Category Archives: Best Works

Reflecting on starting the term of ENGL 301 to now, I feel accomplished. In high school and throughout College, I have struggled to write my thoughts simple and concise. With the re-editing of the assignments and peer reviews, it is evident that this is a skill that needs to be continually practiced. I am glad that I took notes on the assignment, editing and peer review processes to reflect on as needed.

Some of the assignments, such as the ‘YOU attitude,’ has become incorporated into daily life in my career. Amazingly, it is useful in discussions with my employer, fellow employees, and clients. They appear to absorb and respect the input that I have to give, which motivates me to do the best.

Although, this is something that takes time to perfect I am glad that I now have the steps to move forward in my career and life.

For the final assignment a Webfolio to present all of the best work that was created during the ENGL 301 term was drafted. As I had kept up with most of the editing throughout the course, I felt this would be an easy task. The Webfolio outlined: a home and introductory page, best work assignments, online resume, application package, a blog, and LinkedIn profile.

Revising the original UBC blog I had created to revamp it into the Webfolio was meant to be straightforward. When creating the ‘revised’ products of my best works I discovered that I couldn’t figure out how to link it to my new webfolio. This proved a challenge for quite awhile. The forum appears to be so simple, but has so many features that are still being discovered. I think it is similar to the LinkedIn profile where it is something that needs to be perfected over time. Connecting the Technical Writing assignments, LinkedIn profile, UBC blog, and Webfolio they all represent the same thing; simplicity and conciseness.

A final thank you to the BADV team for all their support and expert advice. I would like to thank the professor as well for timely response and advice to questions I had and using YOU attitude. It’s clear how well it works (from my experience) for the reciprocator to feel motivated and empowered as well as comfortable to communicate unclear directions.

To: Erika Paterson, Professor, University of British Columbia

From: Alanna Mckeigue, Student, University of British Columbia

Date: June 14, 2021

Subject: Proposal for reducing occupational musculoskeletal disorders by implementing extracurricular yoga.

Introduction

In the dental industry, there is a high risk for developing occupational musculoskeletal disorders (from now on referred to as an MSD). Estimated population of dental professionals that suffer from MSDs is 86%; these include: dentists, dental hygienists, dental assistants, and receptionists. MSDs are mainly caused by the prolonged time of maintaining a static posture or producing repetitive movements in the dental setting. The areas of concern for dental professionals include the neck, shoulders, wrist, lower back and rarely the lower extremeties (less than 10%).

Aerobic exercise is said to be the best in prevention of an MSD. It is recommended to be practiced three to four times a week for at least twenty minutes to increase blood flow to the tissues in the body and improve their ability to use oxygen. Complimented with an stress-reduction technique such as breathing techniques, meditation, or massage it will create everlasting health for body and mind.

At the dental clinic I practice at, two dental hygienists have undergone radiofrequency rhizotomy (a surgery that inherently burns small nerves in the neck to reduce pain), which only treats the pain and not the problem itself. That being said, there is a direct relationship between decreased fitness levels and MSD. A challenge that is faced working a full-time career is the varying hours of fitness or yoga studios to access these classes, excluding the new regulations from COVID 19.

Statement of Problem

Musculoskeletal disorders are produced from the prolonged static posture or repetition of the same movement daily over a long period of time. With inadequate strengthening or stretching of of those muscles and facia (connective tissue), there is a very high risk of developing a MSD. This risk is not restricted to dentists, but subject to any career in the dental field.

Proposed Solution

A proposal for the solution of developing an MSD is a pilot project for the dental clinic I work at, that would implement an extracurricular yoga class once per week for the dental staff. To accommodate the entire staff, it would be a relaxation or yin yoga class that is directed at the neck, upper and lower back. This would be a private class for the dental staff to provide comfort with the new regulations of COVID 19, as it is a small clinic. To be accessible to the workplace, the studio will be no further than a five minute walk. Time of the class will be determined by the dental staff.

Scope

To assess feasibility of creating a pilot project for an extracurricular yoga class for the dental staff to decrease the risk of developing an MSD, I would pursue six areas of inquiry:

1. Would people feel comfortable attending a class after hours with the office staff?
2. What is the interest in the office to attend an extracurricular yoga class?
3. What would the cost for a private class for the office be?
4. Is the cost manageable for the office budget?
5. Is there a studio or space that would be willing to either put on a class or rent the space?
6. What time would be most suitable for a class? Morning, afternoon, or evening?

Methods

My primary research methods will be an anonymous survey to the dental staff to inquire about interest in attending an extracurricular yoga class. I will also perform proposals to multiple yoga studios in the area to assess the accessibility of a yoga class.

Secondary sources will include research studies on the percentage of dental staff developing MSD’s, different types of MSD’s, and prevention strategies of MSD’s that will be handed out before the anonymous survey to inform the dental staff. I will also incorporate health benefits of a yoga practice on MSD through respected journals and articles.

My Qualifications

Being an activist of health and prevention, I have attended many forms of yoga classes in my area. I am acquainted with many yoga instructors and studios, which allows me to connect with these professionals and foresee any possibility of producing a private class or renting a space for yoga. If there was no accessible teachers I am a qualified yoga teacher, that could guide classes if there was a space provided.

Conclusion

Clearly, a solution is needed to provide an accessible option for prevention of a Musculoskeletal disorder. By addressing the six areas of inquiry as mentioned above, I can determine the feasibility of the pilot project of an extracurricular yoga class, modified for MSD and stress-related muscle tension, available to the dental clinic. With your approval I will begin research.

Alanna Mckeigue

Comox, BC, V9M 2B7

Cell: 250-329-4388

Email: alanna.mckeigue@gmail.com

Objective

Position for a Registered Dental Hygienist at Children’s Oral Health Initiative delivered to First Nations Communities in Manitoba.

Education

2019-2022                 University of British Columbia, British Columbia, Canada

Dental Hygiene Degree Completion, May 2022. Grade point average of 3.50 of a possible 4.0. Completed and financially paid for while working a part-time job of 20 hours a week.

2009-2012                 Cambrian College, Sudbury, Ontario, Canada

Dental Hygiene Diploma, May 2012. Grade point average of 4.0 out of a possible 4.0. Completed attending full-time college.

Employment

2019-Current            Dr Sarah Johnston, Courtenay BC, British Columbia, Canada

Working in an education based Periodontal clinic, providing non surgical treatment therapy to clients in need; before or instead of periodontal surgery. Duties include plaque index, oral health education, and preventative therapies.

2019-Current            West Rock Dental Temp, Courtenay and surrounding area, BC, Canada

Providing dental services at clinics that need a fill in dental hygienist. Requires strong communication skills, self-initiating dental hygiene services, and critical thinking.

2016-2019                 Kimberley Family Dental, Kimberley, BC, Canada

Starting in a practice as a solo dental hygienist to building an interdependent team of four hygienists. Overseeing and providing dental treatment to clients with excellence where they feel safe and comfortable that they are receiving top quality care.

2013-2014                 Northern Health Authority, Fort St John, BC, Canada

Removing barriers to develop oral health initiatives in a variety of settings including: First Nations Communities (children in school grades 0-3), pre and post natal clinics for low-income mothers (babies 0-7 years), and scaling/ root planing for hospital dental sedation.

 Volunteer Initiatives

March 2012               Footprints Vietnam, Hanoi-Sapa, Vietnam

Volunteer initiative to implement oral health education to an orphanage and two Northern village schools.

April 2012                  Walk for a Smile, Sudbury, Ontario, Canada

Empowered low-income families with oral health education and provided dental services.

References

Periodontist                           Sarah Johnston. 453 Cumberland Rd, Courtenay, BC, V9N 2C5.

250 334 4480

skjjohnston@gmail.com

Dentist                                    Eric Nelson. 90 Wallinger Ave, Kimberley, BC, V1A 1Y5.

250 427 5366

kimberleyfamilydental@shaw.ca

Public Health

Dental Hygienist                   Suzanne Malanowish. 230-9900 100 Ave Fort St John, BC, V1J 557.

250 262 5204

DentalNE@northernhealth.ca

 Unit 3 Reflection

Unit 3 was mainly based upon creating and drafting a formal report. I was really excited for the formal report project because the thought of implementing a yoga class to be accessible to a dental clinic to prevent a musculoskeletal disorder is unique and, what I thought, manageable in a dental setting. To my surprise, I found the fine details the biggest learning curve. Things like the collection of survey data from the dental team, the interview of the yoga studios, and interview of the periodontist were difficult to obtain in a timely manner. The lack of responses from the yoga studios were disheartening along with the responses that I did receive were referred due to the COVID pandemic and unable to host a space because most were closed and not opening until September. The questions in the interview could have been more precise and refined because some of them were answered with a ‘yes’ or ‘no’. 

Initially, I had planned on writing my formal report around the primary data that was collected. With the limited time and scanty replies from the yoga studio interviews, I decided to reorganize the final report. This made it difficult to complete the introduction and body of the formal report draft in time, as I needed to revamp the whole project. Once I discovered how to organize it without having to rely on the responses from the primary research, the report came together nicely. 

As always, the peer review is a major informer. It made me reanalyze the layout of the report and implement more visuals. I found the visuals in the peer review very informative and convenient to compare data. I didn’t consider that the graphs and tables could be made from the data that I had collected personally from the primary research. This was a learning curve as I had to learn how to use a new application and play with what data to chart. 

Overall, I liked the survey process because it seems to distribute information fast and was the easiest to collect essential data. Formulating the peer review has become easier as it is practiced frequently and I like the use of YOU attitude. Personally, I can feel the shift in the context and the way it is delivered to the peer creating a safe and comfortable environment to learn from each other.  

Here is a link to formal report draft (unrevised):

301 Feasibility Analysis Alanna

This is my reflection for the past Unit 2, ENGL 301.

LinkedIn pleasantly surprised me. Initially, I thought it was a forum that was similar to Facebook or Instagram where people could follow people they know or their interests. After discovering how valuable it is linked to your career and connections, I am grateful that this has been introduced to the course. Researching different aspects of how to create a LinkedIn profile was interesting to see how simple yet complex it is. To create a profile that defines you in simple yet intricate keywords is the goal. I am fortunate to have a couple of entrepreneur friends that gave me tips in how to create an all-encompassing account. Another aspect that I found interesting with LinkedIn is how you contact previous employers or connections to write reviews for you to increase followers and potential business prospects. For my career in possibly opening my own dental hygiene clinic, this is an excellent tool to practice and implement now. 

The idea for the formal report proposal has come together nicely. I am worried about the outcome of the final report as it does rely heavily on the dental team I work with and without their cooperation, I will not get the results that I need to complete the project. I am unsure of how that will impact my report; if I have to start over or the project just becomes null. Currently, I am enjoying the process as I feel the opportunity for the topic (implementing yoga to prevent a musculoskeletal disorder) has come at an excellent time. With the lifting of COVID 19 regulations and the business of the dental practice, it will be complimentary to get into an aerobic exercise routine.

Peer reviewing is one of my favourite parts of this course because it allows one to see how other peoples minds work and their ideas. It is challenging in how to formulate a concise review that the reviewer will be able to digest and to further improve on their original report. It’s interesting because I find after the review process, rereading my paper alone, I find changes that I could improve on. Right now, to work on a formal report, I have seen a lot of different ideas that I wouldn’t have considered before due to COVID 19. There has been a lot of different subjects that have popped up that are unusual resulting from the Pandemic, and I am curious as to their final reports. 

Below are links to the revised formal proposal and formal report outline:

301 Alanna Mckeigue Formal Report Outline

ENGL 301 Alanna Mckeigue Formal Proposal

This post is a reflection of the past Unit 1 in ENGL Technical Writing. I will be discussing the phases of creating definitions for the term ‘Periodontium,’ peer reviewing another teammates definition, and editing my final assignment. 

In the first step of the assignment, choosing and creating the term for the definitions assignment was very thought-provoking. I strived to choose a term that was intricate and informative to the peer reviewer. The term ‘periodontium’ was chosen because as a dental hygienist, I understood it well and there was a good chance that it was new to the team. It challenged me to simplify and find a fluent way to describe it so that the peer reviewer would be comfortable using this in day-to-day life. In choosing which definitions to use under the expanded definitions to make it flow nicely went easier than I expected as I already had it in my mind that I wanted to capture all areas of the periodontium. The tricky part was define it in a couple sentences or less. I love how with one simple word so much thought can be put into making it universal for readers. 

The peer review process was the most uncomfortable for me. I didn’t want to be too direct and yet as to the point as possible. In the past, I have found it difficult to find fault in people’s writing; and further, my teammates definitions was well written. It made me reread the textbook to analyze and compare the definitions in a new way. After reading the definitions out loud, I did find a couple small errors in the sentence structure. As the course goes on, I believe, that peer reviewing will become easier as I practice my writing skills. I have already found that they are improving. 

With all the great feedback from my peer reviewer and professor, editing was enjoyable. I like how illuminating peer reviewing is on personal writing compared to reading it yourself, which makes it difficult to see the mistakes. Even with proof reading the definitions, once I had the feedback I could see clearly how to make the definitions flow nicely. I see now the importance of the peer review process and am excited to grow with this experience as the course progresses. 

The following links are to Brendan Chan’s peer review of the definition ‘Periodontium’ and the revised definition:

http://Brendan Chan’s Peer Review for Alanna’s Definition of ‘Periodontium’

http://Alanna’s Revised ENGL 1:3-Definition of ‘Periodontium’

This post includes email messages to three ENGL 301 Technical Writing Team candidates.

Email request for team member Daniel Aghda

Hi Daniel,

Upon reviewing your ENGL 301 application letter, your excellent language and technical communication skills is something that I highly regard essential in looking for a future Technical Writing team member. In coherence of your strengths, working as a team we would excel at organized and detail orientated group projects. Collaborating with your professional attributes of time management would allow us to tackle any difficult task.  

Below is a link to my application letter for you to review at your convenience. 

Please let me know if you would accept or decline my request as a ENGL 301 team member. 

Warm regards,

Alanna

Alanna Mckeigue, UBC Student,

Email: amckeigu@student.ubc.ca

Encl: 301 Alanna Mckeigue’s Application Letter

Email request for team member Brendan Chan

Hi Brendan,

After reviewing your ENGL 301 application letter, I find that your strengths are complimentary to skills that I am seeking for a Technical Writing team member. I am keen to learn your clear and concise writing style and value these attributes. As a contributing team member, I will bring exceptional organization and problem solving expertise. Amalgamating our skills would create great success for a future group and assignments. 

Below is a link to my application letter for you to review at your convenience. 

Please let me know if you would accept or decline my request as a ENGL 301 team member. 

Warm regards,

Alanna

Alanna Mckeigue, UBC Student,

Email: amckeigu@student.ubc.ca

Encl: 301 Alanna Mckeigue’s Application Letter

Email request for team member Vishnu Rengan

Hi Vishnu,

Upon your request of Daniel Aghda to be a team member for Technical Writing, Daniel has communicated with Brendan Chan and I, for you to complete our team of four. 

I would like to reach out and affirm your position in the team by saying that I think you will be an excellent candidate. After reviewing your letter of application and bio, you would be a great asset with your computer science knowledge and your ability to work in a group setting. I hope that you will find value in my skills at critical thinking and open-minded leadership as a desire for one of your team mates. I am looking forward to your response and working with you throughout the remainder of the course.

Below is an attachement of my application letter for you to review at your convenience.

Kind regards,

Alanna  

Alanna Mckeigue, UBC Student,

Email: amckeigu@student.ubc.ca

Encl: 301 Alanna Mckeigue’s Application Letter

Dear English 301 colleague,

In application of becoming a team member for future 301 Technical Writing projects, I have attached a letter for you to review.

Feel free to contact me through email at: amckeigu@student.ubc.ca.

Looking forward to receiving a response from some of you.

Alanna Mckeigue

ENGL 301 98A

Erika Paterson

Vancouver, BC

Subject: Professional Writing Team Member

Dear colleague,

In search of a team for 301 Technical Writing for group assignments, please consider my application. As for my experience working as a leader and team member in a dental setting, I communicate efficiently and effectively. I easily integrate into a new team and am accomplished at critical thinking and problem solving. I am wholeheartedly looking forward to exceling at our upcoming endeavours by creating a positive and healthy learning environment.

I am currently in my third year of DHDC at UBC. Upon graduating from dental hygiene I have lived and work in a variety of settings and offices. This has created a vast and empathetic outlook on the client’s and professionals I work with. As well, I am comfortable working in challenging situations and am comfortable in aiding the team to

In a team setting my strengths would include critical thinking and problem solving, creating an empathetic and timely leader, and integrating into a diverse team. I would love to become familiar writing and formatting clear and concise blogs, reports, resumes, and letters. Working together in motivating and communicable environment is one of my main beliefs.

Thank you for your time and consideration of my application. I am looking forward to discussing my qualifications with you.

With respect,

Alanna Mckeigue

301 Alanna Mckeigue’s Application Letter

Memorandum

To: Erika Paterson ENGL 301 Professor

From: Alanna Mckeigue, University of British Columbia

Date: May 26, 2021

Subject: Application Letter in reference to Alanna Mckeigue

As requested by Professor Erika Paterson, a letter of application has been completed and attached to my personal blog for you to view at your convenience.

The contents of this letter include:

• Previous achievements and accomplishments in regards to my work and experience.
• My professional and academic background
• My strengths and weaknesses to working with a future Technical Writing team.
• My learning philosophy

Thank you for your interest and please let me know if you have any further questions.

Encl: A. Mckeigue/ Technical Writing 301/ May 2021

301 Alanna Mckeigue’s Application Letter