HAS 515: Healthcare Policy. Law and Ethics 1. Instructions In this assignment, imagine you work as an administrator in a hospital or health care organization. You are being considered for a promotion and are being asked to prepare a report for senior leadership that demonstrates your knowledge and interpretation of one of the above-mentioned health care laws. To complete this report, select a court case where one of these health care laws was violated. Write an analysis of the law and the selected case following the SESC formula: State, Explain, Support, and Conclude. Be sure to also address how organizational leadership in the selected court case could move forward to ensure that the health care law isn't violated again in the future. Your report should be at least five pages long and should include a title page and references for a total of 7–8 pages. Strayer Writing Standards This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Grading Criteria The grading criteria for this report is as follows. It must include the elements listed below, so be sure to address each point. You may also want to review the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed: 1. Analyze a court case where a health care law violation occurred. 2. Analyze the health care law that was violated in the selected case. 3. Evaluate the implications of the selected law on the health care system. 4. Recommend how the hospital should protect against another violation. 5. Support your thesis statement following the SESC formula (State, Explain, Support, and Conclude). 6. Use at least three peer-reviewed articles less than five years old. 7. Provide appropriate in-text citations and reference section. 8. Meet clarity, writing mechanics, and formatting requirements. 2. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution's policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates. Criteria Ratings QUESTIONING 10.0 pts 8.0 pts 6.0 pts 4.0 pts EXPERT: *Detailed evidence of planning for effective questioning *Specific goals for questioning identified (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.) *Explicitly requires students to go beyond “recall of facts” to engage in higher order thinking (Bloom’s Taxonomy), and creativity. PROFICIENT: *Appropriate evidence of planning for effective questioning. * Goals for questioning identified and apparent (determination of prior knowledge, feedback, assessment, prompts for problem solving, etc.) *En ...

1. HAS 515: Healthcare Policy. Law and Ethics
1. Instructions
In this assignment, imagine you work as an administrator in a
hospital or health care organization. You are being considered
for a promotion and are being asked to prepare a report for
senior leadership that demonstrates your knowledge and
interpretation of one of the above-mentioned health care laws.
To complete this report, select a court case where one of these
health care laws was violated. Write an analysis of the law and
the selected case following the SESC formula: State, Explain,
Support, and Conclude. Be sure to also address how
organizational leadership in the selected court case could move
forward to ensure that the health care law isn't violated again in
the future.
Your report should be at least five pages long and should
include a title page and references for a total of 7–8 pages.
Strayer Writing Standards
This course requires the use of Strayer Writing Standards. For
assistance and information, please refer to the Strayer Writing
Standards link in the left-hand menu of your course.
Grading Criteria
The grading criteria for this report is as follows. It must include
the elements listed below, so be sure to address each point. You
may also want to review the performance-level descriptions for
each criterion in the scoring guide to see how your work will be
assessed:
1. Analyze a court case where a health care law violation
occurred.
2. Analyze the health care law that was violated in the selected
case.
3. Evaluate the implications of the selected law on the health
care system.
4. Recommend how the hospital should protect against another
violation.

2. 5. Support your thesis statement following the SESC formula
(State, Explain, Support, and Conclude).
6. Use at least three peer-reviewed articles less than five years
old.
7. Provide appropriate in-text citations and reference section.
8. Meet clarity, writing mechanics, and formatting
requirements.
2. By submitting this paper, you agree: (1) that you are
submitting your paper to be used and stored as part of the
SafeAssign™ services in accordance with the Blackboard
Privacy Policy; (2) that your institution may use your paper in
accordance with your institution's policies; and (3) that your use
of SafeAssign will be without recourse against Blackboard Inc.
and its affiliates.
Criteria Ratings
QUESTIONING 10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*Detailed evidence of
planning for effective
questioning
*Specific goals for
questioning identified
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Explicitly requires students

3. to go beyond “recall of facts”
to engage in higher order
thinking (Bloom’s
Taxonomy), and creativity.
PROFICIENT:
*Appropriate evidence of
planning for effective
questioning.
* Goals for questioning
identified and apparent
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Encourages students to go
beyond “recall of facts” to
engage
DEVELOPING:
*Some evidence of planning
for effective questioning.
* Goals for questioning are
appropriate but may not be
apparent (determination of
prior knowledge, feedback,
assessment, prompts for
problem solving, etc.)
*Some opportunity for

4. students to go beyond
“recall of facts” to engage in
lesson content.
NOVICE:
*Little or no evidence
of planning for
effective questioning.
*Goals for questioning
are uncertain
(determination of prior
knowledge, feedback,
assessment, prompts
for problem solving,
etc.)
*Limited opportunity
for students to go
beyond “recall of facts”
to engage in lesson
content
Criteria Ratings
ASSESSMENTS
and THE
OVERALL PLAN
10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*Assessment provides

5. detailed information about
student learning.
*Explicitly matches
objective(s), learning
activity and outcomes.
*Detailed information about
the type of assessment,
formal: (constructed
response/selected
response/etc.) or informal:
(observation, discussion,
journal writing, etc.).
*Assessment is adapted for
diverse student needs and
offers valid information
about student learning.
The overall plan flows
smoothly from beginning to
end; all aspects of the plan
are aligned in rigor;
explicitly detailed
information is developed to
address all learner needs.
PROFICIENT:
*Assessment provides
meaningful information
about student learning.

6. *Matches objective(s),
learning activity and
outcomes
*Adequate information
about the type of
assessment, formal:
(constructed
response/selected
response/etc.) or informal:
(observation, discussion,
journal writing, etc.).
*Assessment includes some
adaptations for diverse
student needs
The overall plan is well-
developed, flows smoothly
from beginning to end;
most aspects of the plan are
aligned in rigor, detailed
information is developed to
address most learner needs.
DEVELOPING:
*Assessment provides
adequate information
about student learning.
*Is consistent with
objective(s), learning
activity and outcomes.

7. *Adequate information
about the type of
assessment, formal:
(constructed
response/selected
response/etc.) or informal:
(observation, discussion,
journal writing, etc.).
The overall plan is
adequately developed,
flows somewhat smoothly
from beginning to end;
most aspects of the plan
are adequately aligned in
rigor, information is
developed to address
some learner needs.
NOVICE:
*Assessment provides
minimal information
about student learning.
*Is loosely connected to
the objective(s) and
learning activity and
outcomes
*Minimal information
about the type of

8. assessment, formal:
(constructed
response/selected
response/etc.) or
informal: (observation,
discussion, journal
writing, etc.).
The overall plan is poorly
developed, is dis-jointed
with little flow from
beginning to end; few
aspects of the plan are
adequately aligned in
rigor, little to no
information is developed
to address learner needs.
ACCOMMODATIONS
MODIFICATIONS
10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*All accommodation needs
have been specifically
identified.
*Accommodations (learning
aids, graphic organizers,
oral administration, etc.)

9. and/or modifications
(alternate material, activity
or grade level content) are
detailed and explicitly
designed for the needs of
the student population
(ELL, Sped, GT, etc.)
*Area for accommodation
or modification (content,
process, product, learning
environment) has been
specifically identified.
*Accommodations and
Modifications explicitly
match skill deficits.
Technology is efficiently
utilized for accommodation
and modification where
appropriate.
*Accommodation and/or
modification allows for
student learning of the
content at the highest level
appropriate for each
individual
PROFICIENT:
*Student needs are
adequately identified.
*Accommodations (learning

10. aids, graphic organizers,
oral administration, etc.)
and/or modifications
(alternate material, activity
or grade level content) are
detailed and appropriately
designed for the needs of
the student population
(ELL, Sped, GT, etc.).
*Area for accommodation
or modification (content,
process, product, learning
environment) is apparent.
*Accommodations/Modifica
tions mostly align with skill
deficits.
*Where appropriate,
technology may be used for
accommodation/
modification.
*When possible,
accommodation and/or
modification allows for
student learning of the
content at a level
comparable to peers.
DEVELOPING:
*Student needs are loosely
identified.

11. *Accommodations (learning
aids, graphic organizers, oral
administration, etc.) and/or
modifications (alternate
material, activity or grade
level content) are listed and
adequately based on the
needs of the student
population (ELL, Sped, GT,
etc.)
*Area for accommodation or
modification (content,
process, product, learning
environment) is identified,
but may not be specific.
*Accommodations/modificati
ons loosely match skill
deficits.
*Some evidence of technology
use for accommodation/
modification may be
apparent.
NOVICE:
*Little or no evidence of
accommodations
*Accommodations
(learning aids, graphic
organizers, oral
administration, etc.), or

12. modifications (alternate
material, activity or grade
level content) as
appropriate based on
specific student needs
(ELL, Sped, GT, etc.)
TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME: New Teacher SUBJECT: Grade 7 Language Arts
State Standard: (6) Reading/Comprehension of Literary
Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding.
Students are expected to:
(B) analyze the development of the plot through the internal and
external responses of the characters, including their
motivations and conflicts; and
(C) analyze different forms of point of view, including first-
person, third-person omniscient, and third-person limited.
LEARNING OBJECTIVE(S): The student will analyze the
development of the plot through the internal and external
responses of
the characters, including their motivations and conflicts, and
analyze different forms of point of view, including first-person,

13. third-person omniscient, and third-person limited by selecting
from a group of tasks that include creating a character analysis
cut-out or poster, acting out a character in a presentation, or
pretending to be the author of a book during an interview.
ASSESSMENT: With the assistance of a peer, students will
create a mock interview and presentation in which each student
will discuss how they created a character in the book. Students
must identify the four aspects of characterization and how
they pertain to the character. Students will submit the interview
and present to the class for evaluation.
MATERIALS and SETTING Small groups (3 – 4) determined by
the teacher
Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper
sack, objects for the bag
Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee
books
KEY VOCABULARY and
ACADEMIC LANGUAGE
Review definitions for analyze, plot, internal/external
responses, character, characterization,
point of view
FOCUS ACTIVITY Students will create a character chart from
two poems (“The Peanut Butter King” and “Sarah
Cynthia Sylvia Stout Would Not Take the Garbage Out.” to
review ‘static’ and ‘dynamic’
characterizations.
CONNECTION TO PRIOR

14. LEARNING
Students will review the four different characterization concepts
we have learned in the last
two weeks.
OBJECTIVE STATEMENT Students, today we will continue
our study of characterization, plot development and point
of view. You will complete a project of your choice for the final
assessment of your
understanding of characterization and the role of plot and point
of view in characterization.
PURPOSE OF LEARNING This is important for us to know so
we can understand how writers utilize characters to
impact story lines, and in real life, helps us recognize how other
people impact our lives.
INSTRUCTIONAL STEPS
Include:
Step by step instructions
Key points
Directions to give
1. Review: I will review the different characterization concepts
with the students prior to
starting them on the activity. These concepts include antagonist
and protagonist,
dynamic vs. static, round vs. flat, and the difference in implied
and explicit character
traits.
2. Focus Activity: Students will complete the poetry activity to

15. help them distinguish
between static and dynamic characters.
3. Activity: Students will be completing three different learning
stations that solidify some
of the concepts of point of view and characterization. I will
explain the station
requirements for each station before releasing them to work.
**While students are working on this, I will be pulling some
students for a tier one re-teach
of the concepts before they complete an activity.
Station 1: Students will “become” a character from their group
independent reading
assignment (each group has been reading one of the following
books: Thirsty, Burger
Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of
notebook paper,
students will write down 10 adjectives that describe themselves
as the character
from the book. Students will then list ten more adjectives for
two other characters in
the book from the point of view of the character they have
become.
Station 2: Students will be completing the “Tweet Sheet”
activity. Students have to
write tweets for different characters to point of view on the
different conflicts in the
short story. Students may choose any of the following short
stories: “Luck,” “Old
Man on the Bridge,” and “The Other Wife.” Students will
annotate these stories on

16. the iPads using Scrible. They can read independently to practice
their
comprehension, and then share their findings and notes as a
group. After groups
finish discussing, they will work on their “Tweet Sheets.”
Station 3: Students will write paragraphs from their personal
point of view about a
particular object. They will then write a second paragraph from
the point of view of
that particular object. These objects will be in a paper sack so
that they cannot see
what they are grabbing. Tomorrow, students will take turns
reading the paragraph
from the point of view of their object.
4. Station Completion: Following completion of the stations
activity, I will ask the Post-
Questions to clarify any misconceptions and prepare students
for their project choices.
This assignment will be due in two days.
5. Assessment: Handout project choices for students. Students
will be completing a project
of their choice for the final assessment of their understanding of
characterization and
the role of plot and point of view in characterization. Each
project listed is differentiated
to fit different learning styles. Here is a link to this assignment:
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHX
T-
Ash5eJw4/view?usp=sharing
6. Closure: To review, we will list three types of point of view

17. and some of the
characteristics of each type. Students will also be sharing what
they remember about the
different characterization concepts before we leave class. They
will not have to write it
down for an exit ticket today. I will take notes on who seems
sure of their responses and
who else might need Tier1/Tier 2 instruction.
7. Connect to Future Learning: Students will be using the
concepts covered in this lesson as
we begin our novel study of A Wrinkle in Time.
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHX
T-Ash5eJw4/view?usp=sharing
https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHX
T-Ash5eJw4/view?usp=sharing
QUESTIONS FOR
UNDERSTANDING
Identify levels of Blooms
Pre-Questions:
• What are some of the key differences between direct and
indirect characterization?
Analyze
• What are some ways to determine whether a trait is an implied
or explicit
characteristic? Evaluate, Create
• What are some of the different details that make up the
characteristics of a
character? Remember

18. Post Questions:
• What are you the things that you are most comfortable with
discussing about
characterization and its relationship to other literary elements
moving forward?
Evaluate
• What are some things that you think that we should practice
more before we begin
our study? Create
MODIFICATIONS/
ACCOMMODATIONS
Modifications: IEP and ELL students will have their sentence
stem lists for the writing
portions of the stations. IEP students will also work on their
paragraphs with the teacher
during study hall tutorials.
Accommodations: IEP/504 Students will be able to type the
written portion of these
assignments.
RETEACH/EXTENSION Reteach:
Students who are struggling with the Point of view and
characterization concepts will be
pulled during this lesson for tier one instruction. We will begin
by having students list
different adjectives to describe each of the members of the
group. After listing the different
adjectives, we will discuss whether these are implied traits or
explicit traits. Since most will

19. be explicit, I will be giving them some examples of implied
traits by helping them find ways
to assume certain traits (ex: they can assume that I am also a
coach because I generally come
to class in wind pants or they can assume that a class mate is on
the basketball team because
they wear tennis shoes every day).
The final aspect of this lesson will be for students to read the
short story “Old Man on the
Bridge.” We will read together and take our notes on Scrible
using the iPad. We will discuss
the different characters in the story and label them as flat/round
and tell whether they are
static or dynamic characters. After we finish this, students will
complete a “Tweet Sheet” for
one of the characters in the book.
Extension:
Students who are ready to move on will be completing the
creative writing characterization
activity. This assignment is NOT for a grade, but it can be used
to replace a student’s two
lowest grades. Here is a link to that assignment:
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpe
nwl8ru/view?usp=shari
ng
CLOSURE
Review
Connect to future learning
Review: We will list out the three types of Point of View and

20. some of the characteristics of
each type. Students will also be sharing what they remember
about the different
characterization concepts before we leave class. They will not
have to write it down for an
exit ticket today. I will take notes on who seems sure of their
responses and who else might
need tier 1/tier 2 instruction.
Connection to Future Learning: Students will be using the
concepts covered in this lesson as
we begin our novel study of A Wrinkle in Time.
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpe
nwl8ru/view?usp=sharing
https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpe
nwl8ru/view?usp=sharing