Healthcare Organizational Stakeholder Loyalty

Maintaining the Loyalty of Stakeholders

To maintain political, governmental, staff, and patient loyalty, the healthcare organization must provide a sense of organizational stability and view of the legislative landscape. You have researched and investigated the need to align both public opinion with staff trust. The political landscape is the basis for healthcare policy, guidance, state, local, and community support (both fiscal and legal) engaging in political trade-offs to stabilize the healthcare industry (such as in the cost, pharmaceuticals, insurance premiums, and organizational ROI in the healthcare industry). Healthcare organizations must provide the necessary guidance and advocacy for stakeholders in the setting of both state and federal legislature as a voice of reason, authority, and integrity. Provide information on the following:

Research a policy associated with the Affordable Care Act in Georgia that may affect healthcare reform and/or the way health care is provided in the chosen state.

Describe the policy and who wrote and/or promoted the policy legislature (provide statistical data).

What are the trade-offs (the impacts of the current status quo, and some possibilities for responding to them) offered to bring balance to the healthcare stakeholders?

What role has public perception and disinterestedness ( the concept of lack of bias and freedom from special interests, the ability to set aside one’s own interests and to seek the best possible outcome for others) played in the valuation of healthcare performance?

Describe how process innovation, risk-taking, health policy analysis, and governance “sense-making” provide balance for stakeholders.

Must be four to six double-spaced pages in length (not including title and reference pages) and formatted according to APA style.

Must use at least four scholarly sources in APA style.

research essay, a genre analysis of a genre

My topic is: how Counselors Can Support Teachers and how it is alike.

A few tips for your genre analysis research project:

Research papers are often organized by the following labeled sections: Introduction/Methods/Results/Discussion/Conclusion and Recommendations. You can follow a similar organization pattern with your genre analysis.

Suggested Structure for your Genre Analysis:

Introduction:   Considering telling about your interest in the genre. Is it related to your academic discourse community (major)? Or to a special interest you have? Why did you choose it? Who uses the genre and for what purpose?

Methods: How many samples did you gather? Where did you get them? How did you chose them? What reading/secondary research did you do about the genre and about the people who use the genre? Have you interviewed anyone who uses the genre? How and why did you choose them?

Results: Describe your samples. What are the conventions and patterns you notice? What did you learn from gathering the samples and reading about the genre and the scenes and situations in which it is used? 

Discussion: What do those patterns and conventions have to say about the scene, situation and genre? What do you find most significant about the data you gathered? Why? 

Conclusion and Recommendation: What impact does this have on how you use and practice the genre?

ANATOMY

  

PART A

The reproductive system has been described as an “unnecessary” body system because it is not needed for the individual to survive. Upon maturation, however, the reproductive system does produce hormones that maintain adult features as well as bone structure. These hormones also influence behavior, blood composition, and metabolism. Discuss your thoughts as to whether or not the reproductive system is unnecessary.

PART B

For the Week 8 Critical Thinking Exercise, you will answer the following questions using your critical thinking and reasoning skills:

1. A young man is in an accident that crushes his spinal cord at the neck and leaves him paralyzed from the neck down. The man asks his physician if he will be able to have erections and father any children. What should the doctor tell him? Explain your answer.

2. A breast-feeding woman leaves her baby at home and meets a friend for dinner. Two tables over, a baby is crying, and the woman notices her shirt becomes wet from leaking milk. Explain the physiological link between hearing that sound and the ejection of milk.

3. A woman has a mutation that causes the zona pellucida to be tough and not disintegrate after the egg was fertilized. How would this affect her fertility? Explain.

Business – ASSIGNMENT – Operations Policy

Introduction – Operations Policy

Operations is a broad topic from producing the right products cost effectively, all the way to “handing” or delivering the product to the customer.  Companies have dozens of written operations policies in many different areas from supplier selection, quality control, customer service, customer handling or returns, legal hiring practices, safety and many, many more operations topics.   

It doesn’t matter how wonderful your product or service is if the business operations are not efficient, effective, legal, and ethical. In this week’s textbook reading, you’ll read about the tremendous amount of effort that goes into operations planning management and planning.

Strategic planning begins with determining a need, a production schedule, supply chain management and then creating and delivering what was promised in a way that creates repeat business from the same customers. Capacity planning and inventory control are all key components of operations. Company’s select reputable vendors and suppliers, develop customer service policies and conduct sales and customer service training.  

Read the module content about operations policies.  Review the examples of Policies and Not Policies, before you begin your assignment.

Instructions

  • For this assignment you will identify, analyze, and share one (1) operations policy for any company you choose.  Select one operations policy from either a for-profit company or one operations policy from a non-profit organization. 
  • Visit the company’s website for this corporate information.  Use only the company’s website.  Do not gather information from news articles, announcements, Wikipedia or other resources.   
  • Prepare by completing your textbook reading and read the module content first. See the module content demonstrating how to find company policies.  Read the examples that are Policies and Not Polices, just information.  Follow the links in this module to see more examples of operations policies.   
  • It’s wise to choose a couple companies to research, so you have time to find one great operations policy for this assignment. Do not use the companies listed in this week’s online content.    
  • Copy and paste a single (1) policy into your homework paper. Do not simply include a link to the policy.  See the examples of individual policies in this module to understand what one (1) policy is.   

Formatting Your Written Homework Paper

  • Typed paper, that is uploaded through this assignment area. Single spaced. Standard size 12 font. Typical 1 inch margins.  Spell and grammar check your work.  Check sentence structure and punctuation before submitting your work. 
  • Read and analyze the one (1) policy you chose.
    1. Copy and paste one (1) entire, individual operations policy into a blank homework paper.  Do not simply provide a link to the policy, in case the link malfunctions. 
    2. Underneath the policy you pasted in your homework paper, write an analysis that addresses the questions below:   
    3. Why you think the company has this policy?  (write 1 well constructed paragraph that demonstrates your own critical thinking skills)
    4. Think from the company’s perspective — not the customer’s view point. (write 1 well constructed paragraph that demonstrates your own critical thinking skills)
      • List the pros of having this policy   
      • List the cons of having this policy  
    5. Include the company website URL (Unique Record Locator), web address, where you found the policy.   

Quality, complete, thoughtful, error-free work has the potential to earn up to 60 points.  Review the rubric below, used to assess your work. 

Assessment 3 – Applying Analytic Techniques to Business

 

In the last assessment, you were asked to prepare the first part of your analytics report by creating graphs and calculating some descriptive statistics. In this assessment, you will write your 6-8 page analytics report by interpreting those graphs and statistics, and explicitly connecting those interpretations to implications in the practical business context.

The first step in creating meaningful information from raw data is to represent the data effectively in graphical format and to calculate any required statistics. The second step is interpreting and explaining those graphs and statistics in order to apply them in the business context. 

In the previous assessment, you were asked to create the first part of your analytics report by preparing graphs and calculating some descriptive statistics. In this assessment, you will complete your analytics report by interpreting those graphs and statistics, and connecting those interpretations explicitly to implications in the business context.  

In business and applied analytics, oftentimes you are interested in drawing conclusions about a population of interest. However, it may not be feasible or practical to gather data on the entire population. In those cases, data is gathered from a sample or subset of the population. Analyses done on the sample are then used to draw inferences regarding the overall population; this mathematic process is referred to as inferential statistics. In this assessment, we begin discussing the topics of sampling and drawing inferences.  

All the inferential statistical techniques and methods covered in this course are considered parametric techniques and require certain assumptions to be used and for the results to be reliable, many of which are assumptions about an underlying distribution. Nonparametric techniques require no assumption about underlying distributions and are often used when the assumptions of parametric techniques are not met. Although these are beyond the scope of this introductory course, they are a great option for additional reading and research. 

Analytics projects often result in two distinct types of reports or summaries: one tailored to the executive level, which takes the form of a presentation, and the other, a detailed analytics report, which documents an analysis so thoroughly that another analyst can reproduce the analysis exactly. Many times, the latter type is referred to by other departments or analysts wishing to conduct a similar analysis on similar data or by the same analyst who wants to repeat the analysis on a new or revised set of data. In this assessment, you will learn the essential elements that should be included in a report at this level of detail and you will create your own analytics report addressing the business problem you have been working on.

Scenario

Your supervisor has asked you to prepare a report for the quarterly company meeting. The first part of the task was to download the data and create scatterplots and histograms, and to calculate mean, median, and mode of the stock prices that you presented graphically in your report for the last assessment. This time your task is to analyze and interpret those graphical representations of the company stocks and to write a report about your findings for your supervisor. 

Your Role

You are an analyst in the same business that you used for the last assessment. Your role is to turn data into meaningful information through the use of descriptive statistics and analysis. 

Instructions

After reviewing and integrating your instructor’s feedback on your previous assessment, complete the report as follows:

  • For each graph you created, write at least one paragraph interpreting the graph.
    • What does that graph represent? 
    • What does the shape of the graph tell you about how the data have changed over time?
  • For each statistic you calculated, spend at least one sentence explaining what the statistic represents. 
    • What does the mean tell you? 
    • What does it imply if the median is different from the mean? 
    • What does the standard deviation tell you about the volatility of the data?
  • Write a new conclusions section in which you explain how these interpretations can be used in the company:
    • What are some trends about which company leaders should be aware?
    • How might the information you have provided be used to inform business decisions?
    • How will you connect those interpretations explicitly to implications for the practical business context?  
  • Create a 6–8 page report containing:
    • An APA-formatted title page.
    • A one-page introduction of your chosen company that you created in your previous assessment. 
    • A section labeled “Graphical Representations of Data” that includes the four graphs you created as well as your interpretations of each graph.
    • A section labeled “Descriptive Statistics” with the statistics you calculated as well as your interpretations of the statistics.
    • A one-page conclusion in which you describe the potential business applications of the data and your interpretations.
    • An APA-formatted references page. Remember to cite the source of your financial data.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Additional Requirements

  • Include APA-formatted in-text citations where appropriate.
  • Follow the typical double-spaced analytics report format. 
  • Make sure your written communication is free of errors that detract from the overall message.

Evaluation

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:

  • Competency 3: Apply data analytic techniques to make inferences about a business need.
    • Interpret four different graphical representations of data.
    • Interpret descriptive statistics for two different variables.
  • Competency 4: Present the results of data analysis in clear and meaningful ways to multiple stakeholders.
    • Explain the business applications from the interpretations of the data.
    • Correctly format citations and references using current APA style.
    • Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.

Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

: Respond to the following scenario with your thoughts, ideas, and comments. Be substantive and clear, and use research to reinforce your ideas. 400-600 words

 

Now is the time to make a decision about relocating the manufacturing operation to the United States is fast-approaching. AutoEdge, like most companies, uses a strengths, weaknesses, opportunities, and threat (SWOT) analysis to facilitate its decision making.

You have just completed your first monthly activity report for the board when Lester calls.

“Hi,” you say. “I just finished my monthly report for the board. I’ll e-mail it to you when we get done talking.”

“Sounds good,” he says. “I’m calling because we need your expertise again for another facet of our investigation into the manufacturing operation. This time, I want you to conduct a detailed SWOT analysis for AutoEdge, and provide a brief summary of your analysis.”

“I was expecting this,” you say. “Some of the research I’ve done over the past 4 weeks will be useful as I put this analysis together for you.”

“Yes, I thought you were in a good position to do this work,” he says. “Your analysis may be different from other people who have been at the company longer, but your fresh perspective on the components will be helpful in moving the debate forward.”

“That’s a good point,” you say. “I’ll keep that in mind as I go through the information.”

The materials found in the M.U.S.E. may help you with this assignment. Additional information is also provided in the Lessons from Experience series found at the following link:

FINAL DRAFT: Writing Project #2: The Synthesis Essay – Joining Conversation

 

Synthesis writing is not argumentative in nature. This type of academic writing allows you to become knowledgeable on a focused narrowed subject by engaging in current research, and examining various perspectives and opinions. You will analyze your sources’ responses to a research question you have developed and will present those views as a “conversation” between your sources. You will then present your own view of the question, a view that reflects your “wallowing in the complexity” of the issue in order to gain experience working with synthesis.  Synthesis is the ability to create a new whole, your own perspective, by studying alternative views on an issue.  In other words, the “new whole” is your own point of view on an issue, something you will obtain through the combination of analyzing the ideas of others and relating them to one another.

Skills: The purpose of English 111 is to help you develop and practice writing and thinking skills essential to your success in college and in your professional life beyond school. Drawing on Bloom’s Taxonomy of Learning Domains, we will focus on developing writerly “moves” that characterize strong written communication. This assignment will ask you to practice the following writing skills: Analyzing, Evaluating, and Synthesizing.

Knowledge: This assignment will focus on developing knowledge in the following course learning objectives:

  • (2) Develop and apply strategies for critical reading, critical thinking, and information literacy.
  • (4) Analyze and synthesize researched information to develop and support original claims.
  • (7) Employ correct techniques of style, formatting, and documentation when incorporating quotes, paraphrases, and summaries from sources into compositions.

Task:

This paper will build on writing projects you have done previously in the course and will utilize the same topic and research you compiled for the Critical Annotated Bibliography.  You may (and likely will) refocus and revise your guiding research question for this project, but your overall topic should stay the same.  Textual support for this essay will come from The Little Seagull Handbook Chapters W-16 “Reading Strategies,” R-3 “Synthesizing Ideas” and R-4 “Integrating Sources and Avoiding Plagiarism”

Process: 

1) You will choose five (5) sources from the class core readings to review looking for patterns and common themes reoccurring in these readings.

2) You will then form a focused research question drawn from the core readings

3) Construct a synthesis grid to help you organize the drafting of this essay

4)  From the synthesis grid, construct a two part analytical thesis statement, which explains what current scholars are saying about your topic in the literature and your own developing position on this subject.

5) You will then use the synthesis grid to begin organizing and drafting your initial draft of the Synthesis Essay.

Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

  

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of the automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. (eg. Pressure Ulcer)
  • Develop a PICO(T) question to address the clinical issue of interest. This PICOT question will remain the same for the entire course.
  • Use the keywords from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses),      critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
  • Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analyses on your topic, then use the highest level of evidence peer-reviewed article.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

rappondo

 

n your reply posts, discuss challenges in knowing when to evaluate a person’s capacity in decision making. Are there instances, such as refusing to care for a chronic illness or choosing to drink alcohol while on complex medications, that may trigger action, and if so, what challenges might you encounter? posts should be 100 to 150 words, with a minimum of one supporting reference included.

Response 1

 Evaluating capacity for older adults poses a challenge as there is a high prevalence of cognitive impairment, such as dementia, as well as medical and neurological comorbidities for this patient population. According to Moye and Marson (2007), these cognitive and physical changes are linked with declines in everyday functioning that includes loss of decision-making skills. This raises legal and ethical concerns in healthcare as some older adult patients may lack the capacity to make decisions regarding their own care. When a patient is deemed incapable of making decisions for themselves, decision making falls to the patient’s guardian or health care proxy (Moye et al., 2005).

From the assigned readings, I was pleasantly surprised to understand the legal implications in place for protection when an individual is deemed incapable of making decisions for themselves. As capacity evaluations strive to protect the dignity and autonomy of all persons (Moye et al., 2005), the legal healthcare proxy or guardian is also in place to represent the individuals’ perceived intentions and desires. It is also reassuring that evaluation of capacity is thorough as to not to inaccurately deem an individual incapable of making their own decisions. Moye et al. (2005) explains that capacity assessment involves causal, functional, interactive, and judgmental abilities.

As a healthcare provider working with elderly patients, it is necessary to utilize all resources when determining an individual’s legal capacity. Moye et al. (2005) states that psychologists working in rehabilitation settings are called on to use their expertise in psychological assessment to help address complex presentations and related capacity questions. Utilizing the expertise of clinical psychologists assists in making the more efficient and concise decisions regarding an elderly individuals’ capacity. Challenges of capacity arise inpatient as well, with the concern if elderly individuals have the capacity to consent for various acute procedures. From my experience, when the nurse practitioners I work with have concerns regarding their patient’s legal capacity, they will consult psych and sometimes social work for guidance. It is important to have a capacity assessment guide in place when working with an older patient population. Tools such as the virtual reality functional capacity assessment tool assist healthcare providers in assessing a patient’s ability to complete instrumental activities such as searching a pantry at home, making a shopping list, or paying for groceries (Atkins et al., 2015). Additionally, providers must develop a framework for assessing cognitive ability and decision-making skills in order to accurately evaluate capacity. 

Response 2

 

The definition of capacity varies from state to state. In the state of California, the Health Care Decisions Law of 2000. In the legislation the definition of capacity is defined as “a patient’s ability to understand the nature and consequences of proposed health care, including its significant benefits, risks, and alternatives, and to make and communicate a decision” (California’s Health Care Decisions Law Fact Sheet, 2005). As healthcare providers, it is important to provide competent care. It is a patient right to have self-determination over his body or her body and property. However, when the individual is a minor or deemed incompetent, they have the right to have someone to protect their interest and basic rights. According to California Hospitals Association, a patient has capacity to make their own decisions when they are able to response knowingly and intelligently to queries about medical treatment, participate in the plan of care, and understand the information necessary to give or refuse informed consent. A physician needs to assume the role of determining capacity or incapacity and this should be documented in the patients record.

Something I found interesting is a health care agent can make most principal health care decisions regarding an individual care, but there are exceptions. A health care agent can not authorize commitment into an mental institution, electroconvulsive therapy, psychosurgery, sterilization, abortion, or limitation that are specified in the patient advance directive. Another issue is when there is no one in the patients life who can make medical decision in case they become incapable to making medical decisions, there are certain steps an institution needs to follow. The option in place for this situation is to contact the Public Guardian’s Office and seek a conservatorship. The other is to get a court order per Probate Code 3200. However, this is time consuming and costly method. Sadly, patient being unrepresented occurs often. According to a 2006 3study, 16 percent of ICU patients were unrepresented. This group is compromised predominately for patient who are mentally ill, homeless, lives alone, or the elderly who have out lived family and friends (Van Hall & Garret, n.d.).

Philosophy…… due Friday……. 42 items no essay to write

due in 48 hrs 

Based on USA Philosophy 

The attachment (FALD master list)  has the instructions and you must follow them completely

There is a list of 45 

each answer will look like  #4 in the attachment which is like this: 

Appeal to common practice 

What it is: This is an attempt to justify an action or a practice (rather than a claim) by claiming that the action or practice is common. Caution: This may be a roundabout way of requesting “fair play,” in which case the person has bypassed the issue of what constitutes “fairness” (since that’s difficult to answer!) and has certainly in some instances circumvented the law or an established policy. The point is that even if it is true that lots of people do something, this fact by itself is not a sufficient reason to engage in their practice. Nazism and racism are obvious examples of things lots of people do, or have, engaged in, but that doesn’t justify the behavior. Example: “Everybody comes in late once in a while, so I’m not going to worry when I walk into class fifteen minutes late today.” 

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The attachment has these instructions that you must follow and must edit the attachment 

 Assignment Details (Repeated on MS Word Document)

Our treatment of all of these – and the many more that you can find on the Internet! – will be selective, but this constitutes our required list.  So, this is the Big List, and your ASSIGNMENT is to:

  1. State what each FALD is (e.g., answer the question, “What is a circumstantial ad hominem fallacy?”);
  2. Give a clear example of each;
  3. Add a clear explanation of how the FALD gets used, making sure that your explanation is clear enough so that it separates the particular FALD you are writing about from all other FALDS that may otherwise resemble it;
  4. Refrain from using any of my words or examples that you may come across in subsequent “exam preparation” and “classroom presentation” copies of this list, and remove any of my own included examples once you have used them to help you understand what we are doing;
  5. You are free to use other people’s examples (although I prefer fresh examples), but when you do so, you must include a citation, preferably embedded within the text as opposed to printing the entire URL.
  6. Change the header information so that it accurately reflects that it is your work.

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second attachment has information you can use or that may be helpful