CompetencyDevelop a population health plan to address a heal.docx

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Competency Develop a population health plan to address a health concern in the current healthcare industry. Scenario The key to an effective and sustainable population health management program is to know your chronic disease patients and coach them. The success of population health and chronic disease management efforts hinges on a few key elements: identifying those at risk, having access to the right data about them, creating actionable insights about patients, and coaching them daily toward healthier choices. Instructions As your health system is drafting a strategic framework for the PHM program, you are tasked with creating a PowerPoint presentation with detailed speaker notes in each content discussion slide. Explain the relationship between disease management and population health needed in the following areas: Describe the prevalent chronic diseases for the population your health system is serving. Describe the risks associated with the proliferation of these chronic diseases. Assess how the population will access information and resources to prevent and manage chronic diseases. Construct a chronic disease communication plan that helps patients with chronic diseases to pursue healthier choices and to use population health resources. Use your findings from prior summative assessments in modules 01, 02, 03, 04, and 05 to create the PowerPoint. Use five quality references to support your assessment and findings. Resources This link has information for creating a PowerPoint presentation. .

Education

Construct a chronic disease communication plan that helps
patients with chronic diseases to pursue healthier choices and to
use population health resources.
Use your findings from prior summative assessments in modules
01, 02, 03, 04, and 05 to create the PowerPoint. Use five quality
references to support your assessment and findings.
Resources
This
link
has information for creating a PowerPoint presentation.

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Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment (order _134058_350788.doc ). Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions. Review attached Vila Health Doc. 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. 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 session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Present a health promotion plan to an i.

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Competencies Apply major organizational perspectives and theories to real problems facing health services organizations. Identify concepts in organizational decisions, strategic alliances, and managing efficiency and effectiveness. Analyze decisions that impact the healthcare delivery system. Analyze leadership challenges in healthcare. Analyze operational decisions of healthcare organizations and the impact on business performance outcomes. Apply principles of organizational learning, innovation, and change in healthcare organizations. Introduction Public health problems are diverse and can include infectious diseases, chronic diseases, emergencies, injuries, environmental health problems, as well as other health threats. The following project will allow you to demonstrate your ability and skill in applying major organizational healthcare theories, innovation, and change concepts that impact leaders and the decisions they make when facing operational challenges in the healthcare industry. Scenario Acting as the president of a local hospital in an economical and socially deprived county in the US, you have just received a phone call from the state's CDC office advising the hospital of an outbreak of Whooping Cough. As of now, a majority of the state is being affected by the outbreak and resources are becoming scarce. Your hospital is the only medical center that serves the county. Based on trends and tracking, the CDC believes that your county in which can expect a major increase in patients in the next 48-72 hours with the disease. As the president of the 300-bed hospital which serves a diverse population of 50,000 citizens, it is the president's responsibility to create a plan of action to help address and treat patients of the county who might become ill in the next 48-72 hours. The first task you will undertake is to research the disease, its course of treatments, and cures to help effectively treat the potential outbreak. Once you have done so, you will create a presentation that you can give to the county board and CDC showing how your hospital will combat the disease, treat patients, and develop strategies to prevent the spread of the outbreak. As the president, you will need to work with internal and external vendors on ensuring that the hospital has enough resources and that more resources can be ordered and delivered as quickly as possible. You will need to reach out to and gain assistance from other healthcare organizations in the area to help you track, treat, and control the spread of the disease. As the leader of the hospital, you will have to make decisions on how to properly manage the shortage of beds, doctors and nurses, and resources that may occur due to the outbreak. Instructions Create an executive summary addressing how best to successfully manage the problem outlined in the scenario. This plan has two parts . First is the executive summary followed by a PowerPoint presentation ...

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Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies. For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community. Professional Context The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who , what , when , where , and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. 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. Analyze a community health concern that is the focus of a health promotion plan. Competency 2: Propose health promotion strategies to improve the health of populations. Explain why a health concern is important for health promotion within a specific population. Establish agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Write clearly and concisely in a logically coherent and appropriate form and style. Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Preparation The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course. To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and ind.

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Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting 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. 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 session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health prom.

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Completar Complete the chart with the correct verb forms. infinitivo conducir (1) [removed] (2) [removed] yo (3) [removed] (4) [removed] quise usted (5) [removed] (6) [removed] (7) [removed] nosotras (8) [removed] (9) [removed] (10) [removed] ellos (11) [removed] pudieron (12) [removed] Completar Fill in the blanks with the preterite form of the appropriate verbs. Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad? Ayer [removed] (traducir, haber) una boda en el Club Campestre. El sábado pasado yo [removed] (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie. Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo nosotros / decir / verdad Nosotros dijimos la verdad. ustedes / darle / beso / recién casado [removed] ¿cuándo / saber / tú / fecha / de la graduación? [removed] yo / poner / flan de caramelo / en / mesa [removed] Antonio y yo / estar / Madrid / verano pasado [removed] ¿qué / hacer / Nicolás y Fernanda / después de / divorcio? [removed] El cumpleaños Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used. dar estar haber hacer jubilarse poder poner saber sonreír tener traducir traer El mes pasado mi esposo y yo (1) [removed] una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo (2) [removed] veintiocho invitados porque la señora Casas y su hija no (3) [removed] venir. Mi madre (4) [removed] unas lasañas deliciosas y mis hermanas (5) [removed] flores ( flowers ) y globos ( balloons ) para decorar la casa. Después de comer pastel, mi hermano (6) [removed] música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo (7) [removed] que lavar los platos y yo (8) [removed] una lista de las tarjetas ( cards ) de agradecimiento ( gratitude ) que tenemos que escribir. .

CompletarComplete the chart with the correct verb forms.infi.docx

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Complet vector/.dep.inc # This code depends on make tool being used DEPFILES=$(wildcard $(addsuffix .d, ${OBJECTFILES} ${TESTOBJECTFILES})) ifneq (${DEPFILES},) include ${DEPFILES} endif Complet vector/build/Debug/Cygwin-Windows/main.o Complet vector/build/Debug/Cygwin-Windows/main.o.d build/Debug/Cygwin-Windows/main.o: main.cpp SimpleVector.h SimpleVector.h: Complet vector/dist/Debug/Cygwin-Windows/complet_vector.exe Complet vector/main.cppComplet vector/main.cpp/* * File: main.cpp * Author: Bebo * Created on April 8, 2019, 6:18 PM * Purpose:Complex Vector */ #include<cstdlib> #include"SimpleVector.h" //System Libraries #include<iostream>//Input/Output Library usingnamespace std; //User Libraries //Global Constants, no Global Variables are allowed //Math/Physics/Conversions/Higher Dimensions - i.e. PI, e, etc... //Function Prototypes void fillVec(SimpleVector<int>&); void addVec(SimpleVector<int>&); void delVec(SimpleVector<int>&); void prntVec(SimpleVector<int>&,int); //Execution Begins Here! int main(int argc,char** argv){ //Declare Variables int size; //Read in the size cout<<"What size vector to test?"<<endl; cin>>size; SimpleVector<int> sv(size); //Initialize or input i.e. set variable values fillVec(sv); //Display the outputs prntVec(sv,10); //Add and subtract from the vector addVec(sv); //Display the outputs prntVec(sv,10); //Add and subtract from the vector delVec(sv); //Display the outputs prntVec(sv,10); //Exit stage right or left! return0; } void addVec(SimpleVector<int>&sv){ int add=sv.size()*0.1; for(int i=1;i<=add;i++){ sv.push_front(i+add-1); sv.push_back(i-add); } } void delVec(SimpleVector<int>&sv){ int del=sv.size()*0.2; for(int i=1;i<=del;i++){ sv.pop_front(); sv.pop_back(); } } void fillVec(SimpleVector<int>&sv){ for(int i=0;i<sv.size();i++){ sv[i]=i%10; } } void prntVec(SimpleVector<int>&sv,int n){ cout<<endl; for(int i=0;i<sv.size();i++){ cout<<sv[i]<<" "; if(i%n==(n-1))cout<<endl; } cout<<endl; } Complet vector/Makefile # # There exist several targets which are by default empty and which can be # used for execution of your targets. These targets are usually executed # before and after some main targets. They are: # # .build-pre: called before 'build' target # .build-post: called after 'build' target # .clean-pre: called before 'clean' target # .clean-post: called after 'clean' target # .clobber-pre: called before 'clobber' target # .clobber-post: called after 'clobber' target # .all-pre: called before 'all' target # .all-post: called after 'all' target # .help-pre: called before 'help' target # .help-post: called after 'help' target # # Targets beginning with '.' are not intended to be called on their own. # # Main targets can be executed dire.

Complet vector.dep.inc# This code depends on make tool being .docx

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Complementary Therapies in Medicine (2012) 20, 377—384 Available online at www.sciencedirect.com j o u r n a l h o m e p a g e : w w w . e l s e v i e r h e a l t h . c o m / j o u r n a l s / c t i m Argentine tango dance compared to mindfulness meditation and a waiting-list control: A randomised trial for treating depression Rosa Pinniger a,∗, Rhonda F. Brown a, Einar B. Thorsteinsson a, Patricia McKinley b,c a University of New England, Australia b McGill University, Canada c Centre Interdisciplinaire de recherché en réadaptation du Montréal metropolitain, Canada Available online 3 August 2012 KEYWORDS Depression; Mindfulness; Tango dancing; Psychological stress Summary Objectives: To determine whether tango dancing is as effective as mindfulness meditation in reducing symptoms of psychological stress, anxiety and depression, and in promoting well-being. Design: This study employed analysis of covariance (ANCOVA) and multiple regression analysis. Participants: Ninety-seven people with self-declared depression were randomised into tango dance or mindfulness meditation classes, or to control/waiting-list. Setting: classes were conducted in a venue suitable for both activities in the metropolitan area of Sydney, Australia. Interventions: Participants completed six-week programmes (1½ h/week of tango or meditation). The outcome measures were assessed at pre-test and post-test. Main outcome measures: Depression, Anxiety and Stress Scale; The Self Esteem Scale; Satisfac- tion with Life Scale, and Mindful Attention Awareness Scale. Results: Sixty-six participants completed the program and were included in the statistical analysis. Depression levels were significantly reduced in the tango (effect size d = 0.50, p = .010), and meditation groups (effect size d = 0.54, p = .025), relative to waiting-list controls. Stress levels were significantly reduced only in the tango group (effect size d = 0.45, p = .022). Attend- ing tango classes was a significant predictor for the increased levels of mindfulness R2 = .10, adjusted R2 = .07, F (2,59) = 3.42, p = .039. Conclusion: Mindfulness-meditation and tango dance could be effective complementary adjuncts for the treatment of depression and/or inclusion in stress management programmes. Subsequent trials are called to explore the therapeutic mechanisms involved. Crown Copyright © 2012 Publish ∗ Corresponding author at: School of Behavioural, Cognitive and Social Tel.: +61 2 6773 2410; fax: +61 2 6773 3820. E-mail address: [email protected] (R. Pinniger). 0965-2299/$ — see front matter. Crown Copyright © 2012 Published by E http://dx.doi.org/10.1016/j.ctim.2012.07.003 ed by Elsevier Ltd. All rights reserved. Sciences, University of New .

Complementary Therapies in Medicine (2012) 20, 377—384Ava.docx

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Compile and present the data that will inform your project. Examples: pie charts, bar charts, line charts, column charts, poll results, survey results, trend graphs, timelines, raw data table, summary table, narrative summary table, etc. Briefly introduce your data, present your data, then write a 200-word explanation of the data type and why this type of data is beneficial for your project. Example data types: primary, secondary, qualitative, quantitative, categorical, mixed, cross-sectional, longitudinal, etc. Incorporate concepts and key terms from the course. Examples: · Compile various poll results into a bar graph. · Compile multiple financial results to develop a trend graph. · Annotate studies in a narrative summary table. · Create a timeline graph of historical events. · Develop a bar graph of demographics. · Compile raw data into a table. .

Compile and present the data that will inform your project. Examples.docx

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Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin Colquitt, Ed.D Updated September 2018. List is not inclusive. Adaptive Sports Programs & Resources 2018 International & National Adaptive Sports Organizations: Cerebral Palsy International Sport & Recreation Association (CPISRA) www.cpisra.org CPISRA is the leading international sports organization governing and promoting sport and recreation for Cerebral Palsy (CP) and related neurological conditions throughout the World. CPISRA is one of only four International Organizations of Sport for the Disabled (IOSD) recognized by the International Paralympic Committee (IPC) to represent impairment groups. CPISRA’s vision is that all people who have CP or related neurological conditions have the opportunity to benefit from and participate in sport and recreation throughout the World. National Center on Health, Physical Activity and Disability (NCHPAD) http://www.nchpad.org is positioned to effect change in health promotion/obesity management among people with disabilities through its history of providing advocacy, services and programs to numerous organizations and people throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s leading health advocacy and disability organizations in linking them to the hundreds of program initiatives ongoing across the nation, using this framework to build inclusion and integration into existing programs. US Paralympic Sport Clubs https://www.teamusa.org/us-paralympics/gateway-to-gold/paralympic- sport-clubs U.S. Paralympics partners with community-based adaptive sport organizations from across the US to create a network of Paralympic Sport Clubs providing local sport programming for individuals with Paralympic-eligible impairments, including physical disabilities and visual impairments. While many Paralympic Sport Clubs focus on grassroots programming, many also provide opportunities at the national and international levels. By supporting Paralympic Sport Clubs with resources including coaching education and program development courses, U.S. Paralympics and its National Governing Bodies/High Performance Management Organizations have helped increase the availability of sport programming for athletes with Paralympic-eligible impairments. Currently operating in 48 states and Washington, D.C., U.S. Paralympics is committed to partnering with organizations across the United States to ensure Paralympic Sport Clubs are available in all 50 states. Disabled Sports USA (DSUSA) http://www.disabledsportsusa.org - Disabled Sports USA’s mission is to provide national leadership and opportunities for individuals with disabilities to develop independence, confidence, and fitness through participation in community sports, recreation and educational programs. Disabled Sports USA is a nation-wide network of community-based chapters offering a variety of recreation programs. DSUSA sanct.

Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin C.docx

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Compiled FRAMEWORK Framework for the Preparation and Presentation of Financial Statements This compiled Framework applies to annual reporting periods beginning on or after 1 July 2014. Early application is permitted. It incorporates relevant amendments made up to and including 4 June 2014. Prepared on 15 March 2016 by the staff of the Australian Accounting Standards Board. FRAMEWORK-compiled 2 COPYRIGHT Obtaining Copies of the Framework Compiled versions of the Framework, the original Framework and amending pronouncements (see Compilation Details) are available on the AASB website: www.aasb.gov.au. Australian Accounting Standards Board PO Box 204 Collins Street West Victoria 8007 AUSTRALIA Phone: (03) 9617 7637 E-mail: [email protected] Website: www.aasb.gov.au Other Enquiries Phone: (03) 9617 7600 E-mail: [email protected] COPYRIGHT © Commonwealth of Australia 2016 This compiled AASB Framework contains IFRS Foundation copyright material. Reproduction within Australia in unaltered form (retaining this notice) is permitted for personal and non-commercial use subject to the inclusion of an acknowledgment of the source. Requests and enquiries concerning reproduction and rights for commercial purposes within Australia should be addressed to The Director of Finance and Administration, Australian Accounting Standards Board, PO Box 204, Collins Street West, Victoria 8007. All existing rights in this material are reserved outside Australia. Reproduction outside Australia in unaltered form (retaining this notice) is permitted for personal and non-commercial use only. Further information and requests for authorisation to reproduce for commercial purposes outside Australia should be addressed to the IFRS Foundation at www.ifrs.org. FRAMEWORK-compiled 3 CONTENTS CONTENTS COMPILATION DETAILS COMPARISON WITH IASB FRAMEWORK FRAMEWORK FOR THE PREPARATION AND PRESENTATION OF FINANCIAL STATEMENTS Paragraphs Application Aus1.1 – Aus1.5 Introduction Purpose and Status 1 – 4 Scope 5 Underlying Assumptions Going Concern 23 The Elements of Financial Statements 47 – 48 Financial Position 49 – 52 Assets 53 – 59 Liabilities 60 – 64 Equity 65 – 68 Performance 69 – 73 Income 74 – 77 Expenses 78 – 80 Capital Maintenance Adjustments 81 Recognition of the Elements of Financial Statements 82 – 84 The Probability of Future Economic Benefit 85 Reliability of Measurement 86 – 88 Recognition of Assets 89 – 90 Recognition of Liabilities 91 Recognition of Income 92 – 93 Recognition of Expenses 94 – 98 Measurement of the Elements of Financial Statements 99 – 101 Concepts of Capital and Capital Maintenance Concepts of Capital 102 – 103 Concepts of Capital Maintenance and the Determination of Profit 104 – 110 FRAMEWORK-compiled 4 CONTENTS Appendix: Objective and Qualitative Characteristics Chapter 1: The Objective of General Purpose Finan.

Compiled FRAMEWORK Framework for the Preparation and .docx

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Competitive Forces Analysis Group Assignment Do some research to find an organization that is selling a product or a service. Using the Five Forces Model, write an analysis of how Information Technology/Information Systems (IT/IS) is or could impact EACH of the 5 forces (positively or negatively) in your chosen organization. For a richer analysis, feel free to discuss and reference any other strategic models or material from the text, but remember you MUST analyze the firm with respect to IT/IS and each of the forces. A grading rubric is also posted on BB along with these instructions. Choose an organization that allows for a robust discussion. This includes firms you may know about or can find information about (via interviews, readings, research etc.). This work should show that you clearly understand each of the forces, you understand how each force is impacting your organization, and you understand the role IT/IS either is having or could have with respect to each force. You should be specific; general statements without examples or detail will not be well received. You may find that your firm is not using IT/IS to impact a particular force (as far as you can tell). Stretch yourself to come up with possibilities as to how they COULD use IT/IS for positive impact. Again, be specific. Do not simply say “they need an information system for customers.” Rather, be certain to describe what type of system (or functionality of the system) you would recommend and why this system would make a difference. This is a formal paper and should be free of grammar, word usage, and sentence structure errors. The paper must be well organized and free of typos. All work MUST be cited in both a Works Cited page and inside the text. All group members should proofread the final draft CAREFULLY prior to submission. No page length rule. Just get the job done – well. Each team member should contribute equally Please do not assign a different person to write sections of the paper and expect to just tie them together. This will lead to a fragmented paper and will not earn a solid grade. You should discuss the material (that each member contributes to) and come up with a cohesive product that flows well and meets all requirements. YOU MUST SUBMIT PEER Review statements IN CLASS or Your grade will be drastically reduced if the review is NOT received. The reviews should follow the guidelines of the peer reviews that accompanied your previous group work. A WELL DEVELOPED SUBMISSION should include the following material/discussions: I. Introduction./Description of the Firm (This section is mainly devoted to facts about the firm to the “what”) its industry, its market, its competitive position (in general) including but not limited to the following: What kind of firm located where? i.e. medium sized manufacturing firm in the Midwest. What are their products/services or type of products/services? (what do they sell?) II. Analysis Section. (Bulk of paper. Develop d.

Competitive Forces Analysis Group Assignment Do some research to.docx

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Competitive Analysis Company Highlights Direct Competitors: Company Highlights Lovers and Friends Raissa Gerona, and Mitch Moseley launched the fashion brand, Lovers and Friends, in 2010. Since then, the brand has become a blogger favorite. The brand prides itself in its origins, and strives to create content and product that reflect it. Competitive Advantage: Lovers and Friends’ competitive advantage is attached to the fact that they are very much connected to their L.A. origins. This pride, which reflects in their brands’ image as a whole, has allowed them to attract and develop an L.A.-loving cult that is devoted to sporting their goods. Shrimps Shrimps is a fashion label created by London-based designer, Hannah Weiland. It was launched in 2013, and has grown immensely since then. Originally gaining widespread recognition as a result of the faux fur coat, the label has now also become distinguished for its accessories. Competitive Advantage: Shrimps’ competitive advantage is the fact that it has become known for leading the conversation on cruelty-free fashion. As a result of this, they have gained a niche and special market that only they can cater to. Indirect Competitors: Company Highlights Nasty Gal Nasty Gal was founded in 2006 by Sophia Amoruso in San Francisco, California. It is an L.A. based brand that began by selling vintage pieces on Ebay, and thirteen years later has grown into an appealing fashion brand directed at young adults; it now sells clothing, shoes, and accessories under its own label. Competitive Advantage: Nasty Gal’s competitive advantage lies in the fact that it was founded by a person whose story has inspired its customers, and which has created a loyal and special following for the brand. Asos Asos is a British online fashion retailer. The company was founded in June of 2000, and is directed at young adult consumers. The brand sells its own line of goods, and also carries other brands. Competitive Advantage: Asos has a competitive advantage in that it provides the customer with various options in regards to brands and styles. Not only that, but the brand is inclusive of all shapes and sizes, and makes it evident through their website and content. Market Information Shrimps Target Market: ★ Ages 25-45 ★ Includes various ethnicities ★ Mature female professionals ★ Income: $90,000-$120,000 ★ Location: City ★ Lead a sophisticated, luxurious lifestyle ★ Aware of the impact of their purchases Direct Competitors: Market Information Market Share: Since its emergence in 2013, it is evident that Shrimps has gained immense market share, and continues to do so. This is evident through the brand’s faux fur specialty, which has created a unique set of customers for the brand that only they appeal to. Marketing Strategy: As for their marketing strategy, like other newer brands, it seems t.

Competitive AnalysisCompany HighlightsDirect C.docx

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Competition and Quality in Health Care Markets Full text available at: http://dx.doi.org/10.1561/0700000024 Competition and Quality in Health Care Markets Martin Gaynor H. John Heinz III School of Public Policy and Management, Carnegie Mellon University and National Bureau of Economic Research, Leverhulme Centre for Market and Public Organisation University of Bristol UK [email protected] Boston – Delft Full text available at: http://dx.doi.org/10.1561/0700000024 Foundations and Trends R© in Microeconomics Published, sold and distributed by: now Publishers Inc. PO Box 1024 Hanover, MA 02339 USA Tel. +1-781-985-4510 www.nowpublishers.com [email protected] Outside North America: now Publishers Inc. PO Box 179 2600 AD Delft The Netherlands Tel. +31-6-51115274 The preferred citation for this publication is M. Gaynor, Competition and Quality in Health Care Markets, Foundations and Trends R© in Microeconomics, vol 2, no 6, pp 441–508, 2006 Printed on acid-free paper ISBN: 978-1-60198-007-6 c© 2006 M. Gaynor All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, mechanical, photocopying, recording or otherwise, without prior written permission of the publishers. Photocopying. In the USA: This journal is registered at the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923. Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is granted by now Publishers Inc for users registered with the Copyright Clearance Center (CCC). The ‘services’ for users can be found on the internet at: www.copyright.com For those organizations that have been granted a photocopy license, a separate system of payment has been arranged. Authorization does not extend to other kinds of copy- ing, such as that for general distribution, for advertising or promotional purposes, for creating new collective works, or for resale. In the rest of the world: Permission to photocopy must be obtained from the copyright owner. Please apply to now Publishers Inc., PO Box 1024, Hanover, MA 02339, USA; Tel. +1 781 871 0245; www.nowpublishers.com; [email protected] now Publishers Inc. has an exclusive license to publish this material worldwide. Permission to use this content must be obtained from the copyright license holder. Please apply to now Publishers, PO Box 179, 2600 AD Delft, The Netherlands, www.nowpublishers.com; e-mail: [email protected] Full text available at: http://dx.doi.org/10.1561/0700000024 Foundations and Trends R© in Microeconomics Volume 2 Issue 6, 2006 Editorial Board Editor-in-Chief: W. Kip Viscusi Vanderbilt University Editors Richard Carson, UC San Diego (environmental economics) Joseph Harrington, Johns Hopkins University (industrial organization) Tom Kniesner, Syracuse University (labor economics) Mark V. Pauly, University of Pennsylvania (health economics) David Wild.

Competition and Qualityin Health Care MarketsFull text.docx

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