For a healthcare organization to be politically viable they must

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For a healthcare organization to be politically viable they must have influential stakeholders. In that, the stakeholders must understand limitations and be able to adopt accordingly. In a minimum of 250 words, discuss the following: -Highlight and present one key player/stakeholder (i.e., federal, state, or local) in political health policy in your state. -Choose two state/local/federal healthcare organizations. Then, compare and contrast their political viability in terms of one/more of their health policies -Apply the “method for analyzing political feasibility” to define your key player’s viability. ...

For a healthcare organization to be politically viable they must
have influential stakeholders. In that, the stakeholders must
understand limitations and be able to adopt accordingly. In a
minimum of 250 words, discuss the following:
-Highlight and present one key player/stakeholder (i.e.,
federal, state, or local) in political health policy in your
state.
-Choose two state/local/federal healthcare organizations.
Then, compare and contrast their political viability in terms
of one/more of their health policies
-Apply the “method for analyzing political feasibility” to
define your key player’s viability.

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Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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1. For a healthcare organization to be politically viable they must have influential stakeholders. In that, the stakeholders must understand limitations and be able to adopt accordingly. In a minimum of 250 words, discuss the following: -Highlight and present one key player/stakeholder (i.e., federal, state, or local) in political health policy in your state. -Choose two state/local/federal healthcare organizations. Then, compare and contrast their political viability in terms of one/more of their health policies -Apply the “method for analyzing political feasibility” to define your key player’s viability.