Assignment 08.1: For Profit Joint Venture

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HA4070D – Regulatory Environment in Health Care 

Assignment 08.1: For Profit Joint Venture

 

Directions

In a one to two-page paper complete this assignment, using the Problem presented on page 403 (also below) in the text.  See the description and background on the Marcus Welby Hospital here.

To seek shelter from the competitive storm, Marcus Welby Hospital (MWH) is considering forming a joint venture with an existing for-profit HMO. MWH would be given 30 percent ownership of the privately held HMO, and each of its five board of trustees members would be given 1 percent ownership, in exchange for MWH contributing $10 million in capital funds, which is 35 percent of the HMO’s appraised net worth. Since the HMO already owns its own nursing home, MWH will raise the capital by selling its nursing home. MWH will receive 30 percent of whatever profit distributions the HMO board chooses to make from time to time and the trustees will receive their 1 percent shares. MWH also hopes to increase its patient base for hospital admissions and to secure a better bargaining position for reimbursements from the HMO, but the HMO is making no promises about where its subscribers will be sent for hospital care, nor how it will pay MWH for hospital services to its subscribers.

Assume that MWH has articles of incorporation similar to Queen of Angels’ only covering nursing home as well as hospital services, and that it has received only general, unrestricted gifts from donors. Also, assume there is no other management or personal connection between MWH and the HMO.

• What issues would you want to alert the hospital board to concerning whether this is a permissible venture, and how the HMO can use its capital funds?

• Would these parties be advised to have the HMO pledge some portion of its revenues to pay for charity care services at MWH?

The Law of Health Care  Finance & Regulation–Vitalsource [email protected]#magicMAN61

Discuss topiramate. What is it used for (in psychiatry)?

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Discuss topiramate. What is it used for (in psychiatry)? For this discussion include any associated monitoring, testing, or major side effects.

psychology

Description

No unread replies.No replies.

Unit 3 Discussion [Due Wednesday]

Mood Stabilizers

Instructions

It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. https://expertessayhelpers.com/7822/into-the-mind-of-a-serial-killer-are-they-all-psychopaths/ Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.

Classroom Participation

Students are expected to address the initial discussion question by Wednesday of each week. Participation in the discussion forum requires a minimum of three (3) substantive postings (this includes your initial post and posting to two peers) on three (3) different days. Substantive means that you add something new to the discussion supported with citation(s) and reference(s), you are not just agreeing. This is also a time to ask questions or offer information surrounding the topic addressed by your peers. Personal experience is appropriate for a substantive discussion, however, should be correlated to the literature. https://homeworkharbour.info/taskpost-your-initial-response-to-one-of-the-two-topics-below-envisioning-your

All discussion boards will be evaluated utilizing rubric criteria inclusive of content, analysis, collaboration, writing, and APA. If you fail to post an initial discussion or initial discussion is late, you will not receive points for content and analysis, you may however post to your peers for partial credit following the guidelines above.

Discussion Prompt [Due Wednesday]

  1. Discuss the use of conventional mood stabilizers in the treatment of bipolar depression. For this discussion, list at least two medications that have an FDA approval for bipolar depression. What are the risks/benefits of using these medications to treat bipolar depression? 
  2. Which mood stabilizers are preferred for use in the geriatric population? 
  3. Discuss topiramate. What is it used for (in psychiatry)? For this discussion include any associated monitoring, testing, or major side effects. 
  4. Which mood stabilizers are FDA approved in children and adolescents for psychiatric disorders? 
  5. Discuss gabapentin. What is it used for (in psychiatry)? For this discussion include any associated monitoring, testing, or major side effects. 

Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format. https://homeworkbay.info/2021/06/16/topic-crime-analysis-methodthere-have-been-a-variety-of-models-that-have-been/

Please review the rubric to ensure that your response meets the criteria.

Estimated time to complete: 3 hours

Discussion Peer/Participation Prompt [Due Sunday]

Please respond to at least 2 of your peer’s posts with substantive comments using the following steps:

  • Group 1 – Respond to group 2 members 
  • Group 2 – Respond to group 1 members
    • Substantive comments add to the discussion and provide your fellow students with information that will enhance the learning environment.
    • References and citations should conform to APA standards.
    • Remember: Please respect the opinions of others, even if their views differ. In other words, disagree professionally and respectfully.
    • Plagiarism is never acceptable – give credit when credit is due – cite your sources.

Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position. 

Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format.

Please review the rubric to ensure that your response meets the criterion. Collaboration points will be forfeited if you fail to meet the response post guidelines.

Estimated time to complete: 1 hour

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Algorithms and Logic for Computer Programming Programming/211

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PLEASE DO NOT SKIP ANY STEPS AS REQUIRED. Need to pass class. 

During this course you will design a program for a state university. The university needs a website design that will enable students to order books online. Each week you will receive additional instructions for the elements of the design based on the needs of the university. The elements will correspond with the concepts and skills you learn that week.

According to the university’s website design request, students need to order five books, one for each of the five required courses that all students take. You need to design a program that will prompt students for the price of each book and display the total cost for the five books.

Create a 1- to 1 3/4-page document listing the steps needed to solve the problem using an algorithm, including the following:

  • Identify the input needed
  • Define what the input must do (i.e., the process)
  • Show what the output must produce

Create a 1/2- to 1-page document of your pseudocode based on the algorithm, including the following:

  • Write the pseudocode statement(s) for the input
  • Write the pseudocode statement(s) for the process
  • Write the pseudocode statement(s) for the output

Create a 1-page flowchart based on the algorithm, including the following:

  • Mark the program’s starting point
  • Represent the input steps in the program
  • Represent the process steps in the program
  • Represent the output steps in the program
  • Mark the program’s ending point

i need it within 6 hours 6 pages

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1. Overview: Political parties are the principle institutions for the popular control of government.

2. The two major characteristics of American political parties: (1) Dispersed power/decentralization – multiple power centers in our political party system. Reasons: federalism, separation of powers, the nomination process, campaign finance, the spirit of localism, significance of outsiders in our political process.  (2) The strengthening of the political party organization: the state and local party is stronger and more effective today than a few decades ago. Yet ironically, the state and local party organization has less impact on public policy than they once did. Discussion of reasons why.

3. Party Competition: (1) Overview – effective competition between political parties is not always the norm. In some states and localities and at various times it is strongly competitive and in other areas and at other times it is dominated by one party. (2) Competitiveness in Congressional elections. (3) Competition on the state level.  (4) Party competition and issue positions. 

4. The role of the political party system in government: (1) Definition of “party in government”: Public officials who are either elected under the party label or are appointed by those who are elected constitute the party in government. (2) The greater the level of party cohesion in government the more able is party leadership to enact public policy and govern.   (3) Why do members of the same party in government (for example in the Legislature), as we have seen so clearly over the past few years, disagree on legislation so often? (4) How the design of the American political system works against a unified party in government. (5) How, over the past several years, the major political parties have been acting more like responsible and cohesive parties in government.

apa- nan inn

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Post to read- 

Acute kidney injury, formerly known as acute renal failure, is a sudden decrease in renal functions, which develops within a short time and is rapidly progressing. It is marked by a severe reduction in urine output, with an increase in the serum levels of creatinine and some electrolytes. Acute kidney injury is categorized depending on the part of the kidney which is affected. Therefore, it can be classified into tubular, glomerular, interstitial, or vascular, with acute tubular necrosis being the most common type among the hospitalized patients (Praga et al., 2016). The case presented depicts different clinical manifestations which cut across various classes. For acute tubular necrosis, the clinical manifestations which pointed to this were nausea and vomiting, weakness, and dizziness. The clinical manifestation, which means a glomerular type of kidney injury, is fever. Clinical manifestations which point towards interstitial nephritis are fever, nausea, vomiting, and weakness. In the case of vascular type of acute kidney injury, the clinical features, in this case, included fever, nausea, and vomiting.

The various risk factors which might have predisposed the patient to the condition are old age, as most cases are shared with advancing age. The second risk factor is atherosclerosis of the renal vessels, as this may reduce renal blood flow, causing injury to the kidney. The other risk factors for acute kidney injury are infections since infection can cause inflammation of the kidney parenchyma (Ronco et al., 2019). Preexisting autoimmune conditions such as lupus can also cause damage to the kidney due to the deposition of immune complexes in the kidney, followed by inflammation in response to the complexes, thereby causing injury to the kidney. The other risk factor is obesity.

The hematological system is adversely affected by chronic kidney diseases. The first complication is anemia—kidney functions in erythropoietin production, which is essential in erythropoiesis involved in chronic renal failure. With kidney failure, such processes are reduced; therefore, the red cell indices are reduced, including the hemoglobin levels. Such patients will consequently present with symptoms of anemia such as fatigue, dyspnea, easy fatigability, palpitations, and pallor, among others (Ronco et al., 2019). The second hematological aspect affected is the coagulation cascade. Kidney failure results in the loss of protein in the urine. Such proteins also contain coagulation factors which are essential in the stoppage of bleeding. With their increased losses and reduced level, therefore, the patient is at risk of bleeding disorders. Chronic renal failure consequently results in cardiovascular diseases and neglect, which further present with more hematological symptoms.

Case Study 2: Reproductive Function

The most like diagnosis of Ms. PC is a sexually transmitted infection (STI). The reasons for this diagnosis are from the patient’s clinical presentation and the history is taken. She presents with a history of lower abdominal pain, nausea, emesis, and a heavy, malodorous vaginal discharge which are classical for STIs and urinary tract infections, UTIs. Her history of unprotected sex eight days ago with her partner, who has been away for some time, makes the likelihood that the partner had an infection that he transmitted to her during the sexual intercourse (Martín-Sánchez et al., 2020). It is confirmed that she presents to the clinic just a few days after the intercourse. The microscopic examination reveals no flagellated microbes, thereby ruling out the possibility of a urinary tract infection from the gut by E. coli.

Based on the vaginal discharge and the microscopic examination of the sample, the most likely organism, in this case, is Neisseria gonorrhea. The criteria I would use to recommend hospitalization for this patient are, first, if she cannot tolerate outpatient oral antibiotic regimen if the illness is severe, if the patient is pregnant, and when the diagnosis is uncertain. I will use the other criteria if the patient is immune deficient and fails to improve clinically after 72 hours of outpatient therapy.

Instruction- 

Formatted and cited in current APA style with support from at least 1 academic sources within the last 5 years. extending, refuting/correcting,or adding additional nuance to the above post. must be constructive and use literature where possible.

Mid-term

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 Instructions

This assignment helps you articulate the roles and functions of music in world cultures through the study of several instruments, even as you explore the ways these instruments impact musical intercultural relationships.

Create a World Instrument Gallery by exploring musical instruments from music cultures we are studying this term, including at least one instrument from 3 out of the 5 musical classifications in the Hornbostel-Sachs classification. Describe each instrument in your own words, including a brief history, musical context for its use, which music culture(s) it is found in, also indicating if the instrument is traditionally played by women, men or both. Include an image (or link to an image) of each instrument and a link to an academically oriented website (not Wikipedia) where you learned about each instrument.

Visit the “Is My Source Credible?” page provided by the UMGC Library and the Research Guide for Music (including links to Open Access Music Journals) for assistance in locating reliable, credible sources.

To create your World Instrument Gallery, follow these steps for each of the 3 instruments:

    * List the name of the instrument and the music culture(s) it is found in.

    * Give a brief history of the instrument.

    * Describe the musical context for the use of the instrument.

    * Indicate if the instrument is traditionally played by women, men or both.

    * Include an image (or link to an image) of the instrument.

    * Provide a link to a scholarly website (not Wikipedia) where you learned about the instrument.

You will need to write at least 2-3 paragraphs about each instrument, in addition to providing an image of each instrument and a link to a scholarly website with more information on each instrument. Submit the World Instrument Gallery to the assignment folder by the end of Week 4 (Tuesday at 11:59 PM ET).

Please review the World Instrument Gallery Grading Rubric to learn how to earn the full 14 points.

Start DateJun 9, 2021 12:01 AMDue DateJun 15, 2021 11:59 PMHide Rubrics

Rubric Name: Midterm World Instrument Gallery

Print RubricThis table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.CriteriaExcellentGoodPoorCriterion ScoreContent8 points

Gallery names 3 instruments and music cultures from 3 of the 5 instrument categories, giving a brief history, musical context and information on traditional gender roles in 2-3 paragraphs for each instrument.

5 points

Gallery contains less than 3 instruments or just 1 paragraph giving a brief history, musical context and information on traditional gender roles for each instrument.

3 points

Gallery includes minimal history, musical context and information on traditional gender roles or contains only 1 instrument.

Score of Content,/ 8Images3 points

Gallery contains an image (or link to an image) for 3 instruments and a scholarly website with more information on each instrument.

2 points

Gallery contains an image (or link to an image) for less than 3 instruments and less than 3 scholarly websites with more information.

0 points

Gallery contains no images or scholarly websites with more information.

Score of Images,/ 3Promptness2 points

Gallery was submitted in the Assignments Folder by the due date.

1.5 points

Gallery was submitted in the Assignments Folder less than 24 hours past the due date.

1 point

Gallery was submitted in the Assignments Folder more than 24 hours past the due date.

Score of Promptness,/ 2Accuracy1 point

Gallery contains only a few errors, none of which significantly disrupt the flow.

0.5 points

Gallery contains more than a few errors, none of which significantly disrupt the flow.

0 points

Gallery contains a high number of errors that significantly disrupt the flow.

Score of Accuracy,/ 1Rubric Total ScoreTotalScore of Midterm World Instrument Gallery,/ 14

Overall Score

Overall Score

Level 311 points minimum

Level 27 points minimum

Level 10 points minimum

FAITH BASED – DUE IN 16 HOURS

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Faith Based Agencies

[WLO: 2] [CLOs: 2, 3, 4]

Prior to beginning work on this journal, watch Faith Based Initiative /Social Service and Congregational Research Part 1 (Links to an external site.) and Faith Based Initiative /Social Service Research Part 2 (Links to an external site.).

Pick a particular case study discussed in Chapter 12 and explain why the faith-based intervention was successful. Determine what conditions would cause a human service professional to integrate faith-based interventions into the counseling strategy. It is wise to stay abreast of what services are available in your area; locate 5 faith-based agencies in your area or region and explain briefly what they do and for which populations. Your Learning Activity should consist of approximately 350 to 500 words.

 

Required Resources

Text

Martin, M. E. (2018). Introduction to human services: Through the eyes of practice settings (4th ed.). Pearson.

  • Chapter 11: Human Services in Public Schools
  • Chapter 12: Religion, Spirituality, and Faith-Based Agencies
  • The full-text version of this ebook is available through your online classroom through the Redshelf platform. This book is an introductory textbook outlining the broad discipline of human services. Chapter 11 will assist you in your Human Services in the School discussion forum this week. Chapter 12 will assist you in your Human Services in the School discussion forum, your Faith Based Agencies learning activity, and your Mindfulness Training learning activity this week.

Articles

Hill, D., & Mrug, S. (2015). School-level correlates of adolescent tobacco, alcohol, and marijuana use. Substance Use & Misuse, 50(12), 1518–1528. https://doi.org/10.3109/10826084.2015.1023449

  • The full-text version of this article is available through the SPORTDiscus With Full Text database in the Ashford University Library. This article provides information about substance abuse and will assist you in your Resource Analysis on Substance Use and Abuse assignment this week.

Kumar, R., O’Malley, P., Johnston, L., & Laetz, V. (2013). Alcohol, tobacco, and other drug use prevention programs in U.S. schools: A descriptive summary. Prevention Science, 14(6), 581–592. https://doi.org/10.1007/s11121-012-0340-z

  • The full-text version of this article is available through the PsycINFO database in the Ashford University Library. This article provides information about substance abuse and will assist you in your Resource Analysis on Substance Use and Abuse assignment this week.

Yaffe, D. (2019, June). Sobriety studies: Recovery high schools show success in helping students overcome substance abuse. District Administration, 55(6), 24–27.

  • The full-text version of this article is available through the MasterFILE Premier database in the Ashford University Library. This article provides information about substance abuse and will assist you in your Human Services in the School discussion forum and your Resource Analysis on Substance Use and Abuse Assignment this week.

Multimedia

COER Benchmarking. (2010, January 14). What is benchmarking (Links to an external site.) [Video]. YouTube. https://youtu.be/xuZOtKmGB1M

Wineburg, B. [Bob Wineburg]. (2008, November 10). Faith based initiative /social service and congregational research part 1 [Video]. YouTube. https://youtu.be/WgjR-y3zGU4

Wineburg, B. [Bob Wineburg]. (2008, November 10). Faith based initiative /social service research part 2  [Video]. YouTube. https://youtu.be/k7b-oi7PYYI

Recommended Resources

Articles

Boustani, M. M., Frazier, S. L., Hartley, C., Meinzer, M., & Hedemann, E. (2015). Perceived benefits and proposed solutions for teen pregnancy: Qualitative interviews with youth care workers. American Journal of Orthopsychiatry, 85(1), 80–92. https://doi.org/10.1037/ort0000040

  • The full-text version of this article is available through the PsycARTICLES database in the Ashford University Library. This article provides information about human services and schools and may assist you in your Human Services in the School discussion forum this week.

Ciffone, J. (2017). A school-wide initiative to enhance student connectedness to school social work: Program description and analysis of its effectiveness. School Social Work Journal, 42(1), 55–75.

  • The full-text version of this article is available through the ProQuest database in the Ashford University Library. This article provides information about human services and schools and may assist you in your Human Services in the School discussion forum this week.

Demissie, Z., Rasberry, C. N., Steiner, R. J., Brener, N., & McManus, T. (2018). Trends in secondary school’s practices to support lesbian, gay, bisexual, transgender, and questioning students, 2008-2014. American Journal of Public Health, 108(4), 557–564. https://doi.org/10.2105/AJPH.2017.304296

  • The full-text version of this article is available through the CINAHL Complete database in the Ashford University Library. This article provides information about human services and schools and may assist you in your Human Services in the School discussion forum this week.

Dinham, A. (2018). Religion and belief in health and social care: The case for religious literacy. International Journal of Human Rights in Healthcare, 11(2), 83–90. https://doi.org/10.1108/IJHRH-09-2017-0052

  • The full-text version of this article is available through the ProQuest database in the Ashford University Library. This article provides information about faith-based human services and may assist you in your Faith Based Agencies learning activity this week.

Finkelstein-Fox, L., Park, C. L., & Riley, K. E. (2019). Mindfulness’ effects on stress, coping, and mood: A daily diary goodness-of-fit study. Emotion, 19(6), 1002–1013. https://doi.org/10.1037/emo0000495

  • The full-text version of this article is available through the PsycARTICLES database in the Ashford University Library. This article provides information about mindfulness and schools and may assist you in your Faith Based Agencies learning activity this week.

Hanımoğlu, E. (2019). The role of school psychologists in addressing challenges facing lesbian, gay, bisexual and transgender (LGBT) students (Links to an external site.). Journal of Education and Training Studies, 7(1), 23–29. https://doi.org/10.11114/jets.v7i1.3656

  • This article provides information about human services and schools and may assist you in your Human Services in the School discussion forum this week.

Henry, L. M., Bryan, J., & Zalaquett, C. P. (2017). The effects of a counselor-led, faith-based, school-family-community partnership on student achievement in a high-poverty urban elementary school. Journal of Multicultural Counseling & Development, 45(3), 162–182. https://doi.org/10.1002/jmcd.12072

  • The full-text version of this article is available through the Academic Search Complete database in the Ashford University Library. This article provides information about human services and schools and may assist you in your Human Services in the School discussion forum this week.

Kramer, F. D. (2010). The role for public funding of faith-based organizations delivering behavioral health services: Guideposts for monitoring and evaluation. American Journal of Community Psychology, 46(3/4), 342–360. https://doi.org/10.1007/s10464-010-9351-8

  • The full-text version of this article is available through the PubMed database in the Ashford University Library. This article provides information about faith based human services and may assist you in your Faith Based Agencies learning activity this week.

Kuehn, K. S., Wagner, A., & Velloza, J. (2019). Estimating the magnitude of the relation between bullying, e-bullying, and suicidal behaviors among United States youth, 2015. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 40(3), 157–165. https://doi.org/10.1027/0227-5910/a000544

  • The full-text version of this article is available through the PsycARTICLES database in the Ashford University Library. This article provides information about human services and schools and may assist you in your Human Services in the School discussion forum this week.

The National Child Traumatic Stress Network. (2008, June). Understanding the links between adolescent trauma and substance abuse: A toolkit for providers (Links to an external site.) (2nd ed.). https://www.nctsn.org/resources/understanding-links-between-adolescent-trauma-and-substance-abuse-toolkit-providers-2nd

  • This article provides information about substance abuse and may assist you in your Resource Analysis on Substance Use and Abuse assignment this week.
    Accessibility Statement does not exist.
    Privacy Policy (Links to an external site.)

Sinha, J. W. (2013). Unintended consequence of the faith-based initiative: Organizational practices and religious identity within faith-based human service organizations. Nonprofit and Voluntary Sector Quarterly, 42(3), 563–583. https://doi.org/10.1177/0899764012462457

  • The full-text version of this article is available through the SAGE Journals Online database in the Ashford University Library. This article provides information about faith-based human services and may assist you in your Faith Based Agencies learning activity this week.

Teasley, M. L., & Cruz, D. (2014). Diversity and related services personnel: Challenges, strategies, and solutions through culturally competent collaborative practice. School Social Work Journal, 39(1), 51–72.

  • The full-text version of this article is available through the ProQuest database in the Ashford University Library. This article provides information about human services and schools and may assist you in your Human Services in the School discussion forum this week.

U.S. Department of Education. (July 2017). Issue brief: Social services (Links to an external site.). https://www2.ed.gov/rschstat/eval/high-school/social-services.pdf

  • This article provides information about human services and schools and may assist you in your Human Services in the School discussion forum this week.

Multimedia

Morgan, P. (n.d.). Three minute breathing free mindfulness (Links to an external site.) [Audio download]. The Free Mindfulness Project. http://www.freemindfulness.org/FreeMindfulness3MinuteBreathing.mp3

  • This mp3 download provides information about mindfulness and may assist you in your optional Mindfulness Training learning activity this week.

Webpages

National Center for Education Statistics. (n.d.). Urban schools: The challenges of location and poverty executive summary. https://nces.ed.gov/pubs/web/96184ex.asp

  • This webpage provides information about human services in schools and may assist you in your Human Services in the School discussion forum this week.
    Accessibility Statement does not exist.
    Privacy Policy (Links to an external site.)

Stopbullying.gov. (2019, June 10). Facts about bullying (Links to an external site.). https://www.stopbullying.gov/resources/facts

Unicef. (2016, August 25). Religious and inter-religious organizations, networks and alliances (Links to an external site.). https://www.unicef.org/about/partnerships/index_60231.html

Assignment: Developing Organizational Policies and Practices

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Assignment: Developing Organizational Policies and Practices

Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.

Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.

Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.

To Prepare:

  • Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
  • Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
  • Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.

The Assignment (4-5 pages):

Developing Organizational Policies and Practices

Add a section to the paper you submitted in Module 1. The new section should address the following:

  • Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
  • Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
  • Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
  • Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
  • Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
  • Due to the nature of this assignment, your instructor may require more than 7 days to provide you with quality feedback.

Submit your revised paper.

Lab 2.1

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Lab #2-1 Using the Linux OS (Brief Overview of Linux Commands)

Due: Sunday, End of Module by 11:55 p.m. EST

Lab #2-1 will introduce you to getting around in and using the Linux environment to explore the commands that will be used by you in the midterm and final exams. The following commands will be used:

man (Manual command allows you to access the manual for any command. Ex.  man  ls)

ls (The list command, allows you to list the files and directories in a directory)

echo (displays the echoed text to standard output example: echo “Hello World” <enter> )

touch  (The touch command allows you to create a 0-byte file in your current directory)

cp ( the copy command, used to copy a file)

mv ( the move command used to move a file)

cd (The change directory command allows you to go from one directory to another)

pwd (gives you the location of where you are in the file system)

file (shows you the type of file you are dealing with)

cat (concatenates a file to the standard output (the screen))

grep (allows for the parsing of files “group regular expression parser”)

mkdir (The make directory command allows you to create a directory)

emacs (The emacs command if a file editor command that allows you to edit files)

sudo (substitute user do file allows the user who is permitted to execute commands reserved for root)

$ (displays the user’s ID Example: echo $$ <enter>)

vi (the vi command is a more complex file editor command)

less (allows for viewing of a file with screen concatenation)

more (The same as less)

dd (disk copier bit by bit used to make disk images)

dcfldd (Forensic version of dd)

dc3dd (more advanced version of dcfldd)

testdisk (disk recovery tool)

PhotoRec: (picture recovery tool)

In this lab, you will find using google, the Linux manual files for the listed commands, print them out, and put these manuals in your lab notebook. Then you will research the commands and write a 7-page report on the commands and how they are used, based on the manual information and screenshots from the environment.

7 pages not including the title and references page.

Writing Requirements

Grading Criteria:

  • This assignment will be graded using the UOTP Writing Rubric displayed below

Week 2 Discussion MGT3059

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The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.

For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.

To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by the end of the week.

Forecasting

Select a product that you can purchase at a grocery store or at a discount retailer and respond to the following:

  • Identify the factors that would impact the demand for the product that you have selected.
  • If you wish to develop a forecast of the demand for this product in a future month (or for other appropriate time period), identify what type of forecasting method would be appropriate.
  • Identify the variables for which you would need values to be able to calculate an actual forecast for a future month (using the forecasting method you selected).
  • Create an equation that you believe would accurately predict the demand for this product in a future month and solve the equation to derive a forecast for this product in the future month that you had selected.

Justify your answers using examples and reasoning. Comment on the postings of at least two peers and state whether you agree or disagree with their views.