ALSO THESE TWO QUESTIONS TO ANSWER SEPARATELY
1. In addition to promotions and terminations, there are several other methods of moving within and outside of a company. What are three examples of a change in employment status that could potentially be experienced by an employee?
2. What are five main reasons people generally change jobs? Explain the reasons in detail.
Unit VIII Short Essay
After completing your reading assignment, go to http://www.who.int/en and click on the “Countries” tab. Here, you will find a list of all nations who have accepted the WHO’s Constitution and have become a member of WHO. Try to choose three dissimilar nations on that list, and discuss how international human rights law has improved health care in each nation since 2002.
Your response should be at least 500 words in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. Any references or citations used should be in APA style.
Countries
Jamaica
Map
This map is an approximation of actual country borders.
Statistics
Total population (2012)
2,769,000
Gross national income per capita (PPP international $, 2005)
6,660
Life expectancy at birth m/f (years, 2012)
72/77
Probability of dying under five (per 1 000 live births, 2012)
17
Probability of dying between 15 and 60 years m/f (per 1 000 population, 2012)
177/107
Total expenditure on health per capita (Intl $, 2011)
392
Total expenditure on health as % of GDP (2011)
4.9
Latest data available from the Global Health Observatory
Contact information
The PAHO/WHO Representative
Sköld, Ms Margareta
PO Box 384 Kingston 5, Jamaica
Telephone: +1 876 9674626
Facsimile: +1 876 9675189
[email protected]
Country Office web site Regional Office web site
· Country profile
· News and features
Health profile
· Country statistics
· Country health profile
pdf
WHO collaboration
· Country cooperation strategy brief
pdf
· Collaborating centres
Mortality and burden of disease
· Life tables
· Tuberculosis
· Noncommunicable diseases
pdf
Countries
Germany
Map
This map is an approximation of actual country borders.
Statistics
Total population (2012)
82,800,000
Gross national income per capita (PPP international $, 2012)
42,230
Life expectancy at birth m/f (years, 2012)
78/83
Probability of dying under five (per 1 000 live births, 2012)
4
Probability of dying between 15 and 60 years m/f (per 1 000 population, 2012)
94/50
Total expenditure on health per capita (Intl $, 2011)
4,371
Total expenditure on health as % of GDP (2011)
11.1
Latest data available from the Global Health Observatory
Contact information
Regional Office web site
· Country profile
· News and features
Health profile
· Country statistics
· Country profile on regional site
· Country health profile
pdf
WHO collaboration
· Collaborating centres
Mortality and burden of disease
· Life tables
· Tuberculosis
· Noncommunicable diseases
pdf
Type the word you are looking for
A .
Welcome to the Level 7 Diploma in Clinical Aesthetic Injectable Therapies, an esteemed qualification accredited by Ofqual, UK. Delivered exclusively online by the renowned London School of Business and Research, this program is designed for healthcare professionals seeking advanced expertise in the dynamic field of clinical aesthetic injectable therapies. This comprehensive course offers a deep dive into the latest techniques and best practices, ensuring participants acquire the skills necessary to excel in this rapidly evolving industry.
Course Overview:
Our Level 7 Diploma is a testament to the highest standards in clinical aesthetic education. It covers a wide spectrum of topics, including facial anatomy, patient assessment, injection techniques, and advanced treatment modalities. The curriculum is meticulously crafted to empower practitioners with the knowledge and proficiency required to perform safe and effective aesthetic procedures.
Flexible Learning for Professionals:
Recognizing the demands on working professionals, our program is delivered entirely online. The absence of exams provides a flexible learning environment, allowing participants to seamlessly integrate their studies into their busy schedules. With a focus on assignment-based assessments, this diploma is ideal for those who aspire to enhance their qualifications without compromising their professional commitments.
Key Highlights:
Ofqual Accreditation: This diploma is endorsed by Ofqual, ensuring its recognition and credibility within the UK educational framework.
Cutting-edge Curriculum: Stay ahead of industry trends with a curriculum that incorporates the latest advancements in clinical aesthetic injectable therapies.
Practical Application: Gain hands-on experience through case studies, practical exercises, and real-world scenarios to reinforce theoretical knowledge.
Expert Faculty: Learn from experienced practitioners and industry experts who bring a wealth of knowledge and insights to the virtual classroom.
Assessment Methodology:
Our unique assessment approach focuses solely on assignments, allowing participants to showcase their understanding and application of the course material. This method not only reduces examination stress but also enables professionals to demonstrate their competence in a practical context, mirroring the challenges they may encounter in their professional careers.
How to Enrol:
Enrolling in the Level 7 Diploma in Clinical Aesthetic Injectable Therapies is simple. Visit our website https://www.lsbr.uk/course/lsbr-diploma-in-clinical-aesthetic-injectable-therapies/ to access detailed course information, entry requirements, and the enrollment process.
Welcome to the BSc (Hons) Integrated Health and Social Care (Stage 1), a distinguished Ofqual-accredited qualification delivered online by the London School of Business and Research, UK. This program is thoughtfully crafted to provide a solid foundation in the intersection of health and social care, equipping students with the skills and knowledge to excel in this vital and evolving field.
Program Overview:
The BSc (Hons) Integrated Health and Social Care (Stage 1) program is designed to foster a holistic understanding of the interconnectedness of health and social care. Delivered in a flexible online format, this course empowers individuals with the essential knowledge and skills needed to make a meaningful impact in the health and social care sector.
Accreditation:
Rest assured that your qualification is backed by Ofqual, ensuring that you receive a high-quality education with global recognition. This accreditation underscores the commitment to excellence in delivering education that aligns with industry standards.
Flexible Learning for Professionals:
Tailored for working professionals, this online program allows you to seamlessly integrate your studies into your work schedule. With an assessment structure based solely on assignments, there are no exams, providing the perfect opportunity for individuals to advance their qualifications without compromising their professional commitments.
Key Features:
Online Delivery: Access lectures, resources, and engage with faculty from anywhere in the world.
Holistic Approach: Develop a comprehensive understanding of both health and social care.
Assignment-Based Assessment: Demonstrate your knowledge through practical applications.
Professional Relevance: Acquire skills directly applicable to the health and social care sector.
Critical Thinking: Foster the ability to critically analyze and address complex healthcare challenges.
Career Opportunities:
Graduates emerge prepared for a range of roles, including health promotion specialists, social care managers, and community health advocates. The program emphasizes practical skills, ensuring that students are well-equipped to navigate the dynamic landscape of integrated health and social care.
How to Enrol:
Enrolling in the BSc (Hons) Integrated Health and Social Care (Stage 1) is simple. Visit our website https://www.lsbr.uk/course/bsc-hons-integrated-health-and-social-care-derby/ to access detailed course information, entry requirements, and the enrollment process.
Diploma of higher education in health and social careCheapAssignments
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1) Promotion Plan Written AssignmentThis assignment has two part.docxSONU61709
1) Promotion Plan Written Assignment
This assignment has two parts; 1) Completion of the Promotion Plan Template, 2) Summary rationale for the promotion methods and budget request.
Background
You have been asked to outline a promotion plan for a new product. You may choose and identify the name of the company, product, brand, model, and other relevant information in your paper.
Identified Need
Vehicle to transport active family of four to school, work, athletic events, shopping, and other venues. Must be cost-effective to operate, consider environmental impact, be affordable, somewhat stylish, and have good resale value in five years.
Target Market
Parents of school-age children, where both parents work to earn annual income of more than $90,000. Children are active in school, sport and church activities and family spends most non-working time together.
Task
Using the template provided, develop a one-year promotion plan that reaches this target market within one state (you may define the state). The overall objective of the plan is to achieve new product sales of $50 million. This will be a high level plan that identifies the key promotion categories and tactics so that an expense budget can be built. It will not identify details of each sales campaign within each promotion tactic.
Promotion Plan Template
This planning tool is used after the overall marketing objectives have been defined and helps an organization Identify specific tactics that will achieve results. It also allows a planning team to cross check results with promotion costs to ensure that a project is worth doing. Finally, it establishes some measure that will be used to track the success of a given project.
Promotion Plan Template
To complete the planning grid consider the following series of questions. Not all questions are relevant for each promotion:
1. Objective(s) of the promotion project (not the entire marketing plan but each specific promotion tactic)
What will be achieved?
How will success be measured?
2. Target Audience
How many people will be reached?
Where are they (geographic distribution)?
Demographic information (age, income, ethnicity, gender, income, etc.)
Behavioral information (what will motivate them to act)
3. Tactic and Positioning
Which promotion method or media will be used?
What is the feeling the promotion should create?
What action is desired from audience?
4. Cost
What cost should be budgeted for this promotion tactic?
5. Results
What quantitative results are expected from this promotion method? You may use units sold or revenue in dollars.
After completing the Promotion template that defines the key promotion activities, provide a 1-2 page summary that explains why these promotion methods are best suited to reach the desired target audience and achieve the stated goals. Envision providing this summary to senior leaders to request the total Promotion budget tallied in the planning tool.
Factors related to academic success among nursing student ...
Nonprofit Financial Information OnlineIn the United States, the .docxhenrymartin15260
Nonprofit Financial Information Online
In the United States, the IRS requires that all 501c3 organizations file a tax return of sorts. The form nonprofit organizations are required to fill out is called a 990, and as public organizations, these forms are available to the public. Since 1999, organizations that file 990s have been required to provide copies to anyone who requests. Unfortunately, some nonprofits weren’t aware of this, and when asked, they sometimes refused to disclose what they perceived to be private information (although it is NOT).
To ensure that the information is available, the IRS makes information from 990s available through two outlets.
· Guidestar: www.guidestar.org
· National Center for Charitable Statistics: http://nccsdataweb.urban.org/FAQ/index.php?category=31
Guidestar is the place to look if you want a scanned copy of the complete tax return for a single organization. NCCS is a national repository for compiled data on the nonprofit sector in the U.S., but the datasets do not include all of the information from the 990s. While Guidestar makes scanned copies of individual tax returns available, NCCS makes the data from 990s available in a database format. In other words, if I were interested in contributing money to the World Wildlife Fund and wanted to look at their financial information, I’d probably go to Guidestar. However, if I wanted to conduct an analysis of all nonprofit environmental organizations, I’d go to NCCS.
While Guidestar and NCSS are great sources for data, they do not help in evaluating the financial status of an organization. A good online source of evaluating nonprofit organizations is CharityNavigator.org. What makes charity navigator particularly interesting is its use of financial ratios and rating system. The financial ratios for each of these factors is calculated from financial data on each organization’s 990.
Individual Paper 3: Financial Analysis
One technique used to assess an organization’s financial management is ratio analysis, which focuses on mathematical comparisons between or among accounts on a set of financial statements. While an organization’s size must still be taken into account, financial ratios allow a rough comparison of both large and small organizations. For example, looking at the expenses for Marist and Harvard isn’t particularly useful. However, looking at the ratio of program expenses to total expenses allows us to determine how much of each organization’s budget is used for administrative expenses versus mission critical programs. Ratios also represent benchmarks that organizations can use internally to analyze themselves over multiple years. Fortunately for us, IRS form 990 represents a quick-and-dirty set of financial statements for nonprofit organizations in the U.S.
There are many types of financial ratios for evaluating nonprofit organizations. For this assignment we will examine four types:
Efficiency: Efficiency ra.
Welcome to the Level 7 Diploma in Clinical Aesthetic Injectable Therapies, an esteemed qualification accredited by Ofqual, UK. Delivered exclusively online by the renowned London School of Business and Research, this program is designed for healthcare professionals seeking advanced expertise in the dynamic field of clinical aesthetic injectable therapies. This comprehensive course offers a deep dive into the latest techniques and best practices, ensuring participants acquire the skills necessary to excel in this rapidly evolving industry.
Course Overview:
Our Level 7 Diploma is a testament to the highest standards in clinical aesthetic education. It covers a wide spectrum of topics, including facial anatomy, patient assessment, injection techniques, and advanced treatment modalities. The curriculum is meticulously crafted to empower practitioners with the knowledge and proficiency required to perform safe and effective aesthetic procedures.
Flexible Learning for Professionals:
Recognizing the demands on working professionals, our program is delivered entirely online. The absence of exams provides a flexible learning environment, allowing participants to seamlessly integrate their studies into their busy schedules. With a focus on assignment-based assessments, this diploma is ideal for those who aspire to enhance their qualifications without compromising their professional commitments.
Key Highlights:
Ofqual Accreditation: This diploma is endorsed by Ofqual, ensuring its recognition and credibility within the UK educational framework.
Cutting-edge Curriculum: Stay ahead of industry trends with a curriculum that incorporates the latest advancements in clinical aesthetic injectable therapies.
Practical Application: Gain hands-on experience through case studies, practical exercises, and real-world scenarios to reinforce theoretical knowledge.
Expert Faculty: Learn from experienced practitioners and industry experts who bring a wealth of knowledge and insights to the virtual classroom.
Assessment Methodology:
Our unique assessment approach focuses solely on assignments, allowing participants to showcase their understanding and application of the course material. This method not only reduces examination stress but also enables professionals to demonstrate their competence in a practical context, mirroring the challenges they may encounter in their professional careers.
How to Enrol:
Enrolling in the Level 7 Diploma in Clinical Aesthetic Injectable Therapies is simple. Visit our website https://www.lsbr.uk/course/lsbr-diploma-in-clinical-aesthetic-injectable-therapies/ to access detailed course information, entry requirements, and the enrollment process.
Welcome to the BSc (Hons) Integrated Health and Social Care (Stage 1), a distinguished Ofqual-accredited qualification delivered online by the London School of Business and Research, UK. This program is thoughtfully crafted to provide a solid foundation in the intersection of health and social care, equipping students with the skills and knowledge to excel in this vital and evolving field.
Program Overview:
The BSc (Hons) Integrated Health and Social Care (Stage 1) program is designed to foster a holistic understanding of the interconnectedness of health and social care. Delivered in a flexible online format, this course empowers individuals with the essential knowledge and skills needed to make a meaningful impact in the health and social care sector.
Accreditation:
Rest assured that your qualification is backed by Ofqual, ensuring that you receive a high-quality education with global recognition. This accreditation underscores the commitment to excellence in delivering education that aligns with industry standards.
Flexible Learning for Professionals:
Tailored for working professionals, this online program allows you to seamlessly integrate your studies into your work schedule. With an assessment structure based solely on assignments, there are no exams, providing the perfect opportunity for individuals to advance their qualifications without compromising their professional commitments.
Key Features:
Online Delivery: Access lectures, resources, and engage with faculty from anywhere in the world.
Holistic Approach: Develop a comprehensive understanding of both health and social care.
Assignment-Based Assessment: Demonstrate your knowledge through practical applications.
Professional Relevance: Acquire skills directly applicable to the health and social care sector.
Critical Thinking: Foster the ability to critically analyze and address complex healthcare challenges.
Career Opportunities:
Graduates emerge prepared for a range of roles, including health promotion specialists, social care managers, and community health advocates. The program emphasizes practical skills, ensuring that students are well-equipped to navigate the dynamic landscape of integrated health and social care.
How to Enrol:
Enrolling in the BSc (Hons) Integrated Health and Social Care (Stage 1) is simple. Visit our website https://www.lsbr.uk/course/bsc-hons-integrated-health-and-social-care-derby/ to access detailed course information, entry requirements, and the enrollment process.
Diploma of higher education in health and social careCheapAssignments
Hello,Students
Welcome to Cheap Assignment Help. How may I help you?
If you have any assignment requirement then you are at the right place.
We will provide you supreme quality papers at cheapest price. Our prime features are-
Are you stuck up with your Financial Accounting, Audit, Managerial Accounting, Finance, Economics, Marketing, Statistics, Law, Taxation, Human Resource Management, Operations Management, Strategic Management, Business Management & Studies, Sociology, Literature, Tourism, Hospitality, Nursing, Healthcare, Phycology, Microbiology, Geology, Zoology, Biotechnology, Geography, Botany, History, Childcare, Cookery, Cloud Computing, Information Systems / Technology, and Networking Assignments?
You can reach us at-
Email:- ozpaperhelp@gmail.com
https://www.ozpaperhelp.com/
https://www.cheapassignmenthelp.co.uk
Call US- +61-451-442-632.+917503070001
Whatsapp :+61-451-442-632.+917503070001,+61-422447123,+44-7437875635
Thanks
Cheap Assignment Help
1) Promotion Plan Written AssignmentThis assignment has two part.docxSONU61709
1) Promotion Plan Written Assignment
This assignment has two parts; 1) Completion of the Promotion Plan Template, 2) Summary rationale for the promotion methods and budget request.
Background
You have been asked to outline a promotion plan for a new product. You may choose and identify the name of the company, product, brand, model, and other relevant information in your paper.
Identified Need
Vehicle to transport active family of four to school, work, athletic events, shopping, and other venues. Must be cost-effective to operate, consider environmental impact, be affordable, somewhat stylish, and have good resale value in five years.
Target Market
Parents of school-age children, where both parents work to earn annual income of more than $90,000. Children are active in school, sport and church activities and family spends most non-working time together.
Task
Using the template provided, develop a one-year promotion plan that reaches this target market within one state (you may define the state). The overall objective of the plan is to achieve new product sales of $50 million. This will be a high level plan that identifies the key promotion categories and tactics so that an expense budget can be built. It will not identify details of each sales campaign within each promotion tactic.
Promotion Plan Template
This planning tool is used after the overall marketing objectives have been defined and helps an organization Identify specific tactics that will achieve results. It also allows a planning team to cross check results with promotion costs to ensure that a project is worth doing. Finally, it establishes some measure that will be used to track the success of a given project.
Promotion Plan Template
To complete the planning grid consider the following series of questions. Not all questions are relevant for each promotion:
1. Objective(s) of the promotion project (not the entire marketing plan but each specific promotion tactic)
What will be achieved?
How will success be measured?
2. Target Audience
How many people will be reached?
Where are they (geographic distribution)?
Demographic information (age, income, ethnicity, gender, income, etc.)
Behavioral information (what will motivate them to act)
3. Tactic and Positioning
Which promotion method or media will be used?
What is the feeling the promotion should create?
What action is desired from audience?
4. Cost
What cost should be budgeted for this promotion tactic?
5. Results
What quantitative results are expected from this promotion method? You may use units sold or revenue in dollars.
After completing the Promotion template that defines the key promotion activities, provide a 1-2 page summary that explains why these promotion methods are best suited to reach the desired target audience and achieve the stated goals. Envision providing this summary to senior leaders to request the total Promotion budget tallied in the planning tool.
Factors related to academic success among nursing student ...
Nonprofit Financial Information OnlineIn the United States, the .docxhenrymartin15260
Nonprofit Financial Information Online
In the United States, the IRS requires that all 501c3 organizations file a tax return of sorts. The form nonprofit organizations are required to fill out is called a 990, and as public organizations, these forms are available to the public. Since 1999, organizations that file 990s have been required to provide copies to anyone who requests. Unfortunately, some nonprofits weren’t aware of this, and when asked, they sometimes refused to disclose what they perceived to be private information (although it is NOT).
To ensure that the information is available, the IRS makes information from 990s available through two outlets.
· Guidestar: www.guidestar.org
· National Center for Charitable Statistics: http://nccsdataweb.urban.org/FAQ/index.php?category=31
Guidestar is the place to look if you want a scanned copy of the complete tax return for a single organization. NCCS is a national repository for compiled data on the nonprofit sector in the U.S., but the datasets do not include all of the information from the 990s. While Guidestar makes scanned copies of individual tax returns available, NCCS makes the data from 990s available in a database format. In other words, if I were interested in contributing money to the World Wildlife Fund and wanted to look at their financial information, I’d probably go to Guidestar. However, if I wanted to conduct an analysis of all nonprofit environmental organizations, I’d go to NCCS.
While Guidestar and NCSS are great sources for data, they do not help in evaluating the financial status of an organization. A good online source of evaluating nonprofit organizations is CharityNavigator.org. What makes charity navigator particularly interesting is its use of financial ratios and rating system. The financial ratios for each of these factors is calculated from financial data on each organization’s 990.
Individual Paper 3: Financial Analysis
One technique used to assess an organization’s financial management is ratio analysis, which focuses on mathematical comparisons between or among accounts on a set of financial statements. While an organization’s size must still be taken into account, financial ratios allow a rough comparison of both large and small organizations. For example, looking at the expenses for Marist and Harvard isn’t particularly useful. However, looking at the ratio of program expenses to total expenses allows us to determine how much of each organization’s budget is used for administrative expenses versus mission critical programs. Ratios also represent benchmarks that organizations can use internally to analyze themselves over multiple years. Fortunately for us, IRS form 990 represents a quick-and-dirty set of financial statements for nonprofit organizations in the U.S.
There are many types of financial ratios for evaluating nonprofit organizations. For this assignment we will examine four types:
Efficiency: Efficiency ra.
Welcome to the Level 7 Diploma in Health and Social Care – (Fast-track), an Ofqual-accredited qualification delivered online by the esteemed London School of Business and Research, UK. This program is strategically designed for professionals in health and social care who aspire to accelerate their career growth. With a focus on practical application and a commitment to flexibility, this qualification offers a fast-track pathway, making it ideal for working professionals seeking to seamlessly integrate their studies into their demanding work schedules.
Course Overview:
The Level 7 Diploma in Health and Social Care – (Fast-track) is an intensive program that covers a broad spectrum of topics relevant to the dynamic and evolving field of health and social care. From health policy and management to social care practices and ethical considerations, participants will gain comprehensive insights and advanced skills essential for leadership roles in this critical sector.
Flexible Online Learning:
Recognizing the demanding nature of the health and social care profession, this program is delivered entirely online. The flexible format allows professionals to adapt their studies to their work schedule, ensuring a harmonious balance between career responsibilities and academic pursuits. With assessment based solely on assignments, the qualification offers a stress-free learning experience without traditional exams.
Course Highlights:
Comprehensive Curriculum: Explore diverse areas such as health policy, strategic management, social care practices, and ethical considerations.
Expert Faculty: Learn from experienced professionals and academics in the health and social care sector, gaining insights into the latest industry trends and best practices.
Fast-Track Pathway: Accelerate your journey to advanced proficiency in health and social care, positioning yourself for leadership roles within a shorter timeframe.
Practical Application: Apply theoretical knowledge through case studies, projects, and real-world scenarios, developing practical skills that directly impact your professional practice.
Who Should Enroll:
The Level 7 Diploma is ideal for professionals in health and social care, including managers, practitioners, and leaders looking to enhance their skills and advance their careers efficiently.
How to Enrol:
Enrolling in the Level 7 Diploma in Health and Social Care – (Fast-track) is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-7-diploma-in-health-and-social-care-fast-track/ to access detailed course information, entry requirements, and the enrollment process.
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
Welcome to the Combined - Level 3 + Level 4 + Level 5 Diploma in Health and Social Care, an Ofqual accredited qualification designed to elevate your expertise in the dynamic field of health and social care. Delivered online by the prestigious London School of Business and Research, UK, this comprehensive program offers an integrated approach across three levels, providing a thorough understanding of the sector at various complexities.
Course Overview:
This diploma is meticulously crafted to equip individuals with the essential knowledge and skills required for a successful career in health and social care. As an Ofqual accredited qualification, our program adheres to rigorous standards, ensuring that you receive a top-notch education that is recognized and valued in the industry.
Assessment Method:
Unlike traditional programs, our assessment is solely based on the submission of assignments. This eliminates the need for stressful exams, making it an ideal choice for working professionals. You can seamlessly integrate your studies into your work schedule, allowing for a flexible and convenient learning experience. Our commitment to practical and applicable knowledge ensures that you are well-prepared for the challenges of the real-world healthcare environment.
Key Highlights:
Three comprehensive levels integrated into a single diploma
Ofqual accreditation for quality assurance
No exams, assessment based on assignment submissions
Flexibility for working professionals
Practical and applicable knowledge for real-world scenarios
Expert faculty with industry experience
Who Should Enroll:
This diploma is suitable for aspiring professionals in health and social care, as well as those looking to advance their careers in these fields. Whether you are a healthcare practitioner, social worker, or someone passionate about making a positive impact in the community, this program provides a pathway to excellence in your chosen domain.
How to Enrol:
Enrolling in the Combined - Level 3 + Level 4 + Level 5 Diploma in Health and Social Care is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-3-level-4-level-5-diploma-in-health-and-social-care/ to access detailed course information, entry requirements, and the enrollment process.
The Combined - Level 4 + Level 5 Diploma in Health and Social Care is a dual-level program offering a holistic exploration of the essential concepts and practices in the health and social care sector. Recognized by Ofqual, the curriculum is meticulously designed to meet the highest standards, ensuring graduates are well-prepared to contribute effectively to the well-being of individuals and communities through health and social care services.
Assessment Methodology:
A distinctive feature of our program is the exclusive reliance on assignment-based assessments. With no exams, you can concentrate on applying theoretical concepts to real-world scenarios, mirroring the challenges faced in your professional role. This approach not only fosters a deeper understanding of the material but also aligns with the practical demands of the health and social care industry.
Flexibility for Working Professionals:
Recognizing the demanding schedules of working professionals in the health and social care sector, this program is designed for flexibility. The online delivery mode allows you to access course materials from anywhere, at any time, and the absence of exams enables you to mold your studies around your work schedule. This adaptability makes it the perfect qualification for individuals seeking career advancement without compromising their professional responsibilities.
Key Features:
Ofqual Accreditation: Our program is accredited by Ofqual, affirming its quality and compliance with UK educational standards.
Dual Levels: Covering both Level 4 and Level 5, the course provides a comprehensive understanding of health and social care principles.
Assignment-Based Assessment: No exams! Evaluate your understanding through practical assignments that mirror real-world challenges in health and social care settings.
Online Delivery: Access your learning materials and engage with the course content from anywhere in the world, at any time.
Dedicated Support: Benefit from personalized support and guidance from experienced faculty members throughout your learning journey.
Who Should Enroll:
This diploma is designed for professionals seeking to advance their careers in health and social care. Whether you are aiming for leadership roles, strategic planning positions, or seeking to deepen your understanding of healthcare practices, this qualification is your pathway to success.
How to Enrol:
Enrolling in the Combined - Level 4 + Level 5 Diploma in Health and Social Care is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-4-level-5-diploma-in-health-and-social-care-240-credits/ to access detailed course information, entry requirements, and the enrollment process.
Career Development Outline Career Opportunities Medical Billi.docxannandleola
Career Development
Outline
Career Opportunities Medical Billing and Coding
I. Introduction
· The paper will look at the career opportunities medical billing and coding.
· This career is very important in that it rests assures students that they are going to be contributing positively to the lives of parents.
· I would choose the medical coding to be best choice for me
II. The medical billing and coding being the same case or one position
· Many institutions have continued holding it as a comprehensive position while others provide the option of working exclusively with one or the other
· It is important to begin addressing which position is best for me by addressing their similarities and differences
· The biller is tasked with coordinating payments between insurance providers and patients, keeping invoices organized, and reminding all parties the amount owed and when it is due
III. Medical coders are not required to work with insurance companies at all
· Coders are responsible for recording medical data and coding it; for every treatment, item, or procedure there is a corresponding code
· Coders provide billers with a sense of security, supplying the correct code in order to streamline the billing process
IV. The skills required for the job, as well as duties are different for both medical billing, and coding
· Billers are expected to obtain necessary referrals, as well as pre-authorization from appropriate parties prior to specific procedures.
· This also demands the biller is prepared to check patient eligibility for certain services and procedures regarding treatment, procedure, or hospitalization
· They are essentially in charge of all financial aspects of services rendered.
V. The duties of a medical coder are different than that of a biller
· Coders must be prepared to review their work with an eye for detail and a comprehensive knowledge of codes as they equate to services rendered.
· The primary responsibility of a coder is to use the correct code for each service rendered, allowing for appropriate charges to be stated on the patient’s account.
· Coders must also maintain strict confidentiality regarding patient services, as well as to abide by HIPPA and other information security stipulations
VI. The two departments are encouraged to work together in order to ensure the billing process is smooth and easy for all involved
· To begin, I believe healthcare costs too much in this country, as of right now
· Moreover, coders have more power over the overall work environment.
· Finally, though coding seems superfluous to the healthcare process, I still feel I will be an important part of the
VII. There are numerous differences and few similarities in these two positions.
· Similarities include working in general the same facilities, as positions are offered in all manner of medical organizations from free clinics to neurological specialists.
· . Promotions are minimal in either field, as there are not different levels of experti.
Welcome to the Level 3 Diploma in Health and Social Care, a distinguished qualification accredited by Ofqual, UK, and delivered online with excellence by the London School of Business and Research (LSBR), UK. This comprehensive program is meticulously designed to provide individuals with the necessary knowledge and skills to excel in the critical and rewarding fields of health and social care.
Course Overview:
Our Level 3 Diploma in Health and Social Care offers a comprehensive exploration of key topics, including healthcare systems, social care policies, and effective communication in health and social care settings. Tailored to meet the demands of the evolving healthcare landscape, this qualification is ideal for individuals aspiring to make a positive impact in the health and social care sectors. Participants will gain insights into best practices, ethical considerations, and the essential skills required for compassionate and effective care provision.
Assessment Approach:
The assessment for this diploma is exclusively based on the submission of assignments, eliminating traditional exams. This approach is particularly beneficial for working professionals, allowing them to seamlessly integrate their studies into their work schedules. Through practical assignments, students will apply theoretical concepts to real-world scenarios, fostering a hands-on understanding of health and social care.
Key Features:
Ofqual Accredited for Quality Assurance
Online Learning for Flexibility
Comprehensive Curriculum Covering Health and Social Care
Assignment-based Assessment
Healthcare Systems and Social Care Policies Components
Effective Communication in Health and Social Care Focus
Ideal for Working Professionals
Ethical Considerations and Best Practices
Why Choose LSBR?
At LSBR, we take pride in delivering high-quality education that aligns with the evolving needs of the health and social care industry. Our faculty comprises experienced professionals, ensuring that our curriculum remains relevant and up-to-date. By choosing LSBR, you are investing in an educational experience that blends theory with practical application, preparing you for success in the dynamic world of health and social care.
How to Enrol:
Enrolling in the Level 3 Diploma in Health and Social Care is simple. Visit our website https://www.lsbr.uk/course/qualifi-diploma-in-health-and-social-care-level-3/ to access detailed course information, entry requirements, and the enrollment process.
Experience Counts! Leveraging Internship/Externship Experience to Secure Employment for your Graduates.
Join highly-rated APSCU speaker Ann Cross of the Sparrow Group and Connie Johnson Ed.D, Chief Academic Officer at CTU for this interactive and engaging workshop about standardizing and implementing institutional wide externship best practices. This is not a theoretical workshop- You’ll hear stories of success, see data that supports employment outcomes and leave with tools that you can take back to your institution and use immediately.
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
Assessment 4 Instructions: Health Promotion Plan Presentation
*** note, this assignment is meant to tie into assignment 1***
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Note:
All assignments in the course are based upon hypothetical individuals or groups.
Professional Context
Health education
is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.
Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational ses.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
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Welcome to the Level 7 Diploma in Health and Social Care – (Fast-track), an Ofqual-accredited qualification delivered online by the esteemed London School of Business and Research, UK. This program is strategically designed for professionals in health and social care who aspire to accelerate their career growth. With a focus on practical application and a commitment to flexibility, this qualification offers a fast-track pathway, making it ideal for working professionals seeking to seamlessly integrate their studies into their demanding work schedules.
Course Overview:
The Level 7 Diploma in Health and Social Care – (Fast-track) is an intensive program that covers a broad spectrum of topics relevant to the dynamic and evolving field of health and social care. From health policy and management to social care practices and ethical considerations, participants will gain comprehensive insights and advanced skills essential for leadership roles in this critical sector.
Flexible Online Learning:
Recognizing the demanding nature of the health and social care profession, this program is delivered entirely online. The flexible format allows professionals to adapt their studies to their work schedule, ensuring a harmonious balance between career responsibilities and academic pursuits. With assessment based solely on assignments, the qualification offers a stress-free learning experience without traditional exams.
Course Highlights:
Comprehensive Curriculum: Explore diverse areas such as health policy, strategic management, social care practices, and ethical considerations.
Expert Faculty: Learn from experienced professionals and academics in the health and social care sector, gaining insights into the latest industry trends and best practices.
Fast-Track Pathway: Accelerate your journey to advanced proficiency in health and social care, positioning yourself for leadership roles within a shorter timeframe.
Practical Application: Apply theoretical knowledge through case studies, projects, and real-world scenarios, developing practical skills that directly impact your professional practice.
Who Should Enroll:
The Level 7 Diploma is ideal for professionals in health and social care, including managers, practitioners, and leaders looking to enhance their skills and advance their careers efficiently.
How to Enrol:
Enrolling in the Level 7 Diploma in Health and Social Care – (Fast-track) is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-7-diploma-in-health-and-social-care-fast-track/ to access detailed course information, entry requirements, and the enrollment process.
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
Welcome to the Combined - Level 3 + Level 4 + Level 5 Diploma in Health and Social Care, an Ofqual accredited qualification designed to elevate your expertise in the dynamic field of health and social care. Delivered online by the prestigious London School of Business and Research, UK, this comprehensive program offers an integrated approach across three levels, providing a thorough understanding of the sector at various complexities.
Course Overview:
This diploma is meticulously crafted to equip individuals with the essential knowledge and skills required for a successful career in health and social care. As an Ofqual accredited qualification, our program adheres to rigorous standards, ensuring that you receive a top-notch education that is recognized and valued in the industry.
Assessment Method:
Unlike traditional programs, our assessment is solely based on the submission of assignments. This eliminates the need for stressful exams, making it an ideal choice for working professionals. You can seamlessly integrate your studies into your work schedule, allowing for a flexible and convenient learning experience. Our commitment to practical and applicable knowledge ensures that you are well-prepared for the challenges of the real-world healthcare environment.
Key Highlights:
Three comprehensive levels integrated into a single diploma
Ofqual accreditation for quality assurance
No exams, assessment based on assignment submissions
Flexibility for working professionals
Practical and applicable knowledge for real-world scenarios
Expert faculty with industry experience
Who Should Enroll:
This diploma is suitable for aspiring professionals in health and social care, as well as those looking to advance their careers in these fields. Whether you are a healthcare practitioner, social worker, or someone passionate about making a positive impact in the community, this program provides a pathway to excellence in your chosen domain.
How to Enrol:
Enrolling in the Combined - Level 3 + Level 4 + Level 5 Diploma in Health and Social Care is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-3-level-4-level-5-diploma-in-health-and-social-care/ to access detailed course information, entry requirements, and the enrollment process.
The Combined - Level 4 + Level 5 Diploma in Health and Social Care is a dual-level program offering a holistic exploration of the essential concepts and practices in the health and social care sector. Recognized by Ofqual, the curriculum is meticulously designed to meet the highest standards, ensuring graduates are well-prepared to contribute effectively to the well-being of individuals and communities through health and social care services.
Assessment Methodology:
A distinctive feature of our program is the exclusive reliance on assignment-based assessments. With no exams, you can concentrate on applying theoretical concepts to real-world scenarios, mirroring the challenges faced in your professional role. This approach not only fosters a deeper understanding of the material but also aligns with the practical demands of the health and social care industry.
Flexibility for Working Professionals:
Recognizing the demanding schedules of working professionals in the health and social care sector, this program is designed for flexibility. The online delivery mode allows you to access course materials from anywhere, at any time, and the absence of exams enables you to mold your studies around your work schedule. This adaptability makes it the perfect qualification for individuals seeking career advancement without compromising their professional responsibilities.
Key Features:
Ofqual Accreditation: Our program is accredited by Ofqual, affirming its quality and compliance with UK educational standards.
Dual Levels: Covering both Level 4 and Level 5, the course provides a comprehensive understanding of health and social care principles.
Assignment-Based Assessment: No exams! Evaluate your understanding through practical assignments that mirror real-world challenges in health and social care settings.
Online Delivery: Access your learning materials and engage with the course content from anywhere in the world, at any time.
Dedicated Support: Benefit from personalized support and guidance from experienced faculty members throughout your learning journey.
Who Should Enroll:
This diploma is designed for professionals seeking to advance their careers in health and social care. Whether you are aiming for leadership roles, strategic planning positions, or seeking to deepen your understanding of healthcare practices, this qualification is your pathway to success.
How to Enrol:
Enrolling in the Combined - Level 4 + Level 5 Diploma in Health and Social Care is simple. Visit our website https://www.lsbr.uk/course/qualifi-level-4-level-5-diploma-in-health-and-social-care-240-credits/ to access detailed course information, entry requirements, and the enrollment process.
Career Development Outline Career Opportunities Medical Billi.docxannandleola
Career Development
Outline
Career Opportunities Medical Billing and Coding
I. Introduction
· The paper will look at the career opportunities medical billing and coding.
· This career is very important in that it rests assures students that they are going to be contributing positively to the lives of parents.
· I would choose the medical coding to be best choice for me
II. The medical billing and coding being the same case or one position
· Many institutions have continued holding it as a comprehensive position while others provide the option of working exclusively with one or the other
· It is important to begin addressing which position is best for me by addressing their similarities and differences
· The biller is tasked with coordinating payments between insurance providers and patients, keeping invoices organized, and reminding all parties the amount owed and when it is due
III. Medical coders are not required to work with insurance companies at all
· Coders are responsible for recording medical data and coding it; for every treatment, item, or procedure there is a corresponding code
· Coders provide billers with a sense of security, supplying the correct code in order to streamline the billing process
IV. The skills required for the job, as well as duties are different for both medical billing, and coding
· Billers are expected to obtain necessary referrals, as well as pre-authorization from appropriate parties prior to specific procedures.
· This also demands the biller is prepared to check patient eligibility for certain services and procedures regarding treatment, procedure, or hospitalization
· They are essentially in charge of all financial aspects of services rendered.
V. The duties of a medical coder are different than that of a biller
· Coders must be prepared to review their work with an eye for detail and a comprehensive knowledge of codes as they equate to services rendered.
· The primary responsibility of a coder is to use the correct code for each service rendered, allowing for appropriate charges to be stated on the patient’s account.
· Coders must also maintain strict confidentiality regarding patient services, as well as to abide by HIPPA and other information security stipulations
VI. The two departments are encouraged to work together in order to ensure the billing process is smooth and easy for all involved
· To begin, I believe healthcare costs too much in this country, as of right now
· Moreover, coders have more power over the overall work environment.
· Finally, though coding seems superfluous to the healthcare process, I still feel I will be an important part of the
VII. There are numerous differences and few similarities in these two positions.
· Similarities include working in general the same facilities, as positions are offered in all manner of medical organizations from free clinics to neurological specialists.
· . Promotions are minimal in either field, as there are not different levels of experti.
Welcome to the Level 3 Diploma in Health and Social Care, a distinguished qualification accredited by Ofqual, UK, and delivered online with excellence by the London School of Business and Research (LSBR), UK. This comprehensive program is meticulously designed to provide individuals with the necessary knowledge and skills to excel in the critical and rewarding fields of health and social care.
Course Overview:
Our Level 3 Diploma in Health and Social Care offers a comprehensive exploration of key topics, including healthcare systems, social care policies, and effective communication in health and social care settings. Tailored to meet the demands of the evolving healthcare landscape, this qualification is ideal for individuals aspiring to make a positive impact in the health and social care sectors. Participants will gain insights into best practices, ethical considerations, and the essential skills required for compassionate and effective care provision.
Assessment Approach:
The assessment for this diploma is exclusively based on the submission of assignments, eliminating traditional exams. This approach is particularly beneficial for working professionals, allowing them to seamlessly integrate their studies into their work schedules. Through practical assignments, students will apply theoretical concepts to real-world scenarios, fostering a hands-on understanding of health and social care.
Key Features:
Ofqual Accredited for Quality Assurance
Online Learning for Flexibility
Comprehensive Curriculum Covering Health and Social Care
Assignment-based Assessment
Healthcare Systems and Social Care Policies Components
Effective Communication in Health and Social Care Focus
Ideal for Working Professionals
Ethical Considerations and Best Practices
Why Choose LSBR?
At LSBR, we take pride in delivering high-quality education that aligns with the evolving needs of the health and social care industry. Our faculty comprises experienced professionals, ensuring that our curriculum remains relevant and up-to-date. By choosing LSBR, you are investing in an educational experience that blends theory with practical application, preparing you for success in the dynamic world of health and social care.
How to Enrol:
Enrolling in the Level 3 Diploma in Health and Social Care is simple. Visit our website https://www.lsbr.uk/course/qualifi-diploma-in-health-and-social-care-level-3/ to access detailed course information, entry requirements, and the enrollment process.
Experience Counts! Leveraging Internship/Externship Experience to Secure Employment for your Graduates.
Join highly-rated APSCU speaker Ann Cross of the Sparrow Group and Connie Johnson Ed.D, Chief Academic Officer at CTU for this interactive and engaging workshop about standardizing and implementing institutional wide externship best practices. This is not a theoretical workshop- You’ll hear stories of success, see data that supports employment outcomes and leave with tools that you can take back to your institution and use immediately.
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
Assessment 4 Instructions: Health Promotion Plan Presentation
*** note, this assignment is meant to tie into assignment 1***
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Note:
All assignments in the course are based upon hypothetical individuals or groups.
Professional Context
Health education
is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.
Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational ses.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
Assessment 4Cost Savings AnalysisOverviewPrepare a spreads.docxgalerussel59292
Assessment 4
Cost Savings Analysis
OverviewPrepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4–5 pages in length.
Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.
The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation's health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Describe ways in which care coordination can generate cost savings.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present cost savings data and information clearly and accurately.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
ePortfolio
.
Research Resources
You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriat.
Assessment 4 Instructions Final Care Coordination Plan .docxgalerussel59292
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
Assessment 3PRINTPatient Discharge Care Planning .docxgalerussel59292
Assessment 3
PRINT
Patient Discharge Care Planning
prepare a written analysis of key issues, 6–7 pages in length, applicable to the development of an effective patient discharge care plan.
The Institute of Medicine's 2000 report
To Err Is Human
:
Building a Safer Health System
identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.
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Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how information collected from client records can be used to positively influence health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
Institute of Medicine. (2000).
To err is human: Building a safer health system
. Washington, DC: National Academies Press.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ResourcesHealth Informatics
Mosier, S., & Englebright, J. (2019).
The first step toward reducing documentation: Defining ideal workflows.
CIN: Computers, Informatics, Nursing, 37
(2), 57–59.
Yang, Y., Bass, E. J., Bowles, K. H., & Sockolow, P. S. (2019).
Impact of home care admission nurses' goals on electronic health record documentation strategies at the point of care.
CIN: Computers, Informatics, Nursing, 37
(1), 39–46.
SHOW LESS
Writing Resources
You are encou.
Assessment 4 ContextRecall that null hypothesis tests are of.docxgalerussel59292
Assessment 4 Context
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test again, with the added capability of comparing the means among more than two group at a time. This is the same type of test of difference between group means. In variations on this model, the groups can actually be the same people under different conditions. The main idea is that several group mean values are being compared. The groups each have an average score or mean on some variable. The null hypothesis is that the difference between all the group means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups.
One might ask why we would not use multiple t tests in this situation. For instance, with three groups, why would I not compare groups one and two with a t test, then compare groups one and three, and then compare groups two and three?
The answer can be found in our basic probability review. We are concerned with the probability of a TYPE I error (rejecting a true null hypothesis). We generally set an alpha level of .05, which is the probability of making a TYPE I error. Now consider what happens when we do three t tests. There is .05 probability of making a TYPE I error on the first test, .05 probability of the same error on the second test, and .05 probability on the third test. What happens is that these errors are essentially additive, in that the chances of at least one TYPE I error among the three tests much greater than .05. It is like the increased probability of drawing an ace from a deck of cards when we can make multiple draws.
ANOVA allows us do an "overall" test of multiple groups to determine if there are any differences among groups within the set. Notice that ANOVA does not tell us which groups among the three groups are different from each other. The primary test.
Assessment 3PRINTLetter to the Editor Population Health P.docxgalerussel59292
Assessment 3
PRINT
Letter to the Editor: Population Health Policy Advocacy
Write a 3–5 page letter to the editor of an academic or professional journal. Your submission should be succinct yet substantive.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.
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Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
Advocate for policy development in other care settings with regard to a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
C.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docxgalerussel59292
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Assessment 3 Instructions Professional Product Develop a .docxgalerussel59292
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
Assessment 3 Instructions Care Coordination Presentation to Colleag.docxgalerussel59292
Assessment 3 Instructions: Care Coordination Presentation to Colleagues
Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation.
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Preparation
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, yo.
Assessment 3Essay TIPSSWK405 The taskEssayWhen.docxgalerussel59292
Assessment 3
Essay TIPS
SWK405
The task
Essay
When preparing to write an essay be sure to read the question. It is helpful to break it down as demonstrated below.
PART 1
Critically analyse the strengths and weaknesses in the delivery of services to remote communities via face to face and virtual service models.
PART 2
Identify within each approach (FACE TO FACE AND VIRTUAL) the challenges for the human services worker and professional development strategies for improving regional and remote skills
In considering each approach select one of the following population groups or service needs.
Essay Structure
My suggestion is to start by identifying the group/population/issue you have selected to work with. You may think about the agency interview and report you have completed in Assessment 2 to inform your choice of service.
In considering each approach select one of the following population groups or service needs.
Your population/issue
Step 1:
Select your population or issue and the type of service to be offered.
Disaster recovery within Australia
Domestic Violence Services for women in remote and regional Australia
Mental Health Services for remote Aboriginal community
Other
What is the service you are providing?
Step 2:
Consider what part/s of the service is suited to face to face or virtual service delivery?
e.g.
Critically Analyse
Step 3: It is important to consider carefully the strengths and weaknesses of each type of service delivery model to remote areas.
When you think about these strengths and weaknesses, some will relate to client outcomes and some will relate to the service provider (logistics, cost, personnel).
Not simply a description but your own critique.
The following questions will help you to focus your reading and develop a critical lens.
Critical Reading
Step 4:
What have some authors written about the advantages and disadvantages of each type of service model?
What do you think about their positions?
Does this fit with the service you have selected for the essay?
Has technology come further since the article was written?
Is there a research that supports the arguments proposed in the literature? Critique the research that supports the author’s argument.
What position do you take in relation to ideas raised in the literature?
Is there a bias in the readings in favour of one type of service delivery over another?
Step 5: Shaping your argument
Consider the following focus questions to shape your argument
Strengths and weakness of face to face service delivery
What is face to face service delivery?
e.g. this could be where staff live and work within the community or where staff undertake remote community visits to deliver services.
What are the benefits of delivering services face to face?
To the client, for the worker
What are the challenges of delivering face to face services to remote areas?
e.g. Cost, staff recruitment and retention, staff skills and resilience, .
Assessment 3 Health Assessment ProfessionalCommunication.docxgalerussel59292
Assessment 3: Health Assessment
Professional Communication in Nursing 2019: History for Nurse and Patient Interaction – Health Assessment
Scenario 3
Patient 3: History for Nurse and Patient Interaction – Health Assessment
Student (Community – Registered Nurse): Use professional nursing communication
with the patient to conduct a 10 minute health assessment video interview taking into
account the following:
• Introduction – nurse and patient
• Situation – reasons for assessment, allergies, and relevant personal details
• Background – health history, general health and psychosocial status
• Assessment – observations, nutrition/diet, exercise, lifestyle, health beliefs and
values, and cultural/spiritual/religious practices
• Recommendation – confirm health assessment information and implications for
well-being, recommend changes to manage and improve health and suggest
timeframes for any plans
Assessor (Patient – Chester Abioye): You are cooperative, alert and orientated. You
are willing to provide all requested information. You like to ask general questions of the
nurse related to the health assessment and like to know your observations and if they are
within normal limits. You are open to discuss ways to improve your health through
possible changes to your diet, exercise, daily habits, and lifestyle choices.
STUDENT (General Practitioner’s Office – REGISTERED NURSE)
Scenario 3: Patient- Chester Abioye
Chester has come to see a Registered Nurse at his General Practitioner’s Office for
a health assessment. Chester is not very active and feels stress and lonely living
Australia without his family. He has suffered from depression in the past and wants
to improve his health through regular exercise, eating well and by making positive
changes to his lifestyle.
Chester Abioye: Male, height 187 cm; weight 73kg (BMI = 20.9). BP 118/ 70,
HR 86, RR 22, temperature 37.0 C, SaO2 99% on room air.
Assessment 3: Health Assessment
Professional Communication in Nursing 2019: History for Nurse and Patient Interaction – Health Assessment
ASSESSOR (PATIENT )
Scenario 3 Patient 3- Chester Abioye
Biodata
• Chester is a 19 year old man (DOB-14th January 2000) and lives at 97 Leafy
Avenue, Broadfields, 2173 in a share house with 4 other people.
• Chester has a girlfriend that lives in Melbourne who is planning to move to
Broadfields later in the year to be closer to him.
• Chester regularly smokes about a packet (30 cigarettes per day).
• Chester often drinks up to 6 to 10 standard drinks (beer and spirits) when he
catches up with two of his friends once a month.
• Chester was born in Zambia and came to Australia to commence a law degree
but only did 1 year of the degree because he did not enjoy the course. He is now
working at Aldi in the storeroom. He often volunteers to work overtime to save
money to send back to his family.
• Chester mostly stays at home watching television. He rarely exercises because he
finds .
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
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This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Assessment 3 ContextYou will review the theory, logic, and a.docxgalerussel59292
Assessment 3 Context
You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test. This is the test of difference between group means. In variations on this model, the two groups can actually be the same people under different conditions, or one of the groups may be assigned a fixed theoretical value. The main idea is that two mean values are being compared. The two groups each have an average score or mean on some variable. The null hypothesis is that the difference between the means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. Means, and difference between them.
Null Hypothesis Significance Test
The most common forms of the Null Hypothesis Significance Test (NHST) are three types of t tests, and the test of significance of a correlation. The NHST also extends to more complex tests, such as ANOVA, which will be discussed separately. Below, the null hypothesis and the alternative hypothesis are given for each of the following tests. It would be a valuable use of your time to commit the information below to memory. Once this is done, then when we refer to the tests later, you will have some structure to make sense of the more detailed explanations.
1. One-sample t test: The question in this test is whether a single sample group mean is significantly different from some stated or fixed theoretical value - the fixed value is called a parameter.
· Null Hypothesis: The difference between the sample group mean and the fixed value is zero in the population.
· Alternative hypothesis: T.
Assessment 2
Quality Improvement Proposal
Overview:
Write a quality improvement proposal, 5–7 pages in length, that provides your recommendations for expanding a hospital's HIT to include quality metrics that will help the organization qualify as an accountable care organization.
Health care has undergone a transformation since the release of the Institute of Medicine's 2000 report
To Err Is Human: Building a Safer Health System.
The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).
Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine's goal of improving safety and quality.
Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.
This assessment provides an opportunity for you to make recommendations for expanding a hospital's HIT in ways that will help the hospital qualify as an ACO.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the relationship between care coordination and evidence-based data.
Recommend ways to expand an organization's HIT to include quality metrics.
Identify potential problems that can arise with data gathering systems and outputs.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
.
Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docxgalerussel59292
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
Charact e r count : 134 64
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ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
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Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
St udent Paper
uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
Publicat ion
eprints.bbk.ac.uk
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www.jove.com
Int ernet Source
"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
Publicat ion
espace.library.uq.edu.au
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Submitted to Marist College
St udent Paper
openaccess.city.ac.uk
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www.raikesf oundation.org
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www.medicalnewstoday.com
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tigerprints.clemson.edu
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www.livestrong.com
Int ernet Source
Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:
· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.
Selected Test
Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
Assessment 2PRINTBiopsychosocial Population Health Policy .docxgalerussel59292
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docxgalerussel59292
Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination
Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 4: Defend decisions based on the code of ethics for nursing.
Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
Competency 5: Explain how health care policies affect patient-centered care.
Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
Preparation
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.
Assessment 2-Analysing factual texts This assignment re.docxgalerussel59292
Assessment 2
-Analysing factual texts
This assignment requires students to assess and critically analyse one or two of the key issues, concepts, keywords or themes raised across the module in some detail. The assignment must address the above by paying specific reference to examples drawn from one of the following factual formats listed below.
Students must apply a concept to a textual example
:-Broadcast news (eg The Channel 4 News, PM)
-Political discussion show (eg Question Time, Any Questions)-
Current affairs (eg Newsnight, Today)-
The talk show (eg The Jeremy Kyle Show)-
Documentary (eg Dispatches, The Report)-
Reality television (eg The X-Factor)-
Lifestyle television (eg How to Look Good Naked)
The essay should focus principally on one concept. It can refer to others in passing if there is significant overlap -eg if discussing impartiality in broadcast news it may be appropriate to briefly mention balance or objectivity. •Similarly, the essay should focus principally on one television, radio example.•Students are encouraged to engage with critical debates that may take place around their chosen example (eg a newspaper’s reaction to a broadcast).•If your analysis refers to specific episodes, you must ensure you reference the text in full (eg original date of airing, URL for online viewing, channel name, etc).•Be careful not to dilute your analysis by trying to cover lots of areas superficially.•The essay requires students to be critical rather than descriptive. Describing the narrative of a text achieves very little in isolation other than to pad out the word count inefficiently.•Similarly, long general historiographies of concepts or formats are seldom conducive to critical analysis. Significant moments or developments are acceptable providing they pertain to the selected example.•The best work will demonstrate knowledge of the subjects, contextualising relevant themes and issues in relation to historical shifts and the contemporary television landscape.•The assignment should consist of your own analysis of a media text rather than paraphrasing an article by an established author. Higher grades will be awarded to work that is able to apply an argument/framework from one area and apply it to a different example –eg taking the work of Lunt and Stenner on The Jerry Springer Show and applying it to The Jeremy Kyle Show or Higgins’ work on newspapers and applying it to television news.•The essay should be 2500 words. It can go 10% either side of this target without penalty. grades can be penalised for failing to adhere to this target.Your essays must include critical reference to definitions of your chosen concepts from legitimate academic sources, either from within the recommended course reading or from your own independent research. Your assignments must be written entirely in your own words (except for properly acknowledged quotations). A bibliography must be appended. We remind you about, and emphasise the importance of.
Assessment 2:
Description/Focus
Essay
Value
50%
Due Date
Midnight Sunday 2 (Week 12)
Length
2500 words
Task: Human services practitioners work across many domains of practice including direct work with individuals, groups and communities.
1. Critically examine the policy or policies that you consider impact upon a client group and suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
2. Develop a framework that you would adopt for influencing policy change that aligns with your professional values, standards and ethics.
Presentation: The document will be typed in a word document, 12 pt. Font, 1½ or Double spacing
Assessment criteria:
· Critical analysis of social policy
· Application of theory to practice
· Adherence to academic conventions of writing
(eg referencing; writing style)
· At least 8 references. Format APA 6th referencing.
Running head: NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 1
NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 2
Network and Workflow for a Data Analytics Company on Ssports
Student Name Nezar Al Massad
Institution Name Dr. Mark O'Connell
Network and Workflow for a Ddata Analytics Company on Ssports.
A company’s network and workflow play a major roles in its performance and growth. Different companies consist of rely on different networks and workflows depending on the services/tasks they are providing and the number of workers and members of staff. A network tends to connect workers and members of staff at different levels of the company. This network tends to create a good and effective workflow within the company, hence a company network and workflow go hand in hand. When creating a network and a workflow of a company, the workers and members of staff working duration must be considered in order to achieve a company objective (Moretti, 2017).Also, the mode of employment which may be permanent or temporary/laying down of workers within a short period of time, to a large extent determines a company’s network and workflow. The change of an organizational requirement due to growth and expansion creates a need for a company to adapt a new network and workflow. A network in company plays a vital role of guiding how the company should run its operations. Comment by Mark O'Connell: Duration?? Comment by Mark O'Connell: What? Laying down?? Comment by Mark O'Connell: OK so stop educating us about the factors that determine a company’s network and tell us about YOUR network Comment by Mark O'Connell: Too obvious
My company in the world requires data analysts for to perform analysisdata analysis allowing them to and make important strategic decisions and identify opportunities in the market, and therefore data analysts are becoming very important vital to our company. Despite this, there are many companies coming u.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
ALSO THESE TWO QUESTIONS TO ANSWER SEPARATELY1. In addit.docx
1. ALSO THESE TWO QUESTIONS TO ANSWER SEPARATELY
1. In addition to promotions and terminations, there are several
other methods of moving within and outside of a company.
What are three examples of a change in employment status that
could potentially be experienced by an employee?
2. What are five main reasons people generally change jobs?
Explain the reasons in detail.
Unit VIII Short Essay
After completing your reading assignment, go to
http://www.who.int/en and click on the “Countries” tab. Here,
you will find a list of all nations who have accepted the WHO’s
Constitution and have become a member of WHO. Try to choose
three dissimilar nations on that list, and discuss how
international human rights law has improved health care in each
nation since 2002.
Your response should be at least 500 words in length. All
sources used, including the textbook, must be referenced;
paraphrased and quoted material must have accompanying
citations. Any references or citations used should be in APA
style.
Countries
Jamaica
Map
This map is an approximation of actual country borders.
Statistics
2. Total population (2012)
2,769,000
Gross national income per capita (PPP international $, 2005)
6,660
Life expectancy at birth m/f (years, 2012)
72/77
Probability of dying under five (per 1 000 live births, 2012)
17
Probability of dying between 15 and 60 years m/f (per 1 000
population, 2012)
177/107
Total expenditure on health per capita (Intl $, 2011)
392
Total expenditure on health as % of GDP (2011)
4.9
Latest data available from the Global Health Observatory
Contact information
The PAHO/WHO Representative
Sköld, Ms Margareta
PO Box 384 Kingston 5, Jamaica
Telephone: +1 876 9674626
Facsimile: +1 876 9675189
[email protected]
Country Office web site Regional Office web site
· Country profile
· News and features
Health profile
· Country statistics
· Country health profile
pdf
WHO collaboration
· Country cooperation strategy brief
pdf
· Collaborating centres
Mortality and burden of disease
3. · Life tables
· Tuberculosis
· Noncommunicable diseases
pdf
Countries
Germany
Map
This map is an approximation of actual country borders.
Statistics
Total population (2012)
82,800,000
Gross national income per capita (PPP international $, 2012)
42,230
Life expectancy at birth m/f (years, 2012)
78/83
Probability of dying under five (per 1 000 live births, 2012)
4
Probability of dying between 15 and 60 years m/f (per 1 000
population, 2012)
94/50
Total expenditure on health per capita (Intl $, 2011)
4,371
Total expenditure on health as % of GDP (2011)
11.1
Latest data available from the Global Health Observatory
Contact information
Regional Office web site
· Country profile
· News and features
Health profile
· Country statistics
· Country profile on regional site
· Country health profile
pdf
4. WHO collaboration
· Collaborating centres
Mortality and burden of disease
· Life tables
· Tuberculosis
· Noncommunicable diseases
pdf
Type the word you are looking for
A
Afghanistan
Albania
Algeria
Andorra
Angola
Antigua and Barbuda
Argentina
Armenia
Australia
Austria
Azerbaijan
B
Bahamas
Bahrain
Bangladesh
Barbados
Belarus
Belgium
5. Belize
Benin
Bhutan
Bolivia (Plurinational State of)
Bosnia and Herzegovina
Botswana
Brazil
Brunei Darussalam
Bulgaria
Burkina Faso
Burundi
C
Cabo Verde
Cambodia
Cameroon
Canada
Central African Republic
Chad
Chile
China
Colombia
Comoros
Congo
Cook Islands
Costa Rica
Côte d'Ivoire
Croatia
Cuba
Cyprus
Czech Republic
D
Democratic People's Republic of Korea
6. Democratic Republic of the Congo
Denmark
Djibouti
Dominica
Dominican Republic
E
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Ethiopia
F
Fiji
Finland
France
G
Gabon
Gambia
Georgia
Germany
Ghana
G continued
Greece
Grenada
Guatemala
8. L
Lao People's Democratic Republic
Latvia
Lebanon
Lesotho
Liberia
Libya
Lithuania
Luxembourg
M
Madagascar
Malawi
Malaysia
Maldives
Mali
Malta
Marshall Islands
Mauritania
Mauritius
Mexico
Micronesia (Federated States of)
Monaco
Mongolia
Montenegro
Morocco
Mozambique
Myanmar
N
Namibia
Nauru
Nepal
Netherlands
10. u
id
e
www.calcoast.edu
Phone: 714-547-9625 Fax: 714-547-5777
Leadership: Theory, Application, & Skill Development
Fifth Edition, 2013
ISBN-13: 9781111827076
Robert N. Lussier and Christopher F. Achua
Cengage Learning
02/14
BAM 550
Leadership
Message From
the President
Welcome to California Coast University. I hope you will find
this course interesting and useful throughout your career.
This course was designed to meet the unique needs of students
like you who are
11. both highly motivated and capable of completing a degree
program through
distance learning.
Our faculty and administration have been involved in distance
learning for almost
forty years and understand the characteristics common to
successful
students in this unique educational environment.
This course was prepared by CCU faculty members who are not
only outstanding
educators but who have real world experience. They have
prepared these
guidelines to help you successfully complete your educational
goals and to get the
most from your distance learning experience.
Again, we hope that you will find this course both helpful and
motivating. We send
our best wishes as you work toward the completion of your
program.
Sincerely,
Thomas M. Neal
President
BAM 550 Leadership
All rights reserved. No part of this book may be reproduced or
13. Course Number BAM 550
Course Title Leadership
Course Description This course focuses on leadership theories
that seek to explain how
traits, behaviors, or situational factors influence leadership
style and
effectiveness. Students will develop the competencies and skills
to
immediately start using these principles in their personal and
professional lives. The course also explores the critical question
of
how well a leader is able to influence followers to achieve
group
objectives—this is what distinguishes effective from ineffective
leaders.
Units of Credit 3 Units of Credit
Course Objectives Upon successful completion of this course,
students will be able to:
• Analyze classical and contemporary leadership theories.
• Examine the importance of managerial leadership skills.
• Differentiate transformational and transactional leadership.
• Evaluate the relationships among negotiation and conflict,
influencing tactics, power, and politics.
• Examine the importance of ethical principles, personal and
company values, and socially responsible leadership practices.
Learning Resources Textbook: Leadership: Theory, Application,
14. & Skill
5th Edition, 2013
Robert N. Lussier and Christopher F. Achua
Cengage Learning
ISBN-13: 9781111827076
All course examinations are based on the contents of the
textbook
required for this course. To successfully complete the
examinations,
you will need the textbook. You may rent the textbook from the
CCU
rental library or you may purchase the textbook from another
source.
The Study Guide
The study guide was designed to help you further understand the
material in the textbook and master the course content. Each
study
guide chapter corresponds to a chapter in the textbook.
Additional Readings and Online Resources
To help you to further understand this subject material,
additional
readings and online resources related to this course are listed in
this
syllabus.
Syllabus
viii
15. BAM 550 Leadership
The Library Information and Resources Network, Inc. (LIRN)
LIRN is an online library resource that provides access to
multiple
research databases. CCU doctoral candidates who enrolled in
their
program after February 1, 2010 receive complimentary access to
LIRN.
If you are a current student enrolled in another CCU program
and
wish to request access to LIRN, you may do so for a one-time
fee of
$25. Please contact the CCU library to fill out a request form
and
submit it, with payment, to the university. You will be emailed
a
confidential identification number to use for the remainder of
your
studies at CCU.
Supplementary Materials
Unit Examination Answer Sheets*
Final Examination Scheduling Form
*Master of Education and Doctor of Education students will not
receive unit exam answer sheets. These programs require
written
responses only.
Your Course Grade
16. Your grades on course examinations are determined by the
percentage
of correct answers. The university uses the following grading
system:
A = 90% – 100% correct
B = 80% – 89% correct
C = 70% – 79% correct
D = 60% – 69% correct
F = 59% and below correct
Your grade in this course will be based on the number of points
you
earn. Grades are based on the percentage of points you earned
out of
a total of 500 points:
Four Unit Examinations
100 points each 400 points total 80% of your grade
Final Examination
100 points 100 points total 20% of your grade
Syllabus
ix
BAM 550 Leadership
Mastering the Course Content
In order to successfully complete this course, we recommend
17. that
you do the following before beginning:
• Be sure that you have the correct edition of the course
textbook. Check the ISBN number of your textbook
with the
ISBN number listed on the cover page of this study
guide.
• Review the table of contents at the end of this syllabus.
You will only be responsible for the chapters in the
textbook
that are listed in the table of contents.
Each study guide contains several components selected and
developed by the faculty to help you master the content of the
course. Each chapter in the study guide corresponds to a chapter
in
the textbook. Study guides vary depending on the course, but
most
will include:
Learning Objectives
Overviews
Self Tests
Summaries
Key Terms
Critical Analysis Questions (Master and doctoral
students only)
The most efficient way to complete this course is to read the
materials in both the study guide and textbook in the sequence
in
which it appears, generally from beginning to end.
Read the Overviews and Summaries
18. Before reading a chapter of your textbook, review the
corresponding
learning objectives, overview, key terms and summary sections
in
the study guide. These were prepared to give you an overview
of the
content to be learned.
Review the Self Test
After you have reviewed the study guide summaries, look at the
items
on the self test. As you identify your areas of relative strength
and
weakness, you will become more aware of the material you will
need
to learn in greater depth.
Review the Critical Analysis and/or Case Study Questions
(Master and Doctoral Students Only)
The critical analysis questions are designed to help you gain a
deeper
understanding and appreciation for the course subject matter.
This
section will encourage you to give additional thought to the
topics
discussed in the chapter by presenting vignettes or cases with
real
world relevance.
Syllabus
x
19. BAM 550 Leadership
Read and Review the Chapter
Once you have the scope and organization of the chapter in
mind,
turn to the corresponding chapter in the textbook and read the
material carefully. Keep the learning objectives, self test,
critical
analysis questions and/or case study questions in mind as you
read.
Highlight important concepts and information in your study
guide and
write notes in the study guide margins as you read. These notes
will
help you study for the unit and final examinations.
Check Your Mastery of Each Chapter
When you feel that you have mastered the concepts presented in
the
chapter, complete the study guide self test, critical analysis
questions and/or case study questions without referring to the
textbook or your notes. Correct your responses using the answer
key
and solutions guide provided in the study guide. Your results
will help
you identify any areas you need to review.
Unit Examinations
Each course contains four unit examinations and a final
examination. Unit examinations usually consist of 25 objective
(multiple choice or true/false) test questions as well as
20. comprehensive writing assignments selected to reflect the
learning objectives identified in each chapter. For Master of
Education and Doctor of Education students, unit examinations
consist of writing assignments only.
Unit examinations may be found approximately every four to
six
chapters throughout your study guide. Unit examinations are
open-book, do not require a proctor, and are not timed. This
will allow
you to proceed at your own pace.
It is recommended that you check your answers against the
material
in your textbook for accuracy.
Writing Assignments
Each unit examination includes a written component. This
assignment may be in the form of written questions or case
study
problems. The written assignment affords the student an
opportunity
to demonstrate a level of subject mastery beyond the objective
unit
examinations, which reflects his/her ability to analyze,
synthesize,
evaluate and apply his/her knowledge. The writing assignment
materials are found immediately following each unit
examination.
Syllabus
xi
21. BAM 550 Leadership
Writing Assignment Requirements
• Always include your name, student number, course number,
course title and unit number on each page of your writing
assignment (this is for your protection in case your materials
become separated). Be sure to keep a copy for your records.
• Begin each writing assignment by identifying the question
number you are answering followed by the actual question
itself (in bold type).
• Use a standard essay format for responses to all questions
(i.e., an introduction, middle paragraphs and conclusion).
• All responses must be typed double-spaced, using a
standard font (i.e. Times New Roman) and 12 point type
size for ease of reading and grading.
• All online responses must be submitted as a MS Word
Document file only.
Writing assignments are judged on the quality of the response in
regard to the question. Word count is NOT one of the criteria
that is
used in assigning points to writing assignments. However,
students
who are successful in earning the maximum number of points
tend to
submit writing assignments that fall in the following ranges:
• Undergraduate courses: 350 - 500 words or 1 - 2 pages.
• Graduate courses: 500 - 750 words or 2 - 3 pages.
22. • Doctoral courses: 750 - 1000 words or 4 - 5 pages.
Plagiarism
All work must be free of any form of plagiarism. Put written
answers
into your own words. Do not simply cut and paste your answers
from
the Internet and do not copy your answers from the textbook.
Plagiarism consists of taking and using the ideas, writings or
inventions of another, without giving credit to that person and
presenting it as one’s own. This is an offense that the university
takes
very serious. An example of a correctly prepared written
response may
be found by visiting the coast connection student portal.
Citation Styles
The majority of your response should be your own original
writing
based on what you have learned from the textbook. However, if
you
choose to use outside materials to answer a writing assignment
question, be sure to provide a reference (or citation) for the
material. The following points are designed to help you
understand
how to provide proper references for your work:
Syllabus
xii
23. BAM 550 Leadership
• References are listed in two places.
• The first reference is briefly listed within your answer. This
includes identifying information that directs the reader to
your list of references at the end of your writing
assignment.
• The second reference is at the end of your work in the list of
references section.
• All references cited should provide enough identifying
information so that the reader can access the original
material.
For more detailed information on the proper use of citations,
please
refer to the CCU student handbook located on the coast
connection
student portal.
Submitting Your Unit Examinations by Mail
Send your completed unit examination along with any writing
assignments to the following mailing address:
California Coast University
Testing Department
925 N. Spurgeon Street
Santa Ana, CA 92701
Submitting Your Unit Examinations via the Internet
Students may access the online testing features via the coast
connection student portal. Multiple choice unit examinations
24. may be
completed and submitted online.
After logging in to your online account at
www.calcoastuniv.com,
select the testing link, then click on complete unit exam. It is
recommended that you complete the unit examinations on the
hard
copy answer sheet first, then transfer the answers to the online
answer sheet.
The writing assignments for each unit examination may be
submitted
online as well. After accessing the student portal, choose the
writing
assignment link and then select writing assignment submission.
If
you will be submitting multiple Word documents, please upload
and
submit them one at a time.
Syllabus
xiii
BAM 550 Leadership
Repeating Examinations
After a unit examination
grade has been posted, students have the
option of repeating the
exam to improve their grade*. Each unit
examination may only be
25. repeated once.
Requests to retake a unit
examination will only be honored if the
final exam has NOT been
sent.
Students may retake one
unit examination per course, free of charge.
The cost for each
additional, repeated exam will be $90. Payment
must be paid in full to the
accounting department prior to repeating
unit exams.
*Master of Education and
Doctoral students are not
eligible to retake unit
exams. If you would like to improve your
grade, you may pay the
current cost of tuition to retake the course.
Final Examination
Scheduling a Final Examination
Final examination requests can be submitted via U.S. mail,
online
through the coast connection student portal or by calling the
testing
department at (714) 547-9625.
A final exam scheduling form is located on the last page of this
study guide. Please fill out all required fields and mail it to the
university.
26. If you would like to request a final exam online, log in to your
student account at www.calcoastuniv.com and choose the
testing
link, then select final exam scheduling.
Final exams will only be sent if you have completed all four
unit
examinations and submitted all four writing assignments.
Submitting Your Final Examination
Final Examinations can be submitted by mail, fax or online
through
the student portal.
After you have completed your exam, you or your proctor can
fax it to
the grading department at (714) 547-1451 or mail it to the
university. When faxing exams, please do not resize your fax.
Syllabus
xiv
BAM 550 Leadership
For online submissions, once you have logged into the student
portal,
click on the testing tab and then choose either proctored final or
non-
proctored final. If your final exam was sent to your proctor,
then he
or she will have to enter a password that was issued to them on
the
27. proctor instruction sheet for the course.
Online final exam submissions must be completed in one
session;
you cannot save answers and go back to your exam later. We
recommend that you complete your final exam on paper first,
then
transfer the answers to your online answer sheet.
Proctors
The university requires that all final examinations except
elective
courses be completed under the supervision of a proctor.
A proctor can be anyone EXCEPT an immediate family member,
someone who resides with you or a current/former CCU student.
The purpose of the proctored final examination is to verify that
you
are, in fact, the person who is enrolled in the course of study. It
is
also to verify that you are completing the final examination
without
the aid of any outside assistance.
During the proctored final examination, you may use your
textbook
and any notes you have taken during the completion of your unit
examinations. Your designated proctor will verify your identity
and
that you have completed the final examination without any
outside
assistance.
Receiving Your Examination Grades
28. After your examinations are scored, a grade report will be
mailed to
you or you may arrange to have your grade e-mailed to you.
You may also check your grades on the coast connection student
portal. Grades are normally posted and available for review
within five
business days.
Most students receive their grades by regular mail within two
weeks
after the university receives their examination.
If you do not receive a grade report within two weeks, please
contact
the testing department and a duplicate grade report will be sent
to
you.
Syllabus
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BAM 550 Leadership
Your Overall Grade Point Average (G.P.A.)
In addition to receiving a passing grade for each course, all
students
must maintain a required overall G.P.A. in order to graduate.
Undergraduate students need an overall G.P.A. of 2.0 (C) on a
4.0
scale. Graduate and doctoral students need an overall G.P.A. of
3.0
29. (B) on a 4.0 scale.
A = 4 grade points
B = 3 grade points
C = 2 grade points
D = 1 grade point
F = 0 grade points
Students who do not meet the overall G.P.A. requirement by the
end
of their program must pay the current cost of tuition to repeat
courses
until they improve their overall G.P.A.
Overall course grades of “F” will be displayed on your degree
plan
and count as 0 units completed. You must pay to retake these
courses.
Doctoral students must repeat any courses in which the overall
course
grade is a “D” or “F”.
Be sure to keep a copy of all work you submit to the university.
Syllabus
xvi
BAM 550 Leadership
If you have any questions about how to proceed through the
course or regarding any California Coast
University policies and procedures, the easiest way to get help
30. is to e-mail or phone the university.
University office hours are Monday through Friday from 8:30
a.m. to 4:00 p.m., Pacific Standard Time.
California Coast University
925 N. Spurgeon Street, Santa Ana, California 92701
Phone: (714) 547-9625 Fax: (714) 547-5777
Test Answer Sheet Fax Line: (714) 547-1451
Email: [email protected]
Don’t forget: You are not alone! We are here to help you
achieve your dream!
BA
M
55
0
Syllabus
xvii
BAM 550 Leadership
Learning Objectives
The learning objectives for this course are listed below:
Chapter 1: Who Is A Leader And What Skills Do Leaders Need?
1. Analyze the five key elements of leadership.
31. 2. Examine the importance of managerial leadership skills.
3. Compare and contrast the trait and behavioral leadership
theories.
4. Evaluate the interrelationships among the levels of leadership
analysis.
5. Scrutinize the interrelationships between trait and behavioral
leadership theories and
contingency theories.
Chapter 2: Leadership Traits and Ethics
1. Examine the universality of traits of effective leaders.
2. Evaluate why the trait of dominance is so important for
managers to have.
3. Compare and contrast Theory X and Theory Y, the Pygmalion
effect, and self-concept.
4. Analyze how attitudes are used to develop four leadership
styles.
5. Compare the three levels of moral development.
Chapter 3: Leadership Behavior and Motivation
1. Compare and contrast between the University of Michigan
and Ohio State University
leadership models.
2. Examine the three content motivation theories.
3. Analyze the major similarities and differences among the
three process motivation
theories.
4. Evaluate the major differences among content, process, and
reinforcement theories.
Chapter 4: Contingency Leadership Theories
1. Differentiate between behavioral and contingency leadership
theories.
32. 2. Analyze the contingency leadership theory variables.
3. Examine the path-goal leadership model styles and variables.
4. Distinguish the major similarities and differences between
the behavioral and
contingency leadership theories.
5. Compare and contrast four major differences among the four
contingency leadership
models.
Chapter 5: Influencing—Power, Politics, Networking, and
Negotiation
1. Differentiate position power and personal power.
2. Examine how power and politics are related.
3. Analyze how money and politics have a similar use.
4. Evaluate the relationships among negotiation and conflict,
influencing tactics, power,
and politics.
Syllabus
xviii
BAM 550 Leadership
Chapter 6: Communication, Coaching, and Conflict Skills
1. Examine the message-sending and message-receiving process.
2. Analyze two common approaches to getting feedback and
explain why they don’t work.
3. Differentiate criticism and coaching feedback.
4. Consider the steps in initiating conflict resolution model.
Chapter 7: Leader-Member Exchange and Followership
33. 1. Assess the evolution of dyadic theory.
2. Analyze the main focus of team building from a leader–
follower perspective.
3. Evaluate the LMX theory.
4. Examine the ways a leader should delegate.
Chapter 8: Team Leadership and Self-Managed Teams
1. Examine the advantages and disadvantages of working in
teams.
2. Analyze the role that a team leader can play in creating an
effective team.
3. Evaluate the three parts of conducting effective meetings.
4. Differentiate conventional and self-managed teams.
Chapter 9: Charismatic and Transformational Leadership
1. Examine charismatic leadership
2. Differentiate transformational and transactional leadership.
3. Analyze the four behavior dimensions associated with
transformational and charismatic
leader behaviors.
4. Compare the basis of stewardship and servant leadership.
Chapter 10: Leadership of Culture, Ethics, and Diversity
1. Examine the power of culture in the strategy execution
process.
2. Differentiate symbolic and substantive leadership actions for
shaping organizational
culture.
3. Analyze the four types of culture commonly found in
organizations.
4. Evaluate the varying ways organizations can help foster an
ethical work environment.
34. 5. Compose the key factors that can enhance and support a pro-
diversity culture.
Chapter 11: Strategic Leadership and Change Management
1. Analyze the strategic management process.
2. Examine the relationship between corporate goals and
strategies.
3. Scrutinize the change management process using the three-
stage model of change.
4. Evaluate some of the major reasons for resisting change.
Syllabus
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BAM 550 Leadership
Chapter 12: Crisis Leadership and the Learning Organization
1. Examine why crisis leadership competence is an important
consideration when hiring
new leaders.
2. Analyze the importance of pre-crisis planning.
3. Compose five or more attributes that can be used to describe
the learning organization.
4. Differentiate the traditional organization from the learning
organization.
5. Examine the role of leadership in creating a learning
organization.
Syllabus
35. xx
BAM 550 Leadership
Lencioni, Patrick. Overcoming the Five Dysfunctions of a
Team: A Field Guide for Leaders,
Managers, and Facilitators. San Francisco: Jossey-Bass, 2005.
Print.
Pink, Daniel H. Drive: The Surprising Truth about What
Motivates Us. New York, NY: Riverhead,
2009. Print.
Rath, Tom, and Barry Conchie. Strengths Based Leadership:
Great Leaders, Teams, and Why
People Follow. New York: Gallup, 2008. Print.
Suggested Readings
Syllabus
xxi
BAM 550 Leadership
Suggested Online Readings
Forbes Magazine on Leadership
www.forbes.com/leadership
CEO.com – News and Best Practices for Leaders
www.ceo.com
39. Objectives
1
Instructions to Students
BAM 550 Leadership
Chapter One
Who is a Leader and What Skills do Leaders Need?
Learning Objectives
Upon successful completion of this chapter, you should be able
to:
1. Analyze the five key elements of leadership.
2. Examine the importance of managerial leadership skills.
3. Compare and contrast the trait and behavioral leadership
theories.
4. Evaluate the interrelationships among the levels of
leadership analysis.
5. Scrutinize the interrelationships between trait and
behavioral leadership theories and contingency theories.
• Read pages 2 - 31 of your textbook
• Reference: Leadership: Theory,
Application, & Skill Development by
40. Lussier and Achua, 5th edition, 2013
Overview
2
BAM 550 Leadership
The chapter begins with discussing why leadership is important
and its varying definitions. The
three managerial leadership skills and the ten roles that
managerial leaders perform are then
discussed. The three levels of leadership analysis are explained,
which serves as a framework for
the remaining chapters. Finally, the chapter details the four
major leadership paradigms that have
developed over the years.
Key Terms
3
The key terms listed below are terms with which you should be
familiar.
Write your definition below each item. Check your answers at
the end of this chapter.
BAM 550 Leadership
behavioral leadership theories:
contingency leadership theories:
41. evidence-based management (EBM):
integrative leadership theories:
interpersonal skills:
Leadership:
leadership paradigm:
Summary
4
BAM 550 Leadership
The success of individual careers and the fate of organizations
are determined by the
effectiveness of leaders’ behavior. Leadership is considered
crucial for success, and some
researchers have argued that it is the most critical ingredient.
Chief executive officers (CEOs)
understand that they can’t run companies on their own; the
secret is to foster a leadership
mentality throughout the organization. Well-publicized
corporate failures have brought home the
critical role that leadership plays in the success or failure of
almost every aspect of the profit
and not-for-profit environment. Leadership is the influencing
process of leaders and followers to
achieve organizational objectives through change.
Leadership is part of a manager’s job. However, there are
42. managers who are not effective leaders.
There are also nonmanagers who have great influence on
managers and peers. Therefore, the terms
manager and leader are not used interchangeably. The term
manager means a person who has a
formal title and authority. The term leader means a person who
may be either a manager or a non-
manager. A leader always has the ability to influence others; a
manager may not. Thus, a leader is
not necessarily a person who holds some formal position such as
a manager.
A follower is a person who is being influenced by a leader. A
follower can be a manager or a
nonmanager. Good followers are not “yes people” who simply
follow the leader without giving input
that influences the leader. In short, effective leaders influence
followers, and their followers
influence them. The qualities needed for effective leadership are
the same as those needed to be
an effective follower.
Leadership involves influencing followers to bring about change
toward a desired future for the
organization. To be an effective leader and follower you must
be open to change. The people who
advance in organizations are those who are willing to take a risk
and try new things. Effective
leaders and followers enjoy working with people and helping
them succeed. Research, experience,
and common sense all point to a direct relationship between a
company’s financial success and its
commitment to leadership practices that treat people as assets.
Effective leaders are not simply born or made, they are born
with some leadership ability and
43. develop it. If leaders are born and skills could not be developed,
leading business schools would
not be teaching leadership, you would not be taking this course,
and major corporations would not
spend millions of dollars on leadership training each year.
The three levels of analysis of leadership theory are individual,
group, and organizational. The
individual level of analysis of leadership theory focuses on the
individual leader and the
relationship with individual followers. The individual level can
also be called the dyadic process.
Dyadic theories view leadership as a reciprocal influencing
process between the leader and the
follower. There is an implicit assumption that leadership
effectiveness cannot be understood
without examining how a leader and follower influence each
other over time. The second level of
analysis of leadership theory focuses on the relationship
between the leader and collective group
of followers. This level is also called group process. Group
process theories focus on how a leader
contributes to group effectiveness. The third level of analysis of
leadership theory focuses on the
organization. This level is also called organizational process.
Organizational performance in the
long run depends on effectively adapting to the environment and
acquiring the necessary resources
to survive, and on whether the organization uses an effective
transformation process to produce its
products and services.
Self Test
44. 5
BAM 550 Leadership
Multiple Choice Questions (Circle the correct answer)
1. The key elements of leadership include all of the following
EXCEPT:
a. influence.
b. leaders−followers.
c. change.
d. personality.
2. According to a survey of recruiters, the three most important
attributes that they seek are
__________.
a. communication and interpersonal skills
b. ability to work well in a team.
c. analytical and problem-solving skills
d. All of the above.
3. Most employees are promoted to their first management
position primarily because of their
__________ skills.
a. interpersonal
b. Team-related
c. Decision-making
d. technical
4. Leaders perform the _________ role when they represent the
organization or department in
legal, social, ceremonial, and symbolic activities.
45. a. figurehead
b. leader
c. liaison
d. negotiator
5. The one of three of Mintzberg’s _________ roles which take
corrective action when
necessary, allocate resources, and negotiate routine and
non-routine transactions is
__________.
a. decisional
b. conceptual
c. informational
d. spokesperson
Self Test
6
BAM 550 Leadership
6. Levels of analysis constitute __________.
a. a useful way of classifying leadership theory
b. the most common approach to problem solving in
organizations
c. Frederick Taylor’s most lasting contribution to management
theory
d. None of the above.
7. The interrelationship among the levels of leadership analysis
is true for all the following
EXCEPT:
46. a. Individual performance affect group and organizational
performance.
b. Group performance affect organizational performance.
c. Group and organizational performance affect the
performance of the individual.
d. Neither the group nor organizational performance affect
individual performance.
8. Mintzberg’s ten managerial roles is an example of
__________.
a. group level of analysis
b. organizational level of analysis
c. behavioral leadership theory
d. a leadership paradigm
9. Contingency leadership theories attempt to explain the
appropriate leadership style based
on the __________.
a. leader, followers, and situation
b. leader, manager, and subordinates
c. leader, mentor, and entrepreneur
d. individual, group, and situation
10. Evidence-based management (EBM) is an application of
__________.
a. decision models to reward systems
b. national cultures to determine the assignment of
subordinates to specific tasks
c. the findings of empirical research to the practice of
leadership
d. judicious, measured amounts of rewards and punishments on
the basis of employee
47. performance
Critical Analysis
The critical analysis questions are designed to help you gain a
deeper understanding of the
subject matter, develop an increased ability to apply what you
have learned and integrate this
knowledge into a greater understanding and appreciation for
your field of study. Completion of
the following questions will help you outline your answers and
organize your thoughts within an
appropriate framework. These practice questions will not be
graded but you should apply the
same analytical skills and writing proficiencies that you will
need for the writing assignments.
We suggest writing your answers on another piece of paper and
comparing your results to the
suggested answers at the end of this chapter to help you identify
any areas you need to review.
Critical Analysis / Case Study Problems
7
BAM 550 Leadership
1. Examine the major similarities and differences between the
trait and behavioral
leadership theories.
2. Analyze how the shift in paradigm from management to
leadership can possibly help—
and hurt—the management profession.
48. 3. Distinguish the decisional managerial leadership roles.
Answer Keys
8
Key Term Definitions
BAM 550 Leadership
behavioral leadership theories: Attempt to explain distinctive
styles used by effective leaders
or to define the nature of their work.
contingency leadership theories: Attempt to explain the
appropriate leadership style based on
the leader, followers, and situation.
evidence-based management (EBM): Decisions and
organizational practices are based on the
best available scientific evidence.
integrative leadership theories: Attempt to combine the trait,
behavioral, and contingency
theories to explain successful, influencing leader–follower
relationships.
interpersonal skills: Involve the ability to understand,
communicate, and work well with
individuals and groups through developing effective
relationships
Leadership: The influencing process of leaders and followers to
49. achieve organizational
objectives through change.
leadership paradigm: A shared mindset that represents a
fundamental way of thinking about,
perceiving, studying, researching, and understanding leadership.
Answers to Self Test
Answer Keys
9
BAM 550 Leadership
1. D
2. D
3. D
4. A
5. A
6. A
7. D
8. C
9. A
10. C