Deactivated
Kelie Hein
2 posts
Re:Topic 4 DQ 1
In considering this question, I have decided that understanding the local health care system to implement EBP is similar to understanding the patient to implement interventions. The nurse must first assess the patient in order to implement appropriate interventions; local health care systems must be assessed in order to know where to start in implementing EBP.
In discussing this concept with my mentor, she seems to agree. One point she made is that we must first know the culture and level of EBP exposure, of the facility and staff. If the facility has not had much exposure, implementation must "start with the basics at a much slower pace" (Rosshirt, 2017, n.p.). After assessment, we can begin to determine interventions that will create staff buy-in, and lead to successful EBP implementation.
In conducting research for this post, sources seem to agree with the position that the system must be understood in order to use relevant strategies and interventions. Individual and organization culture are social systems that must be understood. Change and EBP implementation are complex so communication is essential. We must understand the current relationship between researchers and practitioners. Knowledge gaps are how we determine relevant interventions. Relevance is the first step to creating staff buy-in, and successful implementation. Factors that may effect implementation include organization size, staffing levels, resources, and facility location; we must understand those things before we develop any interventions. Titler (2008) posits that "the strength of evidence alone will not promote adoption" (pg. 11); we must make the evidence relevant to the system. For example, "clinicians tend to be more engaged in adopting patient safety initiatives when they understand the evidence base of the practice" (Titler, 2008, pg. 12), as opposed to adminstrators forcing it upon them.
What works for one agency may not work for another. Warren, et al. (2016) educates that different systems have different barriers, and need different types and levels of support. Demographics, suchs as Magnet designation, staff education level, and employee role, effect successful implementation of EBP practice. We "must consider the work environment and the culture...across the system" (Warren, et al., 2016, pg. 22) as well, when developing strategies to implement EBP.
In my change proposal, I will consider all of the things discussed in this post. Motivators must be considered, and staff will want to know "so what?". In assessing motivators and culture, it will put me in a better position to write a proposal relevant to my audience, which will inspire motivation, and lead to a more successful transition.
Rosshirt, J. (2017). Personal correspondence.
Titler, M. (2008). The evidence for evidence-based practice implementation. Patient Safety and Quality: An Evidence-Based Handbook for Nurses, Chapter 7.
Warren, e.
Running head LEARNING THEORIES 126LEARNING THEORIES.docxwlynn1
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt.
Running head LEARNING THEORIES 126LEARNING THEORIES.docxjeanettehully
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt ...
Running head LEARNING THEORIES 126LEARNING THEORIES.docxwlynn1
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt.
Running head LEARNING THEORIES 126LEARNING THEORIES.docxjeanettehully
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt ...
Running head MENTAL HEALTH AND WELFARE1MENTAL HEALTH AND WEL.docxtodd581
Running head: MENTAL HEALTH AND WELFARE 1
MENTAL HEALTH AND WELFARE 3
Mental health and welfare
Student’s Name
Institutional Affiliation
Introduction
The societal issue selected for the paper above would be drug abuse. Drug abuse has been a social issue affecting the masses over time. Young people tend to focus more on using these harmful drugs as the various surveys shows. Drug abuse is simply the habit of taking in substances that are harmful to the normal functioning of the body. The most commonly abused drugs would be alcohol and marijuana (Jones, Paulozzi, & Mack, 2014). The personal values associated with this societal issue would be self-awareness, self-respect and sobriety. Self-awareness is the state of acknowledging of oneself and taking care of oneself. Self-respect is acting with honor for oneself while sobriety is the state of staying sober for one’s best interest.How upholding these values might contribute to creating a society that supports the mental health and welfare of its members, remembering the broad conceptualization of mental health and human rights
Upholding personal values like self-respect, self-awareness and sobriety plays an important role in building the society (Wronka, 2008). The society is bounded by love and thus, these values create an environment that promotes togetherness as they also create awareness for the dangers of using harmful drugs. Self-awareness informs the society of the various risks that surround people if they don’t take care of themselves. Self-respect supplements self-awareness thereby promoting self-esteem within the society. How to work with individuals from different professions to address the issue
Participating in activities whose aim is to promote self-esteem among people because most of the ones that do drugs are mostly affected by psychological issues. Mobilizing the group members to inform the masses of the various risk factors that are more likely to bring about the issue; environmental, biological and physical factors present.
References
Jones, C. M., Paulozzi, L. J., & Mack, K. A. (2014). Alcohol involvement in opioid pain reliever and benzodiazepine drug abuse-related emergency department visits and drug-related deaths-United States, 2010. MMWR. Morbidity and mortality weekly report, 63(40), 881-885.
Wronka, J. (2008). Preface. Human rights and social justice: Social action and service for the helping and health professions (p. xix). Thousand Oaks, CA: Sage Publications.
Running head: THE ROLE OF CHANGE IN AN ORGANIZATION 1
THE ROLE OF CHANGE IN AN ORGANIZATION
The Role of Change in an Organization
Arroxxiccia Thomas
Walden University
The Role of Change in an Organization
Organizational change refers to the steering of an organization towards away from its current state and towards a desirable future state to enhance its effectiveness and efficiency. During the process of initiating change, managers should .
Running head MENTAL HEALTH AND WELFARE1MENTAL HEALTH AND WEL.docxglendar3
Running head: MENTAL HEALTH AND WELFARE 1
MENTAL HEALTH AND WELFARE 3
Mental health and welfare
Student’s Name
Institutional Affiliation
Introduction
The societal issue selected for the paper above would be drug abuse. Drug abuse has been a social issue affecting the masses over time. Young people tend to focus more on using these harmful drugs as the various surveys shows. Drug abuse is simply the habit of taking in substances that are harmful to the normal functioning of the body. The most commonly abused drugs would be alcohol and marijuana (Jones, Paulozzi, & Mack, 2014). The personal values associated with this societal issue would be self-awareness, self-respect and sobriety. Self-awareness is the state of acknowledging of oneself and taking care of oneself. Self-respect is acting with honor for oneself while sobriety is the state of staying sober for one’s best interest.How upholding these values might contribute to creating a society that supports the mental health and welfare of its members, remembering the broad conceptualization of mental health and human rights
Upholding personal values like self-respect, self-awareness and sobriety plays an important role in building the society (Wronka, 2008). The society is bounded by love and thus, these values create an environment that promotes togetherness as they also create awareness for the dangers of using harmful drugs. Self-awareness informs the society of the various risks that surround people if they don’t take care of themselves. Self-respect supplements self-awareness thereby promoting self-esteem within the society. How to work with individuals from different professions to address the issue
Participating in activities whose aim is to promote self-esteem among people because most of the ones that do drugs are mostly affected by psychological issues. Mobilizing the group members to inform the masses of the various risk factors that are more likely to bring about the issue; environmental, biological and physical factors present.
References
Jones, C. M., Paulozzi, L. J., & Mack, K. A. (2014). Alcohol involvement in opioid pain reliever and benzodiazepine drug abuse-related emergency department visits and drug-related deaths-United States, 2010. MMWR. Morbidity and mortality weekly report, 63(40), 881-885.
Wronka, J. (2008). Preface. Human rights and social justice: Social action and service for the helping and health professions (p. xix). Thousand Oaks, CA: Sage Publications.
Running head: THE ROLE OF CHANGE IN AN ORGANIZATION 1
THE ROLE OF CHANGE IN AN ORGANIZATION
The Role of Change in an Organization
Arroxxiccia Thomas
Walden University
The Role of Change in an Organization
Organizational change refers to the steering of an organization towards away from its current state and towards a desirable future state to enhance its effectiveness and efficiency. During the process of initiating change, managers should .
FIRST ASSIGNMENT
1
FIRST ASSIGNMENT
2
First Assignment
[Name]
[Course]
[Professor]
[Date]
Abstract
In a multi-cultural atmosphere, the management of ethics and principal decision management helps in serving just in a fair and square way. For the concerned metropolitan agency, a proper action plan will be used managing all the aspects including principle-based management and ethical decision making in a multicultural environment. Racial discrimination in the organization can be fought well by establishing discrimination-free hiring practices in the organization. The agency will be revising its business practices so that the lack of officers can be managed well.
Action plan to address community concerns
In recent years, many employers have embraced the idea of cultural diversity activities with the goal of making make a comprehensive work environment condition. Most experts concur that a differing workforce is a commendable yearning. In any case, social decent variety can offer ascent to moral issues that can be trying for chiefs and workers to determine. The agency has faced some issues over the past years including the concern of the society related to racial discrimination. Keeping in view the concerns of the society, the organization has aimed at coming up with some action plan so that the business practices can be improved and the concerns of the society can be addressed.
Family Knowledge about Palliative Care
Ernesto Pena Morgado
Ana G. Méndez
NR502: Research Proposal
February Session, 2019
Family Knowledge about Palliative Care
In the United States, the vast majority of palliative care is performed in the home. It is obvious that in this scenario the members of the family play a leading role. Most research related to palliative care in the United States does not describe the level of commitment of the patient and caregivers with such care. (Dillon, 2016).
In a study presented about "How home hospice facilitates patient and family engagement", his author, Dillon, describes how some caregivers cheered for instruction on how to manage their relatives palliative care in relation to the use of the comfort kit, including the management of morphine in relationship to be better prepared to relieve the pain of the patient (Dillon, 2016, pp.595). Another wife described how the education and holistic instruction provided was helpful in dealing with and understanding the care that would be provided to her husband. (Dillon, 2016).
The author concludes that offering instruction and education in relation to such difficult issues as helping to face death, has an important implication in the participation of the patient and the family in palliative care, and is the first necessary step to train patients and the family to make informed decisions (Dillon, 2016).
The hospita.
Social Cognitive TheoryThis theory was introduced by Albert Band.docxpbilly1
Social Cognitive Theory
This theory was introduced by Albert Bandura, which stated that individuals could learn positively by using interactive behavior, human dialogue, direct experiences, and common observations. The sole purpose of the theory is to comprehend and predict the individual or group behavior and to identify methods by which change or modification can be achieved. The major changes include the promotion of health activities, change in behavior, and improved personality. It is also indicated in the theory that environmental variations, behavior changes, and individual personal factors are the real causes to affect one’s behavior (White et al., 2019). Social cognitive theory is predominantly helpful when collaborated with educational institutions to improve behavior changes like introducing advanced knowledge into practice. Prochaska and DiClementi’s Model of Behavior Change is one of the most beneficial and productive models for health behavior changes.
Stages of Change Theory
Prochaska and DiClementi’s Model of Behavior Change was initially established to target the customers that need a change in health behavior, especially smokers under therapy treatment. There were four stages of this theory at the start, but now it has five different stages along with additional consideration of multiple audiences rather than individual cases. These stages of change theory are as follows:
Precontemplation
refers to the condition in which an individual does not understand and unaware consciously or unconsciously of the fact that change is a necessity for him/her.
Contemplation
indicates the situation of the person who is well aware of the problem and started to think about changing his or her attitude.
Preparation for action
indicates whenever the individual is ready to accept the challenge to change the attitude and start preparing to change is considered as “the act of preparation.” This stage may be clear within 02 weeks after making the decision to change. The
action
starts with the engagement of an individual into the change activities and understands how to cope with the behavioral change.
Maintenance
is considered as the final stage, which varies with individuals, but normally it may take up to six months. Any change in behavior must be strengthened in order to sustain the change.
Appraisal of evidence
There is a lot of evidence that proved that this model or theory could create a difference in the health behavior of an individual. Prochaska, DiClemente, and Norcross defined ten procedures that can evaluate and inspire the movement across the stages, which include Re-evaluation of environmental activities, Individual self-freedom, Social freedom, Sense of dramatic relief, Awareness levitation, Re-evaluation of self-esteem, Improvement in the relationships, Strengthening of management, Incitement control and Counter conditioning. These are some of the processes that can be achieved through this model or theory. The evide.
PUH 5304, Health Behavior 1 Course Learning OutcomVannaJoy20
PUH 5304, Health Behavior 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
5. Examine health behavior intervention strategies.
5.1 Assess the many aspects that accompany intervention planning such as goals and objectives,
setting, community resources, and timelines.
5.2 Identify an intervention strategy that relates to intervention implementation within a community.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 12
Unit VI Assignment
5.2
Unit Lesson
Chapter 12
Unit VI Assignment
Reading Assignment
Chapter 12: Translating Research to Practice: Putting “What Works” to Work
Unit Lesson
In Unit V, we addressed how theories and models such as the social cognitive theory, the health behavior
model, and the theory of planned behavior play a role in intervention planning. This unit, we will build on the
foundation of theories and models and look at how to be strategic in determining interventions. The reading
highlights the concerns that health educators should have as it relates to the design and evaluation process to
determine the successfulness of interventions for a given health behavior.
Intervention Strategizing
When a health educator is developing an intervention strategy to help with a particular health behavior, there
are a few key factors to consider: identifying the target population, selecting a setting, setting goals and
objectives, and identifying resources and a timeline. Each of these factors are a concern for health educators
when developing interventions (Powell et al., 2017).
Target population: Who are you planning the intervention for? Are there any special needs? For instance,
adolescents have special needs because they are in school during the day, so an intervention for them would
need to be after school, on the weekend, or through the school. An intervention for seniors should be held
during the day because seniors normally shy away from being out at dusk or dark. If the intervention were for
the working population, there would be better attendance in the evenings or weekends. The goal with
determining the population for the intervention is to think of alleviating any barriers that may affect most of the
population (Powell et al., 2017).
Setting: Where will the intervention be held? Is there handicap access for seniors or elevator accessibility? Is
the location easily accessible? Is there public parking? What is the room reservation process? Is the setting
outdoors, and if so, are there backup plans in case of bad weather? As the health educator, you should take
into account the best setting to meet the needs of the population that has been identified (Nilsen, 2015).
UNIT VI STUDY GUIDE
Interventions for Health Behavior
PUH 5304, Health Behavior 2
UNIT x STUDY GUIDE
Title
Goals/Objectives: The health educator should be clear on the goals and objectives of ...
Case Study 3 The Health Belief Model and COVID- 19 Ar Using the .pdfsattarali527
Case Study 3: The Health Belief Model and COVID- 19 Ar Using the Health Belief Model,
discuss why some people might not have followed the "safer at home" practices (e.g., social
distancing, masking, no large gatherings) after the vaccine became widely available. Minimum
word count 250. ("Behavioral Change Models" discusses the Health Belief Model.)
Public health is a multi-disciplinary field that aims to 1) prevent disease and death, 2) promote a
better quality of ife, and 3) create environmental conditions in which people can be healthy by
intervening at the institutional, community, and societal level. Whether public health
practitioners can achieve this mission depends upon their abilty to accurately identify and define
public health problems, assess the fundamental causes of these problems, determine populations
most at-risk, develop and implement theory- and evidence-based interventions, and evaluate and
refine those interventions to ensure that they are achieving their desired outcomes without
unwanted negative consequences. To be effective in these endeavors, public health practitioners
must know how to apply the basic principles, theories, research findings, and methods of the
social and behavioral sciences to inform their efforts. A thorough understanding of theories used
in public health, which are mainly derived from the social and behavioral sciences, allow
practitioners to: - Assess the fundamental causes of a public health problem, and - Develop
interventions to address those problems. Note: This module has been translated into Estonian by
Marie Stetanova. The translation can be accessed at htips:/uww.bildeleekspert
di/blog/2018/08/06/sotsiaalsete-normide-teooria/ Learning Objectives After successfully
reviewing these modules, students will be able to: - List and describe the key constructs of the
Health Belief Model and the theory of planned behavior and explain how they might be applied
to develop effective public heath interventions - List and describe the elements of "perceived
behavioral contror - Describe the underlying theory and basic elements of Social Norms Theory
and marketing campaigns - List and describe the key constructs of Social Cognitive Theory and
explain how they might be applied to develop effective public health interventions Summarize
the criticisms that have been made regarding the major traditional models of health behavior
change and why these models do not seem adequate to account for observed health behaviors
Outine the major steps in the Transtheoretical Model - List the characteristics of each step of the
Transtheoretical Model - Describe Diffusion of Innovation Theory and how it can be applied in
heath promotion - Outline the basic structures of the Theory of Gender and Power and its
application to Public Health - Explain the constructs of the Sexual Health Model and its
application to public health The Health Belief Model The Heath Belief Model (HBM) was
developed in the early 1950 s by social sci.
Reflective Journal Week 5Topic Philosophies and Theories for Ad.docxsodhi3
Reflective Journal Week 5
Topic: Philosophies and Theories for Advanced Nursing Practice
Course objective:
1. Examine disciplinary influences on nursing inquiry such as biology, medicine, psychology, sociology, and philosophy, among others.
2. Evaluate the application and adaptation of borrowed theories to nursing practice.
Discussion Question: 5 DQ 1
Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory or theories to develop a program targeting change to a specific organizational issue, patient lifestyle, or specific unhealthy behaviors.
Nursing education is essential to equip professionals with appropriate skills and competencies in line with the changing demands. In this regard, learning theories offer important guidelines for planning of an educational system within the clinical training. Two important areas highlighted in any theory include a change of behavior and talent development. Overall, the stimulus and responses emanating from clinical training should be aimed at improving the skills of clinical professionals. Health professions also need to show the regular use of theories and clear reasoning in educational activities, interactions with patients and clients, management, employee training, continuing education and health promotion programs, especially in the current health care structure.
For example, behaviorists underscore that learning should be a continuous process: the process should aim at achieving the needs that arise in the course of time. DeCoux (2016) observes that regular training of clinical workers is appropriate at all times as the latter reinforces positive behaviors. For instance, poor work relations and productivity among the clinical workers can be enhanced through training. The process also offers practical skills that are not normally taught in the classroom environment. Moreover, such a training program is created with great consideration of the specific needs and organizational interests. The trainers are given an opportunity to understand the needs of workers in a manner that influences the formulation of tactical human resource strategies.
In the same vein, clinical training is critical in talent development. The move allows administrators to assign duties according to the skills and qualifications of an individual. The process is helpful to enhance productivity and positive performance among the workers. Hessler & Henderson (2013) recognize that learning for nursing professionals should be interactive where their participation is paramount. Through this form of training, workers develop a better way to relate and connect with one another. It is also noteworthy that the clinical environment is changing by the day with new needs and dynamics that different approaches to offering to the right interventions. Therefore, clinical administrators need to promote continuous practical training among the staff.
Learni ...
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
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Running head: MENTAL HEALTH AND WELFARE 1
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Student’s Name
Institutional Affiliation
Introduction
The societal issue selected for the paper above would be drug abuse. Drug abuse has been a social issue affecting the masses over time. Young people tend to focus more on using these harmful drugs as the various surveys shows. Drug abuse is simply the habit of taking in substances that are harmful to the normal functioning of the body. The most commonly abused drugs would be alcohol and marijuana (Jones, Paulozzi, & Mack, 2014). The personal values associated with this societal issue would be self-awareness, self-respect and sobriety. Self-awareness is the state of acknowledging of oneself and taking care of oneself. Self-respect is acting with honor for oneself while sobriety is the state of staying sober for one’s best interest.How upholding these values might contribute to creating a society that supports the mental health and welfare of its members, remembering the broad conceptualization of mental health and human rights
Upholding personal values like self-respect, self-awareness and sobriety plays an important role in building the society (Wronka, 2008). The society is bounded by love and thus, these values create an environment that promotes togetherness as they also create awareness for the dangers of using harmful drugs. Self-awareness informs the society of the various risks that surround people if they don’t take care of themselves. Self-respect supplements self-awareness thereby promoting self-esteem within the society. How to work with individuals from different professions to address the issue
Participating in activities whose aim is to promote self-esteem among people because most of the ones that do drugs are mostly affected by psychological issues. Mobilizing the group members to inform the masses of the various risk factors that are more likely to bring about the issue; environmental, biological and physical factors present.
References
Jones, C. M., Paulozzi, L. J., & Mack, K. A. (2014). Alcohol involvement in opioid pain reliever and benzodiazepine drug abuse-related emergency department visits and drug-related deaths-United States, 2010. MMWR. Morbidity and mortality weekly report, 63(40), 881-885.
Wronka, J. (2008). Preface. Human rights and social justice: Social action and service for the helping and health professions (p. xix). Thousand Oaks, CA: Sage Publications.
Running head: THE ROLE OF CHANGE IN AN ORGANIZATION 1
THE ROLE OF CHANGE IN AN ORGANIZATION
The Role of Change in an Organization
Arroxxiccia Thomas
Walden University
The Role of Change in an Organization
Organizational change refers to the steering of an organization towards away from its current state and towards a desirable future state to enhance its effectiveness and efficiency. During the process of initiating change, managers should .
Running head MENTAL HEALTH AND WELFARE1MENTAL HEALTH AND WEL.docxglendar3
Running head: MENTAL HEALTH AND WELFARE 1
MENTAL HEALTH AND WELFARE 3
Mental health and welfare
Student’s Name
Institutional Affiliation
Introduction
The societal issue selected for the paper above would be drug abuse. Drug abuse has been a social issue affecting the masses over time. Young people tend to focus more on using these harmful drugs as the various surveys shows. Drug abuse is simply the habit of taking in substances that are harmful to the normal functioning of the body. The most commonly abused drugs would be alcohol and marijuana (Jones, Paulozzi, & Mack, 2014). The personal values associated with this societal issue would be self-awareness, self-respect and sobriety. Self-awareness is the state of acknowledging of oneself and taking care of oneself. Self-respect is acting with honor for oneself while sobriety is the state of staying sober for one’s best interest.How upholding these values might contribute to creating a society that supports the mental health and welfare of its members, remembering the broad conceptualization of mental health and human rights
Upholding personal values like self-respect, self-awareness and sobriety plays an important role in building the society (Wronka, 2008). The society is bounded by love and thus, these values create an environment that promotes togetherness as they also create awareness for the dangers of using harmful drugs. Self-awareness informs the society of the various risks that surround people if they don’t take care of themselves. Self-respect supplements self-awareness thereby promoting self-esteem within the society. How to work with individuals from different professions to address the issue
Participating in activities whose aim is to promote self-esteem among people because most of the ones that do drugs are mostly affected by psychological issues. Mobilizing the group members to inform the masses of the various risk factors that are more likely to bring about the issue; environmental, biological and physical factors present.
References
Jones, C. M., Paulozzi, L. J., & Mack, K. A. (2014). Alcohol involvement in opioid pain reliever and benzodiazepine drug abuse-related emergency department visits and drug-related deaths-United States, 2010. MMWR. Morbidity and mortality weekly report, 63(40), 881-885.
Wronka, J. (2008). Preface. Human rights and social justice: Social action and service for the helping and health professions (p. xix). Thousand Oaks, CA: Sage Publications.
Running head: THE ROLE OF CHANGE IN AN ORGANIZATION 1
THE ROLE OF CHANGE IN AN ORGANIZATION
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Arroxxiccia Thomas
Walden University
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FIRST ASSIGNMENT
1
FIRST ASSIGNMENT
2
First Assignment
[Name]
[Course]
[Professor]
[Date]
Abstract
In a multi-cultural atmosphere, the management of ethics and principal decision management helps in serving just in a fair and square way. For the concerned metropolitan agency, a proper action plan will be used managing all the aspects including principle-based management and ethical decision making in a multicultural environment. Racial discrimination in the organization can be fought well by establishing discrimination-free hiring practices in the organization. The agency will be revising its business practices so that the lack of officers can be managed well.
Action plan to address community concerns
In recent years, many employers have embraced the idea of cultural diversity activities with the goal of making make a comprehensive work environment condition. Most experts concur that a differing workforce is a commendable yearning. In any case, social decent variety can offer ascent to moral issues that can be trying for chiefs and workers to determine. The agency has faced some issues over the past years including the concern of the society related to racial discrimination. Keeping in view the concerns of the society, the organization has aimed at coming up with some action plan so that the business practices can be improved and the concerns of the society can be addressed.
Family Knowledge about Palliative Care
Ernesto Pena Morgado
Ana G. Méndez
NR502: Research Proposal
February Session, 2019
Family Knowledge about Palliative Care
In the United States, the vast majority of palliative care is performed in the home. It is obvious that in this scenario the members of the family play a leading role. Most research related to palliative care in the United States does not describe the level of commitment of the patient and caregivers with such care. (Dillon, 2016).
In a study presented about "How home hospice facilitates patient and family engagement", his author, Dillon, describes how some caregivers cheered for instruction on how to manage their relatives palliative care in relation to the use of the comfort kit, including the management of morphine in relationship to be better prepared to relieve the pain of the patient (Dillon, 2016, pp.595). Another wife described how the education and holistic instruction provided was helpful in dealing with and understanding the care that would be provided to her husband. (Dillon, 2016).
The author concludes that offering instruction and education in relation to such difficult issues as helping to face death, has an important implication in the participation of the patient and the family in palliative care, and is the first necessary step to train patients and the family to make informed decisions (Dillon, 2016).
The hospita.
Social Cognitive TheoryThis theory was introduced by Albert Band.docxpbilly1
Social Cognitive Theory
This theory was introduced by Albert Bandura, which stated that individuals could learn positively by using interactive behavior, human dialogue, direct experiences, and common observations. The sole purpose of the theory is to comprehend and predict the individual or group behavior and to identify methods by which change or modification can be achieved. The major changes include the promotion of health activities, change in behavior, and improved personality. It is also indicated in the theory that environmental variations, behavior changes, and individual personal factors are the real causes to affect one’s behavior (White et al., 2019). Social cognitive theory is predominantly helpful when collaborated with educational institutions to improve behavior changes like introducing advanced knowledge into practice. Prochaska and DiClementi’s Model of Behavior Change is one of the most beneficial and productive models for health behavior changes.
Stages of Change Theory
Prochaska and DiClementi’s Model of Behavior Change was initially established to target the customers that need a change in health behavior, especially smokers under therapy treatment. There were four stages of this theory at the start, but now it has five different stages along with additional consideration of multiple audiences rather than individual cases. These stages of change theory are as follows:
Precontemplation
refers to the condition in which an individual does not understand and unaware consciously or unconsciously of the fact that change is a necessity for him/her.
Contemplation
indicates the situation of the person who is well aware of the problem and started to think about changing his or her attitude.
Preparation for action
indicates whenever the individual is ready to accept the challenge to change the attitude and start preparing to change is considered as “the act of preparation.” This stage may be clear within 02 weeks after making the decision to change. The
action
starts with the engagement of an individual into the change activities and understands how to cope with the behavioral change.
Maintenance
is considered as the final stage, which varies with individuals, but normally it may take up to six months. Any change in behavior must be strengthened in order to sustain the change.
Appraisal of evidence
There is a lot of evidence that proved that this model or theory could create a difference in the health behavior of an individual. Prochaska, DiClemente, and Norcross defined ten procedures that can evaluate and inspire the movement across the stages, which include Re-evaluation of environmental activities, Individual self-freedom, Social freedom, Sense of dramatic relief, Awareness levitation, Re-evaluation of self-esteem, Improvement in the relationships, Strengthening of management, Incitement control and Counter conditioning. These are some of the processes that can be achieved through this model or theory. The evide.
PUH 5304, Health Behavior 1 Course Learning OutcomVannaJoy20
PUH 5304, Health Behavior 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
5. Examine health behavior intervention strategies.
5.1 Assess the many aspects that accompany intervention planning such as goals and objectives,
setting, community resources, and timelines.
5.2 Identify an intervention strategy that relates to intervention implementation within a community.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 12
Unit VI Assignment
5.2
Unit Lesson
Chapter 12
Unit VI Assignment
Reading Assignment
Chapter 12: Translating Research to Practice: Putting “What Works” to Work
Unit Lesson
In Unit V, we addressed how theories and models such as the social cognitive theory, the health behavior
model, and the theory of planned behavior play a role in intervention planning. This unit, we will build on the
foundation of theories and models and look at how to be strategic in determining interventions. The reading
highlights the concerns that health educators should have as it relates to the design and evaluation process to
determine the successfulness of interventions for a given health behavior.
Intervention Strategizing
When a health educator is developing an intervention strategy to help with a particular health behavior, there
are a few key factors to consider: identifying the target population, selecting a setting, setting goals and
objectives, and identifying resources and a timeline. Each of these factors are a concern for health educators
when developing interventions (Powell et al., 2017).
Target population: Who are you planning the intervention for? Are there any special needs? For instance,
adolescents have special needs because they are in school during the day, so an intervention for them would
need to be after school, on the weekend, or through the school. An intervention for seniors should be held
during the day because seniors normally shy away from being out at dusk or dark. If the intervention were for
the working population, there would be better attendance in the evenings or weekends. The goal with
determining the population for the intervention is to think of alleviating any barriers that may affect most of the
population (Powell et al., 2017).
Setting: Where will the intervention be held? Is there handicap access for seniors or elevator accessibility? Is
the location easily accessible? Is there public parking? What is the room reservation process? Is the setting
outdoors, and if so, are there backup plans in case of bad weather? As the health educator, you should take
into account the best setting to meet the needs of the population that has been identified (Nilsen, 2015).
UNIT VI STUDY GUIDE
Interventions for Health Behavior
PUH 5304, Health Behavior 2
UNIT x STUDY GUIDE
Title
Goals/Objectives: The health educator should be clear on the goals and objectives of ...
Case Study 3 The Health Belief Model and COVID- 19 Ar Using the .pdfsattarali527
Case Study 3: The Health Belief Model and COVID- 19 Ar Using the Health Belief Model,
discuss why some people might not have followed the "safer at home" practices (e.g., social
distancing, masking, no large gatherings) after the vaccine became widely available. Minimum
word count 250. ("Behavioral Change Models" discusses the Health Belief Model.)
Public health is a multi-disciplinary field that aims to 1) prevent disease and death, 2) promote a
better quality of ife, and 3) create environmental conditions in which people can be healthy by
intervening at the institutional, community, and societal level. Whether public health
practitioners can achieve this mission depends upon their abilty to accurately identify and define
public health problems, assess the fundamental causes of these problems, determine populations
most at-risk, develop and implement theory- and evidence-based interventions, and evaluate and
refine those interventions to ensure that they are achieving their desired outcomes without
unwanted negative consequences. To be effective in these endeavors, public health practitioners
must know how to apply the basic principles, theories, research findings, and methods of the
social and behavioral sciences to inform their efforts. A thorough understanding of theories used
in public health, which are mainly derived from the social and behavioral sciences, allow
practitioners to: - Assess the fundamental causes of a public health problem, and - Develop
interventions to address those problems. Note: This module has been translated into Estonian by
Marie Stetanova. The translation can be accessed at htips:/uww.bildeleekspert
di/blog/2018/08/06/sotsiaalsete-normide-teooria/ Learning Objectives After successfully
reviewing these modules, students will be able to: - List and describe the key constructs of the
Health Belief Model and the theory of planned behavior and explain how they might be applied
to develop effective public heath interventions - List and describe the elements of "perceived
behavioral contror - Describe the underlying theory and basic elements of Social Norms Theory
and marketing campaigns - List and describe the key constructs of Social Cognitive Theory and
explain how they might be applied to develop effective public health interventions Summarize
the criticisms that have been made regarding the major traditional models of health behavior
change and why these models do not seem adequate to account for observed health behaviors
Outine the major steps in the Transtheoretical Model - List the characteristics of each step of the
Transtheoretical Model - Describe Diffusion of Innovation Theory and how it can be applied in
heath promotion - Outline the basic structures of the Theory of Gender and Power and its
application to Public Health - Explain the constructs of the Sexual Health Model and its
application to public health The Health Belief Model The Heath Belief Model (HBM) was
developed in the early 1950 s by social sci.
Reflective Journal Week 5Topic Philosophies and Theories for Ad.docxsodhi3
Reflective Journal Week 5
Topic: Philosophies and Theories for Advanced Nursing Practice
Course objective:
1. Examine disciplinary influences on nursing inquiry such as biology, medicine, psychology, sociology, and philosophy, among others.
2. Evaluate the application and adaptation of borrowed theories to nursing practice.
Discussion Question: 5 DQ 1
Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory or theories to develop a program targeting change to a specific organizational issue, patient lifestyle, or specific unhealthy behaviors.
Nursing education is essential to equip professionals with appropriate skills and competencies in line with the changing demands. In this regard, learning theories offer important guidelines for planning of an educational system within the clinical training. Two important areas highlighted in any theory include a change of behavior and talent development. Overall, the stimulus and responses emanating from clinical training should be aimed at improving the skills of clinical professionals. Health professions also need to show the regular use of theories and clear reasoning in educational activities, interactions with patients and clients, management, employee training, continuing education and health promotion programs, especially in the current health care structure.
For example, behaviorists underscore that learning should be a continuous process: the process should aim at achieving the needs that arise in the course of time. DeCoux (2016) observes that regular training of clinical workers is appropriate at all times as the latter reinforces positive behaviors. For instance, poor work relations and productivity among the clinical workers can be enhanced through training. The process also offers practical skills that are not normally taught in the classroom environment. Moreover, such a training program is created with great consideration of the specific needs and organizational interests. The trainers are given an opportunity to understand the needs of workers in a manner that influences the formulation of tactical human resource strategies.
In the same vein, clinical training is critical in talent development. The move allows administrators to assign duties according to the skills and qualifications of an individual. The process is helpful to enhance productivity and positive performance among the workers. Hessler & Henderson (2013) recognize that learning for nursing professionals should be interactive where their participation is paramount. Through this form of training, workers develop a better way to relate and connect with one another. It is also noteworthy that the clinical environment is changing by the day with new needs and dynamics that different approaches to offering to the right interventions. Therefore, clinical administrators need to promote continuous practical training among the staff.
Learni ...
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docxsusanschei
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docxsusanschei
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docxsusanschei
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docxsusanschei
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docxsusanschei
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docxsusanschei
SPECIAL ISSUE: CRITICAL REALISM IN IS RESEARCH
CRITICAL REALISM IN INFORMATION SYSTEMS RESEARCH
John Mingers
Kent Business School, University of Kent,
Canterbury, Kent, CT2 7NZ UNITED KINGDOM {[email protected]}
Alistair Mutch
Nottingham Business School, Nottingham Trent University, Burton Street,
Nottingham NG1 4BU UNITED KINGDOM {[email protected]}
Leslie Willcocks
London School of Economics and Political Science, Houghton Street,
London WC2A 2AE UNITED KINGDOM {[email protected]}
Introduction
There has been growing interest in a range of disciplines
(Ackroyd and Fleetwood 2000; Danermark et al. 2002;
Fleetwood 1999; Fleetwood and Ackroyd 2004), not least
information systems (Dobson 2001; Longshore Smith 2006;
Mingers 2004b; Mutch 2010b; Volkoff et al. 2007; Wynn and
Williams 2012) in ideas derived from the philosophical tradi-
tion of critical realism. Critical realism offers exciting pros-
pects in shifting attention toward the real problems that we
face and their underlying causes, and away from a focus on
data and methods of analysis. As such, it offers a robust
framework for the use of a variety of methods in order to gain
a better understanding of the meaning and significance of
information systems in the contemporary world.
Although the term critical realism has been used in a number
of different traditions, we are primarily concerned with that
developed from the foundational work of Roy Bhaskar in the
philosophy of science, later extended in the social arena by
authors such as Archer and Sayer (Archer et al. 1998; Bhaskar
1978, 1979; Mingers 2004b; Sayer 2000). In this tradition,
the benefits of CR are seen as:
• CR defends a strongly realist ontology that there is an
existing, causally efficacious, world independent of our
knowledge. It defends this against both classical positi-
vism that would reduce the world to that which can be
empirically observed and measured, and the various
forms of constructivism that would reduce the world to
our human knowledge of it. Hence it is realist.
• CR recognizes that our access to this world is in fact
limited and always mediated by our perceptual and theo-
retical lenses. It accepts epistemic relativity (that knowl-
edge is always local and historical), but not judgmental
relativity (that all viewpoints must be equally valid).
Hence it is critical in a Kantian sense.
• CR accepts the existence of different types of objects of
knowledge—physical, social, and conceptual—which
have different ontological and epistemological charac-
teristics. They therefore require a range of different
research methods and methodologies to access them.
Since a particular object of research may well have
different characteristics, it is likely that a mixed-method
research strategy (i.e., a variety of methods in the same
research study) will be necessary and CR supports this.
In this introduction, we will first introduce the basic concepts
of critical realism as a philosophy of science.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
1. Deactivated
Kelie Hein
2 posts
Re:Topic 4 DQ 1
In considering this question, I have decided that understanding
the local health care system to implement EBP is similar to
understanding the patient to implement interventions. The
nurse must first assess the patient in order to implement
appropriate interventions; local health care systems must be
assessed in order to know where to start in implementing EBP.
In discussing this concept with my mentor, she seems to agree.
One point she made is that we must first know the culture and
level of EBP exposure, of the facility and staff. If the facility
has not had much exposure, implementation must "start with the
basics at a much slower pace" (Rosshirt, 2017, n.p.). After
assessment, we can begin to determine interventions that will
create staff buy-in, and lead to successful EBP implementation.
In conducting research for this post, sources seem to agree with
the position that the system must be understood in order to use
relevant strategies and interventions. Individual and
organization culture are social systems that must be
understood. Change and EBP implementation are complex so
communication is essential. We must understand the current
relationship between researchers and practitioners. Knowledge
gaps are how we determine relevant interventions. Relevance is
the first step to creating staff buy-in, and successful
implementation. Factors that may effect implementation
include organization size, staffing levels, resources, and facility
location; we must understand those things before we develop
any interventions. Titler (2008) posits that "the strength of
evidence alone will not promote adoption" (pg. 11); we must
make the evidence relevant to the system. For example,
"clinicians tend to be more engaged in adopting patient safety
initiatives when they understand the evidence base of the
2. practice" (Titler, 2008, pg. 12), as opposed to adminstrators
forcing it upon them.
What works for one agency may not work for another. Warren,
et al. (2016) educates that different systems have different
barriers, and need different types and levels of support.
Demographics, suchs as Magnet designation, staff education
level, and employee role, effect successful implementation of
EBP practice. We "must consider the work environment and the
culture...across the system" (Warren, et al., 2016, pg. 22) as
well, when developing strategies to implement EBP.
In my change proposal, I will consider all of the things
discussed in this post. Motivators must be considered, and staff
will want to know "so what?". In assessing motivators and
culture, it will put me in a better position to write a proposal
relevant to my audience, which will inspire motivation, and lead
to a more successful transition.
Rosshirt, J. (2017). Personal correspondence.
Titler, M. (2008). The evidence for evidence-based practice
implementation. Patient Safety and Quality: An Evidence-Based
Handbook for Nurses, Chapter 7.
Warren, et al. (2016). The strengths and challenges of
implementing EBP in health care systems. Worldviews on
Evidence-Based Nursing, 13 (1): 15-24.
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Substantive Post Yes | No
Reply | Quote & Reply | Report Abuse
DQ Points
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| Edit | Delete
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Deactivated
Kelie Hein
2 posts
Re:Topic 4 DQ 2
The two change theories I chose for this discussion post are
Lewin's change theory and Rogers' change theory. Lewin's
change theory is well-known, and often utilized, in nursing.
The three phases are unfreezing (recognizing a need for change
and finding motivation), moving (making the change), and
refreezing (normalizing the new status quo). Rogers' phases of
change include awareness, interest, evaluation, trial, and
adoption.
The two change theories are similar because the theorists
understood that change must be gradual, occurring in stages.
The theories also respect that people must realize the need for
change in the first place, and then have the motivation to do so.
In contrasting the theories,, Rogers and Lewin have different
phases. However, Mitchell (2013) provides a framework that
shows how the phases are comparable: Lewin's unfreezing
coincides with Rogers' awareness; moving with interest,
evaluation, and trial; and refreezing with adoption.
For me, the theory that makes the most sense for the
implementation of my change proposal is Rogers' change
theory. It makes sense to me because it is closely related to the
4. nursing process, something we utilize every day. Rogers'
awareness coincides with assessment and diagnosis; interest,
evaluation, and trial with planning, implementation, and
evaluation; and adoption also with implementation and
evaluation. By utilizing the nursing process, it already adds
relevance to implementation. With assessment and
diagnosis/awareness, I can determine the knowledge gaps and
needs. In terms of planning, implementing, and
evaluation/interest, evaluation, trial; I can plan interventions,
implement them, and evaluate for effectiveness. Adoption
occurs at the successful implementation of the change proposal.
My mentor most closely relates with Lewin's change theory.
She is a nurse residency progam facilitator, and must first
assess needs and motivators of the nurse residents. She then
mentors and facilitates change, and continues to provide support
as refreezing occurs. Part of the nurse residency program is the
completion of a EBP project, and Lewin's change theory is
utilized in those projects. There has been much success, with
some nurse residents even presenting their projects at national
conferences.
Mitchell, G. (2013). Selecting the best theory to implement
planned change. Nursing Management-UK, 20 (1): 32-37.
Rosshirt, J. (2017). Personal correspondence.
Deactivated
Wendy Santos
1 posts
Re:Topic 4 DQ 2
Social cognitive theory is based on the individual’s
ability to learn by direct experiences, interactions, observation,
and human dialogue (Rural Health Information Hub, 2017).
Social cognitive theory, states that behavior change is affected
by personal factors, and environmental influences (Rural Health
Information Hub, 2017). With social cognitive theory
5. individuals must believe that in order to perform the behavior
there is an incentive, and believe that behavior is a result of
consequences (Rural Health Information Hub, 2017). The
consequences would be considered as outcomes that could be
beneficial such as a longer life span or better quality of life, and
this positive belief would outweigh the negative expectations
(Rural Health Information Hub, 2017). The most important
characteristic of social cognitive theory is the belief in one’s
ability to succeed (Rural Health Information Hub, 2017). In
order to increase an individual’s self-efficacy, three methods
would need to be applied by providing clear instructions,
provide opportunity to train, and model the desired behavior
(Rural Health Information Hub, 2017).
The theory of reasoned action and planned behavior,
is determined by an individual’s intention to perform that
behavior (Rural Health Information Hub, 2017). With this
theory one must take into account the individual’s attitude
towards the desired behavior, and influences of the individual’s
social environment that shape the individuals attention (Rural
Health Information Hub, 2017). The theory of reasoned action
and planned behavior, is close to the concept of self-efficacy, as
behavioral change process is perceived control over skills,
opportunities, and resources (Rural Health Information Hub,
2017).
The comparison of these two theories is that a belief
in one’s ability to be successful, is the most important
characteristic in social cognitive theory, and must be present in
order for the results to be successful in change (Rural Health
Information Hub, 2017). Where theory of reasoned action and
planned behavior, is predicted by an individual’s attitude
towards the behavior, and believes if the individual has a
positive attitude, then the change in behavior is more likely to
increase the interventions (Rural Health Information Hub,
2017).
The theory that makes the most sense for my EBP is
the social cognitive theory, because of being involved with my
6. student’s daily, and long periods of time, gives me the
opportunity to allow the students to observe, interact, and vie
me serving as a role model of desired behaviors (Rural Health
Information Hub, 2017). By acting as a role model, you can
change and shape behaviors and lifestyle choices of the students
we serve. My mentor has used social cognitive theory daily to
shape health behaviors of her students daily in chronic disease
management. My mentored discussed that she uses the theory
daily with dietary observation, and changes of her students with
diabetes by reviewing the menu, and calculating proper
carbohydrate counts, and healthy meal choices, thus shaping the
behaviors of her students.
Rural Health Information Hub. (2017). Social Cognitive Theory.
Retrieved from https://www.ruralhealthinfo.org/community-
health/health-promotion/2/theories-and-models/social-cognitive
Rural Health Information Hub. (2017). Theory of Reasoned
Action/Planned Behavior. Retrieved from
https://www.ruralhealthinfo.org/community-health/health-
promotion/2/theories-and-models/reasoned-action
Deactivated
Wendy Santos
1 posts
Re:Topic 4 DQ 1
Local healthcare systems can play an important role
in implementing an evidence based practice for diabetes
prevention that is culturally appropriate, as local healthcare
systems are interested in protecting the health of the community
(CDC, 2016). Each state sub-awards half of the funds they
receive to support prevention activities in four to eight
communities to reach high-burden priority populations with the
largest disparities in diabetes (CDC, 2016). CDC funds 17 states
and 4 large cities to plan, implement, and evaluate type 2
diabetes prevention interventions addressing environmental,
7. health care system, and community-clinical linkage strategies
(CDC, 2016). Areas of focus from the local healthcare system,
are Increase coverage for evidence-based supports for lifestyle
change under the National DPP by working with network
partners, Increase engagement of community health workers to
promote linkages between health systems and community
resources for adults with prediabetes, and diabetes (CDC,
2016).
The anecdotal evidence provided by my mentor, was
the recommendations of the community preventive services task
force, which stated to engage community health workers to help
patients manage their diabetes, across all diversities (The
Community Guide, n.d.). Interventions engaging community
health workers in diabetes management are typically
implemented in underserved communities and can improve
health, reduce health disparities, and enhance health equity (The
Community Guide, n.d.). Community health workers are
frontline public health workers who serve as a bridge between
underserved communities and healthcare systems. Interventions
that focus on diabetes prevention aim to reduce one or more risk
factors for type 2 diabetes among members of the community by
improving their diet, physical activity, and weight management
(The Community Guide, n.d.). Community health workers may
work alone or as part of an intervention team comprising school
nurses, counselors, clinicians, or other health professionals (The
Community Guide, n.d.).
Healthcare systems together with local healthcare
communities can integrate the elements of community-based
programs that are effective across the continuum of the care to
enhance patient-centered outcomes, enable patient acceptability
and ultimately lead to improved patient outcomes, across all
diversities (Philis-Tsimikas & Gallo, 2014). Translating
evidence-based programs such as the Diabetes Prevention
Program into a community-based format can assist people at
risk for diabetes in developing and maintaining behaviors that
can prevent or delay the onset of diabetes (Philis-Tsimikas &
8. Gallo, 2014). Identifying additional community resources that
will assist patients in achieving their clinical and behavioral
goals are critical since these systems may be more easily
available to patients in their neighborhoods, and the local
healthcare system (Philis-Tsimikas & Gallo, 2014).
Strategies to address delivery of culturally
appropriate diabetes prevention programs can be identifying and
addressing language, numeracy, or cultural barriers to care;
integrating evidence-based guidelines and clinical information
tools into the process of care; and incorporating care
management teams including nurses, and local healthcare
systems working together in roles that strengthening the
intervention as well as delivering it (Philis-Tsimikas & Gallo,
2014).
Center for Disease Control [CDC]. (2016). CDC’s
Funded State & Local Programs to Address Diabetes. Retrieved
from
https://www.cdc.gov/diabetes/programs/stateandlocal/cdcfunded
.html
The Community Guide. (n.d.). Diabetes Management:
Interventions Engaging Community Workers. Retrieved from
https://www.thecommunityguide.org/findings/diabetes-
management-interventions-engaging-community-health-workers
Philis-Tsimikas, A., & Gallo, L. C. (2014). Implementing
Community-Based Diabetes Programs: The Scripps Whittier
Diabetes Institute Experience. Current Diabetes Reports, 14(2),
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