Increasing Cultural Understanding and Diversity in Applied
Behavior Analysis
Elizabeth Hughes Fong
Saint Joseph’s University
Seana Ficklin
Multicultural Alliance of Behavior Analysts,
Swarthmore, Pennsylvania
Helen Y. Lee
Boston University
In recent years, the demands for behavior analysis to serve consumers with diverse cultural
backgrounds have significantly increased. The field is in great need of culturally competent
behavior analysts who can integrate appropriate cultural considerations to their programs.
The field of behavior analysis can address this growing need by fostering cultural compe-
tency in professional training through increasing relevant training opportunities and the
development of culture- and diversity-relevant educational curricula and materials, and by
supporting efforts to increase the number of ethnically and racially diverse behavior-
analytic workforces in academic and professional settings. Together, we can promote
cultural awareness and cultural competencies in professional behavior-analytic training.
However, there are challenges for fostering culturally diverse professionals, especially
during the academic training phase, which include language barriers, negative perceptions
about cultures that are different from one’s own, microaggressions in work and academic
settings, lack of mentoring opportunities, adverse campus climates, and tokenism. Some
potential ways to address such challenges include the development of culture- and diversity-
related curricula, mentoring opportunities, and greater support for minority and culturally
diverse students and faculty. The purpose of this commentary was to increase awareness
about the importance of cultural understanding and competency, as well as a diverse
workforce in the field of behavior analysis, a necessary step to better serve those consumers
from multicultural backgrounds.
Keywords: behavior analysis, diversity, multiculturalism
Today’s behavior analysts serve consumers
from increasingly diverse ethnic, racial, and so-
cioeconomic backgrounds, and this trend will
likely continue as the field expands. To better
serve consumers from different cultures, includ-
ing historically marginalized ethnic and racial
populations in the United States, the field of
applied behavior analysis (ABA) needs to rec-
ognize the cultural diversity of consumers and
critically examine the role of culture in effective
treatment design, practice, and delivery. Cul-
tural competency is no longer an option but a
necessity for serving an increasingly multicul-
tural background of consumers. Behavior ana-
lysts need to be aware of how their own cultural
values and beliefs or the lack of understanding
of their consumers’ cultures can negatively im-
pact treatment and service delivery. To this end,
we believe good starting points are the promo-
tion of cultural understanding and skills in be-
havior-analytic education and training and of
supporting diversity in the ABA workforce. To-
Edi.
Cultural competency in healthcare is important because patients come from diverse backgrounds. Healthcare providers must be aware of different cultures and treat all patients with respect, without projecting personal beliefs. They should receive ongoing education on diverse cultures to best meet patient needs. As the US population changes, healthcare administrators must ensure standards and resources are in place to provide culturally appropriate care for all.
Is Social Work Prepared for Diversity in Hospiceand PalliatiTatianaMajor22
Is Social Work Prepared for Diversity in Hospice
and Palliative Care?
Christine M. Rine
The purpose of this article is to assess current and future trends in hospice and palliative care
with the objective of informing culturally appropriate best practice for social work. Concern
for the intersectionality of racial, ethnic, social, and other differences in end-of-life (EOL)
care is imperative given the ever growing range of diversity characteristics among the
increasing aging populations in the United States. A review of literature from the current
decade that is pertinent to the profession contributes to the ability of social work to consider
evidence and build agreement germane to EOL practice settings. Administrative reports,
government data, academic literature, professional standards, and assessment tools contrib-
ute to the profession’s ability to work toward cultural competence and develop practice
strategies for EOL care. The varied roles held by social workers across health care arenas
provide a unique opportunity to promote cultural competence and advance best practice
on all levels of work.
KEY WORDS: cultural competence; diversity; end-of-life care; hospice; palliative care
Before the start of the 21st century, 2020 wasdemarcated as a year for goal setting basedon predictions and anticipated trends in at-
tempts to properly prepare for the future. Now that
2020 is only a few years away, shedding all of its
futuristic connotations, it is time to examine if and
how aims for preparedness have been met. At pres-
ent, efforts that have been made to plan for the
future can be appraised on their ability to accom-
modate both realized changes and those on the
horizon. Of particular interest are shifts in culture;
since the 2000 U.S. Census there has been a great
deal of attention to demographic trends and their
role in predicting dramatic changes to the world in
which we live (Perez & Hirschman, 2009). Many
anticipated developments have already manifested
completely or to some degree often evidenced by
sweeping consequence. For example, significant
impact is directly observable in the language we use
to understand commonplace terms long engrained
in our society. To illustrate, the term “minority” to
denote the proportion of individuals of nondomi-
nant culture is currently statistically incorrect. This is
evidenced in several states and has been inaccurate
for many years in almost 50 metropolitan areas
across the nation. It is estimated that by 2044 this
misnomer will connote the nation as a whole
(National Association of Social Workers [NASW],
2015a; U.S. Census Bureau, n.d.-a). Whether real
or illusory, “minority” populations continue to bear
plainly real racial and socioeconomic encumbrances
of nondominant group membership. As a result, the
oxymoron “majority minority” has become more
widely used in our lexicon to represent statistical
correctness while relegating nondominant groups of
greater numbers to continued minority status.
...
Cultural Competence and PovertyExploring Play Therapists’ AOllieShoresna
Cultural Competence and Poverty:
Exploring Play Therapists’ Attitudes
Lauren Chase and Kristie Opiola
Department of Counseling, University of North Carolina at Charlotte
This article reports the findings of a survey that investigated attitudes toward poverty
among play therapists (N � 390) and its relation to demographic information. Multi-
variate analyses of variance (MANOVA) were used to measure the relationship
between play therapists’ demographics and their attitudes toward poverty, specifically
their structural, personal deficiency, and stigma scores. Results indicated that both
region and age resulted in differing views on poverty. Participants living in the
Northeast held stronger structural views of poverty than participants in the South.
Similarly, participants in the 50 –59 and 60 plus age groups disagreed to strongly
disagree with a personal explanation toward poverty than participants in the 30 –39 age
group. The importance of play therapists’ examining their attitudes toward poverty and
the direct impact on their work is discussed. Finally, implications of the results,
including overall findings, are explained.
Keywords: play therapy, attitudes of poverty, cultural competence
Culturally competent training is an element
of credentialing requirements that ensures men-
tal health providers offer adequate and respon-
sive care to diverse populations. Although the
mental health field has embedded cultural com-
petence in their standards and guidelines, there
are discrepancies in the way the profession as-
sesses and measures competence (Sue et al.,
1996). Researchers have investigated attitudes
toward poverty in the helping professions
(Levin & Schwartz-Tayri, 2017; Noone et al.,
2012; van Heerde & Hudson, 2010; & Wit-
tenauer et al., 2015), but no study has focused
on play therapists’ attitudes toward poverty.
The purpose of this study is to fill a gap in the
literature regarding play therapist’s attitudes to-
ward poverty because awareness and knowl-
edge are key elements to implement culturally
responsive services and skills with diverse chil-
dren in a variety of settings.
Cultural Competence
Cultural competence is an important compo-
nent of professional practice, and practitioners
are expected to develop skills and understand-
ing pertaining to diverse clientele. Researchers
define cultural competence as the set of beliefs,
knowledge, and skills mental health providers
possess in order to deliver effective interven-
tions and services to members of various cul-
tures (Gilbert et al., 2007; Sue, 2006). The New
Freedom Commission on Mental Health (2003)
recognized disparities in mental health delivery
and viewed the lack of cultural competence for
minority populations as a persistent problem.
Culturally competent health care is essential to
providing effective care to all populations. To
aid practitioners in their ability to increase their
cultural competence, leading professional men-
tal health associations have published ...
Running head CULTURAL SENSITVITY1CULTURAL SENSITVITY2.docxsusanschei
Running head: CULTURAL SENSITVITY1
CULTURAL SENSITVITY2
Cultural Sensitivity
Name
Institution
Cultural Sensitivity
Introduction
Cultural sensitivity refers to the awareness as well as the sensitivity to culture and other practices. Cultural sensitivity can encompass examining different cultures and how they should be accurately approached in the health care. It also includes how to communicate according to within the health care setting. Cultural sensitivity is important area because it can impact the way people work in the health care facilities. It also encompasses valuing differences so as harassment and discrimination, either intended or not, do not happen. Culture is a fundamental and complex concept with consist of broad aspects of people in the health care setting (Campinha-Bacote, 2003). It includes the concepts of sexual orientation, gender, faith, age, disability, race, ethnicity, profession and socioeconomic status. Cultural sensitivity stems from this understanding in that; it is must encompass interpersonal skill as well as the knowledge that will allow the providers of health care, appreciate, understand, and work with individuals from different cultures other than theirs. It also consists of acceptance and awareness of the people’s cultural differences, knowledge, self-awareness of the cultures of the patient and adapting to the skills. Many cultural groups, including lesbian and gay people, individuals with disabilities, lower socio-economic groups and ethnic minorities, for example, African-Americans (Campinha-Bacote, 2003). Cultural sensitivity is considered one of the reasons peoples do not access quality health care services because people are not aware as well as understand the effects attached to one’s culture and how it may be perceived by others. An individual's culture should not appear to be dominant in the place of work.
Healthcare Disparities and How they Relate to Cultural Sensitivity in the Healthcare Setting
Health care disparities, by definition, refer to the differences in health as well as healthcare between population groups. It typically involves a higher burden of illness, mortality experienced in the health care setting, disabilities, and injury by one population group about another. Moreover, it refers to the differences between groups in the health care facilities regarding provision of care services, its access, and quality given. This issue are related to the people’s cultural sensitivity in that the issue surrounds this concept are based on socioeconomic status, gender, sexual orientation, age, and disability status. Similarly, cultural insensitivity arises from disparities that in return causes care limit as well as continued improvement in overall quality of cares (Campinha-Bacote, 2003). Health care disparities can be exacerbated by looking at some things that comprise specific health conditions, provider biases, differences in access to care, poor patient-provider comm ...
7
DIVERSITY
Diversity
David Greenfield
BPA/301
September 14, 2015
Joseph Catrucco
Abstract
The concept of Racial and ethnic diversity in the society has become a big issue that has a great impact in different diverse groups whether in domestic or international practices when it comes to public programs, relations and services. The impact of this diversity has been viewed basing on both primary and secondary population sector categories (Rice, 2015). These differences give different results on individual identities not forgetting as a group be it cultural distinctions leading to differences in power, a commitment to known ethically norms and also how the diversity needs to be respected and related to societal actions. More importantly is the way racial and ethnic diversity has evolved more in terms of roles in workplaces, expectations, personal actions and behaviors. Attempts to come up with proper policies that can control racial and ethnic diversity towards better public program and services has been a complex process that has been faced with support from a number of groups but also hindrances from a particular group who term it as a way of making particular ethnic and races lazy (Weil et al, 1994). Racial and ethnic diversity is a very important issue that needs to be addressed regarding the current moves globally to transform the society into a positively diverse world especially in public programs where minorities tend to have less chances of receiving particular rights in the societies.
Introduction Comment by vhalomcatruj: The word “Introduction” is not to be used as the introduction header. Please review your APA guide for assistance.
Diversity can be described as representation of certain category of individuals basing on known differences that are hard to be altered for instance ethnicity, race, sexual orientation, age, gender and also physical qualities or abilities. These differences can also be viewed in terms of language, class, marital status, income or geographical areas.
Racial and ethnic diversity includes a significant representation of different races and ethnicity or other words those groups that have been always viewed as minority or in other words the protected classes to be recognized when it comes to public programs and services allocation. This diversity involves coming up with a nonhomogeneous population that is comprised of a mixture of different classes, races, ethnicity, and gender just to mention a few in order to have a group or population that has a universal appeal in this current times of globalization. This array of different cultures that can be found amongst individuals from different diverse ethnicity and backgrounds leads to an organized behavior that fosters a nature of interactions in public programs and also in a community as a whole (Rice, 2015). The influence of diversity can be positive by facilitating different people in the organization to have a relationship built on.
Addressing Health Disparities in a Multicultural Society.pdfSayed Quraishi
"Bridging the Divide: Addressing Health Disparities in a
Multicultural Society" refers to the effort to address and reduce
health disparities among different racial, ethnic, and cultural
groups within a society. Health disparities are differences in health
outcomes that occur as a result of social and economic factors such
Diversity in nursing and the health care field.docxwrite5
This document discusses diversity in nursing and healthcare. It states that diversity refers to differences between individuals in terms of attributes like age, sex, race, and experience. A diverse workforce provides different perspectives that can improve problem-solving, decision-making, and patient satisfaction. As societies become more diverse, the healthcare field must also diversify so that patients feel understood and cared for. Researchers are studying ways to increase diversity through cultural self-evaluation and inclusion initiatives in healthcare organizations and institutions.
Running head CULTURAL INCOMPETENCE IN NURSING .docxjoellemurphey
Running head: CULTURAL INCOMPETENCE IN NURSING
CULTURAL INCOMPETENCE IN NURSING12
Literature Review: Cultural Incompetence in Nursing
Bettina Vargas
Kaplan University
Literature Review: Cultural Incompetence in NursingComment by Tracy Towne: Use citations to support yoru statements so the reader knows it is not just your opinion
In healthcare, cultural incompetence impedes the delivery of quality care at the global, national and healthcare organizational level. In the United States, the minority disproportionate access of healthcare is mainly due to cultural incompetence in nursing and so are the increasing health issues they face, such as high rates of diseases and deaths. At the practicum site, Coral Gables Nursing and Rehabilitation, the effect of cultural incompetence in reference to the delivering poor quality care to a culturally diverse patient population is evident. With this in mind, the focus of this literature review is to provide insight on the trends of cultural incompetence, explore theories used to examine cultural incompetence, gaps in the pre-existing literature and solutions to cultural incompetence. This will help to contextual cultural incompetence and find lasting solutions for eradicating cultural incompetence and prioritizing cultural competence.
Trends
Cultural incompetence in nursing finds its roots in the nursing education and training. According to Bednarz, Schim, & Doorenbos (2010), as the general population records increased diversity, so do the nursing classroom where the minorities are enrolling in nursing education at a higher rate. This increases the need to focus on diversity in nursing education to nurture cultural competent nursing professionals. However, cultural incompetence among the teaching staff in terms of the inability to counter diversity barriers make it difficult to teach a diverse classroom and impart students with cultural competence. These barriers emerge from values and common attitudes held by nursing education and culture such as avoiding unwanted discrimination and the Golden Rule, which is “do unto others as you would have them do unto you” (para. 9). As Hassouneh (2013) indicate, the effect of such barriers, is “unconscious incompetence” as well intentioned faculties are unable to recognize realities, including the fact that each student is unique and deserves unique treatment, thus generating more barriers towards instilling students with cultural competence. The nursing education and training lacks uniformity in accommodating the needs of diverse students. Lack of efficiency in cross-cultural communication, both in written and spoken form aggravates this. Besides, nursing education has no profound way of bringing the different cultures, jargon and professional languages that the students and the faculty possess together to create coherence and increasingly enable the nurses and the faculty to understand each other. The effect is a learning environme ...
Cultural competency in healthcare is important because patients come from diverse backgrounds. Healthcare providers must be aware of different cultures and treat all patients with respect, without projecting personal beliefs. They should receive ongoing education on diverse cultures to best meet patient needs. As the US population changes, healthcare administrators must ensure standards and resources are in place to provide culturally appropriate care for all.
Is Social Work Prepared for Diversity in Hospiceand PalliatiTatianaMajor22
Is Social Work Prepared for Diversity in Hospice
and Palliative Care?
Christine M. Rine
The purpose of this article is to assess current and future trends in hospice and palliative care
with the objective of informing culturally appropriate best practice for social work. Concern
for the intersectionality of racial, ethnic, social, and other differences in end-of-life (EOL)
care is imperative given the ever growing range of diversity characteristics among the
increasing aging populations in the United States. A review of literature from the current
decade that is pertinent to the profession contributes to the ability of social work to consider
evidence and build agreement germane to EOL practice settings. Administrative reports,
government data, academic literature, professional standards, and assessment tools contrib-
ute to the profession’s ability to work toward cultural competence and develop practice
strategies for EOL care. The varied roles held by social workers across health care arenas
provide a unique opportunity to promote cultural competence and advance best practice
on all levels of work.
KEY WORDS: cultural competence; diversity; end-of-life care; hospice; palliative care
Before the start of the 21st century, 2020 wasdemarcated as a year for goal setting basedon predictions and anticipated trends in at-
tempts to properly prepare for the future. Now that
2020 is only a few years away, shedding all of its
futuristic connotations, it is time to examine if and
how aims for preparedness have been met. At pres-
ent, efforts that have been made to plan for the
future can be appraised on their ability to accom-
modate both realized changes and those on the
horizon. Of particular interest are shifts in culture;
since the 2000 U.S. Census there has been a great
deal of attention to demographic trends and their
role in predicting dramatic changes to the world in
which we live (Perez & Hirschman, 2009). Many
anticipated developments have already manifested
completely or to some degree often evidenced by
sweeping consequence. For example, significant
impact is directly observable in the language we use
to understand commonplace terms long engrained
in our society. To illustrate, the term “minority” to
denote the proportion of individuals of nondomi-
nant culture is currently statistically incorrect. This is
evidenced in several states and has been inaccurate
for many years in almost 50 metropolitan areas
across the nation. It is estimated that by 2044 this
misnomer will connote the nation as a whole
(National Association of Social Workers [NASW],
2015a; U.S. Census Bureau, n.d.-a). Whether real
or illusory, “minority” populations continue to bear
plainly real racial and socioeconomic encumbrances
of nondominant group membership. As a result, the
oxymoron “majority minority” has become more
widely used in our lexicon to represent statistical
correctness while relegating nondominant groups of
greater numbers to continued minority status.
...
Cultural Competence and PovertyExploring Play Therapists’ AOllieShoresna
Cultural Competence and Poverty:
Exploring Play Therapists’ Attitudes
Lauren Chase and Kristie Opiola
Department of Counseling, University of North Carolina at Charlotte
This article reports the findings of a survey that investigated attitudes toward poverty
among play therapists (N � 390) and its relation to demographic information. Multi-
variate analyses of variance (MANOVA) were used to measure the relationship
between play therapists’ demographics and their attitudes toward poverty, specifically
their structural, personal deficiency, and stigma scores. Results indicated that both
region and age resulted in differing views on poverty. Participants living in the
Northeast held stronger structural views of poverty than participants in the South.
Similarly, participants in the 50 –59 and 60 plus age groups disagreed to strongly
disagree with a personal explanation toward poverty than participants in the 30 –39 age
group. The importance of play therapists’ examining their attitudes toward poverty and
the direct impact on their work is discussed. Finally, implications of the results,
including overall findings, are explained.
Keywords: play therapy, attitudes of poverty, cultural competence
Culturally competent training is an element
of credentialing requirements that ensures men-
tal health providers offer adequate and respon-
sive care to diverse populations. Although the
mental health field has embedded cultural com-
petence in their standards and guidelines, there
are discrepancies in the way the profession as-
sesses and measures competence (Sue et al.,
1996). Researchers have investigated attitudes
toward poverty in the helping professions
(Levin & Schwartz-Tayri, 2017; Noone et al.,
2012; van Heerde & Hudson, 2010; & Wit-
tenauer et al., 2015), but no study has focused
on play therapists’ attitudes toward poverty.
The purpose of this study is to fill a gap in the
literature regarding play therapist’s attitudes to-
ward poverty because awareness and knowl-
edge are key elements to implement culturally
responsive services and skills with diverse chil-
dren in a variety of settings.
Cultural Competence
Cultural competence is an important compo-
nent of professional practice, and practitioners
are expected to develop skills and understand-
ing pertaining to diverse clientele. Researchers
define cultural competence as the set of beliefs,
knowledge, and skills mental health providers
possess in order to deliver effective interven-
tions and services to members of various cul-
tures (Gilbert et al., 2007; Sue, 2006). The New
Freedom Commission on Mental Health (2003)
recognized disparities in mental health delivery
and viewed the lack of cultural competence for
minority populations as a persistent problem.
Culturally competent health care is essential to
providing effective care to all populations. To
aid practitioners in their ability to increase their
cultural competence, leading professional men-
tal health associations have published ...
Running head CULTURAL SENSITVITY1CULTURAL SENSITVITY2.docxsusanschei
Running head: CULTURAL SENSITVITY1
CULTURAL SENSITVITY2
Cultural Sensitivity
Name
Institution
Cultural Sensitivity
Introduction
Cultural sensitivity refers to the awareness as well as the sensitivity to culture and other practices. Cultural sensitivity can encompass examining different cultures and how they should be accurately approached in the health care. It also includes how to communicate according to within the health care setting. Cultural sensitivity is important area because it can impact the way people work in the health care facilities. It also encompasses valuing differences so as harassment and discrimination, either intended or not, do not happen. Culture is a fundamental and complex concept with consist of broad aspects of people in the health care setting (Campinha-Bacote, 2003). It includes the concepts of sexual orientation, gender, faith, age, disability, race, ethnicity, profession and socioeconomic status. Cultural sensitivity stems from this understanding in that; it is must encompass interpersonal skill as well as the knowledge that will allow the providers of health care, appreciate, understand, and work with individuals from different cultures other than theirs. It also consists of acceptance and awareness of the people’s cultural differences, knowledge, self-awareness of the cultures of the patient and adapting to the skills. Many cultural groups, including lesbian and gay people, individuals with disabilities, lower socio-economic groups and ethnic minorities, for example, African-Americans (Campinha-Bacote, 2003). Cultural sensitivity is considered one of the reasons peoples do not access quality health care services because people are not aware as well as understand the effects attached to one’s culture and how it may be perceived by others. An individual's culture should not appear to be dominant in the place of work.
Healthcare Disparities and How they Relate to Cultural Sensitivity in the Healthcare Setting
Health care disparities, by definition, refer to the differences in health as well as healthcare between population groups. It typically involves a higher burden of illness, mortality experienced in the health care setting, disabilities, and injury by one population group about another. Moreover, it refers to the differences between groups in the health care facilities regarding provision of care services, its access, and quality given. This issue are related to the people’s cultural sensitivity in that the issue surrounds this concept are based on socioeconomic status, gender, sexual orientation, age, and disability status. Similarly, cultural insensitivity arises from disparities that in return causes care limit as well as continued improvement in overall quality of cares (Campinha-Bacote, 2003). Health care disparities can be exacerbated by looking at some things that comprise specific health conditions, provider biases, differences in access to care, poor patient-provider comm ...
7
DIVERSITY
Diversity
David Greenfield
BPA/301
September 14, 2015
Joseph Catrucco
Abstract
The concept of Racial and ethnic diversity in the society has become a big issue that has a great impact in different diverse groups whether in domestic or international practices when it comes to public programs, relations and services. The impact of this diversity has been viewed basing on both primary and secondary population sector categories (Rice, 2015). These differences give different results on individual identities not forgetting as a group be it cultural distinctions leading to differences in power, a commitment to known ethically norms and also how the diversity needs to be respected and related to societal actions. More importantly is the way racial and ethnic diversity has evolved more in terms of roles in workplaces, expectations, personal actions and behaviors. Attempts to come up with proper policies that can control racial and ethnic diversity towards better public program and services has been a complex process that has been faced with support from a number of groups but also hindrances from a particular group who term it as a way of making particular ethnic and races lazy (Weil et al, 1994). Racial and ethnic diversity is a very important issue that needs to be addressed regarding the current moves globally to transform the society into a positively diverse world especially in public programs where minorities tend to have less chances of receiving particular rights in the societies.
Introduction Comment by vhalomcatruj: The word “Introduction” is not to be used as the introduction header. Please review your APA guide for assistance.
Diversity can be described as representation of certain category of individuals basing on known differences that are hard to be altered for instance ethnicity, race, sexual orientation, age, gender and also physical qualities or abilities. These differences can also be viewed in terms of language, class, marital status, income or geographical areas.
Racial and ethnic diversity includes a significant representation of different races and ethnicity or other words those groups that have been always viewed as minority or in other words the protected classes to be recognized when it comes to public programs and services allocation. This diversity involves coming up with a nonhomogeneous population that is comprised of a mixture of different classes, races, ethnicity, and gender just to mention a few in order to have a group or population that has a universal appeal in this current times of globalization. This array of different cultures that can be found amongst individuals from different diverse ethnicity and backgrounds leads to an organized behavior that fosters a nature of interactions in public programs and also in a community as a whole (Rice, 2015). The influence of diversity can be positive by facilitating different people in the organization to have a relationship built on.
Addressing Health Disparities in a Multicultural Society.pdfSayed Quraishi
"Bridging the Divide: Addressing Health Disparities in a
Multicultural Society" refers to the effort to address and reduce
health disparities among different racial, ethnic, and cultural
groups within a society. Health disparities are differences in health
outcomes that occur as a result of social and economic factors such
Diversity in nursing and the health care field.docxwrite5
This document discusses diversity in nursing and healthcare. It states that diversity refers to differences between individuals in terms of attributes like age, sex, race, and experience. A diverse workforce provides different perspectives that can improve problem-solving, decision-making, and patient satisfaction. As societies become more diverse, the healthcare field must also diversify so that patients feel understood and cared for. Researchers are studying ways to increase diversity through cultural self-evaluation and inclusion initiatives in healthcare organizations and institutions.
Running head CULTURAL INCOMPETENCE IN NURSING .docxjoellemurphey
Running head: CULTURAL INCOMPETENCE IN NURSING
CULTURAL INCOMPETENCE IN NURSING12
Literature Review: Cultural Incompetence in Nursing
Bettina Vargas
Kaplan University
Literature Review: Cultural Incompetence in NursingComment by Tracy Towne: Use citations to support yoru statements so the reader knows it is not just your opinion
In healthcare, cultural incompetence impedes the delivery of quality care at the global, national and healthcare organizational level. In the United States, the minority disproportionate access of healthcare is mainly due to cultural incompetence in nursing and so are the increasing health issues they face, such as high rates of diseases and deaths. At the practicum site, Coral Gables Nursing and Rehabilitation, the effect of cultural incompetence in reference to the delivering poor quality care to a culturally diverse patient population is evident. With this in mind, the focus of this literature review is to provide insight on the trends of cultural incompetence, explore theories used to examine cultural incompetence, gaps in the pre-existing literature and solutions to cultural incompetence. This will help to contextual cultural incompetence and find lasting solutions for eradicating cultural incompetence and prioritizing cultural competence.
Trends
Cultural incompetence in nursing finds its roots in the nursing education and training. According to Bednarz, Schim, & Doorenbos (2010), as the general population records increased diversity, so do the nursing classroom where the minorities are enrolling in nursing education at a higher rate. This increases the need to focus on diversity in nursing education to nurture cultural competent nursing professionals. However, cultural incompetence among the teaching staff in terms of the inability to counter diversity barriers make it difficult to teach a diverse classroom and impart students with cultural competence. These barriers emerge from values and common attitudes held by nursing education and culture such as avoiding unwanted discrimination and the Golden Rule, which is “do unto others as you would have them do unto you” (para. 9). As Hassouneh (2013) indicate, the effect of such barriers, is “unconscious incompetence” as well intentioned faculties are unable to recognize realities, including the fact that each student is unique and deserves unique treatment, thus generating more barriers towards instilling students with cultural competence. The nursing education and training lacks uniformity in accommodating the needs of diverse students. Lack of efficiency in cross-cultural communication, both in written and spoken form aggravates this. Besides, nursing education has no profound way of bringing the different cultures, jargon and professional languages that the students and the faculty possess together to create coherence and increasingly enable the nurses and the faculty to understand each other. The effect is a learning environme ...
Conducting Culturally CompetentEvaluations of Child Welfare.docxdonnajames55
Conducting Culturally Competent
Evaluations of Child Welfare
Programs and Practices
As the population of the United States has
changed over the last two decades, so has
the population of children who come to the
attention of the child welfare system, result-
ing in increasing calls for cultural competence
in all aspects of child welfare programming
and practice. Given the changing demo-
graphics among children involved in the child welfare system
and the increasing need to address the racial and ethnic dis-
parities observed in this system, the need for culturally com-
petent approaches to evaluate the outcomes of services for
children and families is essential. This article discusses the chal-
lenges in conducting culturally competent evaluations and
provides strategies to address those challenges within a child
welfare context.
Alan J. Dettlaff
University of Illinois at
Chicago
Rowena Fong
University of Texas at
Austin
49Child Welfare • Vol. 90, No. 2
CWLA_MarApr2011 7/20/11 3:00 PM Page 49
Within the United States, the number of children with at leastone immigrant parent has more than doubled since 1990, from
8 million to 16.4 million in 2007 (Fortuny, Capps, Simms, & Chaudry,
2009). Children of immigrants account for almost the entire growth
in the population of children between 1990 and 2008, and now rep-
resent nearly one-quarter (23%) of all children living in the United
States, of which more than half (56%) are Latino (Urban Institute,
2010). Children in immigrant families face numerous challenges that
may impact their health and well-being, including poverty, linguistic
isolation, and lack of access to health care (Pine & Drachman, 2005;
Segal & Mayadas, 2005), as well as additional stressors resulting from
their families’ experiences with immigration and acculturation (Finno,
Vidal de Haymes, & Mindell, 2006; Hancock, 2005).
As the population of the United States has changed over the last
two decades, so has the population of children who come to the atten-
tion of the child welfare system, resulting in increasing calls for cul-
tural competence in all aspects of child welfare programming and
practice. Since 1990, the population of Latino children in foster care
has more than doubled from 8% to 20% in 2008 (U.S. Department of
Health and Human Services, 1998, 2009). Further, data from the
National Survey of Child and Adolescent Well-Being (NSCAW )
indicate that nearly 9% of all children who come to the attention of
the child welfare system are living with at least one immigrant parent
(Dettlaff & Earner, 2010). And while the population of African
American children involved in child welfare has slightly decreased
since the 1990s, the persisting overrepresentation of African American
children in foster care has led to significant efforts to develop policies
and programs to address this issue. Given the changing demograph-
ics among children involved in the child welfare system and the
increasing need to address the racial .
This presentation introduces the concepts of cultural competency and health disparities and biases that may arise when treating patients of different backgrounds.
Deactivated
4 posts
Re:Topic 3 DQ 1
"Cultural competency is described as a set of congruent practice skills, behaviors, attitudes and policies that come embedded in a system, agency, or among consumer providers and professionals.*Cultural competency facilitates the ability to carry out tasks effectively in an environment that has cross cultural situations.' Hence, cultural competence is the mastery of skills that provide appropriate awareness and sensitivity to individuals who are in cross cultural situations. Cultural competency is related to diversity and disparity. As Buchbinder and Shanks'" pointed out, diversity has been historically defined by broad categorical markers such as age, sexual orientation religion, and ethnicity, which involves many factors, including economic status and marginalization. Therefore, not only must the prolific numbers of ethnic groups in the United States be taken into account in anticipating care, but also factors that are relevant to a patient's minority status (i.e., whether they are migrants, uninsured, poor, or refugees) which contribute to economic, social, welfare, and psychological despair" (Green& Reinckens, 2013).
If we want better outcomes for our patients it is extremely important to take into consideration the types of culture these patients possess. With that being said as I read this article it made such clear sense to me. Take for instance you have patient that speaks Spanish or another language for their language. Then to add on top of the mix the patient is unable to maintain a high paying job due to his language barrier and lack of funds for education. This them snow balls into the patient is unable to receive the proper health care because he cant afford insurance. This is something other cultures face all the time. However if we as nurses take the time to educate OURSELVES about the different cultures and the barriers they may have, as well as put ourself out in the community and help these patients with opportunities to receive health care with clinics and programs then we might have a strong chance to lessen the amount of poor outcomes that may develop in the end. These patients a every other patient should be treated with equality and respect as we would treat our own family.
References
Green, Z. D., & Reinckens, J. (2013). Cultural Competency in Health Care: What Can Nurses Do?. Maryland Nurse, 14(4), 16.
.
Please reply to this discussion post. 2 paragraphs. 2 References. AP.docxleahlegrand
Please reply to this discussion post. 2 paragraphs. 2 References. APA.
As an Advanced Practice Registered Nurse (APRN) who plans to reside in such a culturally diverse city such as Miami, Fl it is extremely important that we are not just familiarized and conscientious of our own values, beliefs, culture, and self-concept, but that we are aware cognizant of others’ cultures, beliefs and values and how they could potentially impact not just the patient’s overall health, but the interventions we plan to implement to improve their health. As the percentage of patients with type 2 diabetes and the epidemic of obesity on the continual rise in Hispanics and African Americans, it is imperative that we as providers understand the factors contributing to these alarming numbers. Clinical trials have demonstrated that understanding the factors contributing to these health concerns and providing culturally tailored interventions can be efficient and effective (Joo & Liu, 2021).
Research conducted demonstrated the positive impact of several culturally tailored interventions on type 2 diabetes and these included open discussions of cultural beliefs about diabetes and their treatments, employing use of their native language, integrating cultural dietary preferences, and encouraging family participation and support (Joo & Liu, 2021). With respect to obesity, research has been conducted to examine culturally influenced interventions geared towards family genetics, behaviors, and the environment by using e-health as an opportunity to deliver interactive, culturally diverse, tailored information, however this was found to be largely dependent on literacy levels (Gustafson et al., 2010). Hispanic and African Americans who were surveyed prior to and after using the web, for example, to search health related information stated that the information available was not in lay-mans terms, difficult to comprehend, and interactive databases that contained simulated health care workers delivered the information much too quickly for them (Gustafson et al., 2010).
Mitrani (2010) references that culturally tailored interventions requires providers have an understanding of common root causes of disorders and culturally related factors that influence such disorders- a linkage must be established. As the daughter of Cuban immigrants, most family gatherings are centered around food and family dinners are quite the norm. Even though each member of the family is of a different educational circumstance or literacy level, generation, or of native language, the food preferences remain consistent: lechon (pig), white rice, black beans, and yuca (cassava). As children we are told to eat everything served on our plates. The portions are relatively large. It is important in this instance to understand that our support system and how we are raised can be of significant impact on our nutritional values, beliefs, and our overall health. It is of particular importance then that when ...
Cultural competence in healthcare is important for equitable treatment of all patients. There are several guidelines from professional organizations to promote cultural competence. These guidelines focus on creating awareness of sociocultural factors' influence, making clinical settings accessible, and respecting cultural differences. Some healthcare accreditation standards now mandate curriculum on cultural competence. As a result, medical schools provide skills for understanding diverse cultures' views of illness. Improving awareness of patients' cultural needs can be achieved through better communication and encouraging participation in online networks. Healthcare organizations also aim to adopt culturally sensitive policies to reduce barriers and disparities in access to care.
As a nation healthy equity does not exist especially among.docx4934bk
The document discusses racial and ethnic health disparities in the United States. It states that health inequities exist between racial and ethnic groups due to social determinants like poverty and low socioeconomic status. Minority groups are more likely to lack health insurance and access to healthcare, and often receive poorer quality care. Specific health issues that disproportionately affect racial and ethnic minorities include higher rates of influenza hospitalization, asthma deaths in children, and diseases like diabetes and heart disease. Addressing these disparities will require a more diverse healthcare workforce that is culturally competent to serve an increasingly diverse population.
New Requirements And Challenges Joint Commission Cultural Competency Requir...mlw0624
The document discusses new requirements by the Joint Commission for hospitals to improve cultural competency and meet CLAS standards. It focuses on workforce and human resource issues, recommending that hospitals target diverse recruitment, provide cultural competency training to staff, and get staff input on improving care for diverse patients. Hospitals will be evaluated on these organizational supports and readiness factors during accreditation reviews starting in 2012.
1
Healthcare
Student’s Name
Institutional Affiliation
Course Details
Instructor’s Name
Date
Healthcare
Health inequity is a serious healthcare problem that negatively affects everyone. This problem worsens the health outcomes of the population it directly impacts and those with resources and power. For instance, health disparity makes it hard to control, contain and treat infections illnesses, like the Covid-19, therefore putting everyone at risk of contracting the disease regardless of their socioeconomic class. Culture plays a critical role in patient care and health outcomes and affects our perception of others, health behaviors, and expectations during care delivery. This paper discusses health inequalities, advocacy for families, patients, and community, and cultural competencies. Comment by lola siyanbola: Can you explain how?
Health inequalities involve differences in health resources' distribution of health between different population groups resulting from social conditions in which members of the population are born, live, grow, work and age. The inequalities are basically the systematic differences in the status of health between population groups (Marmot, 2017). The inequalities have substantial economic and social costs to both persons and communities. Social factors including employment status, education level, gender, ethnicity, and level of income affect an individual's health status, therefore creating health disparities among populations due to variations of the social factors (Malbon, 2019). Lower socioeconomic status is associated with poor health outcomes. The appropriate combination of government policies can address these health disparities. Comment by lola siyanbola: This is a fact can you rephrase or cite Comment by lola siyanbola: This is too vague, can you elaborate a little?
I would advocate for patients by connecting them with resources outside and inside the hospital to support their wellbeing and double-check for errors to identify, stop, and correct errors to ensure their safety (Doucette et al., 2018). I would educate the patients on the best way to manage their health conditions and improve their quality of life. Protecting patients' rights and giving them a voice, particularly when vulnerable, is key to safe and quality patient care. I would advocate for families by utilizing my expertise to persuade the hospital authorities about the economic position of the family, their educational level, and their cultural values about patient care. I would advocate for the community by working to ensure community members are adequately and fairly treated in all matters of health.
The first Implicit Association Tests (IAT) reveals that I hold a moderate automatic preference for Arab Muslims with 26% over Other People. This means that I am likely to respond moderately respond faster to the care needs of patients from the Arap Muslim compared to other patients. ...
This week's lecture discussed concepts of race, ethnicity, health disparities, diversity, and cultural competence. It examined how race is a social construct rather than biological and how this impacts views of health disparities. The lecture also reviewed models that aim to explain health disparities and defined cultural competence as delivering culturally appropriate healthcare. Students were asked to consider how definitions may positively or negatively impact public health.
Cultural Competence in the Health Care Workforce.docxstudywriters
Cultural competence in healthcare can help reduce health disparities. This document discusses the importance of cultural competence among healthcare professionals in delivering equitable care to vulnerable populations. It provides definitions of cultural competence and describes how understanding a patient's culture, language and health beliefs can improve care quality and outcomes. The document also presents strategies for healthcare providers to practice cultural competence, such as learning about a population's health traditions and tailoring care to be respectful of their cultural needs and values.
This document provides an overview of a cultural diversity training for North Carolina's public health system. The training aims to build foundations for culturally appropriate health services and covers topics like: increasing self-awareness of cultural understanding; learning about changing demographics; and developing a framework for cultural competence. It discusses concepts like culture, beliefs and values, dimensions of diversity, and provides examples of how culture influences healthcare experiences for minority patients. The goal is to help health services address the needs of an increasingly diverse population.
This document discusses empowering minority populations through better health. It begins by defining diversity and noting the various ways people can be diverse, such as by age, religion, ethnicity, gender, and education. It then discusses issues like language barriers and cultural diversity in healthcare. Specific challenges are outlined, such as a lack of funding for translation services and little public support for minority groups. Laws aimed at addressing language barriers, like Title VI and Executive Order 13166, are also summarized. Finally, strategies for healthcare professionals to better serve minority populations through cultural competence are presented.
Write 150 word response to the discussion below. Make sure to cite a.docxboyfieldhouse
Write 150 word response to the discussion below. Make sure to cite and reference to support answer. What do you think about the topic diccussed? What do you know about it? Do find the discussion topic interesting or not? Can you add some knowledge to the discussion?
The Affordable Care Act was to help the unstable health system the United States has. The article mentions how "terms are used interchangeably and often used in error". Diversity in the health care refers to the provider work force and how providers reflects the diversity of patients served by gender, racial, ethnic, religious education. A disparity describes the gab identified in health outcomes of minorities when they are compared with non minority. Health literacy refers to the patient's ability to obtain, process and understand health information. Cultural competency is delivering care in a manner that is respectful and sensitive to each patients. The ACA was set to help every American understand and be able to communicate with their providers eliminating the language barrier, because even native Americans understand to read, write at a eight grade level. The purpose is to improve the quality of care.
Boone, S. (2011). A case for diversity, cultural competency and ending disparities in the 21st-century medical practice.
Connecticut Medicine
,
75
(6), 345-346.
.
Culturally competent care involves delivering health care that is congruent with a patient's cultural beliefs and practices. Standards for culturally competent care aim to eliminate health disparities and ensure all patients receive respectful, understandable care. Some standards being met include providing culturally sensitive care and recruiting a diverse staff. Standards not being met are lack of ongoing training for staff and inadequate language services. Where standards are not met, solutions include assessing patient population needs, evaluating current practices, and recruiting a diverse workforce.
This document provides guidance for hospital leaders on building culturally competent organizations. It recommends collecting patient race, ethnicity and language data to identify disparities. Implementing culturally competent care, developing disease programs for minority populations, increasing workforce diversity, involving the community, and making cultural competency a priority are also suggested. Case studies from high performing hospitals demonstrate applying these strategies can improve outcomes and equity in healthcare.
Cultural Considerations in Nursing.docxstudywriters
Cultural factors greatly influence maternal health and the use of maternal health services. Health beliefs and practices surrounding childbirth vary widely between cultures and can impact outcomes. To improve maternal health programs, healthcare providers must understand the cultural beliefs of the populations they serve and address those beliefs in culturally-sensitive ways. This involves identifying local cultures and subcultures, comprehending how cultural beliefs shape health behaviors, and developing interventions accordingly. A nurse can provide culturally competent care by respecting a client's cultural views and preferences regarding childbirth.
This document reviews research on language and cultural barriers in health care communication. It finds that language barriers are associated with lower access to and quality of care for limited English proficiency patients. Cultural barriers also impact health care utilization and quality due to differences in health beliefs, values and customs between patients' cultures and mainstream U.S. culture. The document analyzes studies on the effects of language and cultural barriers separately, though they are often interrelated. It identifies gaps in research and calls for more studies on cultural barriers and Asian patient populations specifically.
DINA TRISNAWTATI & FITRI DIANA ASTUTI purnel’s cultural competency.pptxFITRIDIANAASTUTI
The Purnell Model for Cultural Competence provides a framework to help healthcare providers deliver culturally sensitive care. The model includes 12 domains that describe cultural considerations, such as overview/heritage, communication, family roles, and health practices. It assumes that understanding a patient's culture is vital for compliance and outcomes. The model also has four levels of cultural competence that providers can develop. Its organizational structure allows practitioners to systematically account for cultural factors.
COMMENTARYMinority Group Status and Healthful AgingSociLynellBull52
COMMENTARY
Minority Group Status and Healthful Aging:
Social Structure Still Matters
During the last 4 decades,
a rapid increase has oc-
curred in the number of sur-
vey-based and epidemio-
logical studies of the health
profiles of adults in general
and of the causes of dispar-
ities between majority and
minority Americans in par-
ticular. According to these
studies, healthful aging con-
sists of the absence of dis-
ease, or at least of the most
serious preventable diseases
and their consequences, and
findings consistently reveal
serious African American
and Hispanic disadvantages
in terms of healthful aging.
We (1) briefly review con-
ceptual and operational def-
initions of race and Hispanic
ethnicity, (2) summarize how
ethnicity-based differentials
in health are related to social
structures, and (3) empha-
size the importance of atten-
tion to the economic, politi-
cal, and institutional factors
that perpetuate poverty and
undermine healthful aging
among certain groups. {Am
J Public Health. 2006;96:
1152-1159. doi:10.2105/AJPH.
2006.085530)
Jacqueline L Angel, PhD, and Ronald J. Angel. PhD
ALTHOUGH THE SUPREME
Courl outlawed the principle of
sepajate but equal in 1954 with
its famous Brown versus Bom-d
of Education decision, many mi-
nority y^mericans luul that they
are still separate and unequal.
Despite a century of impressive
innovations in medical science
and improvements in public
health, poverty continues to un-
dermine the pliysical and emo-
tional health of a large number
of Americans, and serious ra-
cial/ethnic health disparities
persist'"^ Low-income families
have inadequate healtli care
coverage,"'^ and individuals who
lack adequate insurance are
more likely to die from cancer
and other serious diseases be-
cause of late diagnoses and defi-
cient care.^"" Perhaps the most
basic question is wliether health
disadvantages among minority
Americans are the direct and
almost complete resuit of pov-
erty and its correlates. Well-
documented correlates include
low educationai levels, labor
force disadvantages, and resi-
dential segregation iii ghettos
and barrios, where individuals
are exposed to environmental
and social health risks such as
drugs. \'io!ence. and fainily
disruption.'"^" ̂ ''
Radal/ethnic disparities in mor-
bidity and mortality are so glaring
that the federal govemment has
been forced to respond, and a
large body of research has exam-
ined tlie role socioeconomic status
(SES) and ailture play in these
disparities.'̂ The ultimate goal Ls
to identiiy the sodal stuictural
causes of inequities in health so
that genera] population health can
be impn)ved. We will present ap-
proaches to studying radal/etlinic
health disparities hy (1) reviewing
operational definitions of race and
ethnicity and tlie research tools
tliat estimate difierential disease
burdens and health au'e use,
(2) assessing jast how far the field
has come in understanding healtli.
and (3) |iro]X)sing a future re-
search agenda that examines the
soda ...
MGMT665, MBA CapstoneLive Chat #3 Focus on Organizatio.docxLaticiaGrissomzz
MGMT665, MBA Capstone
Live Chat #3: Focus on Organizational Behavior & HRM
Dr. Joe Cappa
CTU Library— Quick Review General TourIBISWorld
CTU Library DatabasesIBISWorld
General Management ResponsibilitiesPlanning
Organizing
Leading
ControllingManages, controls, evaluates resources (people, capital, raw materials) current and future.Organizes and manages projects.
Leads teams.
Motivates, evaluates, & coaches teams; maintains oversight of processes; assesses progress toward goals.
Planning Tools
Diagrams for Visualizing Data
Affinity
Tree
More Complex Visualizations
Interrelationship Diagram
Matrix Diagrams
https://asq.org/quality-resources/matrix-diagram
An
L-shaped matrix relates two groups of items to each other (or one group to itself).
A
T-shaped matrix relates three groups of items: groups B and C are each related to A; groups B and C are not related to each other.
A
Y-shaped matrix relates three groups of items: each group is related to the other two in a circular fashion.
A
C-shaped matrix relates three groups of items all together simultaneously, in 3D.
An
X-shaped matrix relates four groups of items: each group is related to two others in a circular fashion.
A
roof-shaped matrix relates one group of items to itself; it is usually used along with an L- or T-shaped matrix.
Prioritization Matrix
https://www.process.st/prioritization-matrix/
Model
Example
Process Design Program Chart (PDPC)
https://www.benchmarksixsigma.com/
Model
Example
2nd PDPC Example
https://asq.org/quality-resources/process-decision-program-chart
Network Diagram Example
https://miro.com/blog/network-diagram/
Organizing ToolsOperations ManagementSix Sigma or DMAICOrder processing, warehouse management, & demand forecastingProject ManagementPert & Gantt chartsCalendarsEstablished goalsBudgetingSpreadsheets
Team Leadership ToolsEmployee Personalities (examples below):PeacemakerOrganizerRevolutionarySteamrollerCommunications Clear messagesMatch assignments to typeFeedbackTeam-building modelsAssessmentReasonable expectations/goalsFair evaluationGiving credit/rewardsCoachingDevelopmentProfessional developmentGoal-settingPromotions
Controlling ToolsAccounting & Finance PoliciesOperational Management Control System TechniquesActivity-based costingBalanced scorecardBenchmarkingCapital budgetingJust-in-TimeKaizen (continuous improvement)TQMProject management processesHR PoliciesProcedures
Subject Review: People, people, people
Management
Components of Management RoleManagemen.
MEDICAL IMAGING THROUGH HEALTHCARE 17MEDICAL IMAGING THRO.docxLaticiaGrissomzz
MEDICAL IMAGING THROUGH HEALTHCARE 1
7
MEDICAL IMAGING THROUGH HEALTHCARE
Medical Imaging Through Healthcare
Your Name
Houston Community College
EDUC 1300
February 2, 2021
Medical Imagining Through Healthcare
When we come to think of it, choosing a career is by far one of the most difficult decisions an adult can make. For some, that decision is chosen for them, whether it’s a business that’s being passed down or through the influence of others around them. Up until my senior year of high school, I had no idea what I wanted to do for the rest of my life. That was until I took an anatomy class and a class called Independent Study Mentorship (ISM). In ISM, we were required to find a career of interest and a professional in the field who you would "shadow" once a week for the entire year. I knew I was good at math so the career I chose was accounting. For many reasons, such as finding it quite boring, I quickly realized that this wasn’t the career for me. In my anatomy class, however, I found a passion in the health industry. It was by far the most difficult class I've enrolled in however; it has also been the most exciting class I've ever taken. I remember looking forward to the class, even when studying for exams, as I would challenge myself to get above a 95. Since then, I knew I had found my passion in health. Through several hours of research, the career I am most interested in is Radiology. When I took the Myers Briggs Personality test on the Humanmetrics website (2020), I discovered that my personality type is ENTJ. People with this personality type are known to be driven to turn theories into plans, highly value knowledge, are future-oriented, and usually possess excellent verbal communication skills. People tend to have a lot of anxiety about taking x-rays. I will use my excellent verbal communication skills to put patients at ease about their x-rays. I believe all of my traits make me the perfect candidate for my career choice because they confirm that I am responsible enough to work in the medical field and will be skilled at anticipating the next step. Being organized is very helpful in any career path as well and will only serve to enhance my other qualities. I also believe my last trait of consistency might be the most important; treating everyone with the same level of care is the only way to ensure the best results for everyone who walks through those hospital doors, which ultimately leads to the most lives saved.
Job Responsibilities
A Radiologist is a medical professional who specializes in medical imaging to make a diagnosis. A radiologist main job responsibility is to comprehend and interpret diagnostic imagining which may include; CT scans (Computed tomography), MRI's (Magnetic resonance imaging), and ultrasounds (Career Coach, 2018). The main function of a CT scan is to create a 3-D image through the use of x-rays. An MRI, however, uses magnetic fields to create a more detailed image that show.
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Conducting Culturally CompetentEvaluations of Child Welfare.docxdonnajames55
Conducting Culturally Competent
Evaluations of Child Welfare
Programs and Practices
As the population of the United States has
changed over the last two decades, so has
the population of children who come to the
attention of the child welfare system, result-
ing in increasing calls for cultural competence
in all aspects of child welfare programming
and practice. Given the changing demo-
graphics among children involved in the child welfare system
and the increasing need to address the racial and ethnic dis-
parities observed in this system, the need for culturally com-
petent approaches to evaluate the outcomes of services for
children and families is essential. This article discusses the chal-
lenges in conducting culturally competent evaluations and
provides strategies to address those challenges within a child
welfare context.
Alan J. Dettlaff
University of Illinois at
Chicago
Rowena Fong
University of Texas at
Austin
49Child Welfare • Vol. 90, No. 2
CWLA_MarApr2011 7/20/11 3:00 PM Page 49
Within the United States, the number of children with at leastone immigrant parent has more than doubled since 1990, from
8 million to 16.4 million in 2007 (Fortuny, Capps, Simms, & Chaudry,
2009). Children of immigrants account for almost the entire growth
in the population of children between 1990 and 2008, and now rep-
resent nearly one-quarter (23%) of all children living in the United
States, of which more than half (56%) are Latino (Urban Institute,
2010). Children in immigrant families face numerous challenges that
may impact their health and well-being, including poverty, linguistic
isolation, and lack of access to health care (Pine & Drachman, 2005;
Segal & Mayadas, 2005), as well as additional stressors resulting from
their families’ experiences with immigration and acculturation (Finno,
Vidal de Haymes, & Mindell, 2006; Hancock, 2005).
As the population of the United States has changed over the last
two decades, so has the population of children who come to the atten-
tion of the child welfare system, resulting in increasing calls for cul-
tural competence in all aspects of child welfare programming and
practice. Since 1990, the population of Latino children in foster care
has more than doubled from 8% to 20% in 2008 (U.S. Department of
Health and Human Services, 1998, 2009). Further, data from the
National Survey of Child and Adolescent Well-Being (NSCAW )
indicate that nearly 9% of all children who come to the attention of
the child welfare system are living with at least one immigrant parent
(Dettlaff & Earner, 2010). And while the population of African
American children involved in child welfare has slightly decreased
since the 1990s, the persisting overrepresentation of African American
children in foster care has led to significant efforts to develop policies
and programs to address this issue. Given the changing demograph-
ics among children involved in the child welfare system and the
increasing need to address the racial .
This presentation introduces the concepts of cultural competency and health disparities and biases that may arise when treating patients of different backgrounds.
Deactivated
4 posts
Re:Topic 3 DQ 1
"Cultural competency is described as a set of congruent practice skills, behaviors, attitudes and policies that come embedded in a system, agency, or among consumer providers and professionals.*Cultural competency facilitates the ability to carry out tasks effectively in an environment that has cross cultural situations.' Hence, cultural competence is the mastery of skills that provide appropriate awareness and sensitivity to individuals who are in cross cultural situations. Cultural competency is related to diversity and disparity. As Buchbinder and Shanks'" pointed out, diversity has been historically defined by broad categorical markers such as age, sexual orientation religion, and ethnicity, which involves many factors, including economic status and marginalization. Therefore, not only must the prolific numbers of ethnic groups in the United States be taken into account in anticipating care, but also factors that are relevant to a patient's minority status (i.e., whether they are migrants, uninsured, poor, or refugees) which contribute to economic, social, welfare, and psychological despair" (Green& Reinckens, 2013).
If we want better outcomes for our patients it is extremely important to take into consideration the types of culture these patients possess. With that being said as I read this article it made such clear sense to me. Take for instance you have patient that speaks Spanish or another language for their language. Then to add on top of the mix the patient is unable to maintain a high paying job due to his language barrier and lack of funds for education. This them snow balls into the patient is unable to receive the proper health care because he cant afford insurance. This is something other cultures face all the time. However if we as nurses take the time to educate OURSELVES about the different cultures and the barriers they may have, as well as put ourself out in the community and help these patients with opportunities to receive health care with clinics and programs then we might have a strong chance to lessen the amount of poor outcomes that may develop in the end. These patients a every other patient should be treated with equality and respect as we would treat our own family.
References
Green, Z. D., & Reinckens, J. (2013). Cultural Competency in Health Care: What Can Nurses Do?. Maryland Nurse, 14(4), 16.
.
Please reply to this discussion post. 2 paragraphs. 2 References. AP.docxleahlegrand
Please reply to this discussion post. 2 paragraphs. 2 References. APA.
As an Advanced Practice Registered Nurse (APRN) who plans to reside in such a culturally diverse city such as Miami, Fl it is extremely important that we are not just familiarized and conscientious of our own values, beliefs, culture, and self-concept, but that we are aware cognizant of others’ cultures, beliefs and values and how they could potentially impact not just the patient’s overall health, but the interventions we plan to implement to improve their health. As the percentage of patients with type 2 diabetes and the epidemic of obesity on the continual rise in Hispanics and African Americans, it is imperative that we as providers understand the factors contributing to these alarming numbers. Clinical trials have demonstrated that understanding the factors contributing to these health concerns and providing culturally tailored interventions can be efficient and effective (Joo & Liu, 2021).
Research conducted demonstrated the positive impact of several culturally tailored interventions on type 2 diabetes and these included open discussions of cultural beliefs about diabetes and their treatments, employing use of their native language, integrating cultural dietary preferences, and encouraging family participation and support (Joo & Liu, 2021). With respect to obesity, research has been conducted to examine culturally influenced interventions geared towards family genetics, behaviors, and the environment by using e-health as an opportunity to deliver interactive, culturally diverse, tailored information, however this was found to be largely dependent on literacy levels (Gustafson et al., 2010). Hispanic and African Americans who were surveyed prior to and after using the web, for example, to search health related information stated that the information available was not in lay-mans terms, difficult to comprehend, and interactive databases that contained simulated health care workers delivered the information much too quickly for them (Gustafson et al., 2010).
Mitrani (2010) references that culturally tailored interventions requires providers have an understanding of common root causes of disorders and culturally related factors that influence such disorders- a linkage must be established. As the daughter of Cuban immigrants, most family gatherings are centered around food and family dinners are quite the norm. Even though each member of the family is of a different educational circumstance or literacy level, generation, or of native language, the food preferences remain consistent: lechon (pig), white rice, black beans, and yuca (cassava). As children we are told to eat everything served on our plates. The portions are relatively large. It is important in this instance to understand that our support system and how we are raised can be of significant impact on our nutritional values, beliefs, and our overall health. It is of particular importance then that when ...
Cultural competence in healthcare is important for equitable treatment of all patients. There are several guidelines from professional organizations to promote cultural competence. These guidelines focus on creating awareness of sociocultural factors' influence, making clinical settings accessible, and respecting cultural differences. Some healthcare accreditation standards now mandate curriculum on cultural competence. As a result, medical schools provide skills for understanding diverse cultures' views of illness. Improving awareness of patients' cultural needs can be achieved through better communication and encouraging participation in online networks. Healthcare organizations also aim to adopt culturally sensitive policies to reduce barriers and disparities in access to care.
As a nation healthy equity does not exist especially among.docx4934bk
The document discusses racial and ethnic health disparities in the United States. It states that health inequities exist between racial and ethnic groups due to social determinants like poverty and low socioeconomic status. Minority groups are more likely to lack health insurance and access to healthcare, and often receive poorer quality care. Specific health issues that disproportionately affect racial and ethnic minorities include higher rates of influenza hospitalization, asthma deaths in children, and diseases like diabetes and heart disease. Addressing these disparities will require a more diverse healthcare workforce that is culturally competent to serve an increasingly diverse population.
New Requirements And Challenges Joint Commission Cultural Competency Requir...mlw0624
The document discusses new requirements by the Joint Commission for hospitals to improve cultural competency and meet CLAS standards. It focuses on workforce and human resource issues, recommending that hospitals target diverse recruitment, provide cultural competency training to staff, and get staff input on improving care for diverse patients. Hospitals will be evaluated on these organizational supports and readiness factors during accreditation reviews starting in 2012.
1
Healthcare
Student’s Name
Institutional Affiliation
Course Details
Instructor’s Name
Date
Healthcare
Health inequity is a serious healthcare problem that negatively affects everyone. This problem worsens the health outcomes of the population it directly impacts and those with resources and power. For instance, health disparity makes it hard to control, contain and treat infections illnesses, like the Covid-19, therefore putting everyone at risk of contracting the disease regardless of their socioeconomic class. Culture plays a critical role in patient care and health outcomes and affects our perception of others, health behaviors, and expectations during care delivery. This paper discusses health inequalities, advocacy for families, patients, and community, and cultural competencies. Comment by lola siyanbola: Can you explain how?
Health inequalities involve differences in health resources' distribution of health between different population groups resulting from social conditions in which members of the population are born, live, grow, work and age. The inequalities are basically the systematic differences in the status of health between population groups (Marmot, 2017). The inequalities have substantial economic and social costs to both persons and communities. Social factors including employment status, education level, gender, ethnicity, and level of income affect an individual's health status, therefore creating health disparities among populations due to variations of the social factors (Malbon, 2019). Lower socioeconomic status is associated with poor health outcomes. The appropriate combination of government policies can address these health disparities. Comment by lola siyanbola: This is a fact can you rephrase or cite Comment by lola siyanbola: This is too vague, can you elaborate a little?
I would advocate for patients by connecting them with resources outside and inside the hospital to support their wellbeing and double-check for errors to identify, stop, and correct errors to ensure their safety (Doucette et al., 2018). I would educate the patients on the best way to manage their health conditions and improve their quality of life. Protecting patients' rights and giving them a voice, particularly when vulnerable, is key to safe and quality patient care. I would advocate for families by utilizing my expertise to persuade the hospital authorities about the economic position of the family, their educational level, and their cultural values about patient care. I would advocate for the community by working to ensure community members are adequately and fairly treated in all matters of health.
The first Implicit Association Tests (IAT) reveals that I hold a moderate automatic preference for Arab Muslims with 26% over Other People. This means that I am likely to respond moderately respond faster to the care needs of patients from the Arap Muslim compared to other patients. ...
This week's lecture discussed concepts of race, ethnicity, health disparities, diversity, and cultural competence. It examined how race is a social construct rather than biological and how this impacts views of health disparities. The lecture also reviewed models that aim to explain health disparities and defined cultural competence as delivering culturally appropriate healthcare. Students were asked to consider how definitions may positively or negatively impact public health.
Cultural Competence in the Health Care Workforce.docxstudywriters
Cultural competence in healthcare can help reduce health disparities. This document discusses the importance of cultural competence among healthcare professionals in delivering equitable care to vulnerable populations. It provides definitions of cultural competence and describes how understanding a patient's culture, language and health beliefs can improve care quality and outcomes. The document also presents strategies for healthcare providers to practice cultural competence, such as learning about a population's health traditions and tailoring care to be respectful of their cultural needs and values.
This document provides an overview of a cultural diversity training for North Carolina's public health system. The training aims to build foundations for culturally appropriate health services and covers topics like: increasing self-awareness of cultural understanding; learning about changing demographics; and developing a framework for cultural competence. It discusses concepts like culture, beliefs and values, dimensions of diversity, and provides examples of how culture influences healthcare experiences for minority patients. The goal is to help health services address the needs of an increasingly diverse population.
This document discusses empowering minority populations through better health. It begins by defining diversity and noting the various ways people can be diverse, such as by age, religion, ethnicity, gender, and education. It then discusses issues like language barriers and cultural diversity in healthcare. Specific challenges are outlined, such as a lack of funding for translation services and little public support for minority groups. Laws aimed at addressing language barriers, like Title VI and Executive Order 13166, are also summarized. Finally, strategies for healthcare professionals to better serve minority populations through cultural competence are presented.
Write 150 word response to the discussion below. Make sure to cite a.docxboyfieldhouse
Write 150 word response to the discussion below. Make sure to cite and reference to support answer. What do you think about the topic diccussed? What do you know about it? Do find the discussion topic interesting or not? Can you add some knowledge to the discussion?
The Affordable Care Act was to help the unstable health system the United States has. The article mentions how "terms are used interchangeably and often used in error". Diversity in the health care refers to the provider work force and how providers reflects the diversity of patients served by gender, racial, ethnic, religious education. A disparity describes the gab identified in health outcomes of minorities when they are compared with non minority. Health literacy refers to the patient's ability to obtain, process and understand health information. Cultural competency is delivering care in a manner that is respectful and sensitive to each patients. The ACA was set to help every American understand and be able to communicate with their providers eliminating the language barrier, because even native Americans understand to read, write at a eight grade level. The purpose is to improve the quality of care.
Boone, S. (2011). A case for diversity, cultural competency and ending disparities in the 21st-century medical practice.
Connecticut Medicine
,
75
(6), 345-346.
.
Culturally competent care involves delivering health care that is congruent with a patient's cultural beliefs and practices. Standards for culturally competent care aim to eliminate health disparities and ensure all patients receive respectful, understandable care. Some standards being met include providing culturally sensitive care and recruiting a diverse staff. Standards not being met are lack of ongoing training for staff and inadequate language services. Where standards are not met, solutions include assessing patient population needs, evaluating current practices, and recruiting a diverse workforce.
This document provides guidance for hospital leaders on building culturally competent organizations. It recommends collecting patient race, ethnicity and language data to identify disparities. Implementing culturally competent care, developing disease programs for minority populations, increasing workforce diversity, involving the community, and making cultural competency a priority are also suggested. Case studies from high performing hospitals demonstrate applying these strategies can improve outcomes and equity in healthcare.
Cultural Considerations in Nursing.docxstudywriters
Cultural factors greatly influence maternal health and the use of maternal health services. Health beliefs and practices surrounding childbirth vary widely between cultures and can impact outcomes. To improve maternal health programs, healthcare providers must understand the cultural beliefs of the populations they serve and address those beliefs in culturally-sensitive ways. This involves identifying local cultures and subcultures, comprehending how cultural beliefs shape health behaviors, and developing interventions accordingly. A nurse can provide culturally competent care by respecting a client's cultural views and preferences regarding childbirth.
This document reviews research on language and cultural barriers in health care communication. It finds that language barriers are associated with lower access to and quality of care for limited English proficiency patients. Cultural barriers also impact health care utilization and quality due to differences in health beliefs, values and customs between patients' cultures and mainstream U.S. culture. The document analyzes studies on the effects of language and cultural barriers separately, though they are often interrelated. It identifies gaps in research and calls for more studies on cultural barriers and Asian patient populations specifically.
DINA TRISNAWTATI & FITRI DIANA ASTUTI purnel’s cultural competency.pptxFITRIDIANAASTUTI
The Purnell Model for Cultural Competence provides a framework to help healthcare providers deliver culturally sensitive care. The model includes 12 domains that describe cultural considerations, such as overview/heritage, communication, family roles, and health practices. It assumes that understanding a patient's culture is vital for compliance and outcomes. The model also has four levels of cultural competence that providers can develop. Its organizational structure allows practitioners to systematically account for cultural factors.
COMMENTARYMinority Group Status and Healthful AgingSociLynellBull52
COMMENTARY
Minority Group Status and Healthful Aging:
Social Structure Still Matters
During the last 4 decades,
a rapid increase has oc-
curred in the number of sur-
vey-based and epidemio-
logical studies of the health
profiles of adults in general
and of the causes of dispar-
ities between majority and
minority Americans in par-
ticular. According to these
studies, healthful aging con-
sists of the absence of dis-
ease, or at least of the most
serious preventable diseases
and their consequences, and
findings consistently reveal
serious African American
and Hispanic disadvantages
in terms of healthful aging.
We (1) briefly review con-
ceptual and operational def-
initions of race and Hispanic
ethnicity, (2) summarize how
ethnicity-based differentials
in health are related to social
structures, and (3) empha-
size the importance of atten-
tion to the economic, politi-
cal, and institutional factors
that perpetuate poverty and
undermine healthful aging
among certain groups. {Am
J Public Health. 2006;96:
1152-1159. doi:10.2105/AJPH.
2006.085530)
Jacqueline L Angel, PhD, and Ronald J. Angel. PhD
ALTHOUGH THE SUPREME
Courl outlawed the principle of
sepajate but equal in 1954 with
its famous Brown versus Bom-d
of Education decision, many mi-
nority y^mericans luul that they
are still separate and unequal.
Despite a century of impressive
innovations in medical science
and improvements in public
health, poverty continues to un-
dermine the pliysical and emo-
tional health of a large number
of Americans, and serious ra-
cial/ethnic health disparities
persist'"^ Low-income families
have inadequate healtli care
coverage,"'^ and individuals who
lack adequate insurance are
more likely to die from cancer
and other serious diseases be-
cause of late diagnoses and defi-
cient care.^"" Perhaps the most
basic question is wliether health
disadvantages among minority
Americans are the direct and
almost complete resuit of pov-
erty and its correlates. Well-
documented correlates include
low educationai levels, labor
force disadvantages, and resi-
dential segregation iii ghettos
and barrios, where individuals
are exposed to environmental
and social health risks such as
drugs. \'io!ence. and fainily
disruption.'"^" ̂ ''
Radal/ethnic disparities in mor-
bidity and mortality are so glaring
that the federal govemment has
been forced to respond, and a
large body of research has exam-
ined tlie role socioeconomic status
(SES) and ailture play in these
disparities.'̂ The ultimate goal Ls
to identiiy the sodal stuictural
causes of inequities in health so
that genera] population health can
be impn)ved. We will present ap-
proaches to studying radal/etlinic
health disparities hy (1) reviewing
operational definitions of race and
ethnicity and tlie research tools
tliat estimate difierential disease
burdens and health au'e use,
(2) assessing jast how far the field
has come in understanding healtli.
and (3) |iro]X)sing a future re-
search agenda that examines the
soda ...
Similar to Increasing Cultural Understanding and Diversity in AppliedBe.docx (20)
MGMT665, MBA CapstoneLive Chat #3 Focus on Organizatio.docxLaticiaGrissomzz
MGMT665, MBA Capstone
Live Chat #3: Focus on Organizational Behavior & HRM
Dr. Joe Cappa
CTU Library— Quick Review General TourIBISWorld
CTU Library DatabasesIBISWorld
General Management ResponsibilitiesPlanning
Organizing
Leading
ControllingManages, controls, evaluates resources (people, capital, raw materials) current and future.Organizes and manages projects.
Leads teams.
Motivates, evaluates, & coaches teams; maintains oversight of processes; assesses progress toward goals.
Planning Tools
Diagrams for Visualizing Data
Affinity
Tree
More Complex Visualizations
Interrelationship Diagram
Matrix Diagrams
https://asq.org/quality-resources/matrix-diagram
An
L-shaped matrix relates two groups of items to each other (or one group to itself).
A
T-shaped matrix relates three groups of items: groups B and C are each related to A; groups B and C are not related to each other.
A
Y-shaped matrix relates three groups of items: each group is related to the other two in a circular fashion.
A
C-shaped matrix relates three groups of items all together simultaneously, in 3D.
An
X-shaped matrix relates four groups of items: each group is related to two others in a circular fashion.
A
roof-shaped matrix relates one group of items to itself; it is usually used along with an L- or T-shaped matrix.
Prioritization Matrix
https://www.process.st/prioritization-matrix/
Model
Example
Process Design Program Chart (PDPC)
https://www.benchmarksixsigma.com/
Model
Example
2nd PDPC Example
https://asq.org/quality-resources/process-decision-program-chart
Network Diagram Example
https://miro.com/blog/network-diagram/
Organizing ToolsOperations ManagementSix Sigma or DMAICOrder processing, warehouse management, & demand forecastingProject ManagementPert & Gantt chartsCalendarsEstablished goalsBudgetingSpreadsheets
Team Leadership ToolsEmployee Personalities (examples below):PeacemakerOrganizerRevolutionarySteamrollerCommunications Clear messagesMatch assignments to typeFeedbackTeam-building modelsAssessmentReasonable expectations/goalsFair evaluationGiving credit/rewardsCoachingDevelopmentProfessional developmentGoal-settingPromotions
Controlling ToolsAccounting & Finance PoliciesOperational Management Control System TechniquesActivity-based costingBalanced scorecardBenchmarkingCapital budgetingJust-in-TimeKaizen (continuous improvement)TQMProject management processesHR PoliciesProcedures
Subject Review: People, people, people
Management
Components of Management RoleManagemen.
MEDICAL IMAGING THROUGH HEALTHCARE 17MEDICAL IMAGING THRO.docxLaticiaGrissomzz
MEDICAL IMAGING THROUGH HEALTHCARE 1
7
MEDICAL IMAGING THROUGH HEALTHCARE
Medical Imaging Through Healthcare
Your Name
Houston Community College
EDUC 1300
February 2, 2021
Medical Imagining Through Healthcare
When we come to think of it, choosing a career is by far one of the most difficult decisions an adult can make. For some, that decision is chosen for them, whether it’s a business that’s being passed down or through the influence of others around them. Up until my senior year of high school, I had no idea what I wanted to do for the rest of my life. That was until I took an anatomy class and a class called Independent Study Mentorship (ISM). In ISM, we were required to find a career of interest and a professional in the field who you would "shadow" once a week for the entire year. I knew I was good at math so the career I chose was accounting. For many reasons, such as finding it quite boring, I quickly realized that this wasn’t the career for me. In my anatomy class, however, I found a passion in the health industry. It was by far the most difficult class I've enrolled in however; it has also been the most exciting class I've ever taken. I remember looking forward to the class, even when studying for exams, as I would challenge myself to get above a 95. Since then, I knew I had found my passion in health. Through several hours of research, the career I am most interested in is Radiology. When I took the Myers Briggs Personality test on the Humanmetrics website (2020), I discovered that my personality type is ENTJ. People with this personality type are known to be driven to turn theories into plans, highly value knowledge, are future-oriented, and usually possess excellent verbal communication skills. People tend to have a lot of anxiety about taking x-rays. I will use my excellent verbal communication skills to put patients at ease about their x-rays. I believe all of my traits make me the perfect candidate for my career choice because they confirm that I am responsible enough to work in the medical field and will be skilled at anticipating the next step. Being organized is very helpful in any career path as well and will only serve to enhance my other qualities. I also believe my last trait of consistency might be the most important; treating everyone with the same level of care is the only way to ensure the best results for everyone who walks through those hospital doors, which ultimately leads to the most lives saved.
Job Responsibilities
A Radiologist is a medical professional who specializes in medical imaging to make a diagnosis. A radiologist main job responsibility is to comprehend and interpret diagnostic imagining which may include; CT scans (Computed tomography), MRI's (Magnetic resonance imaging), and ultrasounds (Career Coach, 2018). The main function of a CT scan is to create a 3-D image through the use of x-rays. An MRI, however, uses magnetic fields to create a more detailed image that show.
Mass MurderersIn the aftermath of mass murders, the news media a.docxLaticiaGrissomzz
Mass Murderers
In the aftermath of mass murders, the news media and members of the public ask questions such as "Why did he do it?" and "Were there any warning signs?"
Consider what you've learned this week regarding the sociological, psychological, and biological influences of multiple murderers.
Choose
one
of the following mass murderers:
Jared Lee Loutner
James Holmes
Seung-Hui Cho
Eric Harris & Dylan Klebold
Based on your choice, create a 4- to 5-page report in Microsoft Word that covers the areas mentioned below :
Provide the available information that describes the killer's background (education, mental issues, criminal history, etc.).
Summarize the events surrounding the crime.
Identify and analyze which theory or theories best apply to this particular mass murderer. Explain why this theory is correct.
Discuss whether the case led to any changes in laws, police procedure, school security, etc.
.
Marketing Plan Goals, Objectives, and Strategy WorksheetIII.M.docxLaticiaGrissomzz
Marketing Plan Goals, Objectives, and Strategy Worksheet
III. Marketing Goals and Objectives
A. Marketing Goal A: __________________________________________________
(should be broad, motivational, and somewhat vague)
Objective A1: ______________________________________________________
(must contain a
specific and measurable outcome, and a
time frame for completion)
Objective A2: ______________________________________________________
(must contain a
specific and measurable outcome, and a
time frame for completion)
B. Marketing Goal B: __________________________________________________
(should be broad, motivational, and somewhat vague)
Objective B1: ______________________________________________________
(must contain a
specific and measurable outcome, and a
time frame for completion)
Objective B2: ______________________________________________________
(must contain a
specific and measurable outcome, and a
time frame for completion)
(Can be repeated as needed to develop a complete list of goals and objectives. However, having one goal and two or three objectives is advisable to greatly reduce the complexity of the marketing strategy.)
IV. Marketing Strategy
A. Primary (and Secondary) Target Market
Primary target market
Identifying characteristics (demographics, geography, values, psychographics):
Basic needs, wants, preferences, or requirements:
Buying habits and preferences:
Consumption/disposition characteristics:
Secondary target market (optional)
Identifying characteristics (demographics, geography, values, psychographics):
Basic needs, wants, preferences, or requirements:
Buying habits and preferences:
Consumption/disposition characteristics:
B. Product Strategy
Brand name, packaging, and logo design:
Major features and benefits:
Differentiation/positioning strategy:
Supplemental products (including customer service strategy):
Connection to value (core, supplemental, experiential/symbolic attributes):
C. Pricing Strategy
Overall pricing strategy and pricing objectives:
Price comparison to competition:
Connection to differentiation/positioning strategy:
Connection to value (monetary costs):
Profit margin and breakeven:
Specific pricing tactics (discounts, incentives, financing, etc.):
D. Distribution/Supply Chain Strategy
Overall supply chain strategy (including distribution intensity):
Channels and intermediaries to be used:
Connection to differentiation/positioning strategy:
Connection to value (nonmonetary costs):
Strategies to ensure channel support (slotting fees, guarantees, etc.):
Tactics designed to increase time, place, and possession utility:
E. Integrated Marketing Communication (Promotion) Strategy
Overall IMC strategy, IMC objectives, and budge.
MGT 4337 Business Policy and Decision Making Module 3 .docxLaticiaGrissomzz
MGT 4337: Business Policy and Decision Making
Module 3 Strategy Exercises Worksheet
Overview: This exercise will tie concepts from the chapter material to the simulations assigned in this module. Completing this exercise will prepare you to help you to make decisions during the simulation rounds and prepare you for completing this module’s decision log journal entries and artifact analyses.
Specifically, you will apply what you learned in Chapters 5 and 6 to identify your own company’s and your rivals' competitive and supplemental strategies, as well as outline specific actions to obtain a sustainable competitive advantage.
Directions: Download and save a copy of this document so you can edit the worksheet with your responses to the questions below.
Chapter 5
1. Which of the five basic competitive strategies best characterize your athletic footwear company’s strategic approach to competing successfully?
2. Which rival footwear companies appear to be employing a low-cost provider strategy?
3. Which rival footwear companies appear to be employing a broad differentiation strategy?
4. Which rival companies appear to be employing some type of focus strategy?
5. Which rival companies appear to be employing a best-cost provider strategy?
6. What is your company's plan to achieve a sustainable competitive advantage over rivals? List at least three (preferably more than three) specific kinds of decision entries on specific decision screens that your company has made or intends to make to win this kind of competitive edge over rivals.
1.
2.
3.
Chapter 6
1. What offensive strategy options discussed in this chapter does your athletic footwear company have? Identify at least two offensive moves that your company should seriously consider in order to improve the company’s market standing and financial performance.
1.
2.
2. What defensive strategy moves should your company consider in the upcoming decision round? Identify at least two defensive actions your company has taken in the past one or two decision rounds.
1.
2.
3. Is your company vertically integrated to some extent? Explain why or why not.
Rubric
Guidelines for Submission: To complete this assignment, submit a saved copy of this completed worksheet.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center.
Criteria
Exemplary (100%)
Needs Improvement (75%)
Incomplete (50%)
Not Evident (0%)
Value
Worksheet
Submitted a complete worksheet that demonstrates sincere effort.
Submitted a mostly complete worksheet that demonstrates sincere effort.
Submitted an incomplete worksheet.
Did not submit a worksheet.
100
Total
100%
image1.png
Unit 4 Assignment
For this assignment, you are going to gather some data and discuss your results. Interview or survey 10 people and ask each person the first three terms or words that.
MedWatch The FDA Safety Information and Adverse Event Reporting.docxLaticiaGrissomzz
MedWatch: The FDA Safety Information and Adverse Event Reporting Program
As noted earlier, there are mandatory and voluntary error reporting requirements. Executive leaders need to be aware of both types and be a part of the decisional team tasked with determining participation in voluntary errors. Ethics directs healthcare leaders to participate in all activities designed to improve patient safety. Policies need to be developed as well as staff training. It is common for all error reporting forms to be routed to leadership and risk management.
Generate an error report.
Include the following aspects in the discussion:
Access the form from MedWatch:
For VOLUNTARY reporting of adverse events,
product problems and product use errors
Using a prior error that you can remember, complete the form (this form will not be submitted; it is for personal practice only)
Discuss if, as a nurse executive, you would choose to participate in voluntary error reporting
Discuss the risks and benefits of your decision
NOTE- JUST WRITE 150 WORDS
.
Mass Murderers and Serial KillersReview the two case studies out.docxLaticiaGrissomzz
Mass Murderers and Serial Killers
Review the two case studies outlined below:
Case 1: Mass Murder
Andrea Yates was convicted of drowning her five children and given a sentence of life in prison.
Later, it was found that the sentence of life in prison was based on the inaccurate testimony of a highly respected forensic psychiatrist. Her life sentence was overturned, and she was found guilty by reason of insanity and sent to a mental hospital.
Yates suffered from severe postpartum depression and had been hospitalized for an attempted suicide before she killed her children. Yates was delusional and reported having thoughts that were degrading and persecuting her for her motherhood. She was also having command hallucinations telling her she was a bad mother and her children would grow up to be criminals, so she should save them by drowning them.
Case 2: Serial Killer
In 1980, John Wayne Gacy was found guilty of murdering 33 young men. He picked up some of his victims at a local homosexual bar. Other victims were taken home for "interviews" as prospective employees for his construction business. The remains of 29 victims were found buried under his home while the other four victims had been thrown into the Des Plaines River near Chicago.
Gacy always maintained his innocence throughout the trial and appeals process claiming someone else put the bodies in the crawl space beneath his house. Also known as "The Killer Clown," Gacy used handcuffs and chloroform to subdue his victims, and then he would tie a rope around their necks and slowly twist until he squeezed the life out of them.
Gacy had been married twice and had two children from the first marriage. Both marriages ended in divorce when his wives found items from his victims or were unhappy from a lack of any sexual contact between them. During both marriages and afterwards, Gacy was considered an outstanding member of his community. Gacy was executed on May 10, 1994.
Case 1 (mass murder) and Case 2 (serial murder) can be analyzed and categorized by fitting them into one or more of the theories developed to explain the phenomenon of multiple murder. The theories are developed by experts in the field who study mass and serial murderers.
After reading the two case studies, discuss the following:
What are the similarities and differences between the definitions for serial and mass murder?
What purposes are served by establishing the typologies that apply to a mass murderer? Are they the same purposes that are served by establishing the typology of a serial killer?
Could a serial murderer ever become a mass murderer and vice versa? Why or why not?
Considering the cases described above, which typologies apply to each killer? Explain how you arrived at this conclusion.
.
Memorandum of Understanding The Norwalk Agreement” .docxLaticiaGrissomzz
Memorandum of Understanding
“The Norwalk Agreement”
At their joint meeting in Norwalk, Connecticut, USA on September 18, 2002, the Financial
Accounting Standards Board (FASB) and the International Accounting Standards Board
(IASB) each acknowledged their commitment to the development of high-quality,
compatible accounting standards that could be used for both domestic and cross-border
financial reporting. At that meeting, both the FASB and IASB pledged to use their best
efforts to (a) make their existing financial reporting standards fully compatible as soon as
is practicable and (b) to coordinate their future work programs to ensure that once
achieved, compatibility is maintained.
To achieve compatibility, the FASB and IASB (together, the “Boards”) agree, as a matter
of high priority, to:
a) undertake a short-term project aimed at removing a variety of individual
differences between U.S. GAAP and International Financial Reporting
Standards (IFRSs, which include International Accounting Standards, IASs);
b) remove other differences between IFRSs and U.S. GAAP that will remain at
January 1, 2005, through coordination of their future work programs; that is,
through the mutual undertaking of discrete, substantial projects which both
Boards would address concurrently;
c) continue progress on the joint projects that they are currently undertaking; and,
d) encourage their respective interpretative bodies to coordinate their activities.
MEMORANDUM OF UNDERSTANDING – FASB and IASB 2
The Boards agree to commit the necessary resources to complete such a major
undertaking.
The Boards agree to quickly commence deliberating differences identified for resolution in
the short-term project with the objective of achieving compatibility by identifying common,
high-quality solutions. Both Boards also agree to use their best efforts to issue an
exposure draft of proposed changes to U.S. GAAP or IFRSs that reflect common
solutions to some, and perhaps all, of the differences identified for inclusion in the short-
term project during 2003.
As part of the process, the IASB will actively consult with and seek the support of other
national standard setters and will present proposals to standard setters with an official
liaison relationship with the IASB, as soon as is practical.
The Boards note that the intended implementation of IASB’s IFRSs in several jurisdictions
on or before January 1, 2005 require that attention be paid to the timing of the effective
dates of new or amended reporting requirements. The Boards’ proposed strategies will be
implemented with that timing in mind.
.
Minimum of 200 words Briefly share a situation in which you h.docxLaticiaGrissomzz
Minimum of 200 words:
Briefly share a situation in which you had to work with others.
What were the most important factors that influenced how well your team worked together?
Do you consider the team in your example effective? Why or why not? How did the location of your team members influence its effectiveness?
What concepts from this week’s learning activities do feel apply to the team you were in?
.
MGT576 v1Learning OrganizationsMGT576 v1Page 3 of 3Lea.docxLaticiaGrissomzz
CVS Health is considering expanding into China. China represents a large potential market due to its population of 1.38 billion people and growing middle class. While expansion could increase CVS's revenue and global presence by diversifying its portfolio, there are also challenges. CVS must understand Chinese culture, consumer demands, and the economic, political, and social differences between the US and China. It should also modify its retail outlets and strategy to better serve Chinese customers. With adequate research and preparation, expansion into China's favorable business environment could strengthen CVS's competitive position globally. However, government policies and cultural differences may also impede its success.
Meeting or Beating Analyst Expectations in thePost-Scandals .docxLaticiaGrissomzz
This document summarizes a study that investigates changes in the stock market's reaction to companies meeting or beating analyst expectations, and changes in companies' reliance on earnings management and expectations management, following major accounting scandals in the early 2000s. The study finds that the stock market no longer rewards companies for meeting expectations by small amounts, and rewards are smaller for beating by larger amounts. It also finds companies are less likely to rely on earnings management to meet targets, but more likely to manage expectations downward. Overall, meeting expectations has become a stronger signal of future performance since reliance on earnings management has decreased.
Mental Status ExaminationThe patient is who is 70 years old who.docxLaticiaGrissomzz
Mental Status Examination:
The patient is who is 70 years old who is forgetting things withing a short time which
seem to be dementia and mood disorder. Since she has been working in the military for over 20 years,
her condition is mainly associated with her worrying experiences and traumatic events in the
warzone. She looks very presentable and smartly dressed thus her general appearance looks good
She is communicating so well with a clear speech, report gets frustrated when she cannot remember things, alert to self and place disoriented to time, confused. She denies hallucination.
despite being previously hospitalized for dementia and depression. However, she gets disrupted at
some point during the conversation. Judgment is impaired, affect labile mood stress and anxious, can not care for self, behavior cooperative and disorganized, thought process tangential, thought content preoccupation, denies SI/HI,
[removed]
Case study
CC (chief complaint)- Almost set the house on fire x2 times
HPI: The patient is Alexis 70 years old woman who is complaining of dementia.
She presents the signs and symptoms of dementia, and she claims having these condition for some time. She states that she has been forgetting things so easily and cannot recall anything Now she is 70 and has begun to have times when she does not know what day it is. Neighbor found her wandering around the neighborhood because she could not find her way home.
Placed items on stove and forgot x2 times and forgot and almost burn the house.The patients states that the condition gets worse when she
vividly recalls her services in the military from training to her retirement. The patient says that there
is no history of dementia in her family and she had the same condition few years
ago. Sister reported the family has concerns of living patient by herself her short-term memory has gotten worse. She was hospitalized for similar symptoms years ago and was placed on Aricept. Patient has mood swings, yell and scream for no reasons, delusional sometimes and behavior problem as reported by her sister, her husband death and son disability has made her condition worse, she has become aggressive and out of control. Tells stories of things that happens in the past over and over again and talks to herself.
The patient was married to her late husband, and they had three children. She has been serving in the
military for over 20 years and has been supporting the community through various activities. She started having a problem with memory loss and difficulty in solving issues. Husband death, daughter had an accident and died, son was shot in his arm and now has disable arm. Sister is her caregiver. Denies seeing things or hearing. Denies suicidal or homicidal ideation.
Medical History: After being taken through various psychiatric test to determine her problems, it
was proven that the patient has dementia.
Current Medications: Currently, Alexis is under medication where she takes and A.
MEMODate SEPTEMBER 29, 2022 To CITY OF COLUMBUS MA.docxLaticiaGrissomzz
MEMO
Date: SEPTEMBER 29, 2022
To: CITY OF COLUMBUS MAYOR ANDREW GINTHER
From:
SUBJECT: MEMO & SWOT ANALYSIS OF THE COLUMBUS, OHIO POLICE DEPARTMENT
EXECUTIVE SUMMARY
The accompanying SWOT analysis was developed to identify levels of trust in the CPD, considering the high crime rate in Columbus, Ohio and the violence often connected to it. The youth and community interactions are highlighted as strengths and opportunities, whereas public distrust and crime are highlighted as weaknesses and threats, respectively. So, my suggestions for the CPD are to use crisis professionals in nonviolent situations (such mental health and homeless crises) and to give diversity in hiring top priority.
BACKGROUND
Crime in Columbus, Ohio, is so high that "more than 96% of the other municipalities [in Ohio] have a lower crime rate," making it one of the most dangerous cities in the country. Given the police's efforts to increase public safety, some may question the force's current standing. CPD's credibility has been damaged since the outbreak began as a result of the officers' fatally shooting of unarmed African Americans and the use of tear gas and rubber bullets on hundreds of protesters during the Black Lives Matter Movement (Wedd,2020). The U.S. Department of Justice has launched an investigation into the CPD because of these misdeeds, looking into their policies, procedures, and any racial prejudices.
SWOT ANALYSIS
After compiling the foregoing information, I developed the SWOT analysis of the CPD in the bellow attached. With the crime rate always on the rise and the public demanding action from law enforcement, one must wonder: do people still have faith in the Columbus Police Department? It is the goal of the SWOT analysis to shed light on the sources of distrust and the means by which trust can be reestablished in those sources. Youth engagement, fundraising prowess, and departmental effectiveness are all areas in which the CPD excels (Wedd,2020). There is a lot of mistrust in the public, and the reputation of executives and the workers are both falling. They have potential in attracting a more diverse workforce and gaining the trust of young people and communities. An increase in violent crime, public discontent, and reluctance on the part of the public to call the police will pose serious challenges for the Columbus Police Department.
RECOMMENDATIONS
First, in situations where police intervention is unnecessary (such as nonviolent mental health crises, suicide threats, and homeless crises), I advocate for the use of trained crisis experts rather than solely police personnel. specially at this time when public faith in law enforcement is low and crime rates are high, deploying police to areas where they are most needed and appreciated can make communities safer overall. In addition, many people think "police officers and police organizations are incapable of repairing themselves" because of policing's racist origins. Additionally, 73% of.
Memo
To: Sally Jones
From: James Student
Date: January 15, 202x
Subject: Travelers for the <insert your city here> trip
Below is the current status of the <city> trip:
Create your table below this line and then delete this line.
Create your chart below this line and then delete this line.
1.
Saint Leo Portal login
User ID:[email protected]
Saintleo\martha.ramsey
Password: Demonte5!!!
2.
New Login for email through Okta
User ID: Martha.ramsey
Password: Demonte5!!!
3.
What did you earn your first medal or award for?
Art class
4.
Lion Share Courses
5.
Research Method II
.
Metabolic acidosis A decrease in serum HCO3 of less than 24 mEqL.docxLaticiaGrissomzz
Metabolic acidosis: A decrease in serum HCO3 of less than 24 mEq/L and an increase in the hydrogen ion concentration in the systemic circulation (Burger & Schaller, 2022).
Pathophysiology: This occurs when non-carbonic acid concentrations rise, bicarbonate (base) is lost from extracellular fluid, or the kidneys are unable to replenish it. This can happen suddenly, as in the case of lactic acidosis brought on by inadequate circulation or hypoxemia, or more gradually, as in the case of renal failure (failure to excrete acid) or diabetic ketoacidosis (excess production of keto acids from lack of insulin) (Huether & McCance, 2014).
Clinical manifestations: Alteration in the neurologic, respiratory, gastrointestinal, and cardiovascular systems are signs of metabolic acidosis. Initial symptoms of severe acidosis include lethargy and a headache, which can escalate to a coma. Respiratory compensation is indicated by deep, fast breathing (Kussmaul breaths). It's typical to have anorexia, nausea, vomiting, diarrhea, and abdominal pain. Extreme acidosis may make it harder for the heart to contract normally and result in potentially fatal dysrhythmias (Huether & McCance, 2014).
Evaluation and treatment: Lab results, symptoms, and medical history are used to make the definitive diagnosis of metabolic acidosis. The results of the laboratory tests will reveal arterial blood pH below 7.35 and bicarbonate concentration below 24 mEq/L. A movement to the right can be seen in the oxyhemoglobin curve. For a buffering solution to be used effectively, the underlying issue must be identified. Administration is necessary to raise the pH to a safe level during severe acidosis (pH 7.1), especially if there is renal failure. Deficits in water and sodium must also be made up (Huether & McCance, 2014).
Metabolic alkalosis: An initial rise in serum bicarbonate, which causes a blood pH increase to >7.45 (Tinawi, 2021).
Pathophysiology: Increased bicarbonate concentration, which is often brought on by an excessive loss of metabolic acids. Prolonged vomiting, stomach suctioning, a high intake of bicarbonate, hyperaldosteronism with hypokalemia, and diuretic medication are all conditions that might lead to metabolic alkalosis (Huether & McCance, 2014).
Clinical Manifestations: Volume loss and electrolyte deficits are linked to several common symptoms including weakness, cramping, and overactive reflexes. Some people may have paresthesias, tetany, and seizures. To maximize carbon dioxide retention, respirations are shallow and sluggish. With severe alkalosis, disorientation and seizures happen. A potential issue is atrial tachycardia. As oxyhemoglobin's dissociation decreases and the likelihood of dysrhythmias rises, the oxyhemoglobin curve shifts to the left (Huether & McCance, 2014).
Evaluation and treatment:A sodium chloride solution is necessary for the treatment of contraction alkalosis or hypochloremic alkalosis. As a result, HCO3 may be expelled as NaHCO3 in the urine .
McDonald’s—The Coffee Spill Heard ’Round the WorldThe McDonald’s.docxLaticiaGrissomzz
McDonald’s—The Coffee Spill Heard ’Round the World
The McDonald’s coffee spill is the most famous consumer lawsuit in the world. Everyone knows about this case, and the details involved in it continue to be debated in many different venues—classrooms, Web sites, blogs, law schools, and business schools. Regardless, it serves as one of the best platforms in the world for discussing what companies owe their consumer stakeholders and what responsibilities consumers have for their own well-being. Consumers, lawyers, and analysts are still debating the world famous coffee spill case.
Keeping the topic hot was the 2011 documentary film,
Hot Coffee
, which analyzed the famous coffee spill, set the facts straight, and highlighted the ongoing debate about the impact of tort reform on the U.S. judicial system. The film premiered at the 2011 Sundance Film Festival and aired on HBO during June 2011. The film won many awards.
Stella Liebeck
Stella Liebeck and her grandson, Chris Tiano, drove her son, Jim, to the airport 60 miles away in Albuquerque, New Mexico, on the morning of February 27, 1992. Because she had to leave home early, she and Chris missed having breakfast. Upon dropping Jim off at the airport, they proceeded to a McDonald’s drive-through for breakfast. Stella, an active, 79-year-old, retired department-store clerk, ordered a McBreakfast, and Chris parked the car so she could add cream and sugar to her coffee.
What occurred next was the coffee spill that has been heard ‘round the world. A coffee spill, serious burns, a lawsuit, and an eventual settlement made Stella Liebeck (pronounced Lee-beck) the “poster lady” for the bitter tort reform discussions that have dominated the news for more than 20 years. To this day, the issue is still debated, with cases similar to Stella’s continuing to be filed.
Third-Degree Burns
According to Liebeck’s testimony, she tried to get the coffee lid off. She could not find any flat surface in the car, so she put the cup between her knees and tried to get it off that way. As she tugged at the lid, scalding coffee spilled into her lap. Chris jumped from the car and tried to help her. She pulled at her sweatsuit, but the pants absorbed the coffee and held it close to her skin. She was squirming as the 170-degree coffee burned her groin, inner thigh, and buttocks. Third-degree burns were evident as she reached an emergency room. A vascular surgeon determined she had third-degree (full thickness) burns over 6 percent of her body.
Hospitalization
Following the spill, Liebeck spent eight days in the hospital and about three weeks at home recuperating under the care of her daughter, Nancy Tiano. She was then hospitalized again for skin grafts. Liebeck lost 20 pounds during the ordeal and at times was practically immobilized. Another daughter, Judy Allen, recalled that her mother was in tremendous pain both after the accident and during the skin grafts.
According to a
Newsweek
magazine report, Liebeck wro.
may use One of the following formats for reflection.; all conc.docxLaticiaGrissomzz
may use One of the following formats for reflection.;
all concepts from the reflection model MUST be utilized
:
Johns' Model of Reflection
Carper's Ways of Knowing
Sister Roach's Six C's of Caring
Boud's Model of Reflection
Q: Although many believe (and behave!) as if the COVID-19 pandemic has resolved, it has not. What are your thoughts as a new nurse entering the profession during a COVID-19 pandemic crisis and critical shortage of nurses in acute care facilities? What are some skills/knowledge acquired through your nursing education that can assist you into your transition to professional practice?
.
master budget problem. only part B in attached filePa.docxLaticiaGrissomzz
master budget problem. only part B in attached file
Part B: Master Budget
You have just been hired as a new management trainee by Earrings Unlimited, a distributor of earrings to various retail outlets located in shopping malls across the country. In the past, the company has done very little in the way of budgeting and at certain times of the year has experienced a shortage of cash. Since you are well trained in budgeting, you have decided to prepare a master budget for the upcoming second quarter. To this end, you have worked with accounting and other areas to gather the information assembled below.
The company sells many styles of earrings, but all are sold for the same price—$10 per pair. Actual sales of earrings for the last three months and budgeted sales for the next six months follow (in pairs of earrings):
January (actual)
30,000
June (budget)
45,000
February (actual)
20,000
July (budget)
40,000
March (actual)
50,000
August (budget)
30,000
April (budget)
70,000
September (budget)
20,000
May (budget)
95,000
Sufficient inventory should be on hand at the end of each month to supply 40% of the earrings sold in the following month.
Suppliers are paid $3 for a pair of earrings. 40% of a month’s purchases is paid for in the month of purchase; the other 60% is paid for in the following month. All sales are on credit. Only 30% of a month’s sales are collected in the month of sale. An additional 60% is collected in the following month, and the remaining 10% is collected in the second month following sale.
Monthly operating expenses for the company are given below:
Variable:
Sales commissions
5% of sales
Fixed:
Advertising
$
190,000
Rent
$
20,000
Salaries
$
100,000
Utilities
$
8,000
Insurance
$
3,000
Depreciation
$
14,000
Insurance is paid on an annual basis, in November of each year.
At the end of June, the company received $4,000 deposit for July sales. Sales in advance is a liability.
The company plans to purchase $20,000 in new equipment during May and $60,000 in new equipment during June; both purchases will be for cash. The company declares dividends of $15,000 each quarter, payable in the first month of the following quarter.
The company’s balance sheet as of March 31 is given below:
Assets
Cash
$
74,000
Accounts receivable ($20,000 February sales; $350,000 March sales)
370,000
Inventory
80,000
Prepaid insurance
21,000
Property and equipment (net)
950,000
Total assets
$
1,495,000
Liabilities and Stockholders’ Equity
Accounts payable
$
100,000
Dividends payable
15,000
Common stock
800,000
Retained earnings
580,000
Total liabilities and stockholders’ equity
$
1,495,000
The company maintains a minimum cash balance of $50,000. All borrowing is done at the beginning of a month; any repayments are made at the end of a mont.
MAT 133 Milestone One Guidelines and Rubric Overview .docxLaticiaGrissomzz
MAT 133 Milestone One Guidelines and Rubric
Overview: The final project for this course is the creation of a research study report. For the first milestone, you need to select an appropriate study from the
Final Project Research Study Options document found in the Module One Reading and Resources. Then you will draft the first of three sections that will make up
your report.
Prompt: Draft the “Introduction” section of your research study report, which includes the following critical elements:
I. Identify the specific focus of the research. In other words, what was this study about?
II. Explain the purpose of the study. What was the study trying to achieve?
III. Describe the specific characteristics of the group being studied. What was the population? What was the sample size? What were its demographics?
Submit your Milestone One submission to the assignment page in Module Two. You will be graded based on the rubric information below.
You will also be sharing your ideas for your introduction to the discussion board for feedback. Make sure to respond to your peers with thoughts and
information to help them improve their work for the final project submission (later in the course).
Rubric
Guidelines for Submission: Your draft of the “Introduction” section of your research study report should be 1 page in length (plus a cover page and references)
and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Cite all references in APA format.
Note: This rubric is tailored to this assignment and awards full points for “Proficient.” For the final project, you will need to demonstrate “Exemplary”
achievement to earn full points. To see how you will be graded on your final project, review the Final Project Guidelines and Rubric document (in the Assignment
Guidelines and Rubrics section of the course).
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Introduction: Focus Accurately identifies the
specific focus of the research
Identifies the focus of the
research, but is not fully
accurate or lacks specificity
Does not identify the focus of
the research
25
Introduction:
Purpose
Accurately explains the purpose
of the study
Explains the purpose of the
study, but is not fully accurate
or lacks specificity
Does not explain the purpose of
the study
25
Introduction: Group Accurately describes the
specific characteristics of the
group being studied
Describes the characteristics of
the group being studied, but is
not fully accurate or lacks
specificity
Does not describe the
characteristics of the group
being studied
25
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact
readability and ar.
Master of Business Analytics BUS5AP
La Trobe Business School
1
BUS5AP – Business Application of Analytics
Assignment 03: “Analyse This!” – Bring your user stories to life with Power BI
Assignment Type: Individual
Marks: 40%
Release Date: Wednesday, 05-Oct-2022
Due Date: Saturday, 12 November 2022 23:55 (AEDT) – submission link on LMS
“Analyse This!” – Bring your user stories to life with PowerBI
Having successfully completed your analysis of user stories, you have been requested by HOLISTICO
to deliver a prototype dashboard. You will use your experience gained from Week 05 (Think like a
designer) and the Power BI content from Week 8 to Week 12 to develop a visually compelling
dashboard that encompasses user stories completed in Assignment 02.
You will then pitch this dashboard to HOLISTICO’s team to show them the value of the analytics
exercise they have undertaken with you as you uncover insights about their operation and direction.
A sample dataset for this assessment is provided in the spreadsheet (BUS5AP-HOLISTICO-AS03-
Dataset.xlsx) on the LMS under Assignment 03.
Deliverables:
1. Complete the spreadsheet template, with the first column showing a list of user stories from
Assignment 02 and the second column noting if this user story is prototyped in your
dashboard.
2. A 15-minute (exactly 15 minutes) video recording of you presenting your dashboard and how
this dashboard delivers on the user stories presented in Assignment 02.
o You may use additional material such as a slide deck to present your dashboard
(especially when linking the dashboard to the user stories), and you must be visible in
the recording to deliver the pitch.
o The presentation must cover the following:
▪ How your dashboard delivers on the value drops specific in your business case
and the user stories from assignment 02 (both the Summary and Operational
level dashboard) – it is acceptable to make changes to your value drops and
user stories in the event that it doesn’t align with the dashboards.
▪ A walkthrough of each of the elements of the dashboards (and how it delivers
on a selected user story)
o You may use Zoom screen recording feature to capture you dashboard pitch. For a
step-by-step guide to Zoom screen recording, follow this link.
3. A PowerBI file in PBIX format covering the content above. The PowerBI dashboard must
consist at minimum of the following:
o A strategic level dashboard highlighting organisation trends (ideally aligned to the
Clinic Owner).
o An Operational level dashboard that allows personas such as the Clinic Owner
Practitioner and the Practice Managers’ to gain insights into specific patient trends.
o Each of the dashboards will be located on the same PowerBI PBIX file under multiple
tabs. You can have more than 2 tabs but less than 4 tabs.
https://www.guidingtech.com/record-your-screen-with-zoom-windows-10/
Master of Busine.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Increasing Cultural Understanding and Diversity in AppliedBe.docx
1. Increasing Cultural Understanding and Diversity in Applied
Behavior Analysis
Elizabeth Hughes Fong
Saint Joseph’s University
Seana Ficklin
Multicultural Alliance of Behavior Analysts,
Swarthmore, Pennsylvania
Helen Y. Lee
Boston University
In recent years, the demands for behavior analysis to serve
consumers with diverse cultural
backgrounds have significantly increased. The field is in great
need of culturally competent
behavior analysts who can integrate appropriate cultural
considerations to their programs.
The field of behavior analysis can address this growing need by
fostering cultural compe-
tency in professional training through increasing relevant
training opportunities and the
development of culture- and diversity-relevant educational
curricula and materials, and by
supporting efforts to increase the number of ethnically and
racially diverse behavior-
analytic workforces in academic and professional settings.
Together, we can promote
cultural awareness and cultural competencies in professional
behavior-analytic training.
2. However, there are challenges for fostering culturally diverse
professionals, especially
during the academic training phase, which include language
barriers, negative perceptions
about cultures that are different from one’s own,
microaggressions in work and academic
settings, lack of mentoring opportunities, adverse campus
climates, and tokenism. Some
potential ways to address such challenges include the
development of culture- and diversity-
related curricula, mentoring opportunities, and greater support
for minority and culturally
diverse students and faculty. The purpose of this commentary
was to increase awareness
about the importance of cultural understanding and competency,
as well as a diverse
workforce in the field of behavior analysis, a necessary step to
better serve those consumers
from multicultural backgrounds.
Keywords: behavior analysis, diversity, multiculturalism
Today’s behavior analysts serve consumers
from increasingly diverse ethnic, racial, and so-
cioeconomic backgrounds, and this trend will
likely continue as the field expands. To better
serve consumers from different cultures, includ-
ing historically marginalized ethnic and racial
populations in the United States, the field of
applied behavior analysis (ABA) needs to rec-
ognize the cultural diversity of consumers and
critically examine the role of culture in effective
treatment design, practice, and delivery. Cul-
tural competency is no longer an option but a
necessity for serving an increasingly multicul-
3. tural background of consumers. Behavior ana-
lysts need to be aware of how their own cultural
values and beliefs or the lack of understanding
of their consumers’ cultures can negatively im-
pact treatment and service delivery. To this end,
we believe good starting points are the promo-
tion of cultural understanding and skills in be-
havior-analytic education and training and of
supporting diversity in the ABA workforce. To-
Editor’s Note. Alan Poling served as the action editor for
this article.—AP
This article was published Online First February 16, 2017.
Elizabeth Hughes Fong, Department of Health Services,
St. Joseph’s University; Seana Ficklin, Multicultural Alli-
ance of Behavior Analysts, Swarthmore, Pennsylvania;
Helen Y. Lee, Department of Psychological and Brain Sci-
ences, Boston University.
Helen Y. Lee is now at the Department of Comparative
Human Development, University of Chicago.
Correspondence concerning this article should be ad-
dressed to Elizabeth Hughes Fong, Department of Health
Services, St. Joseph’s University, 5600 City Avenue, Post
Hall Room 123, Philadelphia, PA 19131-1395. E-mail:
[email protected]
T
hi
s
do
cu
9. an ongoing struggle to remediate the disparity.
Elimination of the health-care disparity be-
tween the majority and ethnic and racial minor-
ity populations became a major part of the na-
tional health agenda particularly after the 1960s,
as a result of a number of historical and ongoing
social and cultural events and changes took
place, for example, the civil rights movement,
mental health reforms, and growing immigra-
tion (Derose, & Escarce, & Lurie, 2007; Hoff-
man, 2003; Smith, 1998). Over the years, vari-
ous stakeholders, including federal agencies and
public and private organizations, have worked
to address this inequality, and numerous schol-
ars have examined its causes, potential solu-
tions, and their outcomes (Fiscella, Franks,
Gold, & Clancy, 2000; Smedley, Stith, & Nel-
son, 2002; van Ryn & Burke, 2000). A large
body of literature has indicated that health-
service disparity is the result of complex mul-
tidimensional layers of barriers and requires
ongoing and wide-ranging corrections (Baker et
al., 2010; Flores, Abreu, Olivar, & Kastner,
1998). The barriers include consumers’ lack of
proficiency in the English language (illiteracy),
their negative perceptions of health establish-
ments, an insufficient number of health profes-
sionals with diverse cultural backgrounds, and
unsupportive social and academic systems that
fail to foster the potential of students of color to
become competent professionals. Presently, the
extent to which ABA professionals provide ser-
vice to culturally diverse and minority popula-
tions is unclear, as are the percentages of pro-
10. fessionals with different cultural backgrounds
(e.g., ethnic and racial backgrounds) and the
types of challenges professionals face when
working with individuals from cultural popula-
tions that are different from theirs.
The ABA field currently lacks culturally rel-
evant behavior-analytic knowledge and profes-
sional training materials. Yet, according to a
recent large-scale survey study by Fong, Jar-
muz-Smith, Dogan, Serna, and Woolery (2015),
behavior analysts are increasingly interested in
obtaining such knowledge. The study found that
the more experienced behavior analysts are, the
greater the importance they assign to including
cultural competency in professional training for
working with consumers from different cul-
tures. The study concluded that there is a grow-
ing and immediate need for developing and
testing professional development programs
aimed at increasing cultural competency.
As the field of behavior analysis currently goes
through an important phase in its growth, it is
necessary to recognize the cultural diversity of its
consumers and the impact of this diversity on
research and the theory, practice, and delivery of
ABA services. Cultural sensitivity can contribute
to creating better service for consumers from dif-
ferent cultural backgrounds and greater service
equality for minority populations. In particular, we
believe that increasing diversity in the behavior-
analytic workforce, together with developing cul-
ture-relevant education and training materials, can
play a pivotal role in improving the cultural com-
petencies of behavior analysts and better serving
11. diverse populations. In this commentary, we ex-
amine the important role of culture in health ser-
vices and the importance of fostering racially and
ethnically diverse professionals. Then we discuss
social barriers that need to be addressed to achieve
this cultural diversity, as well as potential solu-
tions to these challenges. Finally, we present our
conclusion and future research directions.
Importance of Cultural Understanding
and Diversity
Culture plays a critical role in how individu-
als develop and function in a society; it guides
and shapes their values, beliefs, and behavior
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throughout their lives (e.g., Shweder & LeVine,
1984). According to Skinner (1971), culture is a
collection of the contingencies of reinforcement
into which individuals are born and to which
they are exposed throughout their lives. The
contingencies are part of both the social and the
physical environment and may not be readily
observable, especially in the case of social con-
16. tingencies in which the reinforcers are values
and ideas that generate the behavior. Different
cultures offer unique contingency environments
that shape and influence individuals’ behavior
(Glenn, 2004; Skinner, 1971). In particular, cul-
ture influences the perceptions and behaviors of
clinicians as well as consumers, including their
expectations regarding appropriate behavior in
social situations (Glenn, 2004; Skinner, 1971).
Individuals’ cultural identities and connec-
tions to their families and communities are es-
pecially relevant in the mental health-service
setting. Culture may influence how a condition
impacts an individual and may manifest as a
syndrome (culture-bound syndrome) and also
affects how these are treated (Marsella &
Yamada, 2000). Specifically, culture can influ-
ence the likelihood of individuals seeking help
or treatment, the type of treatment they seek,
and the coping styles they use, within a broader
ecological context of available support systems
and stigmata attached to their conditions
(DHHS, 2001).
At the most basic level, cultural competency
begins with recognizing one’s cultural identity
(Fong, Catagnus, Brodhead, Quigley, & Field,
2016). Cultural identity can be viewed in terms
of distinguishable stimulus and response class-
es: Being aware of one’s cultural identity allows
for an awareness of how one’s values, prefer-
ences, characteristics, and circumstances may
differ from those of others. This self-awareness
can, in turn, help behavior analysts be vigilant
regarding unintentional biased perceptions or
17. disregard for others’ cultural beliefs and behav-
iors, thus allowing them to develop assessments
and interventions that are better suited to the
needs of their clients. Findings from psycholog-
ical studies have, in fact, shown that clinicians’
competency in cultural knowledge can signifi-
cantly improve the quality and effectiveness of
health-service delivery to minority populations
(e.g., Ngo-Metzger et al., 2006). Moreover, cul-
tural sensitivity and understanding can also help
clinicians build better relationships with con-
sumers with ethnic and racial minority back-
grounds who may have negative perceptions of
the establishment due to past unfair social and
political treatments.
A report from the Office of the Surgeon Gen-
eral (DHHS, 2001) suggested that minority pa-
tients were more likely to perceive that differ-
ences between their cultural values and beliefs
and those of mainstream ethnic majority clini-
cians could result in bias and inadequate service
on the part of the clinician. That is, when clini-
cians hold negative stereotypical images of a
minority, this can influence the type and timing
of the diagnosis and treatment options they give
to consumers. A study comparing the treatment
rate of European American and African Amer-
ican boys who received a diagnosis of attention-
deficit/hyperactivity disorder (ADHD) found
that the African American boys were less likely
to be recommended for and receive treatment
than were their European American counter-
parts (Maddox & Wilson, 2003). Clinicians
who are not culturally aware are more likely to
18. misunderstand cultural influences in differences
in normative behavior can lead to pathologizing
behavior (e.g., misperception and misdiagno-
sis), and therefore may be more likely to mis-
diagnosis minority clients (McIntyre, 1996). In
addition, studies have shown that differences in
the treatment of ethnic and racial minorities can
also result from other factors, such as limita-
tions of available health-care options, bias or
stereotyping in diagnosing minority consumers,
and a lack of culturally competent clinicians
(Bailey & Owens, 2005).
However, with proper education and training,
professionals of any cultural background can
develop the necessary skills to treat and interact
with consumers who come from outside their
culture. For example, Diller and Moule (2005)
suggested that teachers can be educated in cul-
tural competency by focusing on developing
personal and interpersonal awareness and sen-
sitivities, acquiring different bodies of cultural
knowledge, and mastering a set of skills for
effective communication and teaching. The Na-
tional Education Association (2008; NEA) fur-
ther developed these ideas and identified four
basic cultural competency skill areas for educa-
tors: valuing diversity, being culturally self-
aware, understanding the dynamics of cultural
interactions, and institutionalizing cultural
knowledge and adapting to diversity. Specifi-
105CULTURE UNDERSTANDING AND DIVERSITY IN ABA
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cally, professionals need to value diversity and
respect different cultural values, traditions, and
communicative styles; be aware of ways in
which their own cultural beliefs, values, and
knowledge shape who they are within their so-
cial and cultural community and how they be-
have with others; and understand that a number
of factors can influence dynamic cultural inter-
actions, including historical experiences. Fi-
nally, there is a need to institutionalize the prac-
tice of integrating the cultural backgrounds of
students and knowledge about these into learn-
ing environments. The NEA argued that with
the development of educators’ cultural attitudes,
skills, and knowledge toward valuing diversity,
they will be better equipped to serve diverse
children. Similarly, by cultivating cultural com-
petence in behavioral analysts’ education and
training, the field of ABA can better serve di-
verse populations.
In addition to focusing on educating ABA
professionals in general, another way to
strengthen cultural competence in the field is to
increase the number of culturally diverse pro-
fessionals. Health studies have long established
that increasing the number of ethnically and
racially diverse health professionals is a critical
24. component for serving their communities more
efficiently (e.g., Phillips & Malone, 2014) and
closing the gap in health-care disparity
(Thomas, 2014). Cultural natives can overcome
communicative barriers with non-English-
speaking or illiterate consumers and can also
more accurately understand culture-related en-
vironmental contingencies and contexts, and
thus help in assessing and designing socially
(culturally) appropriate behavior programs.
They can also help in building trust and main-
taining rapport with consumers by virtue of
being members of a racial or ethnic group, and
therefore knowledgeable about its cultural nu-
ances in social interactions.
The ABA profession can benefit from cultur-
ally knowledgeable analysts in its efforts to
effectively reach and work with diverse cultural
populations. Culturally diverse professionals
can introduce ABA to ethnic and racial com-
munities that may not be familiar with the field,
and can also share their cultural knowledge with
other professionals who may not readily under-
stand or may even miss subtle environmental
contingencies (Bolling, 2002). A culturally di-
verse group of behavioral analysts can serve as
a valuable pool of informers who can share their
cultural knowledge and contribute to the devel-
opment of cultural concepts relevant to behav-
ior-analytic theory, research, and practice in line
with the core mission and principles of ABA.
In sum, building cultural competency will
contribute to the critical task of enhancing ABA
25. professionals’ ability to work effectively in
cross-cultural settings. The best ways to accom-
plish the latter involve developing culture-
relevant educational and training materials and
curricula along with fostering diversity in the
behavior-analytic field by having more minority
and culturally diverse groups participate and
share their cultural knowledge to advance ABA.
Barriers to Increasing Diversity
Although various government and public and
private organizations and institutions have de-
voted considerable effort to increasing ethnic
and racial diversity in the health-care service
area, barriers continue to exist. Among various
views that have been used to examine the chal-
lenges associated with achieving health equal-
ity, the critical race theory (CRT) framework
provides useful insights for understanding the
social and economic factors that underlie sys-
tematic resistance to diversity. CRT attempts to
understand race, racism, and inequality by ex-
amining the power relationship in which the
dominant culture’s ideology impacts popula-
tions of people who are in the minority with
respect to race, gender, and class (Solórzano,
1997, 1998; Solórzano & Delgado Bernal, in
press; Solórzano & Yosso, 2000). In this view,
the health-service disparity is a result of imbal-
anced social and economic power relationships
among major and minor ethnic and racial pop-
ulations that have manifested as discouraging
messages in subtle and overt everyday interac-
tions and limited access to resources (Solór-
zano, 1997, 1998; Solórzano & Delgado Bernal,
26. in press; Solórzano & Yosso, 2000). CRT offers
insights, perspectives, methods, and pedagogies
that can guide our efforts to identify, analyze,
and transform the structural and cultural aspects
of education that maintain dominant and subor-
dinate racial positions inside and outside the
classroom (Matsuda, Lawrence, Delgado, &
Crenshaw, 1993; Tierney, 1993). In what fol-
lows, we review some key features identified by
CRT to describe the barriers to achieving diver-
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sity that need to be overcome. These include
racial microaggressions, inadequate opportuni-
ties to receive mentoring, adverse campus racial
climates, and tokenism.
Microaggressions
Racial microaggressions are brief, uncon-
sciously denigrating messages to people of
color in the form of subtle snubs or dismissive
looks, gestures, and conversational tones during
everyday exchanges (Sue et al., 2007). There
are three forms of microaggressions: microin-
31. sults, -assaults, and -invalidations. Microinsults
are race-based statements that are rude and de-
meaning to a person (Clark, Mercer, Zeigler-
Hill, & Dufrene, 2012), such as insensitive
statements made to minorities about the “sur-
prising” capabilities they possess. Microassaults
are more blatant forms of racism meant to insult
or hurt the intended victim (Sue et al., 2007),
and microinvalidations are statements or actions
that invalidate or nullify a person’s feelings,
experiences, or beliefs based on his or her race
(Clark et al., 2012).
The literature suggests that such microag-
gressions are potential sources of stress for stu-
dents of color, especially in negative racial cli-
mates on campus. These stressors may involve
the European American majority’s precon-
ceived notion of how minorities make it to
college.
According to Sue et al. (2008), African
American students and staff have been per-
ceived in numerous focus-group studies as less
intelligent than ethnic majority individuals, as
potential criminals, or even as coming from an
inferior culture. Such negative perceptions can
have psychological implications and contribute
to racial disparities in employment, education,
and health care (Sue, 2010). When the micro-
aggressions are severe, minority students report
emotional distress: they feel overlooked, iso-
lated, and rejected, which leads to depression
and anxiety—and these can, in turn, impact
students’ academic engagement and subsequent
outcomes (Fredricks, Blumenfeld, & Paris,
32. 2004). Microaggressions, together with minor-
ity individuals’ feelings of alienation and pow-
erlessness, can lead to mental exhaustion and
significantly interfere with students’ ability to
fully engage in academic studies (Yosso, Smith,
Ceja, & Solórzano, 2009).
Lack of Opportunities to Receive
Mentoring
Inadequate opportunities to receive mentoring
constitute another barrier for minority students’
and junior faculty’s success in academic and pro-
fessional settings. According to Johnson and Rid-
ley (2004), mentoring is an informal, unofficial,
mutually agreed upon, and voluntary interaction
between two people in which one or more expe-
rienced persons share expertise with a less expe-
rienced person. The mentoring process involves
the mentee observing, questioning, and observing
while the mentors demonstrate, explain, and mod-
el. Although the literature suggests that mentor-
ship has a strong and essential role in facilitating
ethnic minority students’ success in completing a
degree program, mentoring opportunities remain
low, particularly opportunities with another mi-
nority member as a mentor (e.g., Gilbert & Ross-
man, 1992; Johnson, 2002).
As new faculty members, junior faculty can
better decipher an institution’s expectations
with respect to retention, tenure, and promotion
under the guidance of a mentor (Vasquez et al.,
2006). Minority faculty report that lack of sup-
port and guidance is a greater problem for them
in adjusting to their jobs than for their European
33. American counterparts, especially at predomi-
nantly European American institutions
(Vasquez et al., 2006).
Adverse Campus Racial Climate
An open, ethnically and racially diverse
climate is essential for encouraging minority
students to pursue further academic educa-
tion. The social climate of professional envi-
ronments is reflected in multiple layers of
institution-level access to academic re-
sources, beyond a cordial and friendly social
atmosphere for creative collaborations. A col-
legial racial climate that is positive entails
greater inclusion of minority students, fac-
ulty, and administrators, more diverse aca-
demic curricula and programs related to the
historical and contemporary experiences of
people of color, an active policy and pro-
grams to support the recruitment, retention,
and graduation of minority students, and a
university mission statement that includes the
institution’s commitment to pluralism (Yosso
et al., 2009). These elements are least likely
107CULTURE UNDERSTANDING AND DIVERSITY IN ABA
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38. to exist on campuses that have negative racial
climates.
Creating and maintaining a genuinely di-
verse racial environment has proved to be an
ongoing social and political challenge. Some
scholars have pointed out that, today, with
colorblindness and race-neutral politics being
popular notions, it is easier for many univer-
sities and institutions to endorse what seems
to be a diversity of convenience than to pur-
sue genuine diversity or pluralism (Yosso et
al., 2009). That is, universities may celebrate
diversity with ethnic food and fiestas but at
the same time fail to provide equal access and
opportunity for minority students. Such hap-
hazard endorsement of diversity does not nec-
essarily translate into tangible outcomes, ac-
cess to resources, or a positive campus racial
climate for minority students. The racial en-
vironment of college campuses can thus im-
pact the academic performance, retention, and
dropout rates of ethnic minority students.
Tokenism
Tokenism is a policy or practice that makes a
perfunctory effort or gesture to create a false
appearance of social inclusion and diversity by
including a limited number of members of mar-
ginalized groups (e.g., based on race or gender;
Jackson, Thoits, & Taylor, 1995). As a result,
small groups of members of ethnic minorities
can be perceived as representing an entire race
39. of people and culture on some college cam-
puses. As a form of tokenism, this perception
overwhelms members of ethnic minorities, who
are disproportionately called upon to mentor,
supervise, and facilitate the majority of campus
and departmental initiatives with multicultural
underpinnings (Bradley, 2005). For example,
African American faculty can suffer from com-
mittee overload with a disparate assignment to a
wide variety of committees (Haizlip, 2012). At
the same time, others may perceive that the
minority faculty member is incompetent and
unqualified to be a university faculty member
(Haizlip, 2012).
Recommendations for Increasing Cultural
Understanding and Diversity
Several recommendations for increasing cul-
tural understanding and diversity have been
proposed, with the ultimate aim of assisting the
field in building culturally competent profes-
sionals. The recommendations we have com-
piled from the literature are meant to serve as a
starting point for future work. These are devel-
oping culturally relevant curricula and training
opportunities in academic and other training
settings, providing positive mentoring opportu-
nities and support to minority students and fac-
ulty, and creating a diversity-friendly campus
environment.
Developing Culture- and Diversity-Related
Curricula and Training Opportunities
40. Over the past few decades, various health-
care professionals have been encouraged to in-
crease their cultural understanding and compe-
tencies to accommodate diverse ethnic and
racial populations. Notably in psychology, there
has been a significant increase in programs that
incorporate and emphasize cultural sensitivity
and diversity in their curriculum development,
as well as in internship settings (Rogers, Hoff-
man, & Wade, 1998; Rogers, & Molina, 2006).
The American Psychological Association ac-
creditation guidelines (American Psychological
Association [APA], 2003) prominently ac-
knowledge that multicultural and culture-
specific knowledge can help researchers, teach-
ers, therapists, and other applied practitioners
become more competent in their ability to un-
derstand and interact with consumers from dif-
ferent cultures. The APA accreditation commit-
tee, which accredits training programs in
counseling and clinical and school psychology,
requires that these programs provide diversity
education for students, as well as create an
ethnically and racially diverse faculty and stu-
dent body (APA, 2002).
In comparison, there is presently a dearth of
literature or educational materials for cultural
competency in ABA. There is a great need to
develop culture- and diversity-related curricula
and training opportunities in line with the the-
ory and practice of behavioral analysis. This
requires the concerted effort and dedication of
scholars and practitioners under the guidance of
the highest levels of leadership in ABA across
national and regional associations, academic in-
41. stitutions, and organizations. For example, a
task force composed of experts in culture and
108 FONG, FICKLIN, AND LEE
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ABA could begin by assessing the current status
of the field, its needs, and recommendations.
In academic settings, ABA faculty can play a
considerable role in creating an inviting multi-
cultural atmosphere in the classroom and in
developing appropriate culture-related curri-
cula. When professors are perceived as amiable,
nonjudgmental, and enthusiastic and their over-
all leadership in the classroom is encouraging
and positive, students report a greater positive
experience regarding their multicultural training
(APA, 2003; Lenington, 1999).
Increasing Opportunities for Mentoring
Increased opportunities to receive mentoring
from advanced students and faculty members
can significantly boost undergraduate minority
students’ academic attitudes and performance.
46. The literature suggests that although a racial
and ethnic match between mentor and mentee
can be useful, mentees nonetheless value the
opportunity to receive mentoring and the ac-
companying benefits even in the absence of
such a match, for example, when European
American professors and senior professionals
mentor ethnic minority students (Atkinson,
Neville, & Casas, 1991).
Moreover, when minority professionals pro-
vide mentorship to other ethnic minority and
nonminority students, they report a sense of
personal satisfaction in helping others and in-
creased enthusiasm about their own work (At-
kinson, Casas, & Neville, 1994). Thus, devel-
oping a greater pool of mentors, including those
with European American and minority cultural
backgrounds, and providing more opportunities
for minority students to serve as mentors them-
selves can contribute to positive academic and
educational experiences.
Along with academic guidance, mentoring
programs can help minority college students
develop a sense of belongingness. Programs
such as the Holmes Scholars Network (Lamb,
1999), the Compact of Faculty Diversity (Smith
& Parker, 2000), and the Preparing Future Fac-
ulty Program (DeNeef, 2002) that create a sense
of belongingness actively encourage minorities
to pursue additional education for careers that
lack sufficient minority representation through
supportive social networks and relationships.
Some scholars have also pointed out that in
addition to creating a positive social atmo-
47. sphere, it is important for mentorship efforts to
include opportunities for career development,
such as attending and presenting at national
conferences, publishing academic work, super-
vising, and networking with other practitioners,
scholars, and students of color, both within the
university and nationally (Haizlip, 2012).
Recognizing the benefits of mentoring, many
national organizations and institutions have de-
veloped and implemented various mentoring
programs. For example, the Committee for the
Advancement of Professional Practice (CAPP),
which oversees the American Psychological
Association, has developed multiple mentoring
models and programs to train practitioners in
essential professional skills and has dissemi-
nated the knowledge by working with state,
provincial, and territorial psychological associ-
ations (SPTAs; Burney et al., 2009). These in-
clude the Massachusetts Psychological Associ-
ation graduate student and early-career
psychologist (ECP) programs, the Texas Psy-
chological Association externship program,
practice advocacy programs, and the State
Leadership Conference (SLC) Diversity Initia-
tive. The core mission of these mentoring pro-
grams is to train students with a wide breadth of
knowledge related to effective professional and
clinical skills (Burney et al., 2009).
Similarly, the ABA field needs to develop
effective mentoring models that can support the
existing body of minority students and early
professionals and also to engender future men-
48. tors. National and regional level initiatives can
promote and encourage mentoring and network-
ing opportunities for minority students. In addi-
tion, mentors should receive training on how to
effectively mentor junior or new faculty, as well
as provide effective mentoring to multicultural
backgrounds of mentees.
Increasing and Supporting
Minority Faculty
Increasing the presence of minority faculty in
academia promotes student diversity and pro-
fessional development. More positive attitudes
toward diversity and the availability of trustful
and valued faculty mentors and opportunities
for research in ethnic-congruent areas influence
how a department is perceived by prospective
minority students (Jones, 1990; Muñoz-Dunbar
& Stanton, 1999; Rogers et al., 1998; Speight,
109CULTURE UNDERSTANDING AND DIVERSITY IN ABA
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53. graduate students, who can, in turn, potentially
become faculty members (Maton, Kohout,
Wicherski, Leary, & Vinokurov, 2006). Thus,
this cycle can ultimately enhance the recruit-
ment, retention, and achievement of both under-
graduate and graduate minority students as well
as minority faculty members (Maton et al.,
2006).
Presently, the percentage of ABA faculty
who are members of minorities and the support
and challenges that exist for their career devel-
opment is not clear. The field can begin by
providing the necessary support for increasing
minority-faculty recruitment and developing
opportunities and incentives for their academic
development, especially in the early stages of
their careers. These opportunities could include
receiving mentoring from senior faculty mem-
bers who can help navigate the process of tenure
and promotion and ultimately the retention of
minority-faculty members (Ortega-Liston &
Soto, 2014), support for conference travel to
present academic work and network with other
professionals, and small grants for conducting
research. In addition, the exploration of doctoral
training grants to increase the number of diverse
students should be considered. There, efforts
should go hand-in-hand with encouraging
greater cultural diversity and ethnic and racial
inclusion in the field through institutional poli-
cies.
Acknowledgments of Past and
Current Efforts
54. The APA (2010) Ethical Principles of Psy-
chologists and Code of Conduct includes sev-
eral relevant guidelines related to working with
diverse populations, which provide guidance on
working within one’s boundaries of compe-
tence, maintaining competence, prohibiting dis-
crimination and harassment, avoiding harm,
avoiding exploitative relationships, and obtain-
ing informed consent. As previously mentioned,
the APA (2010) also created a task force and
guidelines on multicultural training, research,
practice, and organizational change for psychol-
ogists. Although the Behavior Analyst Certifi-
cation Board currently lacks guidelines with a
multicultural perspective, as suggested by Fong
and Tanaka (2013), they do have a professional
and ethical compliance code for behavior ana-
lysts that outlines parameters similar to the
Code of Conduct for expected behavior. In ad-
dition, the Association for Behavior Analysis
International put forth a policy on diversity and
has a special interest group dedicated to under-
standing and serving the needs of diverse pop-
ulations.
Conclusion and Future Research Directions
This commentary has highlighted the im-
portance of increasing cultural competencies
and diversity in the contemporary behavior-
analytic service field and has offered some
recommendations to address this issue. Al-
though there is no simple solution for such a
multilayered issue, becoming aware of the
cultural issues in the field would be a prom-
55. ising first step. The next step would be ac-
tively exploring cultural issues in research
and practice and evaluating their validity and
relevance in ABA more closely. For example,
in addition to adapting to the existing cultural
models offered by other disciplines, such as
health-care and education systems, the ABA
field needs to build and examine a cultural
framework appropriate to its own theory,
practice, and service. Furthermore, the field
needs to develop the necessary educational
and training materials related to cultural com-
petency to guide behavior analysts and ABA
students. Future work also needs to examine
the cultural backgrounds of behavior analysts
and consumers, culturally diverse consumers’
access to and satisfaction with ABA services,
and ways in which ABA can reach and con-
nect with culturally diverse populations.
Finally, we hope that a commitment to diver-
sity and cultural competence is actively shared
by professionals as well as individuals at the
highest level of ABA’s professional and aca-
demic organizations and leadership. The path to
increasing cultural understanding and diversity
in behavior analysis is a complex one that re-
quires a long-term commitment and continual
attention to provide more comprehensive and
competent services to a rapidly growing seg-
ment of consumers. It is work that has been long
neglected, and it deserves proper attention and
consideration in ABA’s contemporary develop-
ment and service.
110 FONG, FICKLIN, AND LEE
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88. – Thevenin’s Theorem
– Norton’s Theorem
– Maximum Power Theorem
– Examples
2
Thevenin’s Theorem
• Thevenin’s theorem as applied to d.c. circuits is stated below :
• Any linear, bilateral network having terminals A and B can be
replaced by a
single source of e.m.f. VTh in series with a single resistance
RTh.
• (i) The e.m.f. VTh is the voltage obtained across terminals A
and B with load,
if any removed i.e. it is open-circuited voltage between
terminals A and B.
• (ii) The resistance RTh is the resistance of the network
measured between
terminals A and B with load removed and sources of e.m.f.
replaced by their
internal resistances. Ideal voltage sources are replaced with
89. short circuits and
ideal current sources are replaced with open circuits.
3
Thevenin’s Theorem
• Consider the circuit shown in Fig. (i). As far as the circuit
behind terminals AB
is concerned, it can be replaced by a single source of e.m.f. VTh
in series with a
single resistance RTh as shown in Fig. b (ii).
4
• (i) Finding VTh. The e.m.f. VTh is the voltage across
terminals AB with load
(i.e. RL) removed as shown in Fig. (ii).
• With RL disconnected, there is no current in R2 and VTh is
the voltage appearing
across R3
5
• (ii) Finding RTh. To find RTh, remove the load RL and
90. replace the battery by a
short-circuit because its internal resistance is assumed zero.
Then resistance
between terminals A and B is equal to RTh as shown in Fig.
3.84 (i). Obviously,
at the terminals AB in Fig. 3.84 (i), R1 and R3 are in parallel
and this parallel
combination is in series with R2.
6
Procedure for Finding Thevenin Equivalent Circuit
• (i) Open the two terminals (i.e., remove any load) between
which you want to
find Thevenin equivalent circuit.
• (ii) Find the open-circuit voltage between the two open
terminals. It is called
Thevenin voltage VTh.
• (iii) Determine the resistance between the two open terminals
with all ideal
voltage sources shorted and all ideal current sources opened (a
non-ideal source
is replaced by its internal resistance). It is called Thevenin
91. resistance RTh.
• (iv) Connect VTh and RTh in series to produce Thevenin
equivalent circuit
between the two terminals under consideration.
• (v) Place the load resistor removed in step (i) across the
terminals of the
Thevenin equivalent circuit. The load current can now be
calculated using only
Ohm’s law and it has the same value as the load current in the
original circuit.
• Note. Thevenin’s theorem is sometimes called Helmholtz’s
theorem
7
Practice Problems
• Use Thevenin's theorem to find the current flowing in the 10Ω
resistor for the
circuit shown in Fig below.
8