This project is where you would have to use your understanding of financial concepts to analyze a real company. It should be organized like a professional report. Report should be approximately 10 pages (including cover page and references) double-spaced using 12pt sized font, including tables and references.

As a general guideline in doing the above analysis you should focus on the following aspects:

• Financial Statement Analysis:
  Find the financial statements of your selected company and analyze its financial ratios.

• Valuation:
  Cash Flows, growth pattern, any special project that company is heavily dependent upon.

• Risk and Return:
  What is the risk profile of your company? (How much overall risk is there in this firm? Where is this risk coming from (market, firm, industry or currency)? How is the risk profile changing? What is the performance profile of an investment in this company? What return would you have earned investing in this company’s stock? Would you have under or out-performed the market? How much of the performance can be attributed to management? How risky is this company’s equity? Why? What is its cost of equity? How risky is this company’s debt? What is its cost of debt? What is this company’s current cost of capital?

• Changes in stock prices and returns:
  Record opening, closing, high and low prices on a daily basis. Analyze any major swings in prices whether they are driven by any company specific event or are market driven. For example, most companies might fall because of a major issue (think of Greek crisis) or a company might fall because it was caught offering a bad product (e.g. Lumber Liquidators)

To prepare your response for this discussion, you will review Chapter 5 from the Edyburn text (2013), the 21st-century skills document, and the ACTE website section on career and technical education (Links to an external site.) and then evaluate them in relation to the principles of UDL. As always, reviewing the Instructor Guidance for the week is strongly encouraged for intellectual elaboration on the topics for the week and additional assistance for all assessments.

When contemplating 21st-century skills (Links to an external site.), associations must be made with respect to creativity, critical thinking, problem solving and metacognition and a host of relevant life skills. Keeping in mind your knowledge gained thus far on UDL and 21st century skills (Links to an external site.). You will review three sources to inform your initial response to the discussion including the ACTE website on  (Links to an external site.) career and technical education (Links to an external site.) (CTE), a short video by Inside Schools titled High School: What is Career and Technical Education? (Links to an external site.), and your own state’s Department of Education website or local school district website, specifically, information pertaining to Career and Technical Education (CTE).

• Analyze in a paragraph Career and Technical Education (CTE) by giving a succinct summary of your understanding of this area of education.
• Evaluate in a paragraph how the principles of UDL (representation, action and expression and engagement) support career and technical education.  Each principle should be evaluated as you discuss how UDL supports CTE.
• Summarize in a paragraph the relationship between the goals of CTE, learner motivation, and acquisition of 21st-century skills (critical thinking, communication, creativity, and collaboration). Be sure to use evidence from the readings and/or outside sources to support your summary.
• Describe in a paragraph, or by using a table or some other visual, what you learned by reviewing your state’s Department of Education webpage on CTE and/or your local school district’s utilization of CTE.

Text

Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success (2nd ed.). Bridgepoint Education.

After the meeting concludes, Mr. Franklin takes you aside and quietly admits that he is confused by the many topics that were covered in the IEP meeting and how many written section were completed. He stated he felt a bit overwhelmed. Because you were facilitating this meeting and regularly participate in IEP team meetings, you have a solid understanding of the process. You explain that the law requires these elements to be included and that all of the team members, including the parents, have an important role to play in the development of this document. You also clarify that the written IEP document is required for each child who has been found eligible for special education services directing the proper supports to be provided and must contain eight major elements.

Your text, on page 123-124 describes each of these required elements. In addition, the following website provides additional information on these required sections: Contents of the IEP (Links to an external site.)

Initial Post: After reviewing the required resources, selected three of the eight elements in your textbook that you find to be exceptionally important in the process of developing the written IEP document for a student with special needs. Explain in detail each of the three selected components and expound on how each can contribute to an appropriate program as developed by the team meeting process. Explain why you chose them. Provide details as to how at least one of the required team members can significantly contribute to the development of these sections.

Text

Osborne, A. G., & Russo, C. J. (2003). Special education and the law: A guide for practitioners (3rd ed.). Thousand Oaks, CA: Corwin Press.

Articles

DeMitchell, T., & Kearns, G. (1997). Where to educate Rachel Holland? Does least restrictive environment mean no restrictions? Clearing House, 70(3), 161-166. doi:10.1080/00098655.1997.10543918

Edwards, C. C., & Da Fonte, A. (2012). The 5-Point Plan. Teaching Exceptional Children, 44(3), 6-13.

Lake, J. F., & Billingsley, B. S. (2009). An Analysis of Factors that contribute to parent-school conflict in special education (Links to an external site.). Remedial and Special Education, 21(4), 240-251. Retrieved from https://journals-sagepub-com.proxy-library.ashford.edu/doi/pdf/10.1177/074193250002100407?

Wellner, L. (2012). Building parent trust in the special education setting. Leadership, 16-19 (Links to an external site.). Retrieved from http://files.eric.ed.gov/fulltext/EJ971412.pdf

Multimedia

ECACorg. (2011, October 30). The IEP team process: Chapter 2 – The IEP team (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=QMctXPmG7bc#t=84

ECACorg. (2011, October 30). The IEP team process: Chapter 3 – What’s Included in the IEP (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=BIi0xanOVcs

National Center for Education Statistics. (2014, January). Percentage of students ages 6–21 served under the individuals with disabilities education act, part b, placed in a regular public school environment, by amount of time spent inside general classes: Selected school years 1990–91 through 2011–12 (Links to an external site.) [Graph]. Retrieved from http://nces.ed.gov/programs/coe/indicator_cgg.asp

Websites

Baumel, J. (2011). Special education FAQ (Links to an external site.). Retrieved from http://www.greatschools.org/special-education/legal-rights/521-special-education-faq.gs

Center for Parent Information and Resources. (2014, March). Considering LRE in placement decisions (Links to an external site.). Retrieved from http://www.parentcenterhub.org/repository/placement-lre/#regular

Council for Exceptional Children. (2015). Special education professional ethical principles and practice standards (Links to an external site.). Retrieved from http://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards 

Education Law. (2012, February 19). Honig v. Doe (Links to an external site.). Retrieved from http://edufindlaw.com/336-honig-v-doe.html

Great Schools. (n.d.). IDEA 2004 Close Up: Evaluation and eligibility for specific learning disabilities – Learning disabilities & ADHD (Links to an external site.). Retrieved from http://www.greatschools.org/special-education/LD-ADHD/943-evaluation-and-eligibility-for-specific-learning-disabilities.gs?page=all

IDEA. (n.d.). IDEA – Building the legacy of IDEA 2004 (Links to an external site.). (n.d.). Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CB%2C612%2Ca%2C1%2C

Kids Together, Inc. (2010, June 29). Sacramento v. Rachel H (Links to an external site.). Retrieved from http://www.kidstogether.org/right-ed_files/rachel.htm

ParentCenterHub. (n.d.). Contents of the IEP (Links to an external site.). Retrieved from http://www.parentcenterhub.org/repository/iepcontents/

Partners for Student Success. (2014, January 19). Procedural safeguards for children and parents (Links to an external site.). Retrieved from https://www.ssdmo.org/public_notices/safeguards.html

ProjectIDEAL. (2013). Special education law (Links to an external site.). Retrieved from http://www.projectidealonline.org/v/special-education-law 

Special Education News. (2009). EHA – Education for all handicapped children act (Links to an external site.). Retrieved from
http://www.specialednews.com/special-education-dictionary/eha—education-for-all-handicapped-children-act.htm

Stansberry, K. (2015). Understanding 504 plans (Links to an external site.). Retrieved from https://www.understood.org/en/school-learning/special-services/504-plan/understanding-504-plans

U.S. Department of Education. (n.d.). Building the legacy: IDEA 2004 (Links to an external site.). Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CB%2C612%2Ca%2C5%2C

U.S. Department of Education. (2015). Thirty-five years of progress in educating children with disabilities through IDEA– Pg 10 (Links to an external site.). Retrieved from http://www2.ed.gov/about/offices/list/osers/idea35/history/index_pg10.html

U.S. Department of Education. (2015). What is the Americans with Disabilities Act (ADA) (Links to an external site.). Retrieved from http://adata.org/learn-about-ada

U.S. Government Publishing Office. (2014). Off. of spec. educ. and rehab. services, education (Links to an external site.). Retrieved from http://www.gpo.gov/fdsys/pkg/CFR-2014-title34-vol2/pdf/CFR-2014-title34-vol2-sec300-114.pdf

Wrightslaw. (2015). Board of Education of the Hendrick Hudson Central School District v Amy Rowley (Links to an external site.). Retrieved from http://www.wrightslaw.com/law/caselaw/ussupct.rowley.htm

Defining and Measuring Quality in Health Care Organizations   Quality is never an accident. It is always the result of intelligent effort. —John Ruskin  Quality is multidimensional and involves the perspectives of various stakeholders, including patients and families. As noted in this week’s Learning Resources, defining quality is not a simple, straightforward task. Yet, it provides an essential foundation for being able to measure and assess quality, and, ultimately, to improve it.  In this Discussion, you consider definitions and measurements of quality. As you proceed, think about why it is important for organizations to be able to quantify quality and compare current performance to previous performance, to a set of standards, and/or to performance in other organizations.   To prepare: •Review the information in the Learning Resources, especially the chapters in the Sadeghi, Brazi, Mikhail, and Shabot course text, focusing on how quality is or could be defined and measured. •Think about a health care organization with which you are familiar. It may be the same organization you are focusing on for your Course Project, or a different one. How do you think various stakeholders in this organization would define quality? How would you define quality as it relates to this organization? •Review the information on quality standards and / or aims in the Learning Resources, and consider the following: ◦Which outcomes related to quality are currently being monitored in the organization that you have selected? ◦How is related data collected and evaluated? ◦Does the organization use health information technology in this regard? If so, how? ◦How is quality-related information (e.g., data, needs for improvement) communicated throughout the organization? ◦What do you consider to be the strengths and weaknesses of the current approach to quality in this organization?   

By Day 3  Post a definition of quality for your selected organization. Describe at least one quality-related measure that is currently being monitored within the organization. 

Summarize the data collection process for this measure, and explain how this information is communicated to or among the staff. Identify at least one strength and one weakness related to how quality is defined, measured, and/or monitored within the organization.

Required Readings  

Hickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.  

•Chapter 6, “Evaluating of Health Care Information Systems and Patient Care Technology” (pp. 143-170) This chapter examines federally mandated use of health information technology to improve health care and care delivery.   Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. (2013). Integrating quality and strategy in health care organizations. Burlington, MA: Jones & Bartlett Learning.  

•Review Chapter 3, “General Concepts in Quality” (pp. 45–82) (assigned in Week 4)    The authors discuss historical perspectives of quality in various industries, and explain the multifaceted nature of defining quality in health care settings.     •Chapter 4, “Current State of Quality Measurement: External Dynamics” (pp. 83–98)    This chapter describes many of the government, nonprofit, and for-profit groups / organizations that contribute to the establishment quality standards and support research to improve the quality of health care.     •Chapter 5, “Current State of Quality Measurement: Internal Dynamics” (pp. 99–110)    This chapter focuses on mandatory and voluntary quality measurement in organizations.     •Chapter 6, “Measuring Quality of Inpatient Care” (pp. 111–132)    This chapter explains the terminology use in quality measurement (e.g., measures, indicators, metrics), and notes that measurement is a critical foundation for the ultimate aim of creating effective changes to improve quality.     

•Chapter 8, “Quantifying the Quality Performance Gaps” (pp. 161–177)    This chapter addresses how to quantify current performance and set targets.   Epstein, J. N., Langberg, J. M., Lichtenstein, P. K., Kolb, R. C., & Stark, L. J. (2010). Sustained improvement in pediatricians’ ADHD practice behaviors in the context of a community-based quality improvement initiative. Children’s Health Care, 39(4), 296–311.  Retrieved from the Walden Library databases.     Researchers evaluate a quality improvement project on pediatric care of ADHD patients and the sustainability of the improvement over a two-year period.

Respond  to your  colleagues by comparing the differential diagnostic features of the  disorder you were assigned to the diagnostic features of the disorder  your colleagues were assigned.   

NOTE: Positive comment (bellow is attached the sleep disorder assigned to me)

                                                          Main Post

Sexual dysfunction: Male Erectile Disorder

    DSM-5 classifies Erectile Dysfunction as a sexual dysfunction disorder  with a significant inability to respond or experience sexual pleasure,  is a sexual disorder affecting men, is the decreased erectile turgidity  for 75% of sexual activity for at least 6 months or failure to obtain  and sustain an erection sufficient. It culminates in a condition where  the man loses sexual interest and fails to retain their erection for an  extended period. The primary causal of Impotence in men is because of  massive stress. The brain coordinates in releasing the sexual desire and  urge. It means that once a patient is stressed out, their sexual  capacity reduces thus termed as impotence (Irwin, 2019). Male erectile  disorder is asserted in the absence of distress and other psychological  stressors for the patient (Segraves, 2010). Before diagnosing Sexual  Dysfunction, other issues from a nonsexual mental illness, among other  stressors, should be first be addressed. Other factors to be considered  for the diagnosis of male erectile dysfunction include the history of  sexual/emotional abuse, communication problems, partner violence,  cultural or religious factors (Edward, 2020). The disease is  preventable, and doctors can minimize the damage suppose the patient  agrees to speak about their condition. The first diagnostic step for the  doctor is to listen to the patient and record all the signs and  symptoms experienced. After an explanation, the doctor determines  whether the condition is chronic and needs more than administering drugs  as the treatment system. The primary used diagnosis procedure is the  physical examination where the medical professional analyzes the  genitals to discern any signs of pain or detect a sensation.  Furthermore, the doctor might prescribe a blood examination to analyze  the presence of impotence stimulators. Diagnostic criterial for Male  Erectile Disorder.

Psychotherapy and Psychopharmacologic Treatment for Male Erectile Dysfunction.

    Through the right medication, a patient might be cured of erectile  dysfunction. The most prominent treatment technique used is psychology  treatment. Cognitive-Behavioral Therapy (CBT) is an efficacious therapy  used in addressing Erectile Dysfunction in patients. CBT is an  actionable and proactive therapy aimed at helping how patients think and  behave. The medical professionals believe that once the patient finds a  guidance to help them fight stress, they will succeed in beating  impotency. The patient is prescribed to periodic counselling sessions  where they guided through self-acceptance and building a strong  self-esteem (Irwin, 2019). Additionally, they are prescribed to a dosage  that would help the patient obtain sexual sensation. They are advised  on the negative and positive effects of taking the drugs and evaluated  by their competency level to handle the side effects.  According to  Simopoulos (2012), the main drugs used for the pharmacologic treatment  of male erectile dysfunction include Bromocriptine, Selegiline,  Sildenafil, and Amantadine Cyproheptadine, and Cabergoline. Other  frequently medicament include Viagra is one of the medications  incorporated to the patients which helps them in having and maintaining  their erection throughout their intercourse duration. Curing erectile  dysfunction can also be facilitated through exercise, avoiding  smoking/alcohol, consuming healthy foods, and getting enough sleep.  Treatments for patients with depression, anxiety, and schizophrenia may  have drastic sexual side effects.

                                                           References

Irwin, G. M. (2019). Erectile dysfunction. Primary Care: Clinics in Office Practice, 46(2), 249-255.

Edward K., (2020). What are the DSM-5 criteria for the diagnosis of erectile dysfunction (ED)?.https://www.medscape.com/answers/444220-69922/what-are-the-dsm-5-criteria-for-diagnosis-of-erectile-dysfunction-ed

Segraves  R. T. (2010). Considerations for diagnostic criteria for erectile  dysfunction in DSM V. The journal of sexual medicine, 7(2 Pt 1),  654–660. https://doi.org/10.1111/j.1743-6109.2009.01684.x

Simopoulos E., (2012). Male erectile dysfunction: integrating psychopharmacology and psychotherapy. https://www.eugenefsimopoulosmd.com/uploads/2/7/6/9/27698859/esimopoulosghp.pdf