Bella’s scent and lay a trap to lead the newborns into the hands of the conjoined vampire and werewolf force.Bella enters a state of hypothermia in the freezing cold mountain conditions. Jacob taunts Edward by climbing in the sleeping bag with his girl. Bella pretends to be asleep and eavesdrops on the conversation between the vampire Edward and werewolf Jacob. Jacob speaks of his feeling towards Bella and confesses to Edward. Upon hearing this, Edward realizes that Jacob can give Bella something he can’t and the two come to an agreement. Later in morning once they have risen, Edward speaks to Bella about the engagement, Jacob, who was hiding and listening to their conversation lets out an angered and hurt howl of pain.
He leaves quickly before they can catch him. Bella speaks with Edward and asks him to go and find Jacob.Upon their return Edward leaves to allow Jacob and Bella to speak. Jacob threatens to get himself killed by joining in the conflict, upon hearing her dismay and the fact she doesn’t want him to Jacob blackmails her into kissing him. He says kissing him will stop him joining the fight and getting killed. Edward returns, having overheard the entire conversation. He explains that he isn’t angry with her for having such deep feelings for Jacob.
This is a fact that makes Bella even more miserable than she was before. Victoria and the newborns attack during the groups stay at the camp. The combined werewolf and vampire force completely decimate and slaughter the inexperienced newborn army.Victoria had this planned though; she skirts the fight and arrives at the camp to confront Edward and Bella alongside a newborn by the name of Riley. Edward pleads with Riley, trying to put him off the fight and explains the fact Victoria is using him. Victoria convinces Riley otherwise and he refuses to switch allegiance. A fight occurs in which Riley is killed by the Lupine form of Seth and Victoria is killed by Edward.
Bella watches the entire episode, causing Edward to worry for her thoughts and feelings toward him after seeing him as the unstoppable killing machine he is. She is unperturbed and throws herself into his embrace. She loves him dearly and has concerns for his safety and wellbeing alone. The war is over long before the Volturi arrive to tidy things up.Edward is reminded of his agreement to turn Bella into a vampire. Alice replies that they have set a date. Bella goes to visit Jacob who was injured in the fight.
She reveals her final decision is Edward. Her love for him is far greater than anyone else alive and she hasn’t the will or desire to live another day without him around. Bella later returns home from La Push. She speaks with Edward who announces that they don’t have to marry, that Bella can have her way without completing her wishes. Bella states that she wishes to do things Edwards’s way, and they agree to continue with the wedding first. He puts the ring on her finger and they both agree to reveal the great news to Charlie. Breaking dawnBreaking Dawn is split into three separate parts.
The first part details Bella’s marriage and honeymoon with Edward, which they spend on a private island off the coast of Brazil. Two weeks into their honeymoon, Bella realizes that she is pregnant and that her condition is progressing at an unnaturally accelerated rate. After contacting Carlisle, who confirms her pregnancy, she and Edward immediately return home to Forks, Washington. Edward concerned for Bella’s life and convinced that the fetus is a monster as it continues to develop with unnatural rapidity, urges her to have an abortion. However, Bella feels a connection with the child and refuses.The novel’s second part is written from the perspective of wolf shape-shifter Jacob Black, and lasts throughout Bella’s pregnancy and childbirth. Jacob’s Quileute wolf pack, not knowing what danger the unborn child may pose, plan to destroy it, also killing Bella.
Jacob vehemently protests this decision and leaves, forming his own pack with Leah and Seth Clearwater. Bella soon gives birth, but the baby breaks many of her bones and she loses massive amounts of blood. In order to save her life, Edward changes her into a vampire by injecting his venom into her heart. Jacob, who was present for the birth, almost immediately “imprints”—an involuntary response in which a shape-shifter finds his soul mate—on Edward and Bella’s newborn daughter, Renesmee.This ends the enmity between Jacob and the Cullens, leading Edward and Jacob to regard each other as brothers. The third section of Breaking Dawn shifts back to Bella’s perspective, finding her changed into a vampire and enjoying her new life and abilities. However, the vampire Irina misidentifies Renesmee as an “immortal child”, a child who has been turned into a vampire.
Because “immortal children” are uncontrollable, creating them has been outlawed by the Volturi. After Irina presents her allegation to the Volturi, they plan to destroy Renesmee and the Cullens. In an attempt to survive, the Cullens gather other vampire clans from around the world to stand as witnesses and prove to the Volturi that Renesmee is not an immortal child.Upon confronting the gathered Cullen allies and witnesses, the Volturi discover that they have been misinformed and immediately execute Irina for her mistake. However, they remain undecided on whether Renesmee should be viewed as a threat to vampires’ secret existence. At that time, Alice and Jasper, who had left prior to the confrontation, return with a Mapuche called Nahuel, a 150-year-old vampire-human crossbreed like Renesmee. He demonstrates that the crossbreeds pose no threat, and the Volturi surrender.
Edward, Bella and Renesmee return to their home in peace. I HoPe I mAdE My PoInT ———————– Start with an interesting beginning, or lead, to get your reader’s attention.For example: if you were writing about recycling newspapers, you could open your essay by asking how many people have huge stacks of old newspapers in their garages. Let your readers know what your issue and point of view by including an opinion statement In each paragraph, give a reason that will convince your audience… 1-start or end the body of your essay with a bang by arranging your reasons according to their order of importance 2-be sure that you logically support your reasons by using evidence and that you elaborate on your reasons and evidence Restate your opinion in different words, and summarize your reasons in one or two sentences. Close your essay with a call to action that tells your readers what you want them to do or with what strong closing statement.


Science Cass

For visually impaired students, a Science class could pose as a threat for them because of the different chemicals and many scientific apparatus that can physically harm them. Their functioning senses particularly their sense of touch might be impaired if scientific equipment are not properly positioned or arranged. I think the recommendations mentioned including the rearrangement of desks and maintaining a clutter-free class room were simple but doable. The first-hand experience of the teacher with a blind person gave the teacher an idea of how to make his or her class and the lay out of the room more sympathetic and sensitive to the special needs of visually impaired students.
Response No. 2
I think space is one of the major factors to consider when designing a classroom that would also accommodate visually impaired students. Having enough room would increase the mobility of visually impaired students and reduce the risks of being bumped into by other students or knocking off things. The suggestion of visually impaired students assisting their fellow students with assignments and interacting through board games are excellent opportunities to hone their social skills. However, these recommendations might not yield positive outcomes because there is always the possibility that other students might take advantage of their disabilities.

Response No. 3
To effectively draft plans according to the needs of visually impaired students, the nature and severity of their disability should be learned and considered.  The power of knowledge can make a huge difference. By simply knowing the gravity of the visually impaired students’ blindness, a teacher can be able to determine the necessary actions needed to be done to address their needs in a classroom environment.
The needs of a severely blind person are different from the needs of a moderately blind person. By considering this, the resources of the school and the efforts of the teacher can be maximize that can yield productive results. More so, not only do visually impaired students benefits from this kind of set up but also normal students. The use of auditory-based resources and the adoption of descriptive-based teaching style can enhance a normal student’s creativity while a visually impaired student can have a productive experience in this kind of setting.
Response No. 4
I think technology have changed the way most people live in the modern age. One of the benefits of technology is its capability to be use as a device for teaching, in which had facilitated easy learning for many students. More so, the availability of advanced gadgets such as the computer program that can transform text into speech and computer had helped visually impaired students to cope up with class discussions and with the class course. Because of science and technology, students with disabilities specifically visually impaired can go through with their studies just like any other normal student. As a result, students with visual impairments will reduce the chances developing low self-esteem or even have the feeling of being alienated.
Response No. 5
In order for students with disabilities to feel that they are part of a class, the teacher must get to know these students personally in order to determine their personality and expectations. By having a bond, teachers and visually impaired students can easily formulate together plans on how to make the class environment suitable for the students with disabilities and also the teacher can generate new methods or styles of teaching to fit the needs of these students. It is important to note the wants and needs of these special students because sometimes people tend to think that they know better but they do not that


Science Processes

Module 1 Science Processes Scientific ProcessDefinitionScience Activity ObservingThe process of gathering information using all appropriate senses instruments that extend the senses. Collecting data on classmates, students walk around the classroom and make observations about eye and hair color of their classmates. ClassifyingGrouping objects or organisms according to one or more common properties. Classifying plants by features of plant life. CommunicatingRecord observations in multiple ways and present them to others.
Students can record the data found in their observation activity and communicate the eye and hair colors they observed in the classroom. MeasuringMeasure variables using a variety of instruments and standard and nonstandard units. Give students various measuring tools and ask them to measure various things in the classroom. PredictingMake a projection of what the outcome of an investigation will be using data and patterns. Prediction worksheet: look at the pictures on the left side, draw a picture and write about what you predict will happen next.
InferringDescribing a potential conclusion based on observation and prior knowledge. Science Mystery Bags: Students are asked to use sense of smell, hearing, and touch to infer what is in each mystery bag. Identifying & Controlling VariablesRecognizing a system’s variables and manipulating the variables to control the system’s outcome. Bread Mold Activity: Students will identify and control the variables that cause bread mold. Formulating & Testing Hypotheses Make a statement to guide and investigation.

Test that statement for its truth. Formulate hypotheses for what conditions cause the bread to mold, and then test the hypotheses to see if they are correct. Interpreting DataRecognize patterns and associations within a system of data. Using scientific graphs to share data, as well as understand data represented in graph form. Defining OperationallyCreating a definition by describing an interaction or observation. How can you tell if plants are healthy? Students will define plant health in effective terms. Experimenting
Scientific procedure used to test a hypothesis, make a discovery, or determine something. Students can take part in an experiment to see if they can balance eggs using salt. Constructing ModelsBuilding models to represent a mental, verbal, or physical idea or object. Students could participate in a physical science project where they are asked to make a water reservoir. In the chart above defining the twelve scientific processes, I included definitions of each as well as a science activity that students could participate in to support each process.
These processes support inquiry learning, because they provide students with the opportunity to use problem solving skills, critical thinking skills, and logical thinking skills all at once. Students are encouraged to apply their prior knowledge to their new problem, experiment, or questions, which incorporates what they are currently learning with earlier experiences. Inquiry learning in science gives students control of their investigation and enhances their interest in the subject. Inquiry learning involves all learning strategies, including but not limited to verbal, written, and hands-on activities.
When students are actively engaged in the learning process they are more likely to stay attentive, which allows them to not only gain information, but also helps in retaining that knowledge and understanding. The teacher’s attitude toward science has a major impact on students and how they view science. In order for teachers to get students interested and involved, they must have a positive and inspiring outlook on the subject. When students see and feel that their teacher is excited about a subject and that he or she wants to share their experience, students are more likely to fully engage in learning.
Teachers should share their knowledge by motivating students to want to learn science, and getting them excited about learning by introducing science through observation activities and experiments. Students need to see that their teacher is enthusiastic about science, and that science is a learning process that can be fun and enjoyable for the entire class! Lesson Plan: Objectives Students will •work in groups to build catapults out of everyday objects (Constructing Models); and •Demonstrate their understanding of motion and forces by using the catapults to launch objects. Communicating) Materials •Motion, Forces, Energy, and Electric Current video and VCR or DVD and DVD player •Pictures of catapults •Computer with Internet access (optional) •Cardboard shoe box (1 for each catapult) •Rubber bands (4 for each catapult) •Popsicle sticks (2 for each catapult) •Masking tape (one 6-inch piece for each catapult) •Plastic spoon (1 for each catapult) •Rulers (1 per student group) •Scissors (1 per student group) •Marshmallows (2 per group) •Masking tape (for launching competition) •Object of your choice to serve as a target Procedures . Begin the lesson by discussing motion and energy. Ask students: How do objects move? How do we calculate motion? What is acceleration? What is speed? What are some of the forces that act upon objects in motion? (Observing, Predicting, and Defining Operationally). A good way to introduce this information is to view portions of the Motion, Forces, Energy, and Electric Current video. 2. Tell students they are going to work in groups to create catapults out of everyday objects. Explain that catapults were often used as weapons of war during the Middle Ages.
Show students some pictures of catapults and discuss how they work, making sure that students understand catapult designs and uses. (Classifying). A good animated illustration of a catapult can be found at http://en. bestpicturesof. com/pictures%20of%20how%20to%20make%20a%20catapult 3. Tell students that after building their catapults, they will compete to see whose catapult can fling a marshmallow the farthest and whose catapult can fling an object closest to a target. (Experiment). 4. Divide students into groups of five, and give each group the supplies they will need to make heir catapults (see materials list) as well as any other objects you wish to provide. Tell the groups that they can design their catapults however they please, but they can use only the materials you have provided-nothing extra. Give students time to design and build their catapults, and ask them to name their team. (Constructing Models, Identifying and Controlling Variables). 5. Once students have completed their catapults, clear an area in the classroom that can be used for the launching competition. Using masking tape, mark a starting line.
Place the target object about 10 feet in front of the line. 6. One at a time, have the student teams place their catapults on the line and fling a marshmallow at the target-their goal is to hit the target. Mark where each team’s marshmallow landed with a piece of masking tape that has been labeled with the team’s name. 7. As a class, determine which team was the most successful in accurately hitting (or coming the closest to hitting) the target with its marshmallow. Talk about the design of the winning catapults. Why did this design work the best? Formulating and Testing hypotheses, Interpreting Data, Measuring, Communicating). 8. Have students again place their catapults on the starting line and fire a second marshmallow — their goal, this time, is to achieve the greatest distance. Again, mark where each marshmallow lands with a piece of labeled masking tape. Once all the catapults have been fired have students measure the distance from the starting line to where their marshmallow landed. (Measuring). 9. As a class, determine which catapult was able to launch a marshmallow the greatest distance.
Ask students: Why did this catapult work best? What element(s) of its design do you think helped propel the marshmallow farther than the others? (Interpreting Data, Defining Operationally). 10. Have each student write a paragraph that answers the following questions. •What was your group attempting to achieve with its catapult design? •How did the catapult set the marshmallow in motion? •Which challenge did your catapult meet best, accuracy or distance? •What could you have done to make the catapult better? •What helped the catapult work as well as it did? What did this activity teach you about motion and forces? 11. Ask for volunteers to share their answers with the class. Discuss students’ answers and the forces that work on objects in motion. Evaluation Use the following three-point rubric to evaluate students’ work during this lesson. •Three points: Students actively participated in class discussions; worked cooperatively in their teams; successfully created a team catapult; actively participated in the catapult launch; wrote a thoughtful paragraph that answered all six questions. Two points: Students somewhat participated in class discussions; worked somewhat cooperatively in their teams; needed help to complete their catapult; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only three or four of the six questions. •One point: Students somewhat participated in class discussions; were unable to use catapult materials without teacher guidance; created unfinished catapults; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only one or two of the questions.
Credits Tamar Burris, former elementary teacher and freelance education writer References Bass, Joel E. , Contant, Terry L. , & Carin, Arthur A. (2009). Teaching Science as Inquiry, 11th Edition. Pearson Education, Inc. Boston, MA. Burris, Tamar. (2012). Discovery Education. Lesson Plan Library: Motion, Forces, Energy, & Electricity. Retrieved on September 28, 2012, from http://www. discoveryeducation. com/ teachers/free-lesson-plans/motion-forces-energy-and-electricity. cfm.