Strategic IT Planning: Your 3-Step Process
Introduction
Strategic IT Planning is required to ensure your resources and assets continue providing the results and the support your organization needs.
What is a Strategic Plan?
It is a roadmap to achieving a goal. It may cover your entire department or responsibility or it may focus on a specific issue or element of your role. It can be long and involved or a simply one-page document that provides guidance and steps you need to implement to achieve a goal.
Making it Happen
There are a few things that are important to your success. While it may seem that developing the Strategic Plan is the hardest part, most plans fail because of the implementation. The key is to keep it small and be successful, then build on that success for the next initiative. Don’t bite off too much or try to be too ambitious.
• Take your time and keep it manageable
• Link your plan to your company’s strategy
• Justify your initiative and get buy-in and support
• Don’t re-invent, rebuild
• Go slow, manage change
• Set aside time from your operational responsibilities to make it happen
Without a Strategic Plan, you and your team won’t be effective and you won’t be able to get results, get attention and get ahead.
Why you need an IT Strategy:
Redirect from tasks to opportunities and result
· Switch from fighting fires to preventing fires
· Reduce risk with planning and a longer view
Most Strategic Plans never get written or they fail because they are too involved and complex. Keep them simple and use these three basic steps as your core approach. Ask yourself these questions:
1. Why do you need to do it? What is your goal?
2. What are the things you need to get done to achieve your goal?
3. How can you make those things happen?
By following the 3 steps above and writing them down, you will have the outline of your Strategic IT Plan. Then, you establish the tactical things that will help you implement your plan.
Implementation Plan
Once you have established your strategic plan using the 3-step process, you need to develop your implementation plan. This includes getting approval and resources as well as the steps you need to take to achieve your strategic objective.
1. Set the objective for each step
2. Analyze internal/external factors
3. Develop solutions
4. Identify and eliminate barriers
5. Allocate resources (people, time, money)
6. Develop detailed tasks
7. Implement your plan!
Step Implementation
What Are The Roadblocks?
How Can You Overcome The Roadblocks?
What Resources Do You Need?
What Are The Timelines?
What Are The Main Steps To Implement Your Plan?
Parental Acceptance of a Mandatory Human
Papillomavirus (HPV) Vaccination Program
Daron Ferris, MD, Leslie Horn, BS, and Jennifer L. Waller, PhD
Objectives: The objective of this study was to determine factors that influence parent’s acceptance of a
mandatory school-based human papillomavirus (HPV) vaccination program.
Methods: A convenience sample of 325.
HLT 362 V GCU Quiz 11. When a researcher uses a random samSusanaFurman449
HLT 362 V GCU
Quiz 1
1. When a researcher uses a random sample of 400 to make conclusions about a larger population, this is an example of:
· Descriptive statistics
· Demographics
· Inferential statistics
· Dependent variables
2. If a study is comparing number of falls by age, age is considered what type of variable?
· Interval
· Ordinal
· Ratio
· Nominal
3. Validity is:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· The extent to which an idea or measurement is well-founded and an accurate representation of the real world.
· A measurement level with equal distances between the points and a zero-starting point.
· Raw unorganized information from which conclusions can be made.
4. Data is defined as:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· The extent to which an idea or measurement is well-founded and an accurate representation of the real world.
· A measurement level with equal distances between the points and a zero-starting point.
· Raw unorganized information from which conclusions can be made.
5. The average of the collected data is known as:
· Mean
· Median
· Variance
· Range
6. The experimental or predictor variable is an example of:
· Extraneous variable
· Dependent variable
· Independent variable
· Nominal data
7. Level of measurement that defines the relationship between things and assigns an order or ranking to each thing is known as:
· Interval
· Ordinal
· Ratio
· Nominal
8. A variable is considered:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· A component of mathematics that looks at gathered data.
· Statistics designed to allow the researcher to infer characteristics regarding a population from sample population.
· External and internal influences within a study that can affect the validity and reliability of the outcomes.
9. External and internal influences within a study that can affect the validity and reliability of outcomes is called:
· Continuous variables
· Demographics
· Bias
· Standard deviation
10. The subset of the population to be studied is called:
· Sample
· Variable
· Population
· Demographic
Put the below in your own words into 1-2 paragraphs for the main conclusion and 1-2 paragraphs for the clinical application
Main conclusion:
The following is one example of a main conclusion and clinical applicability to assist you in formulating your take home message for the dissemination assignment. The details in these descriptions are intentionally detailed for your consideration. Do not include this level of detail in the dissemination assignment.
HPV study:
The Healthy People 2020 HPV vaccination goal of 80% of all United States adolescents[KG1] is not being met with current practices (citation). With insufficient vaccination, reduction in HPV-related disease ...
PrEP Implementation Planning for the USCHAMP Network
CHAMP Monthly Teleconference Training - PrEP's the Word: Everyone's Talking About It... But What Do We Need To Know, And Do, About Pre-Exposure Prophylaxis
Running head SKILLS ASSESSMENT PAPER1SKILLS ASSESSMENT PAPE.docxtodd521
Running head: SKILLS ASSESSMENT PAPER
1
SKILLS ASSESSMENT PAPER
4
Skills Assessment Paper
Summary of Skills
For the development of an organization to be successful and effectively achieve set goals and objectives, strong management and organization skills will be required (Bateman & Snell, 2007). Our Team A brings a broad spectrum of skills and talents coming from life, educational and work-related experiences. Each member of the team possesses unique skill sets that will bring fresh ideas, techniques and creative solutions to challenges in the development of our consulting firm.
A thorough evaluation of our team member’s skills, suggests that our key strengths lie within teamwork and dedication, creating presentations, critical thinking, problem-solving techniques, communication, research, and observations. With these skills, this team will be able to successfully achieve most tasks necessary in the development of a consulting firm. This team will need to use these skills to collaborate efforts in a cooperative manner to create, plan, develop and accomplish the goals of the consulting firm. This evaluation also portrays a strong dedication to learning and improving which is beneficial in the development of new skills that may be needed.
Most members of our team currently have educational and professional experience that proves an intense desire to improve and advocate change and educate communities to collaborate an effort enhancing the lives of individuals. This desire will effectively promote positive changes both within communities as well as at a societal level. The team’s overall commitment is to meet basic human needs through education, focusing on identification of challenges and prevention, as well as assist in overcoming personal and organizational obstacles that individuals may face. Our team is committed to improving the overall quality of life through advocacy and action.
The first type of consulting firm that we could possibly work with would be a human services/independent living consulting program. This program would collaborate with a client’s care givers, doctors and independent care organizations to assist in facilitating a client’s independence and improve or maintain health. This consulting firm would collaborate efforts to create an independent, long-term care plan that will enhance the develop of daily living skills, educate on services and programs available, exercise the right to make healthy living choices, and encourage pro-active involvement of all care-giving professionals in the pursuit of personal growth, presence, and participation in the long term care process. This program will improve and emphasis respect and dignity through the promotion of independence.
PLEASE ADD THE OTHER TWO TYPES HERE!
The types of problems these consulting firms might solve.
Inflexible regulatory and legal issues create competitive obstacles human services providers face when offering health services to communities.
Final ExamSpend up to the next 2 hours to complete the following.docxcharlottej5
Final Exam
Spend up to the next 2 hours to complete the following task, to the best of your ability. This exam is worth 100 points. There is no specific word count requirement.
Topic: Vitamin C - https://vitamincfoundation.org/squares/
Your submission should be in the form of written paragraphs, but you will not be evaluated on the quality of writing beyond the minimum necessary to understand what you are communicating. Your submission does not need to be as structured as the analysis assignments submitted during the semester. You should answer parts 1-5 of the task individually, each in paragraph form. Number each answer to correspond to parts 1-5, and then references at the end.
1. In one paragraph, summarize the product or service and describe what it is supposed to do.
2. In one paragraph, identify and clearly state at least one scientific claim being made about the product or service.
3. Identify and clearly describe at least two sources that are purported to support the claim. Each source should be described in a single paragraph (i.e., two paragraphs total). You must provide references for these sources (as well as any other that you use to complete the other tasks) at the end of your document, in the same format that you have been using throughout the semester.
4. Briefly evaluate the quality of the sources and whether or not the sources appear to support the claim. This section may be anywhere from one to several paragraphs long, as needed.
◦ State whether or not you believe the claim is justified, correct, and/or relevant based on your overall evaluation. This evaluation must take into account the sources you identified and evaluated (in steps 3 and 4).
◦ You may utilize sources that do not support the claim in your overall evaluation (i.e., sources in addition to the two from step 3).
◦ Your evaluation should explicitly consider at least two logical fallacies. These may be fallacies that you believe are present, or ones that could have been an issue but that you determined were not.
5. Based on your review of the product or service, summarize in one paragraph when use of the product or service might be beneficial: who might benefit and under what circumstances.
You are free to draw on prior knowledge, your textbook, and electronic resources, but should indicate when you have done so by using the same referencing methods utilized during the semester.
You may not use other humans. Communication in any form (verbal, physical, or electronic) with another human being during this exam will be considered academic misconduct and result in an automatic grade of zero. The sole exception is if you have an urgent issue that you communicate to an instructor. Your instructors will not provide assistance with this exam or the resources you utilize to complete it.
Your final document should be uploaded to the Assignments link provided through Brightspace. After verifying that the document has successfully uploaded, you are free to lea.
A systematic review on paediatric medication errors by parents or caregivers ...Javier González de Dios
El objetivo del proyecto “FARMAVIZOR, uso más seguro de la medicación en pacientes pediátricos en el hogar” es desarrollar y evaluar una intervención online dirigida a padres-madres para incrementar la seguridad en el uso de los medicamentos pediátricos en el hogar. Esta intervención incluye un programa de educación sanitaria para fomentar un uso seguro del medicamento en el hogar, junto con la puesta en marcha de un sistema de notificación de incidentes en el hogar para padres-madres donde compartir experiencias con otros progenitores, aprender y mejorar a aplicar adecuadamente los tratamientos pediátricos en casa. Toda esta información se puede encontrar en la web del proyecto que hemos titulado como “Mi cuaderno pediátrico seguro seguro”.
Y como parte de este proyecto se han derivado algunos proyectos de investigación que van viendo la luz en las revistas biomédicas, en este caso el artículo “A systematic review on pediatric medication errors by parents or caregivers at home” publicado en la revista Expert Opin Drug Saf. (IF 4,250, Q2).
HLT 362 V GCU Quiz 11. When a researcher uses a random samSusanaFurman449
HLT 362 V GCU
Quiz 1
1. When a researcher uses a random sample of 400 to make conclusions about a larger population, this is an example of:
· Descriptive statistics
· Demographics
· Inferential statistics
· Dependent variables
2. If a study is comparing number of falls by age, age is considered what type of variable?
· Interval
· Ordinal
· Ratio
· Nominal
3. Validity is:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· The extent to which an idea or measurement is well-founded and an accurate representation of the real world.
· A measurement level with equal distances between the points and a zero-starting point.
· Raw unorganized information from which conclusions can be made.
4. Data is defined as:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· The extent to which an idea or measurement is well-founded and an accurate representation of the real world.
· A measurement level with equal distances between the points and a zero-starting point.
· Raw unorganized information from which conclusions can be made.
5. The average of the collected data is known as:
· Mean
· Median
· Variance
· Range
6. The experimental or predictor variable is an example of:
· Extraneous variable
· Dependent variable
· Independent variable
· Nominal data
7. Level of measurement that defines the relationship between things and assigns an order or ranking to each thing is known as:
· Interval
· Ordinal
· Ratio
· Nominal
8. A variable is considered:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· A component of mathematics that looks at gathered data.
· Statistics designed to allow the researcher to infer characteristics regarding a population from sample population.
· External and internal influences within a study that can affect the validity and reliability of the outcomes.
9. External and internal influences within a study that can affect the validity and reliability of outcomes is called:
· Continuous variables
· Demographics
· Bias
· Standard deviation
10. The subset of the population to be studied is called:
· Sample
· Variable
· Population
· Demographic
Put the below in your own words into 1-2 paragraphs for the main conclusion and 1-2 paragraphs for the clinical application
Main conclusion:
The following is one example of a main conclusion and clinical applicability to assist you in formulating your take home message for the dissemination assignment. The details in these descriptions are intentionally detailed for your consideration. Do not include this level of detail in the dissemination assignment.
HPV study:
The Healthy People 2020 HPV vaccination goal of 80% of all United States adolescents[KG1] is not being met with current practices (citation). With insufficient vaccination, reduction in HPV-related disease ...
PrEP Implementation Planning for the USCHAMP Network
CHAMP Monthly Teleconference Training - PrEP's the Word: Everyone's Talking About It... But What Do We Need To Know, And Do, About Pre-Exposure Prophylaxis
Running head SKILLS ASSESSMENT PAPER1SKILLS ASSESSMENT PAPE.docxtodd521
Running head: SKILLS ASSESSMENT PAPER
1
SKILLS ASSESSMENT PAPER
4
Skills Assessment Paper
Summary of Skills
For the development of an organization to be successful and effectively achieve set goals and objectives, strong management and organization skills will be required (Bateman & Snell, 2007). Our Team A brings a broad spectrum of skills and talents coming from life, educational and work-related experiences. Each member of the team possesses unique skill sets that will bring fresh ideas, techniques and creative solutions to challenges in the development of our consulting firm.
A thorough evaluation of our team member’s skills, suggests that our key strengths lie within teamwork and dedication, creating presentations, critical thinking, problem-solving techniques, communication, research, and observations. With these skills, this team will be able to successfully achieve most tasks necessary in the development of a consulting firm. This team will need to use these skills to collaborate efforts in a cooperative manner to create, plan, develop and accomplish the goals of the consulting firm. This evaluation also portrays a strong dedication to learning and improving which is beneficial in the development of new skills that may be needed.
Most members of our team currently have educational and professional experience that proves an intense desire to improve and advocate change and educate communities to collaborate an effort enhancing the lives of individuals. This desire will effectively promote positive changes both within communities as well as at a societal level. The team’s overall commitment is to meet basic human needs through education, focusing on identification of challenges and prevention, as well as assist in overcoming personal and organizational obstacles that individuals may face. Our team is committed to improving the overall quality of life through advocacy and action.
The first type of consulting firm that we could possibly work with would be a human services/independent living consulting program. This program would collaborate with a client’s care givers, doctors and independent care organizations to assist in facilitating a client’s independence and improve or maintain health. This consulting firm would collaborate efforts to create an independent, long-term care plan that will enhance the develop of daily living skills, educate on services and programs available, exercise the right to make healthy living choices, and encourage pro-active involvement of all care-giving professionals in the pursuit of personal growth, presence, and participation in the long term care process. This program will improve and emphasis respect and dignity through the promotion of independence.
PLEASE ADD THE OTHER TWO TYPES HERE!
The types of problems these consulting firms might solve.
Inflexible regulatory and legal issues create competitive obstacles human services providers face when offering health services to communities.
Final ExamSpend up to the next 2 hours to complete the following.docxcharlottej5
Final Exam
Spend up to the next 2 hours to complete the following task, to the best of your ability. This exam is worth 100 points. There is no specific word count requirement.
Topic: Vitamin C - https://vitamincfoundation.org/squares/
Your submission should be in the form of written paragraphs, but you will not be evaluated on the quality of writing beyond the minimum necessary to understand what you are communicating. Your submission does not need to be as structured as the analysis assignments submitted during the semester. You should answer parts 1-5 of the task individually, each in paragraph form. Number each answer to correspond to parts 1-5, and then references at the end.
1. In one paragraph, summarize the product or service and describe what it is supposed to do.
2. In one paragraph, identify and clearly state at least one scientific claim being made about the product or service.
3. Identify and clearly describe at least two sources that are purported to support the claim. Each source should be described in a single paragraph (i.e., two paragraphs total). You must provide references for these sources (as well as any other that you use to complete the other tasks) at the end of your document, in the same format that you have been using throughout the semester.
4. Briefly evaluate the quality of the sources and whether or not the sources appear to support the claim. This section may be anywhere from one to several paragraphs long, as needed.
◦ State whether or not you believe the claim is justified, correct, and/or relevant based on your overall evaluation. This evaluation must take into account the sources you identified and evaluated (in steps 3 and 4).
◦ You may utilize sources that do not support the claim in your overall evaluation (i.e., sources in addition to the two from step 3).
◦ Your evaluation should explicitly consider at least two logical fallacies. These may be fallacies that you believe are present, or ones that could have been an issue but that you determined were not.
5. Based on your review of the product or service, summarize in one paragraph when use of the product or service might be beneficial: who might benefit and under what circumstances.
You are free to draw on prior knowledge, your textbook, and electronic resources, but should indicate when you have done so by using the same referencing methods utilized during the semester.
You may not use other humans. Communication in any form (verbal, physical, or electronic) with another human being during this exam will be considered academic misconduct and result in an automatic grade of zero. The sole exception is if you have an urgent issue that you communicate to an instructor. Your instructors will not provide assistance with this exam or the resources you utilize to complete it.
Your final document should be uploaded to the Assignments link provided through Brightspace. After verifying that the document has successfully uploaded, you are free to lea.
A systematic review on paediatric medication errors by parents or caregivers ...Javier González de Dios
El objetivo del proyecto “FARMAVIZOR, uso más seguro de la medicación en pacientes pediátricos en el hogar” es desarrollar y evaluar una intervención online dirigida a padres-madres para incrementar la seguridad en el uso de los medicamentos pediátricos en el hogar. Esta intervención incluye un programa de educación sanitaria para fomentar un uso seguro del medicamento en el hogar, junto con la puesta en marcha de un sistema de notificación de incidentes en el hogar para padres-madres donde compartir experiencias con otros progenitores, aprender y mejorar a aplicar adecuadamente los tratamientos pediátricos en casa. Toda esta información se puede encontrar en la web del proyecto que hemos titulado como “Mi cuaderno pediátrico seguro seguro”.
Y como parte de este proyecto se han derivado algunos proyectos de investigación que van viendo la luz en las revistas biomédicas, en este caso el artículo “A systematic review on pediatric medication errors by parents or caregivers at home” publicado en la revista Expert Opin Drug Saf. (IF 4,250, Q2).
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
Tricks of the Trade: Patient Recruitment & Retention for Different Study TypesImperial CRS
In efforts to raise the bar for medical advancement, clinical trials are growing increasingly complex. This complexity, more often than not, leads to costly delays in enrollment. In this ebook, we'll take a look at 4 case studies for different study types, and examine the unique factors to consider during planning.
Implementation of Literature Research and Design Sam.docxsheronlewthwaite
Implementation of Literature Research and Design Sampling to Vaccines
Stephanie Dennison
Chamberlain University
NR 505: Advanced Research Methods
December 2018
Running head: VACCINATIONS
Running head: VACCINATIONS
Implementation of Literature Research and Design Sampling to Vaccines
In this section of the paper, the author will continue to delve into the evidence-based proposal project. The author will discuss ten single study research articles related to the topic of vaccines. The author will then identify the quantitative approach and discuss the selected design further. The author will then discuss the target population and how the research will be gathered. The PDSA Change Model will be described in great detail along with how it is applicable to the research.
Research Literature Support
In this section, the author will disseminate research studies consistent with the childhood vaccination topic. For healthy children 2 months and older (P), how does parental education about vaccines (I) compared to no supplemental education about vaccines (C) increase the number of vaccinated children (O) in a six-week time period (T)? We will explore this PICOT question and find support from previous studies.
Jin et al. (2018)published a study that aimed to review the immunization status of cochlear implant recipients, assess if adding a vaccine specialist made a change in vaccine compliance, and elucidate any barriers to vaccine compliance. This study implemented the quantitative approach. Chart review and a telephone survey were used to obtain vaccination status and collect data. The results were that ninety-eight percent of children were vaccinated before surgery as opposed to sixty-seven percent prior to the vaccine specialist consultation. A strength of this study was the inclusion of one hundred and sixteen children. One limitation of this study was the fact that data was collected via a telephone survey. The parents could have been dishonest about whether their child was vaccinated or not.
Kaufman et al. (2017) conducted a study that aimed to define different ways to communicate interventions for routine vaccinations and integrate them into a hierarchy of vaccination communication. The quantitative approach was used. Through a targeted literature search, primary fieldwork observation, and consultations with stakeholders data was collected including inclusion and exclusion criteria. The results of the study were the creation of a hierarchy that is categorized by purpose and outlines communication interventions to address gaps in vaccination education. A strength of the study was that data was collected globally during the literature search. The interventions suggested have not been reviewed for accuracy, therefore, the hierarchy could show gaps in evidence.
Weidemann et al. (2017) set out to create a mathematical transmission model to examine differences in childhood vaccination efficacy. Transmission modeling was ...
The Internet and Information· One of the most effective strate.docxarnoldmeredith47041
"The Internet and Information"
· One of the most effective strategies for increasing the flow of information within a hospitality organization is to give all employees access to the company intranet and all corporate information. Describe three ways how allowing access to the company intranet could help communication and three ways how it could hinder communication within a hospitality organization.
"The
Internet
and
Information"
·
One of the most effective strategies for increasing the flow of information within
a hospitality organization is to give all employees access to the company
intranet and all corporate information. Describe three ways how
allowing
access to the company intranet could help communication and three ways how
it could hinder communication within a hospitality organization.
"The Internet and Information"
One of the most effective strategies for increasing the flow of information within
a hospitality organization is to give all employees access to the company
intranet and all corporate information. Describe three ways how allowing
access to the company intranet could help communication and three ways how
it could hinder communication within a hospitality organization.
Literature Evaluation Table
Student Name: Christiana Bona.
Summary of Clinical Issue (200-250 words):
Childhood obesity is one of the problems that affect the United States and other developed economies. Obesity among children and youths is widely recognized as an issue that generates a lot of adverse health impacts. For instance, childhood obesity is a major indicator of future mental and physical health problems. In spite of the highest rates of childhood obesity in the country in the last three decades, obesity has been linked to other more serious health problems such as cardiovascular diseases and diabetes. As nurses and other health professionals continue to grapple with this problem, there are still no clear treatment approaches. Health professionals usually do not have a comprehensive guideline on where to manage the nearly one-third of their populations who present the medical care with obesity that coexists with other medical conditions and problems. Numerous treatment models have been proposed to address this rising public health concern. These approaches often include use of the traditional interventions such as pharmacological interventions. However, overemphasis on one treatment intervention may fail to generate the desired objectives. While the traditional strategies to obesity prevention and management have placed emphasis on medications, wider attention to other dimensions of treatment is necessary. Such treatment interventions may include the multi-tiered or holistic strategies that incorporate both pharmacological and non-pharmacological interventions. For instance, a wider focus should incorporate practices such as assessing the mental health impacts of obesity on the patients. Thus, a public health multi-tiered .
This white paper focuses on overcoming the challenges of participating in a pediatric trial. One of the biggest issues is that it is difficult to enroll participants in pediatric trials. Read these 5 strategies to help make it easier to enroll trial participants and complete successful trials.
Perceptions and attitudes of pediatricians and families with regard to pediat...Javier González de Dios
“Purpose This study aimed to identify the perceptions and attitudes of pediatricians and parents/caregivers regarding medication errors at home, and to compare the fndings from the two populations.
Methods This was a cross-sectional survey study. We designed a survey for working pediatricians and another one for parents or caregivers of children aged 14 years and younger. The survey’s questions were designed to assess provider and parental opinions about the difculty faced by parents providing medical treatment, specifc questions on medication errors, and on a possible intervention program aimed at preventing pediatric medication errors. Pediatrician and parent responses to matching questions in both surveys were compared.
Results The surveys were administered in Spain from 2019 to 2021. In total, 182 pediatricians and 194 families took part. Most pediatricians (62.6%) and families (79.3%) considered that managing medical treatment was not among the main difculties faced by parents in caring for their children. While 79.1% of pediatricians thought that parents consulted the internet to resolve doubts regarding the health of their children, most families (81.1%) said they con sulted healthcare professionals. Lack of knowledge among parents and caregivers was one of the causes of medication errors most frequently mentioned by both pediatricians and parents. Most pediatricians (95.1%) said they would recommend a program designed to prevent errors at home.
Conclusions Pediatricians and families think that medical treatment is not among the main difculties faced by parents in caring for their children. Most pediatricians said they would recommend a medication error reporting and learning system designed for families of their patients to prevent medication errors that might occur in the home environment.”
Can you please go over the power point you’ve provided & make sureTawnaDelatorrejs
Can you please go over the power point you’ve provided & make sure these 3 corrections required are successfully completed please? If you can add in more cited references please.
13
Assessing Current Approaches to Childhood Immunizations
Department of Psychology, Grand Canyon University
PSY-550: Research Methods
Dr. Shari Schwartz
May 19, 2021
Introduction
Immunization is the process in which an individual is protected against disease, and it is done via vaccination. On the other hand, vaccination is the action of a vaccine being introduced into the body to produce immunity to a particular disease. A vaccine is a product that arouses the immune system of an individual, thus the production of immunity to a particular disease. The immunity thus protects the individual from that disease. Immunity is the protection from a disease that is infectious. Child immunization is the primary public health approach in the reduction of child mortality and morbidity. Assessment of the current approaches that are linked to the immunization of a child is essential. Globally, primary immunization is estimated to prevent approximately 2.5 million childhood deaths annually from tetanus, diphtheria, measles, and pertussis (Dube et al., 2013). Immunization succession is always accompanied by rejection of public health practices, and reasons for these have never been straightforward. Some of the motivations are religious, scientific, or even political. To reduce the incidence and prevalence of vaccine-preventable diseases, vaccination programs depend on a high uptake level. Vaccination offers protection for vaccinated individuals. When there are high vaccination coverage rates, the indirect protection rate is stimulated for the overall community (Dube et al., 2013).Literature Review
Despite this massive use, immunization coverage in countries still developing has been reported to be still low. If mothers were educated on the importance of these vaccine services to their children, all the children would receive immunization as per the Expanded Program on the Immunization schedule, hence preventing mortality and morbidity. According to Thapar et al., in 2014, approximately an 18.7million children could not get the third dose of the Diphtheria-Pertussis-Tetanus (DPT3) vaccine. The total percentage of children who are one year and below and have to receive their dosses of DPT3 vaccine is seen as a proxy indicator regarding full immunization. The DPT3 estimates assess the health system performance and measure the immunization program effectiveness regarding service delivery. These strategies are thus used in the implementation of strategies for the elimination and eradication of diseases. According to Thapar et al., the global coverage for DPT1 and DPT3 was 90% and 86%, respectively, while that of measles first dose at 86%.
The above estimates thus do not replicate the seen differences in vaccine coverage. The coverage of DPT1 and DPT3 varied ...
Steps Begin your board with an explanation of your topic and th.docxrjoseph5
Steps: Begin your board with an explanation of your topic and the information you've already found. You can then place citations for your articles (so you don't get repeat suggestions). Then, ask the following questions.
1) In what way have you experienced or have been impacted by my topic? (Directly or indirectly)
2) What do already know about its history and/or current problems? (Readers should reply with a list of 3-4 things)
3) What other nations relate to my topic? (Readers, if you don't know, do a quick search!)
4) Aside from the disciplines I'm currently researching, what other fields do you think would be interested in my topic and why?
.
Steps for Effective Case Analysis Adapted from Harvard .docxrjoseph5
Steps for Effective Case Analysis
Adapted from Harvard Business Publishing
It's useful to think of a case analysis as digging deeper and deeper into the layers of a case.
You should make sure to follow these general steps in addition to answering the questions
from the case.
1. You start at the surface, Getting Oriented and examining the overall case
landscape.
2. Then you begin to dig, Identifying Problems, as well as possible alternative
solutions.
3. This is the section where you will spend most of your time.
Digging deeper, Performing Analyses you identify information that exposes the issues,
gather data, perform calculations that might provide insight. "Analysis" describes the
varied and crucial things you do with information in the case, to shed light on the problems
and issues you've identified. That might mean calculating and comparing cumulative
growth rates for different periods from the year-by-year financials in a case's exhibits. Or it
might mean pulling together seemingly unrelated facts from two different sections of the
case, and combining them logically to arrive at an important conclusion or conjecture.
Analysis usually doesn't provide definitive answers. But as you do more of it, a clearer
picture often starts to emerge, or the preponderance of evidence begins to point to one
interpretation rather than others. Don't expect a case analysis to yield a "final answer." If
you're accustomed to doing analysis that ends with a right answer, coming up with a
possible solution that simply reflects your best judgment might frustrate you. But
remember that cases, much like real-world business experiences, rarely reveal an
absolutely correct answer, no matter how deeply you analyze them. Typically, you'll do
qualitative analysis based on your reading and interpretation of the case. Ask yourself:
What is fact and what is opinion? Which facts are contributing to the problem? Which are
the causes?
Qualitative factors should be prioritized and fully developed to support your argument.
Make notes about your evolving interpretations, always being careful to list the evidence or
reasons that support them. Qualitative information in a case can be a mix of objective and
subjective information. For example, you may need to assess the validity of quotations from
company executives, each of whom has a subjective opinion. Reports from external
industry analysts or descriptions of what other companies in the industry have done might
seem more objective; no one in the case has a vested interest in this information. A
company's internal PowerPoint presentation should be considered separately and
differently from a newspaper article about the company. Cases mix firsthand quotations
and opinions with third-person narratives, so you need to consider the reliability of
sources. As in real life, you shouldn't take all case information at face value.
Quantitative data—such as amounts of.
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Implementation of Literature Research and Design Sam.docxsheronlewthwaite
Implementation of Literature Research and Design Sampling to Vaccines
Stephanie Dennison
Chamberlain University
NR 505: Advanced Research Methods
December 2018
Running head: VACCINATIONS
Running head: VACCINATIONS
Implementation of Literature Research and Design Sampling to Vaccines
In this section of the paper, the author will continue to delve into the evidence-based proposal project. The author will discuss ten single study research articles related to the topic of vaccines. The author will then identify the quantitative approach and discuss the selected design further. The author will then discuss the target population and how the research will be gathered. The PDSA Change Model will be described in great detail along with how it is applicable to the research.
Research Literature Support
In this section, the author will disseminate research studies consistent with the childhood vaccination topic. For healthy children 2 months and older (P), how does parental education about vaccines (I) compared to no supplemental education about vaccines (C) increase the number of vaccinated children (O) in a six-week time period (T)? We will explore this PICOT question and find support from previous studies.
Jin et al. (2018)published a study that aimed to review the immunization status of cochlear implant recipients, assess if adding a vaccine specialist made a change in vaccine compliance, and elucidate any barriers to vaccine compliance. This study implemented the quantitative approach. Chart review and a telephone survey were used to obtain vaccination status and collect data. The results were that ninety-eight percent of children were vaccinated before surgery as opposed to sixty-seven percent prior to the vaccine specialist consultation. A strength of this study was the inclusion of one hundred and sixteen children. One limitation of this study was the fact that data was collected via a telephone survey. The parents could have been dishonest about whether their child was vaccinated or not.
Kaufman et al. (2017) conducted a study that aimed to define different ways to communicate interventions for routine vaccinations and integrate them into a hierarchy of vaccination communication. The quantitative approach was used. Through a targeted literature search, primary fieldwork observation, and consultations with stakeholders data was collected including inclusion and exclusion criteria. The results of the study were the creation of a hierarchy that is categorized by purpose and outlines communication interventions to address gaps in vaccination education. A strength of the study was that data was collected globally during the literature search. The interventions suggested have not been reviewed for accuracy, therefore, the hierarchy could show gaps in evidence.
Weidemann et al. (2017) set out to create a mathematical transmission model to examine differences in childhood vaccination efficacy. Transmission modeling was ...
The Internet and Information· One of the most effective strate.docxarnoldmeredith47041
"The Internet and Information"
· One of the most effective strategies for increasing the flow of information within a hospitality organization is to give all employees access to the company intranet and all corporate information. Describe three ways how allowing access to the company intranet could help communication and three ways how it could hinder communication within a hospitality organization.
"The
Internet
and
Information"
·
One of the most effective strategies for increasing the flow of information within
a hospitality organization is to give all employees access to the company
intranet and all corporate information. Describe three ways how
allowing
access to the company intranet could help communication and three ways how
it could hinder communication within a hospitality organization.
"The Internet and Information"
One of the most effective strategies for increasing the flow of information within
a hospitality organization is to give all employees access to the company
intranet and all corporate information. Describe three ways how allowing
access to the company intranet could help communication and three ways how
it could hinder communication within a hospitality organization.
Literature Evaluation Table
Student Name: Christiana Bona.
Summary of Clinical Issue (200-250 words):
Childhood obesity is one of the problems that affect the United States and other developed economies. Obesity among children and youths is widely recognized as an issue that generates a lot of adverse health impacts. For instance, childhood obesity is a major indicator of future mental and physical health problems. In spite of the highest rates of childhood obesity in the country in the last three decades, obesity has been linked to other more serious health problems such as cardiovascular diseases and diabetes. As nurses and other health professionals continue to grapple with this problem, there are still no clear treatment approaches. Health professionals usually do not have a comprehensive guideline on where to manage the nearly one-third of their populations who present the medical care with obesity that coexists with other medical conditions and problems. Numerous treatment models have been proposed to address this rising public health concern. These approaches often include use of the traditional interventions such as pharmacological interventions. However, overemphasis on one treatment intervention may fail to generate the desired objectives. While the traditional strategies to obesity prevention and management have placed emphasis on medications, wider attention to other dimensions of treatment is necessary. Such treatment interventions may include the multi-tiered or holistic strategies that incorporate both pharmacological and non-pharmacological interventions. For instance, a wider focus should incorporate practices such as assessing the mental health impacts of obesity on the patients. Thus, a public health multi-tiered .
This white paper focuses on overcoming the challenges of participating in a pediatric trial. One of the biggest issues is that it is difficult to enroll participants in pediatric trials. Read these 5 strategies to help make it easier to enroll trial participants and complete successful trials.
Perceptions and attitudes of pediatricians and families with regard to pediat...Javier González de Dios
“Purpose This study aimed to identify the perceptions and attitudes of pediatricians and parents/caregivers regarding medication errors at home, and to compare the fndings from the two populations.
Methods This was a cross-sectional survey study. We designed a survey for working pediatricians and another one for parents or caregivers of children aged 14 years and younger. The survey’s questions were designed to assess provider and parental opinions about the difculty faced by parents providing medical treatment, specifc questions on medication errors, and on a possible intervention program aimed at preventing pediatric medication errors. Pediatrician and parent responses to matching questions in both surveys were compared.
Results The surveys were administered in Spain from 2019 to 2021. In total, 182 pediatricians and 194 families took part. Most pediatricians (62.6%) and families (79.3%) considered that managing medical treatment was not among the main difculties faced by parents in caring for their children. While 79.1% of pediatricians thought that parents consulted the internet to resolve doubts regarding the health of their children, most families (81.1%) said they con sulted healthcare professionals. Lack of knowledge among parents and caregivers was one of the causes of medication errors most frequently mentioned by both pediatricians and parents. Most pediatricians (95.1%) said they would recommend a program designed to prevent errors at home.
Conclusions Pediatricians and families think that medical treatment is not among the main difculties faced by parents in caring for their children. Most pediatricians said they would recommend a medication error reporting and learning system designed for families of their patients to prevent medication errors that might occur in the home environment.”
Can you please go over the power point you’ve provided & make sureTawnaDelatorrejs
Can you please go over the power point you’ve provided & make sure these 3 corrections required are successfully completed please? If you can add in more cited references please.
13
Assessing Current Approaches to Childhood Immunizations
Department of Psychology, Grand Canyon University
PSY-550: Research Methods
Dr. Shari Schwartz
May 19, 2021
Introduction
Immunization is the process in which an individual is protected against disease, and it is done via vaccination. On the other hand, vaccination is the action of a vaccine being introduced into the body to produce immunity to a particular disease. A vaccine is a product that arouses the immune system of an individual, thus the production of immunity to a particular disease. The immunity thus protects the individual from that disease. Immunity is the protection from a disease that is infectious. Child immunization is the primary public health approach in the reduction of child mortality and morbidity. Assessment of the current approaches that are linked to the immunization of a child is essential. Globally, primary immunization is estimated to prevent approximately 2.5 million childhood deaths annually from tetanus, diphtheria, measles, and pertussis (Dube et al., 2013). Immunization succession is always accompanied by rejection of public health practices, and reasons for these have never been straightforward. Some of the motivations are religious, scientific, or even political. To reduce the incidence and prevalence of vaccine-preventable diseases, vaccination programs depend on a high uptake level. Vaccination offers protection for vaccinated individuals. When there are high vaccination coverage rates, the indirect protection rate is stimulated for the overall community (Dube et al., 2013).Literature Review
Despite this massive use, immunization coverage in countries still developing has been reported to be still low. If mothers were educated on the importance of these vaccine services to their children, all the children would receive immunization as per the Expanded Program on the Immunization schedule, hence preventing mortality and morbidity. According to Thapar et al., in 2014, approximately an 18.7million children could not get the third dose of the Diphtheria-Pertussis-Tetanus (DPT3) vaccine. The total percentage of children who are one year and below and have to receive their dosses of DPT3 vaccine is seen as a proxy indicator regarding full immunization. The DPT3 estimates assess the health system performance and measure the immunization program effectiveness regarding service delivery. These strategies are thus used in the implementation of strategies for the elimination and eradication of diseases. According to Thapar et al., the global coverage for DPT1 and DPT3 was 90% and 86%, respectively, while that of measles first dose at 86%.
The above estimates thus do not replicate the seen differences in vaccine coverage. The coverage of DPT1 and DPT3 varied ...
Steps Begin your board with an explanation of your topic and th.docxrjoseph5
Steps: Begin your board with an explanation of your topic and the information you've already found. You can then place citations for your articles (so you don't get repeat suggestions). Then, ask the following questions.
1) In what way have you experienced or have been impacted by my topic? (Directly or indirectly)
2) What do already know about its history and/or current problems? (Readers should reply with a list of 3-4 things)
3) What other nations relate to my topic? (Readers, if you don't know, do a quick search!)
4) Aside from the disciplines I'm currently researching, what other fields do you think would be interested in my topic and why?
.
Steps for Effective Case Analysis Adapted from Harvard .docxrjoseph5
Steps for Effective Case Analysis
Adapted from Harvard Business Publishing
It's useful to think of a case analysis as digging deeper and deeper into the layers of a case.
You should make sure to follow these general steps in addition to answering the questions
from the case.
1. You start at the surface, Getting Oriented and examining the overall case
landscape.
2. Then you begin to dig, Identifying Problems, as well as possible alternative
solutions.
3. This is the section where you will spend most of your time.
Digging deeper, Performing Analyses you identify information that exposes the issues,
gather data, perform calculations that might provide insight. "Analysis" describes the
varied and crucial things you do with information in the case, to shed light on the problems
and issues you've identified. That might mean calculating and comparing cumulative
growth rates for different periods from the year-by-year financials in a case's exhibits. Or it
might mean pulling together seemingly unrelated facts from two different sections of the
case, and combining them logically to arrive at an important conclusion or conjecture.
Analysis usually doesn't provide definitive answers. But as you do more of it, a clearer
picture often starts to emerge, or the preponderance of evidence begins to point to one
interpretation rather than others. Don't expect a case analysis to yield a "final answer." If
you're accustomed to doing analysis that ends with a right answer, coming up with a
possible solution that simply reflects your best judgment might frustrate you. But
remember that cases, much like real-world business experiences, rarely reveal an
absolutely correct answer, no matter how deeply you analyze them. Typically, you'll do
qualitative analysis based on your reading and interpretation of the case. Ask yourself:
What is fact and what is opinion? Which facts are contributing to the problem? Which are
the causes?
Qualitative factors should be prioritized and fully developed to support your argument.
Make notes about your evolving interpretations, always being careful to list the evidence or
reasons that support them. Qualitative information in a case can be a mix of objective and
subjective information. For example, you may need to assess the validity of quotations from
company executives, each of whom has a subjective opinion. Reports from external
industry analysts or descriptions of what other companies in the industry have done might
seem more objective; no one in the case has a vested interest in this information. A
company's internal PowerPoint presentation should be considered separately and
differently from a newspaper article about the company. Cases mix firsthand quotations
and opinions with third-person narratives, so you need to consider the reliability of
sources. As in real life, you shouldn't take all case information at face value.
Quantitative data—such as amounts of.
Steps of Assignment• Choose TWO of the social health determi.docxrjoseph5
Steps of Assignment
• Choose
TWO
of the social health determinants important to you. – Start your report with a brief description of why you chose these two• Determine your electoral riding, and which political parties are running candidates in your riding– Report in the your introduction • Examine the platforms of each of the political parties represented in your riding for promises that will influence your chosen health determinants• Report these promises in a chart– Do NOT tell me which party you prefer. Just describe the relevant promises.• Describe the process by which you would register your vote in the provincial election (where, when, what documentation required)– This may be different than usual, given the pandemic safety requirements–
www.elections.sk.ca
.
Step 2 in your textbook outlines a few specific ways to seek out pot.docxrjoseph5
Step 2 in your textbook outlines a few specific ways to seek out potential funding, including email inquiry, telephone call, brief letter, or invitation to funder to attend an event at your organization. Which method would you be most comfortable with? Which method you would be least comfortable with? Which method do you think would be the most effective? Explain your responses to each.
.
STEPPING INTO MANAGEMENT.Questions 1 to 20 Select the bes.docxrjoseph5
STEPPING INTO MANAGEMENT
.
Questions 1 to 20:
Select the best answer to each question. Note that a question and its answers may be split across a page
break, so be sure that you have seen the
entire
question and
all
the answers before choosing an answer.
1.
_______ management theory suggests we should encourage team building and listen to new ideas.
A.
Organizational development
B.
Contingency
C.
Management as discipline
D.
Entrepreneurial
2.
_______ theory works to increase the health of work processes, communication, and shared goals.
A.
Management as discipline
B.
Entrepreneurial
C.
Systems
D.
Organizational development
3.
_______ supported simplification and decentralization, with emphasis on quality improvement.
A.
Taylor
B.
Weber
C.
Fayol
D.
Drucker
4.
_______ consists of determining whether plans are being carried out and progress is being made toward
objectives.
A.
Planning
B.
Influencing
C.
Controlling
D.
Organizing
5.
Resource allocator is one of the _______ roles.
A.
informational
B.
decisional
C.
negotiational
D.
interpersonal
6.
All other things being equal, the difference between a good supervisor and a poor supervisor is better
A.
organizational rules.
B.
education.
C.
staff.
D.
managerial skills.
7.
Which of the following is
not
one of a manager's four areas of responsibility?
A.
Maintaining good relationships with other managers
B.
Speaking one's mind always
C.
Being a competent subordinate
D.
Being a good boss
8.
When a manager serves as a liaison between different departments, he or she is acting in a/an _______
role.
A.
interpersonal
B.
decisional
C.
informational
D.
relational
9.
Positional authority is based on
A.
qualities of the manager.
B.
authority of superior over subordinate.
C.
laws and procedures.
D.
the ability to direct complex processes.
10.
A manager can delegate most duties
except
A.
writing policies.
B.
evaluating employees.
C.
planning.
D.
organizing.
11.
The acceptance theory holds that managerial authority depends on four conditions. Which of the
following is
not
one of the conditions?
A.
Employees must think the manager's directives are fair.
B.
Employees must think the directive is in keeping with organizational objectives.
C.
Employees must understand what the manager wants.
D.
Employees must be able to comply with the directives.
12.
_______ is/are vested in the organizational position and not the individual manager.
A.
Authority
B.
Delegation
C.
Managerial functions
D.
Responsibility
13.
Which of the following is
not
one of the Katz skills?
A.
Human relations skills
B.
Technical skills
C.
Budgeting skills
D.
Conceptual skills
14.
_______ first developed systems theory.
A.
Peters
B.
Thom
C.
Bertalanffy
D.
Mintzberg
15.
The supervisor's job is to do which of the following?
A.
Control employees' work to improve efficiency.
B.
Help employees f.
Stephen and Meredith have a 4-yr old son named Will. They are expect.docxrjoseph5
Stephen and Meredith have a 4-yr old son named Will. They are expecting a second child. In what ways might the second child change the dynamics of the family's communication? Will the gender of the child make a difference in this change? Why or why not? Use on of the theories discussed in chapter 12 to support your answers.
Write a page to address these questions. Give examples where necessary.
.
Step 1 Write five sentences with spelling errors.Make sure t.docxrjoseph5
Step 1
Write five sentences with spelling errors.
Make sure the sentences are at a moderate length (anywhere from 10 - 25 words in each).
Once you've written them, post them on the discussion board.
Do not include answers or say which words are misspelled; your classmates can figure that out for themselves.
.
Stephen Pevar, Chapter 8 Criminal Jurisdiction in Indian Country.docxrjoseph5
Stephen Pevar, “Chapter 8: Criminal Jurisdiction in Indian Country” (from textbook)
Stephen Pevar, “Chapter 9: Civil Jurisdiction in Indian Country” (from textbook)
1
The Religious Environment: Worldview,
Ritual, and Communal Status
Islam and Conversion
The process of conversion to Islam remains on the whole poorly studied
in either its social and historical, or affective and personal/psychologi-
cal, aspects. Despite the relatively recent and signal contributions of
Nehemiah Levtzion I and Richard Bulliet 2 who have advanced inno-
va tive classificatory, methodological, and analytical strategies in the
framework of comparative and more localized approaches toward
Islamization, the complex of problems associated with conversion to
Islam still has not drawn sufficient attention from specialists on all
"fronts" of Islamization to allow a synthetic treatment of conversion to
Islam from either a theoretical or historical perspective. 3 If old notions
of forced conversion and the choice of "Islam or the sword" have been
abandoned, at least in scholarly literature, little serious analytical work
I. See above all the volume Conversion to Islam, ed. Nehemia Levtzion (New YorklLondon:
Holmes & Meier Publishers, 1979), and Levtzion's contributions therein, "Toward a Com-
parative Study of Islamization" (pp. 1-23) and "Patterns of Islamization in West Africa" (pp.
207-216), as well as his bibliography (pp. 247-265), in which Central and Inner Asia are pre-
dictably poorly represented; cf. also his "Conversion under Muslim Domination: A Comparative
Study," in Religious Change and Cultural Domination, ed. D. N. Lorenzen (Mexico City: El
Colegio de Mexico, 1981), pp. 19-38.
2. See his seminal work, Conversion to Islam in the Medieval Period: An Essay in Quantitative
History (Cambridge: Harvard University Press, 1979), and more recently his "Process and Status
in Conversion and Continuity," introducing Conversion and Continuity: Indigenous Christian
Communities in Islamic Lands Eighth to Eighteenth Centuries, ed. Michael Gervers and Ramzi
Jibran Bikhazi (Toronto: Pontifical Institute of Mediaeval Studies, 1990), pp. 1-12, and his
"Conversion Stories in Early Islam" in the same volume (pp. 123-133).
3. For important theoretical considerations on conversion to Islam in historical surveys see,
for example, Marshall Hodgson's The Venture of Islam, vol. 2 (The Expansion of Islam in the
18 Islamization and Native Religion
has been done as a means of replacing older models and assumptions of
how Islam was adopted and appropriated in specific contexts; nor, in
general, have primary sources been tapped or reevaluated with an eye to
the particular issue of Islamization.
In the case of Inner Asia we are remarkably ill-served with regard to
studies of conversion to Islam; specialists on Islam in sub-Saharan Africa
and on South Asian Islam4 for instance, have recognized the importance
of conv.
Stephanie WroteA lean organization understands customer value a.docxrjoseph5
Stephanie Wrote:
A lean organization understands customer value and focuses its key processes to continuously increase it. The ultimate goal is to provide perfect value to the customer through a perfect value creation process that has zero waste.
To accomplish this, lean thinking changes the focus of management from optimizing separate technologies, assets, and vertical departments to optimizing the flow of products and services through entire value streams that flow horizontally across technologies, assets, and departments to customers.
Eliminating waste along entire value streams, instead of at isolated points, creates processes that need less human effort, less space, less capital, and less time to make products and services at far less costs and with much fewer defects, compared with traditional business systems. Companies are able to respond to changing customer desires with high variety, high quality, low cost, and with very fast throughput times. Also, information management becomes much simpler and more accurate.
A popular misconception is that lean is suited only for manufacturing. Not true. Lean applies in every business and every process. It is not a tactic or a cost reduction program, but a way of thinking and acting for an entire organization.
The term "lean" was coined to describe Toyota's business during the late 1980s by a research team headed by Jim Womack, Ph.D., at MIT's International Motor Vehicle Program.
Mary Wrote:
· What is the lean concept and why is it important to study?
With fewer resources lean creates more value for customers. The idea of maximizing customer value while minimizing waste. Lean is important to study because there are so many benefits such as through lean there is a cost benefit. we can increase quality and reliability. Reduce operating costs, boost staff productivity and reduce the length of production cycles.
· How can lean be applied to manufacturing and service processes?
TOYOTA is the best example of a company that use lean processes and implement them. Toyota is the first major company to use lean ideology in their manufacturing processes. They have eliminated wasted and using techniques to get rid of faulty products that do not interest the customers. They use two processes, one is Jidoka and the other one is JIT or just in time. Jidoka is used to check the quality of the product and can stop the machines themselves down when there is an error. JIT/ just in time leads to the next step once the previous step is finished.
https://www.lean.org/whatslean/
https://refinedimpact.com/4-good-examples-of-companies-that-use-lean-manufacturing/
Project Management
Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology
Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Tor.
Step 1 Do some research on the Affordable Care Act. You can start.docxrjoseph5
Step 1
Do some research on the Affordable Care Act. You can start with the government sponsored website,
Health and Human Services Website (Links to an external site.)
, but find an additional resource as well.
Step 2
After reading about payment sources in this week's lesson, and conducting your research, address the following:
Where does the Affordable Care Act fit into the overall U.S. health care payment system?
How has it affected private insurance and Medicaid?
Did it go far enough in providing access to health care for all U.S. citizens? Too far? Explain your position.
.
Step 3 Construct Ethical ArgumentsDetermine which of the ethi.docxrjoseph5
Step 3: Construct Ethical Arguments
Determine which of the ethical principles/standards apply to this case (moral development; egoism; virtue; deontology; teleology; justice)
Identify the accounting principles (i.e., ethics codes of conduct and GAAP) that can be invoked to support a conclusion as to what ought to be done ethically in this case or similar cases?
Determine whether the different ethical standards/accounting principles yield converging or diverging judgments about what ought to be done?
Step 4: Evaluate the Arguments for each Option
Weigh the ethical reasons and arguments for each option in terms of their relative importance.
Determine whether there are any unwarranted factual assumptions that need to be examined in each argument.
Determine whether there are any unresolved conceptual issues in each argument.
.
Step 2 Organization ProfileCreate a one-page ‘Organization Prof.docxrjoseph5
Step 2: Organization Profile
Create a one-page ‘Organization Profile’ of the organization. Decide what kind of information would be important to include in this section. Be creative, innovative, and informative. Think of the history, key dates and innovations, locations, founders, purpose, and any other key factors. (For the Chineses restaurant HaiDiLao hotpot)
.
Step 2 Grading Rubric EconomyTask descriptionComponents of .docxrjoseph5
Step 2 Grading Rubric: Economy
Task description
Components of the task
Total points
Major economic features
Current demographic and economic features:
What is the population of your country, its age and gender composition? (2 points)
What are the major natural resources and the major features of the economy? Is the economy driven by the export of minerals and raw materials, agriculture, significant industries, or a mixture of these? What are the main exports and imports? (5 points)
Which countries are its largest trading partners? Is the country a member of regional or continental African trading blocs? (3 points)
What are major livelihood strategies, formal and informal, in both rural and urban settings? In other words, how do people in your country make a living? (5 points)
15
Economic policies
How did colonial policies impact your country’s current economic conditions? (5 points)
How has domestic economic policy since independence shaped the country? (5 points)
How have international economic forces shaped your country’s economy? For example, has your country been impacted by World Bank or International Monetary Fund programs? Do international trade agreements impact your country? (5 points)
15
Basic economic conditions
What is the current Gross Domestic Product (GDP) and Gross National Product (GNP)? What is the significance of these numbers for the economy of this country? (3 points)
What is the unemployment rate? (I point)
What is the poverty rate? (I point)
What is the foreign debt? (I point)
What do all these different economic indicators show about the state of the economy in your country? (3 points)
9
Technology
To what extent are the Internet and mobile phones, including the mobile banking system, used in your country? Do these affect economic potential and how so? (4 points)
4
Conclusion
Using all the data and analysis you have done pertaining to the above questions, write a conclusion addressing the economic health of your country and analyze the main factors contributing to its current strengths and challenges. (3 points)
3
Other requirements
Referencing:Evidential Proof of sources used: Papershould be supported by evidence and quotations from sources. At least three sources with APA citation at the bottom of the report, Variation in selection of sources necessary (2 points). Full points for accurate use of APA in-text and reference list)
Organization of text: Well organized, detailed and logical/cohesive arguments addressing relevant issues.(2 points)
4
CASE 6
From Nothing to Something: Defining Governance and Infrastructure in a Small Medical Practice
Dea Robinson
Midtown Neurology was started by a single physician who had been practicing in the community for nearly 20 years. As the practice grew, it evolved from a “mom-n-pop” operation to a more complex model. The founding physician recruited four new neurologists to join and continue to help build the practice. Subseq.
Step 2 Attend Meeting with ACME· Read the ACME meeting documen.docxrjoseph5
Step 2: Attend Meeting with ACME
· Read the ACME meeting document to know what was discussed.
Step 3: Review Marketing Information on Consumer Buying Behavior
· Read all attached step 3 documents to answer questions in step 4.
· As you read through the following materials, begin to think about how this information will apply to the report you will prepare for Erik and Tarek. To successfully complete the report, you'll need an understanding of marketing. You’ll also benefit from a keen understanding of digital marketing, consumer buying behavior, and evaluating business attractiveness.
· As you conduct your analysis of ACME's consumer environment, remember that there are two types of market research: primary and secondary research. Both types of research are required in real-life, and each of them has its pros and cons. However, for this Project, only secondary research is required.
· Finally, to fully understand ACME's position, read about offerings—what a company provides its customers, be it a product, a service, or a mix of both. Also consider the differences between a product and a service. You know that a product can be more than just a physical good, it can be a service attached to a physical product, a "pure" service, an idea, a place, an organization, or even a person.
· After you have read these materials, proceed to the next step, where you will begin your analysis of the specified consumer markets
Step 4: Conduct a Consumer Buying Behavior Study
As previously mentioned, I would like you to conduct an analysis of the consumers in our main markets. Your analysis should consider both current and potential product users and should address the following questions:
· What needs are being met by the product purchase? What are the benefits to the consumers? Make sure that you differentiate between features and benefits; go beyond manifest motives and consider latent motives.
· Who is involved in the purchase process? Who are the influencers? Who are the buyers? Who are the end users?
· Where are the products sold, and what are the distribution channels?
· How often are the products purchased? Is there seasonality to sales?
I need you to produce a six-page preliminary consumer buying behavior report (excluding cover page, reference list, tables, graphs, and exhibits) explaining your findings on consumer needs, wants, and preferences in these markets. Make sure that your report is specific to consumers of ACME’s potential product and not to consumers in general.
Step 5: Complete Your Value Proposition
· I wanted to clarify that a customer-focused value proposition explains the reason why a customer purchases a product or uses a service (i.e., the value that a company delivers to its customers).
· Deliverable: (complete this part separate from step 2-4) Based on your research of consumer needs in our main markets, describe your value proposition, or the benefits that ACME and its potential new product would provide to customers. Remember.
Step 1 Put the following steps in the order of a routine patient .docxrjoseph5
Step 1:
Put the following steps in the order of a routine patient care flow, from the beginning through to the end of the patient encounter flow.
New patient paperwork is signed and returned to front desk with insurance information for verification of benefits
Patient pays standard co-pay if applicable
Hard copy record is pulled, or made if new patient
Patient called to back office
Height, weight, and blood pressure taken by CNA or CMA
CMS 1500 form is coded and sent to insurance for reimbursement
Signs in at reception desk
Patient released from exam room
Call in to schedule appointment
Doctor, NP, or Physician’s Assistant examines patient
Shown to patient care room
Reason for visit reviewed with patient by CNA, CMA, or NP
Any refunds due to patient or insurance sent out
Collections efforts initiated if patient's charges not paid, and any insurance appeals are processed
Patient checks out and pays any deductible verified
Explanation of benefits returns with breakdown of payments
Height, weight, and blood pressure taken by CNA or CMA
Practice manager applies payments, writes off amounts required by contract with insurance companies, adjusts patient’s account records, and initiates billing to patient that indicates insurance has processed charges
Step 2:
Write an essay of 1–2 pages explaining how a new office would be set up or organized. Some of the elements included could be:
The physical appearance of the office
The types of personnel that would be needed
The types of activities, policies, or procedures that would be put into place to mentor employees and promote teamwork
Create and describe the demographics of the patients that would receive care at this facility.
Remember that demographics include any and all of the following: type of population (rural, suburban, urban); male or female; adult or child; type of insurance, public assistance, or no insurance; emergency care needed or preventative care; and many others.
Describe the specialized training that you, the office manager, need to help this particular facility accomplish its mission of efficient integrated medical care to its patient population.
Please submit your assignment.
.
Step 1 To annotate a source, first cite the source in correct .docxrjoseph5
Step 1:
To annotate a source,
first cite the source in correct MLA format
.
For example:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Step 2:
Break down the source into the
four sentence pattern
:
Sentence 1 (Credentials and Thesis
): Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system.
Sentence 2 (Medium / Genre and Evaluation
): Gould constructs a thesis-driven, book-length, academic argument in the field of political science.
Sentence 3 (Audience
): Gould’s audience consists of academics in the field of political science and public policy as well as public officials.
Sentence 4 (How You Can Use This Source):
This source provides information about the effects of
Citizens United
that I can use to support my thesis, and because it is written by a noted expert it lends credibility to my argument.
Annotations should be written as paragraphs
and should follow the four sentence pattern above. Do not include labels, bold text, or spaces between sentences. These are provided here so that you can more easily identify the parts of the annotation. Yours will look more like this:
Gould, Joseph.
Citizen United and the Breakdown of Democracy.
New York: University of New York Press, 2012.
Joseph Gould, a noted journalist covering issues of public policy and elections for the
Washington Post
, argues that the
Citizens United
decision has irrevocably undermined the democratic process of our electoral system. Gould constructs a thesis-driven, book-length, academic argument in the field of political science. Gould’s audience consists of academics in the field of political science and public policy as well as public officials. This source provides information about the effects of
Citizens United
that I can use to support my thesis, and because it is written by a noted expert it lends credibility to my argument.
Your annotated bibliography
must include at least six sources
. At least three sources should be peer-reviewed academic sources or otherwise approved by me before submitting this assignment's deadline. Sources should be listed in alphabetical order by the first word of the works cited entry (usually, this will be the author's last name).
Annotations should be specific and include details; however, they
should not include
any
quotes.
All of the writing should be
your original writing.
Due Date and Submissions
Submit your annotated bibliography in the Turnitin window below as a Word document by 11:59pm Friday, 6/12.
.
Step 1Read the first two sections of Wordsworths Tintern.docxrjoseph5
Step 1
Read the first two sections of
Wordsworth's "Tintern Abbey". (Links to an external site.)
Step 2
In a separate Word document, complete the following points:
Explain what the ideas, memories, and presence of the natural world give to Wordsworth.
Copy and paste a section of the poem that supports your claim, and explain how it supports your claim.
Must be no fewer than 300 words, not including the quote.
.
Step 1The first step in performing an IT audit that is tied to b.docxrjoseph5
Step 1
The first step in performing an IT audit that is tied to business strategy is understanding the short-term and long-term goals and objectives of the business. While we expect IT strategies to be aligned to an organization's business strategies, in practice, this is not easy to achieve. The organization typically has made large investments in legacy systems that have been supporting the current business. The organization must balance the maintenance of current business requirements with the need to support longer term strategies, using emerging technologies to improve the competitiveness of the organization.
Completing this business audit will ensure that you learn a lot about the business of the organization.
To prepare for the audit, read Audits, Internal and Core Competencies. The templates provided for Step 1 will give you a framework for collecting this information. Be sure to ask the following questions:
· What are the strategic goals of the organization?
· What are the business operational goals?
· How do you see your organization in one year, in five years, and beyond?
Download and open the Templates_for_Project2_with_Instructions.xlsx file. You will be using this file throughout this project. For optional feedback in Steps 1 and 3, use the following naming protocols:
· Step 1 -> Lastname_first name_Project 2_Appx_A1_A2_B_C
· Steps 2 and 3 -> Lastname_first name_Project 2_Appx_A1_A2_B_C_D_E_F
For the final submission in this project, please use the following naming protocol:
· Step 5 -> Lastname_first name_Project 2_Appx_A1_A2_B_C_D_E_F_G_H_I
The templates for business objectives in Appendices A1 and A2 will guide your discovery. You should list a minimum of three business objectives that exist for your organization, which will likely vary from these templates. Existing entries in templates A1 and A2 are for illustration purposes only. You should fill in and submit to the assignment folder two tables: Appendix A1 is for short-term goals (one year) and Appendix A2 is for longer term goals (five or more years). See Goal Setting for more information.
After you understand your organization's business objectives, you will need to evaluate how well your organization is meeting those objectives. The template in Appendix B will guide you through a quick analysis of overall organizational effectiveness. You may want to ask those in leadership positions how well the organization is performing, but you can also get this information by examining how well the organization is performing according to current operational objectives. Choose a minimum of three organizational effectiveness criteria. Provide a one-sentence description of each measure, along with an overall score on a five-point scale and an explanation of the score you provided. See Effectiveness and Efficiency.
Now that you've looked at how well the overall organization is performing, you should evaluate the organization at a lower level. Using the Appendix C template to guide yo.
Step 1Select ONE of the following fugal agents for your assignme.docxrjoseph5
Step 1
Select ONE of the following fugal agents for your assignment.
Aspergillus, Tinea pedis, Candida albicans, Coccidioides, Pneumocystis jirovecii, Blastomyces, Cryptococcus neoformans, Histoplasma, Tinea corporis
Step 2
Research the chosen fungal agent to examine the anatomical structures and diseases associated with it.
Step 3
Using the template below answer the following questions:
Where the organism is normally found and how is it spread?
What are the virulence factors of the organism?
What are the symptoms and incubation period of the infection caused by the organism?
How would you diagnose an infection caused by the organism?
Describe how the organism infects different organs and how the immune system responds to infection.
What is the current treatment plan for the infections caused by the organism and the treatment success rate?
What populations are most at risk for infection?
What environments and sources are associated with the organism?
What are some public health implications of the infection caused by the agent?
What precautions can the public take to prevent infections?
.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Strategic IT Planning Your 3-Step ProcessIntroductionStrateg.docx
1. Strategic IT Planning: Your 3-Step Process
Introduction
Strategic IT Planning is required to ensure your resources and
assets continue providing the results and the support your
organization needs.
What is a Strategic Plan?
It is a roadmap to achieving a goal. It may cover your entire
department or responsibility or it may focus on a specific issue
or element of your role. It can be long and involved or a simply
one-page document that provides guidance and steps you need
to implement to achieve a goal.
Making it Happen
There are a few things that are important to your success. While
it may seem that developing the Strategic Plan is the hardest
part, most plans fail because of the implementation. The key is
to keep it small and be successful, then build on that success for
the next initiative. Don’t bite off too much or try to be too
ambitious.
• Take your time and keep it manageable
• Link your plan to your company’s strategy
• Justify your initiative and get buy-in and support
• Don’t re-invent, rebuild
• Go slow, manage change
• Set aside time from your operational responsibilities to
make it happen
Without a Strategic Plan, you and your team won’t be effective
and you won’t be able to get results, get attention and get
ahead.
Why you need an IT Strategy:
Redirect from tasks to opportunities and result
· Switch from fighting fires to preventing fires
· Reduce risk with planning and a longer view
Most Strategic Plans never get written or they fail because they
2. are too involved and complex. Keep them simple and use these
three basic steps as your core approach. Ask yourself these
questions:
1. Why do you need to do it? What is your goal?
2. What are the things you need to get done to achieve your
goal?
3. How can you make those things happen?
By following the 3 steps above and writing them down, you will
have the outline of your Strategic IT Plan. Then, you establish
the tactical things that will help you implement your plan.
Implementation Plan
Once you have established your strategic plan using the 3-step
process, you need to develop your implementation plan. This
includes getting approval and resources as well as the steps you
need to take to achieve your strategic objective.
1. Set the objective for each step
2. Analyze internal/external factors
3. Develop solutions
4. Identify and eliminate barriers
5. Allocate resources (people, time, money)
6. Develop detailed tasks
7. Implement your plan!
Step Implementation
What Are The Roadblocks?
How Can You Overcome The Roadblocks?
What Resources Do You Need?
What Are The Timelines?
What Are The Main Steps To Implement Your Plan?
Parental Acceptance of a Mandatory Human
Papillomavirus (HPV) Vaccination Program
Daron Ferris, MD, Leslie Horn, BS, and Jennifer L. Waller, PhD
3. Objectives: The objective of this study was to determine factors
that influence parent’s acceptance of a
mandatory school-based human papillomavirus (HPV)
vaccination program.
Methods: A convenience sample of 325 parents, with children
aged 9 to 17 years old, completed a
53-item survey. Survey questions targeted their opinions about
HPV, the HPV vaccine, and a mandatory
HPV vaccination program. �2 tests were used to examine
relationships between survey items.
Results: Characteristics of parents who believed the HPV
vaccine should be mandated included lim-
ited financial resources (P � .03), history of HPV-related
disease (P � .04), understanding their child’s
susceptibility (P � .03), interest in HPV vaccination for their
child (P � .0001), and knowledge that the
vaccine reduces the risk of cervical cancer (P � .001). Parents
of children aged 12 to 14 years old (P �
.02) or who knew the vaccine reduced their child’s risk of
developing genital warts (P � .02) and cervi-
cal cancer (P � .001) would be more likely to comply with a
mandatory HPV vaccine program.
Conclusions: Certain characteristics define parents who support
a mandatory HPV vaccination pro-
gram. Greater education of parents and health care providers
should improve vaccination uptake, which
ultimately reduces morbidity and mortality from HPV related
diseases. ( J Am Board Fam Med 2010;23:
220 –229.)
Keywords: Human Papillomavirus, Health Care Surveys,
Attitude, Vaccination
4. Although the quadrivalent human papillomavirus
(HPV) vaccine has demonstrated robust efficacy
and reasonable safety, suboptimal vaccination rates
raise concern and questions.1– 6 A survey conducted
in 2007 by the Centers for Disease Control and
Prevention found that approximately 25% of 13- to
17-year-old girls had received at least one dose of
the HPV vaccine.5 Moreover, far fewer 9- to 12-
year-old and 18- to 26-year-old girls and women
have initiated the vaccination series. The poor rate
of HPV vaccine coverage for 9- to 12-year-old girls
is particularly worrisome because this has been
deemed the ideal age to vaccinate.7 In comparison,
coverage for school-entry vaccines during the
2007–2008 school year estimated by the Centers
for Disease Control and Prevention varied between
94% (varicella) and 96% (hepatitis B).8 The differ-
ences in these vastly contrasting rates of vaccina-
tion are likely because of many factors, including
cost, safety, knowledge, provider issues, access, and
controversy.9 –11 However, one simple explanation
is that school-entry vaccines are mandated and the
HPV vaccine is not.
Although discussion of mandating vaccines gen-
erates conflicting opinions, this approach has
proven very beneficial from a public health per-
spective. School-mandated vaccination programs
have increased coverage for other vaccines.12–15
However, such an approach for the HPV vaccine
has met some resistance by the medical commu-
nity.16 Further, only a minority of parents ap-
prove mandating the quadrivalent HPV vac-
5. cine.17,18 Loss of parental autonomy, cost,
insufficient data from clinical trials, and too
This article was externally peer reviewed.
Submitted 22 April 2009; revised 8 July 2009; accepted 13
July 2009.
From the Gynecologic Cancer Prevention Center (DF);
the Departments of Family Medicine and Obstetrics and
Gynecology (DF) and the Department of Biostatistics
(JLW), Medical College of Georgia (LH), Augusta, Geor-
gia.
Funding: Residual grant funds.
Conflict of interest: Dr. Ferris is an investigator for Glaxo-
SmithKline vaccine studies. He is also a consultant, investi-
gator, and speaker for Merck and Co., Inc. Ms. Horn and
Dr. Waller have no potential conflicts.
Corresponding author: Dr. Daron G. Ferris, Department of
Family Medicine, Medical College of Georgia, 1423 Harper
Street, HH-105, Augusta, GA 30912 (E-mail: [email protected]
mcg.edu).
See Related Commentary on
Page 149.
220 JABFM March–April 2010 Vol. 23 No. 2
http://www.jabfm.org
many side effects are the main reasons for lack of
parental support.17,18 In addition, critical ap-
6. praisal of parental acceptance of a mandatory
HPV vaccination program would be beneficial
before promoting required HPV vaccination for
children. The purpose of this study was to deter-
mine factors that influence parental acceptance of
a mandatory HPV vaccination program.
Materials and Methods
We asked parents of 9- to 17-year-old children to
participate in this study. A convenience sample of
eligible parents was recruited from waiting rooms
in family medicine, obstetrics and gynecology, and
pediatric clinics at the Medical College of Georgia,
Augusta, and from Women’s Health Associates,
Atlanta, Georgia. Patients were also recruited from
community sites, including Riverview Park, North
Augusta, South Carolina; Suwanee Academy of the
Arts, Suwanee, Georgia; and hair and nail salons in
Augusta and Atlanta. We excluded parents who
were unable to read English. This study was ap-
proved by the Human Assurance Committee at the
Medical College of Georgia.
The questionnaire has been described previ-
ously, but it consisted of 53 questions that collected
demographic data, opinions about HPV and vac-
cines, attitudes about the HPV vaccine, and issues
involving a mandatory HPV vaccination pro-
gram.17 The main outcome questions determined
parental reactions to a mandated HPV vaccination
program. Specifically, these questions were (1) Do
you think the HPV vaccine should be added to the
list of school entry vaccine requirements? and (2) If
the vaccine was mandatory for a child to attend
school, which of the following statements most
agrees with your view? (answer options for question
7. 2 were “I would sign a waiver to prevent my child
from receiving the vaccine”; “I would have my child
vaccinated”; or “I would do whatever my doctor
recommends.” Questions were structured as yes/no
and multiple choice. Some pertinent questions
from previously developed questionnaires were in-
cluded.19 –21
Parents were asked to participate in a study
about their opinions of the HPV vaccine and man-
datory vaccination programs. Eligible parents who
agreed to participate were given a 1-page cover
letter that described HPV and the HPV vaccine.
Subjects then completed the self-administered,
anonymous survey and returned it in an envelope to
the investigators.
Descriptive statistics, including means and
standard deviations, frequencies, and percent-
ages, were calculated for responses to each ques-
tion. �2 tests were used to examine the relation-
ship between various questionnaire items. All
statistical analyses were performed using SAS
software version 9.1.3 (SAS Institute, Inc., Cary,
NC) and statistical significance was assessed us-
ing an � level of 0.05.
Results
We asked 365 parents to participate in the study;
325 parents enrolled in the fall of 2008. The re-
sponse rate was 89%, with insufficient time and
length of the questionnaire being the main reasons
for parents’ refusal to participate. Complete demo-
graphic data based on the 325 parents have been
published previously.17 In summary, subjects
8. tended to be female, 30 to 39 years old, white,
protestant, have a family income between $20,000
and $50,000, have some college education, and
have private health insurance. Personal history of
HPV-related problems included 13% with a previ-
ous HPV infection, 5% with condyloma, and 37%
had a previous abnormal Papanicolaou test result.
Associations between demographic variables and
agreement with adding the HPV vaccine to school
entry requirements are seen in Table 1. Those with
incomes �$20,000, those with no health insurance,
Medicaid, or Tricare insurance, or those who have
ever had HPV were more likely to agree that the
HPV vaccine should be added to school entry re-
quirements. Sex, race, and age of children did not
predict support for an HPV vaccine mandate.
Associations between various other variables and
agreement with mandating the HPV vaccine were
also examined (Table 2). Subjects who were not
familiar or very familiar with HPV felt it very likely
that their child could contract HPV and thought it
was very important for their child to receive the
HPV vaccine; those who thought that the HPV
vaccine reduced the risk of cervical cancer more
frequently thought that the HPV vaccine should be
added to school entry requirements. Parents who
supported government-mandated vaccines thought
a mandatory HPV vaccine program would be very
helpful, and those who want the federal govern-
ment to help pay for the HPV vaccine more often
supported school entry requirements.
doi: 10.3122/jabfm.2010.02.090091 Parental Acceptance of a
Mandatory HPV Vaccination Program 221
9. Table 1. Association between Demographic Variables and
Parent’s Agreement with Adding the Human Papilloma
Virus Vaccine to School Entry Requirements
Variable
Do you Think the HPV Vaccine should be
Added to the List of School Entry Vaccine
Requirements?
P*No (n �%�) Yes (n �%�)
Gender .47
Male 19 (51.4) 18 (48.7)
Female 163 (57.6) 120 (42.4)
Age (years) .19
18–29 30 (53.6) 26 (46.4)
30–39 81 (55.9) 64 (44.1)
40–49 49 (54.4) 41 (45.6)
50� 22 (75.9) 7 (24.1)
Race .50
White 103 (56.6) 79 (43.4)
10. African American 67 (54.9) 55 (45.1)
Asian 1 (50.0) 1 (50.0)
Hispanic 9 (75.0) 3 (25.0)
Other 2 (100.0) 0 (0.0)
Ages of Children, 9–11 .91
No 75 (57.3) 56 (42.8)
Yes 107 (56.6) 82 (43.4)
Ages of Children, 12–14 .05
No 126 (60.9) 81 (39.1)
Yes 56 (49.6) 57 (50.4)
Ages of Children, 15–17 .80
No 112 (57.4) 83 (42.6)
Yes 70 (56.0) 55 (44.0)
Income .03
�$20,000 17 (37.8) 28 (62.2)
$20,001-$50,000 77 (57.9) 56 (42.1)
$50,001-$100,000 54 (64.3) 30 (35.7)
�$100,000 34 (58.6) 24 (41.4)
11. Education .09
�High school 5 (38.5) 8 (61.5)
High school or GED 63 (51.6) 59 (48.4)
�College 114 (61.6) 71 (38.4)
Health insurance .01
None 9 (50.0) 9 (50.0)
Private 135 (61.6) 84 (38.4)
Medicaid 26 (40.6) 38 (59.4)
Medicare 2 (100.0) 0 (0.0)
Other 9 (75.0) 3 (25.0)
Tricare 1 (20.0) 4 (80.0)
Ever had HPV .04
Yes 18 (42.9) 24 (57.1)
No 155 (60.3) 102 (39.7)
Not sure 9 (42.9) 12 (57.1)
Ever had genital warts .78
Yes 8 (53.3) 7 (46.7)
No 174 (57.1) 131 (43.0)
12. Abnormal Papanicolaou test (women only) .55
Yes 67 (56.8) 51 (43.2)
No 98 (58.7) 69 (41.3)
Not sure 17 (48.6) 18 (51.4)
*�2 test.
HPV, human papillomavirus; GED, General Educational
Development test.
222 JABFM March–April 2010 Vol. 23 No. 2
http://www.jabfm.org
Table 2. Association of Parental Attitudes, Beliefs, and
Agreement with Adding the Human Papillomavirus Vaccine
to School Entry Requirements
Variable
Do You Think the HPV Vaccine
Should be Added to the List of School
Entry Vaccine Requirement?
P*No (n �%�) Yes (n �%�)
Support government-mandated vaccine requirements �.0001
No 33 (97.1) 1 (2.9)
Yes 148 (51.9) 137 (48.1)
Familiar with HPV .02
Not familiar 20 (45.5) 24 (54.6)
13. Somewhat familiar 117 (63.6) 67 (36.4)
Very familiar 45 (48.9) 47 (51.1)
Likelihood of child to contract HPV .03
Not at all likely 85 (57.8) 62 (42.2)
Somewhat likely 93 (59.6) 63 (40.4)
Very likely 4 (25.0) 12 (75.0)
Important for child to receive HPV vaccine �.0001
Not at all important 42 (84.0) 8 (16.0)
Somewhat important 96 (72.7) 36 (27.3)
Very important 43 (31.6) 93 (68.4)
Concerned about side effects of HPV vaccine .56
Not at all concerned 20 (60.6) 13 (39.4)
Somewhat concerned 75 (53.6) 65 (46.4)
Very concerned 86 (59.3) 59 (40.7)
HPV vaccine reduces risk of cervical cancer .001
No 30 (83.3) 6 (16.7)
Yes 117 (51.5) 110 (48.5)
No girls 32 (60.4) 21 (39.6)
HPV vaccine reduces risk of genital warts .06
No 74 (63.8) 42 (36.2)
Yes 104 (52.8) 93 (47.2)
Want child to receive HPV vaccine �.0001
No 55 (90.2) 6 (9.8)
Yes 123 (48.2) 132 (51.8)
Child has received HPV vaccine .008
No 166 (59.7) 112 (40.3)
Yes 16 (38.1) 26 (61.9)
Physician supports HPV vaccine .07
14. No 4 (50.0) 4 (50.0)
Yes 43 (47.3) 48 (52.8)
Not Discussed 135 (61.1) 86 (38.9)
Most influences decision to get HPV vaccine .006
Doctor 97 (51.1) 93 (49.0)
Spouse 14 (82.4) 3 (17.7)
Child 13 (48.2) 14 (51.9)
Parent 2 (28.6) 5 (71.4)
Mandatory school requirement 14 (70.0) 6 (30.0)
None 41 (70.7) 17 (29.3)
Comfortable with mandated HPV vaccine �.0001
Not comfortable 87 (97.8) 2 (2.3)
Somewhat comfortable 87 (53.4) 76 (46.7)
Very comfortable 7 (10.5) 60 (89.6)
doi: 10.3122/jabfm.2010.02.090091 Parental Acceptance of a
Mandatory HPV Vaccination Program 223
We then examined parents’ possible reactions to
a mandatory HPV vaccine program: signing a
waiver to prevent their child from receiving the
HPV vaccine, having their child vaccinated, or do-
ing what their doctor recommends (Table 3). Par-
ents with a child aged 12 to 14 years who were not
familiar or very familiar with HPV thought it was
very likely their child could contract HPV and
thought the HPV vaccine reduced the risk of cer-
vical cancer and genital warts. Those whose physi-
cian supported the HPV vaccine more frequently
agreed with the statement that they would have
their child vaccinated with the HPV vaccine. Sub-
jects who were very comfortable with a mandatory
15. HPV vaccine program thought the federal govern-
ment should pay for a mandatory HPV vaccine
program and were very interested in the HPV vac-
cine for their child; these parents were more likely
to have their child vaccinated.
Several associations with government interven-
tion in HPV vaccination were also examined. Par-
ents who wanted their child to receive the HPV
vaccine (45.5%) were more likely than those who
did not want their child to receive the vaccine
(8.2%) to want their government representative to
make a law requiring the HPV vaccine (P � .0001).
Subjects who thought the HPV vaccine should be
added to the list of school-entry vaccine require-
ments (84.1%) were more likely to want their gov-
ernment representative to make a law requiring the
HPV vaccine than those who do not think it should
be added to the school-entry vaccine requirements
(28%; P � .0001). Individuals with incomes
�$20,000 were more likely to want the state of
Georgia (P � .004) and the federal government
(P � .003) to pay for the HPV vaccine for school
children than parents at all other income levels
(84.4% and 86.7%, respectively).
Conclusions
Our study identified numerous factors that increase
the likelihood of parents accepting a mandatory
HPV vaccination program. Parents with a personal
history of HPV-related disease (HPV infection or
genital warts) were more likely to support such a
mandated program. Parents who had greater famil-
iarity with the adverse consequences of HPV infec-
tion were also more apt to approve a school-based
16. mandate. Interestingly, mothers with a history of a
previous abnormal Papanicolaou test were not
more inclined to support a mandatory program.
Many women were unaware of the viral cause for
abnormal cervical cytology. A greater number of
parents with the lowest income would also comply
with a mandatory vaccination program; because
Table 2. (Continued)
Variable
Do You Think the HPV Vaccine
Should be Added to the List of School
Entry Vaccine Requirement?
P*No (n �%�) Yes (n �%�)
Mandatory HPV vaccine program helpful �.0001
Not helpful 45 (97.8) 1 (2.2)
Somewhat helpful 125 (64.1) 70 (35.9)
Very helpful 12 (15.2) 67 (84.8)
Mandatory HPV vaccine program important �.0001
Not important 47 (94.0) 3 (6.0)
Somewhat important 123 (67.2) 60 (32.8)
Very important 12 (13.8) 75 (86.2)
Federal government to pay for HPV vaccine �.0001
No 90 (82.6) 19 (17.4)
Yes 91 (43.3) 119 (56.7)
Interested in HPV vaccination for child �.0001
Not interested 52 (91.2) 5 (8.8)
Somewhat interested 100 (66.2) 51 (33.8)
17. Very interested 30 (26.8) 82 (73.2)
*�2 test.
HPV, human papillomavirus.
224 JABFM March–April 2010 Vol. 23 No. 2
http://www.jabfm.org
Table 3. Association of Parental Attitudes, Beliefs, and Possible
Responses to a Mandatory Human Papillomavirus
Vaccine
Variable
If the HPV Vaccine was Mandatory to Attend School, Which of
the
Following Statements Most Agrees with Your View?
P*
Would Sign a Waiver to
Prevent my Child from
Receiving the Vaccine
(n �%�)
Would have My Child
Vaccinated (n �%�)
Would do Whatever
My Doctor
Recommends
(n �%�)
19. Education .84
�High school 2 (15.4) 9 (69.2) 2 (15.4)
High school or GED 20 (16.4) 85 (69.7) 17 (13.9)
�College or more 36 (19.5) 117 (63.2) 32 (17.3)
Health insurance .06
None 2 (11.1) 10 (55.6) 6 (33.3)
Private 47 (21.5) 139 (63.5) 33 (15.1)
Medicaid 5 (7.8) 51 (79.7) 8 (12.5)
Medicare 0 (0.0) 2 (100.0) 0 (0.0)
Other 3 (25.0) 5 (41.7) 4 (33.3)
Tricare 1 (20.0) 4 (80.0) 0 (0.0)
Ever had HPV .19
Yes 10 (23.8) 30 (71.4) 2 (4.8)
No 46 (17.9) 165 (64.2) 46 (17.9)
Not sure 2 (9.5) 16 (76.2) 3 (14.3)
Ever had genital warts .22
Yes 3 (20.0) 12 (80.0) 0 (0.0)
No 55 (18.0) 199 (65.3) 51 (16.7)
doi: 10.3122/jabfm.2010.02.090091 Parental Acceptance of a
Mandatory HPV Vaccination Program 225
Table 3. (Continued)
Variable
If the HPV Vaccine was Mandatory to Attend School, Which of
the
Following Statements Most Agrees with Your View?
20. P*
Would Sign a Waiver to
Prevent my Child from
Receiving the Vaccine
(n �%�)
Would have My Child
Vaccinated (n �%�)
Would do Whatever
My Doctor
Recommends
(n �%�)
Abnormal Papanicolaou test (women
only)
.62
Yes 23 (19.5) 80 (67.8) 15 (12.7)
No 31 (18.6) 106 (63.5) 30 (18.0)
Not sure 4 (11.4) 25 (71.4) 6 (17.1)
Support government mandated vaccines
requirements
�.0001
No 17 (50.0) 10 (29.4) 7 (20.6)
Yes 40 (14.0) 201 (70.5) 44 (15.4)
Familiar with HPV .02
21. Not familiar 7 (15.9) 30 (68.2) 7 (15.9)
Somewhat familiar 30 (16.3) 115 (62.5) 39 (21.2)
Very familiar 21 (22.8) 66 (71.7) 5 (5.4)
Likelihood of child to contract HPV �.0001
Not at all likely 36 (24.5) 76 (51.7) 35 (23.8)
Somewhat likely 20 (12.8) 120 (76.9) 16 (10.3)
Very likely 2 (12.5) 14 (87.5) 0 (0.0)
Important for child to receive HPV
vaccine
�.0001
Not at all important 29 (58.0) 10 (20.0) 11 (22.0)
Somewhat important 23 (17.4) 81 (61.4) 28 (21.2)
Very important 5 (3.7) 119 (87.5) 12 (8.8)
Concerned about side effects of HPV
vaccine
.08
Not at all concerned 8 (24.2) 20 (60.6) 5 (15.2)
Somewhat concerned 16 (11.4) 102 (72.9) 22 (15.7)
Very concerned 34 (23.5) 87 (60.0) 24 (16.6)
HPV vaccine reduces risk of cervical
cancer
�.0001
No 20 (55.6) 10 (27.8) 6 (16.7)
Yes 25 (11.0) 169 (74.5) 33 (14.5)
No girls 11 (20.8) 30 (56.6) 12 (22.6)
22. HPV vaccine reduces risk of genital
warts
.02
No 30 (25.9) 70 (60.3) 16 (13.8)
Yes 26 (13.2) 136 (69.0) 35 (17.8)
Want child to receive HPV vaccine �.0001
No 35 (57.4) 10 (16.4) 16 (26.2)
Yes 21 (8.24) 199 (78.0) 35 (13.7)
Child has received HPV vaccine .001
No 57 (20.50) 173 (62.2) 48 (17.28)
Yes 1 (2.4) 38 (90.5) 3 (7.1)
Physician supports HPV vaccine .0004
No 3 (37.5) 2 (25.0) 3 (37.5)
Yes 7 (7.7) 75 (82.4) 9 (9.9)
Not discussed 48 (21.7) 134 (60.6) 39 (17.7)
226 JABFM March–April 2010 Vol. 23 No. 2
http://www.jabfm.org
this vaccine is fairly expensive, one could assume
that mandating vaccination might have equaled free
availability in their minds. In fact, the Vaccines for
Children Program provides free HPV vaccines to
indigent children 18 years old or younger. This is a
voluntary federal vaccination program that is prob-
ably underutilized. The sex, age, race, education,
and type of health insurance parents had did not
influence their opinion about the importance of a
mandated vaccine program. In fact, fewer college-
23. educated parents thought a mandatory HPV vac-
cine program should be implemented.
Parents who understood the true vulnerability of
their child and the possibility of their contracting
HPV supported a mandatory HPV vaccine pro-
gram. Tragically, most parents do not know the
ubiquitous nature of HPV21 and awareness of this
principle is an important cornerstone for vaccine
acceptance. Moreover, no one can advise parents
about how their child’s immune system might re-
Table 3. (Continued)
Variable
If the HPV Vaccine was Mandatory to Attend School, Which of
the
Following Statements Most Agrees with Your View?
P*
Would Sign a Waiver to
Prevent my Child from
Receiving the Vaccine
(n �%�)
Would have My Child
Vaccinated (n �%�)
Would do Whatever
My Doctor
Recommends
24. (n �%�)
Most influences decision to get HPV
vaccine
�.0001
Doctor 20 (10.5) 137 (72.1) 33 (17.4)
Spouse 5 (29.4) 8 (47.1) 4 (23.5)
Child 2 (7.4) 21 (77.8) 4 (14.8)
Parent 0 (0.0) 5 (71.4) 2 (28.6)
Mandatory school requirement 4 (20.0) 15 (75.0) 1 (5.0)
None 27 (46.6) 24 (41.4) 7 (12.1)
Somewhat comfortable 8 (4.91) 128 (78.5) 27 (16.6)
Very comfortable 0 (0.00) 64 (95.5) 3 (4.5)
Mandatory HPV vaccine program
helpful
�.0001
Not helpful 31 (67.4) 9 (19.6) 6 (13.0)
Somewhat helpful 27 (13.9) 127 (65.1) 41 (21.0)
Very helpful 0 (0.0) 75 (94.9) 4 (5.1)
Mandatory HPV vaccine program
important
�.0001
Not important 32 (64.0) 12 (24.0) 6 (12.0)
Somewhat important 25 (13.7) 118 (64.5) 40 (21.9)
Very important 1 (1.2) 81 (93.1) 5 (5.8)
Federal government to pay for HPV
vaccine
25. �.0001
No 42 (38.5) 48 (44.0) 19 (17.4)
Yes 16 (7.6) 162 (77.1) 32 (15.2)
Interested in HPV vaccination for child �.0001
Not interested 41 (71.9) 7 (12.3) 9 (15.8)
Somewhat interested 16 (10.6) 102 (67.6) 33 (21.9)
Very interested 1 (0.9) 102 (91.1) 9 (8.0)
HPV vaccine should be added to the
list of school entry vaccine
requirements
�.0001
No 57 (31.3) 86 (47.3) 39 (21.4)
Yes 1 (0.7) 125 (90.6) 12 (8.7)
*�2 test.
HPV, human papillomavirus; GED, General Educational
Development test.
doi: 10.3122/jabfm.2010.02.090091 Parental Acceptance of a
Mandatory HPV Vaccination Program 227
spond to HPV infection, eg, spontaneous clearance
or persistence that may increase the risk for devel-
oping a malignancy. Parents who knew that the
HPV vaccine reduced the risk of their child devel-
oping cervical cancer were more inclined to con-
done a mandatory program. Further education
about HPV and its potential consequences are
26. needed to improve HPV vaccine uptake. Such ed-
ucation could influence response to a mandated
program.
Parents whose health care providers supported
the HPV vaccine were not more likely to support a
mandatory vaccination program. Yet other studies
have demonstrated the value of medical advice with
respect to HPV vaccine acceptance.19,21,22 The
opinion of a trusted health care provider is partic-
ularly important with respect to preventive medical
care. The dialogue between parent and health care
provider probably has centered around action (get-
ting the vaccine) and not the particular process
(voluntary vs mandatory).
Many other variables indicated that parents
thought the HPV vaccine should be added to the
list of school-entry vaccine requirements. Parents
with no insurance or federally financed insurance
more often agreed that the HPV vaccine should be
required. Reliance on government-funded heath
insurance may have an affect on parental auton-
omy. These parents may be more willing to abdi-
cate these health decisions to the medical legislative
process. However, others caution that such a man-
datory program for the HPV vaccine would place a
financial burden on existing government health
programs, thereby potentially reducing coverage
rates for other vaccines.23
To parents we posed a realistic scenario: that the
HPV vaccine was required for school. They could
choose to sign a waiver to prevent their child from
receiving the HPV vaccine, have their child vacci-
nated, or follow the recommendation of their
27. health care provider. Most parents (66%) would
simply select to allow their child to receive the
vaccination. Those parents who supported manda-
tory vaccination programs knew the potential
harms from HPV, realized their child was very
susceptible to HPV infection, and wanted their
child to receive the vaccine readily accepted com-
pliance with an HPV vaccination mandate. Once
again, knowledge about the problem seemed con-
ducive to parents accepting mandatory health pro-
grams designed to prevent unnecessary morbidity
and mortality.
The remaining parents were fairly divided be-
tween the other 2 options. A certain number of
parents want to retain the autonomy of making
health decisions for their children. In our country
and the state in which our study was conducted,
opting out of vaccination for religious, medical, or
philosophical reasons is allowed. However, some
argue that society should protect innocent children
who may be hurt by the choices of their parents.24
The issue has been conceptualized as conflict be-
tween autonomy and utilitarianism.25 Other par-
ents place the decision in the hands of their health
care provider. Education of these influential people
is critically necessary to assure proper guidance is
given.
Our study was limited by regional sampling,
greater participation by mothers, and limited Asian
and Hispanic involvement. A national sample in-
cluding more fathers and minorities may have al-
tered our findings. Our study was also conducted
28. immediately after unjust negative publicity from
the national media. The HPV vaccine controversy
is clouded by too many unproven assumptions and
unknown factors.26 Although acceptance of a man-
datory policy for the HPV vaccine may improve in
the future, additional research may be beneficial to
assess changing and evolving attitudes.
References
1. Villa LL, Costa RLR, Petta CA, et al. Prophylactic
quadrivalent human papillomavirus (types 6, 11, 16
and 18) L1 virus-like particle vaccine in young
women: a randomized double-blind placebo-con-
trolled multicentre phase II efficacy trial. Lancet
Oncol 2005;6:271– 8.
2. FUTURE II Study Group. Quadrivalent vaccine
against human papillomavirus to prevent high-grade
cervical lesions. N Engl J Med 2007;356:1915–27.
3. Ault KA, FUTURE II Study Group. Effect of pro-
phylactic human papillomavirus L1 virus-like-parti-
cle vaccine on risk of cervical intraepithelial neopla-
sia grade 2, grade 3 and adenocarcinoma in situ: a
combined analysis of four randomised clinical trials.
Lancet 2007;369:1861– 8.
4. Garland SM, Hernandez-Avila M, Wheeler CM, et
al. Quadrivalent vaccine against human papillomavi-
rus to prevent anogenital diseases. N Engl J Med
2007;356:1928 – 43.
5. Associated Press. 1 in 4 U.S. girls received HPV
vaccine. October 9, 2008. Available at http://
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www.msnbc.msn.com/id/27103121/ns/health-kids_
and_parenting/. Accessed 6 July 2009.
6. Springer K. Why are HPV vaccine rates so low? 25
February 2008. Available at http://www.newsweek.
com/id/115329/output/print. Accessed 6 July 2009.
7. Markowitz LE, Dunne EF, Saraiya M, Lawson HW,
Chesson H, Unger ER. Quadrivalent human papil-
lomavirus vaccine: recommendations of the Advisory
Committee on Immunization Practices (ACIP).
MMWR Recomm Rep 2007;56:1–24.
8. CDC. Coverage estimates for school entry vaccina-
tions, 2007–2008 school year. Available at http://
www2.cdc.gov/nip/schoolsurv/nationalavg.asp. Ac-
cessed 6 July 2009.
9. Ford CA, English A, Davenport AF, Stinnett AJ. In-
creasing adolescent vaccination: barriers and strate-
gies in the context of policy, legal and financial is-
sues. J Adolesc Health 2009;44:568 –74.
10. Kahn JA, Rosenthal SL, Jin Y, Huang B, Namaky-
doust A, Zimet GD. Rates of human papillomavirus
vaccination, attitudes about vaccination, and human
papillomavirus prevalence in young women. Obstet
Gynecol 2008;111:1103–10.
11. Keating KM, Brewer NT, Gottlieb SL, Liddon N,
Ludema C, Smith JS. Potential barriers to HPV
30. vaccine provision among medical practices in an area
with high rates of cervical cancer. J Adolesc Health
2008;43:S61–7.
12. Morita JY, Ramirez E, Trick WE. Effect of a school-
entry vaccination requirement on racial and ethnic
disparities in hepatitis B immunization coverage lev-
els among public school students. Pediatrics 2008;
121:547–52.
13. Fogarty KJ, Massoudi MS, Gallo W, Averhoff FM,
Yusuf H, Fishbein D. Vaccine coverage levels after
implementation of a middle school vaccination re-
quirement, Florida, 1997–2000. Public Health Rep
2004;119:163–9.
14. Olshen E, Mahon BE, Wang S, Woods ER. The
impact of state policies on vaccine coverage by age
13 in an insured population. J Adolesc Health 2007;
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15. Wilson TR, Fishbein DB, Ellis PA, Edlavitch SA.
The impact of a school entry law on adolescent
immunization rates. J Adolesc Health 2005;37:511– 6.
16. Gostin LO, DeAngelis CD. Mandatory HPV vacci-
nation, public health vs private wealth. JAMA 2007;
297:1921–3.
17. Horn L, Howard C, Waller JL, Ferris DG. Opinions
of parent’s about school-entry mandates for the hu-
man papillomavirus vaccine. J Lower Genit Tract
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18. Hopson K. Majority of U.S. parents not in favor of
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details.cfm?id�532. Accessed 12 January 2010.
19. Ferris DG, Waller JL, Miller J, et al. Variables as-
sociated with human papillomavirus (HPV) vaccine
acceptance by men. J Am Board Fam Med 2009;22:
34 – 42.
20. Ferris DG, Waller JC, Owen A, Smith J. Human
papillomavirus vaccine acceptance among mid-adult
women. J Am Board Fam Med 2008;21:31–7.
21. Davis K, Dickman ED, Ferris D, Dias JK. Human
papillomavirus vaccine acceptability among parents
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22. Ferris DG, Waller JL, Miller J, et al. Men’s attitudes
toward receiving the Human papillomavirus vaccine.
J Lower Gen Tract Dis 2008;12:276 – 81.
23. Javitt G, Berkowitz D, Gostin LO. Assessing man-
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should call the shots? J Law Med Ethics 2008;36:
384 –95.
24. Colgrove J. The ethics and politics of compulsory
human papillomavirus vaccination. N Engl J Med
2006;355:2389 –91.
25. Field RI, Caplan AL. A proposed ethical framework
for vaccine mandates: Competing values and the case
of human papillomavirus. Kennedy Inst Ethics J
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doi: 10.3122/jabfm.2010.02.090091 Parental Acceptance of a
Mandatory HPV Vaccination Program 229
DISEASES and the VACCINES THAT PREVENT THEM
Updated December 2016
H
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33. P
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As parents, you do everything you can to protect
your children’s health for now and for the future.
Today, there is a strong weapon to prevent several
types of cancer in our kids: the HPV vaccine.
HPV and Cancer
HPV is short for Human Papillomavirus, a common
virus. In the United States each year, there are
about 17,500 women and 9,300 men affected by
HPV-related cancers. Many of these cancers could be
prevented with vaccination. In both women and
men, HPV can cause anal cancer and mouth/throat
(oropharyngeal) cancer. It can also cause cancers of
the cervix, vulva and vagina in women; and cancer of
the penis in men.
For women, screening is available to detect most cases
of cervical cancer with a Pap smear. Unfortunately,
there is no routine screening for other HPV-related
cancers for women or men, and these cancers can
cause pain, suffering, or even death. That is why a
vaccine that prevents most of these types of
34. cancers is so important.
More about HPV
HPV is a virus passed from one person to another
during skin-to-skin sexual contact, including vaginal,
oral, and anal sex. HPV is most common in people
in their late teens and early 20s. Almost all sexually
active people will get HPV at some time in their lives,
though most will never even know it.
Most of the time, the body naturally fights off HPV,
before HPV causes any health problems. But in some
cases, the body does not fight off HPV, and HPV can
cause health problems, like cancer and genital warts.
Genital warts are not a life-threatening disease, but
they can cause emotional stress, and their treatment
can be very uncomfortable. About 1 in 100 sexually
active adults in the United States have genital warts at
any given time.
HPV vaccination is recommended
for preteen girls and boys at age
11 or 12 years
All preteens need HPV vaccination so they can be
protected from HPV infections that cause cancer.
Teens and young adults who didn’t start or finish
the HPV vaccine series also need HPV vaccination.
Young women can get HPV vaccine until they are 27
years old and young men can get HPV vaccine until
they are 22 years old. Young men who have sex with
other men or who have weakened immune systems
can also get HPV vaccine until they are 27.
HPV vaccination is a series of shots given over several
months. The best way to remember to get your child
all of the shots they need is to make an appointment
35. for the remaining shots before you leave the doctor’s
office or clinic.
Is the HPV vaccine safe?
Yes. HPV vaccination has been studied very carefully
and continues to be monitored by CDC and the
Food and Drug Administration (FDA). No serious
safety concerns have been linked to HPV vaccination.
These studies continue to show that HPV
vaccines are safe.
The most common side effects reported after HPV
vaccination are mild. They include pain and redness
in the area of the arm where the shot
was given, fever, dizziness, and
nausea. Some preteens and
teens may faint after getting
a shot or any other medical
procedure. Sitting or lying
down for about 15 minutes
after getting shots can help
prevent injuries that could
happen if your child were
to fall while fainting.
Why does my child need this now?
HPV vaccines offer the best protection to girls and boys who
complete the
series and have time to develop an immune response before they
begin
sexual activity with another person. This is not to say that your
preteen is
ready to have sex. In fact, it’s just the opposite—it’s important
to get your
child protected before you or your child have to think about this
36. issue. The
immune response to this vaccine is better in preteens, and this
could mean
better protection for your child. ❖
C
S
H
C
VG
15
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TT
-1
11
1
2/
16
/2
01
6
DISTRIBUTED BY:
Serious side effects from HPV vaccination are rare. Children
37. with severe allergies to yeast or latex shouldn’t get certain HPV
vaccines. Be sure to tell the doctor or nurse if your child has
any
severe allergies.
Help paying for vaccines
The Vaccines for Children (VFC) program provides vaccines
for children ages 18 years and younger who are uninsured,
Medicaid-eligible, or American Indian/Alaska Native. Learn
more about the VFC program at
www.cdc.gov/Features/VFCprogram/
Whether you have insurance, or your child is VFC-eligible,
some doctors’ offices may also charge a fee to give the
vaccines.
Jacquelyn’s story: “I was healthy—and got cervical cancer.”
When I was in my late 20’s and early 30’s, in the years
before my daughter was born, I had some abnormal Pap
smears and had to have further testing. I was told I had the
kind of HPV that can cause cancer and mild dysplasia.
For three more years, I had normal tests. But when I got my
first Pap test after my son was born, they told me I needed
a biopsy. The results came back as cancer, and my doctor
sent me to an oncologist. Fortunately, the cancer was at an
early stage. My lymph nodes were clear, and I didn’t need
radiation. But I did need to have a total hysterectomy.
My husband and I have been together for 15 years, and we
were planning to have more children. We are so grateful for
our two wonderful children, but we were hoping for more—
which is not going to happen now.
The bottom line is they caught the cancer early, but the
38. complications continue to impact my life and my family.
For the next few years, I have to get pelvic exams and Pap
smears every few months, the doctors measure tumor
markers, and I have to have regular x-rays and ultrasounds,
just in case. I have so many medical appointments that are
taking time away from my family, my friends, and my job.
Worse, every time the phone rings, and I know it’s my
oncologist calling, I hold my breath until I get the results.
I’m hopeful I can live a full and healthy life, but cancer is
always in the back of my mind.
In a short period of time, I went from being healthy and
planning more children to all of a sudden having a radical
hysterectomy and trying to make sure I don’t have cancer
again. It’s kind of overwhelming. And I am one of the lucky
ones!
Ultimately I need to make sure I’m healthy and there for my
children. I want to be around to see their children grow up.
I will do everything to keep my son and daughter from going
through this. I will get them both the HPV vaccine as soon
as they turn 11. I tell everyone—my friends, my family—to
get their children the HPV vaccine series to protect them
from this kind of cancer.❖
What about boys?
HPV vaccine is for boys too! This vaccine can help prevent
boys from getting
infected with the types of HPV that can cause cancers of the
mouth/throat,
penis and anus. The vaccine can also help prevent genital warts.
HPV
vaccination of males is also likely to benefit females by
39. reducing the spread
of HPV viruses.
Learn more about HPV and HPV vaccine at www.cdc.gov/hpv
For more information about the vaccines recommended for
preteens and teens:
800-CDC-INFO (800-232-4636)
www.cdc.gov/vaccines/teens
https://www.cdc.gov/vaccines/teens
https://www.cdc.gov/Features/VFCprogram/
https://www.cdc.gov/hpv
Running Head: THE SCIENTIFIC METHOD APPLIED TO
DIGITAL FORENSICS 1
THE SCIENTIFIC METHOD APPLIED TO DIGITAL
FORENSICS 7
The Scientific Method Applied To Digital Forensics
by student name
40. Professor D. Barrett
University
Course
Todays date
Abstract
Computer forensics is the process of digital investigation
combining technology, the science of discovery and the
methodical application of legal procedures. Judges and jurors
often do not understand the inner workings of computers and
rely on digital forensics experts to seek evidence and provide
reliable, irrefutable testimony based on their findings. The
scientific method is the process of diligent, disciplined
discovery where a hypothesis is formed without bias, and
analysis and testing is performed with the goal of effectively
proving or disproving a sound hypothesis. When investigative
teams do not follow standard investigative procedures it can
lead to inappropriate and inaccurate evidentiary presentations
that are extremely difficult for non-technical participants to
41. refute. The practitioners of digital forensics can make strides to
measure and improve the accuracy of their findings using the
scientific method. This paper includes a summary of the
scientific method as applied to the emerging and growing field
of digital forensics and presents details of a specific case where
both the prosecution and defense would have benefitted greatly
from the use of this proven method of discovery and analysis.
Findings can only be deemed reasonably conclusive when the
scientific process is correctly applied to an investigation,
findings are repeatable and verifiable, and where both the
evidence collected and the tools used are subject to the utmost
scrutiny.
The Scientific Method Applied To Digital Forensics
The forensic analyst and investigator must use a unique
combination of technical, investigative, and scientific skills
when approaching a forensic case. Most adults remember the
Scientific Method from their middle school science class as a
set of six steps beginning with stating a problem, gathering
information, forming a hypothesis, testing the hypothesis,
analyzing the data and drawing conclusions that either support
or do not support the hypothesis. Peisert, Bishop, & Marzullo
(2008) note that the term computer forensics has evolved to
mean “scientific tests of techniques used with the detection of
crime” yet note that many academic computer scientists also use
the term to refer to the “process of logging, collecting, auditing
or analyzing data in a post hoc investigation”. The necessity to
maintain chain of custody requires methodical and detailed
procedures, as does the formulation of a legitimate and unbiased
hypothesis and conclusion using the scientific method. Since
many judges and jurors assume that computer forensic evidence
is as “reliable and conclusive” as it is depicted on television,
the legal system is unaware of the volatile nature of computer
forensics investigations and the significance of a scientific
approach to evidence gathering and analysis (Peisert et al.,
42. 2008).
The Scientific Process as Applied to Computer Forensics
Peisert et al. (2008) discuss in detail the need for the use of the
scientific method in forensic investigations, not only for the
process of discovery and analysis of evidence, but for
measuring the accuracy of the forensic tools used in an
investigation. Casey (2010) agrees, and cautions that evidence
must be compared to known samples so that investigators better
understand the scope and context of the evidence that is
discovered or presented and to better understand the output of
forensic tools. Casey (2010) further elaborates that the
scientific method is a powerful tool for forensic investigators
who must be neutral fact finders rather than advocates for one
side of a case or the other.
The process of creating a hypothesis and completing
experiments to prove or disprove them allows an investigator to
gain a concrete understanding of the digital evidence or mere
traces of evidence under analysis. Casey (2010) also notes that
while there is no ethical requirement to do so and may be
impractical, a thorough investigative practice would consider
investigation of alternate scenarios presented by defense.
Forensic examination tools can contain bugs, or behave
differently with various types of data and forensic images.
Casey (2010) recommends that investigators examine evidence
at both the physical and logical layers since both methods can
provide unique perspectives, and the physical layer may not
yield deleted, corrupted or hidden data. Suspects with limited
technical experience can rename image files with different
extensions not used for images, and those with more technical
knowledge can use advanced steganography techniques to
embed data within other data in an attempt to defy detection.
The 2004 case of State of Connecticut v. Julie Amero in
Norwich, Connecticut is one where the scientific method was
clearly missing from both the defense and prosecution.
Eckelberry, Dardick, Folkerts, Shipp, Sites, Stewart, & Stuart
(2007) completed a comprehensive post-trial analysis of the
43. evidence as provided to the defense and discovered very
different evidentiary results using a structured scientific
approach to their investigation. Amero was a substitute
elementary teacher accused of displaying pornographic images
that appeared on pop-up’s to her students from what ultimately
was proven to be a spyware-infected school computer. The
credibility of the legal system was compromised and the
prosecution made a numerous incorrect assumptions based on
results provided from inadequate forensic tools and poor
investigative techniques (Eckelberry et al., 2007).
The computer that Amero was using in her classroom was a
Windows 98 machine running Internet Explorer 6.0.2800 and a
trial version of Cheyenne AntiVirus that had not received an
update in several years. The content filtering at the school had
expired several months prior to the incident. The prosecution
presented non-factual statements that may easily have been
misconstrued by a non-technical jury and that likely caused a
guilty verdict. The false testimony made by the school IT
specialist indicated that the virus protection was updated
weekly when in fact they were not since computer logs and the
signatures clearly showed that virus updates were no longer
supported by the vendor. The updates may have been performed
but against files that had no new updates for many months. The
IT Manager who testified also incorrectly claimed that adware
was not able to generate pornography and especially not
“endless loop pornography”. This information was received as
a fact by the non-technical jury and incredibly not refuted by
the defense. The detective for the prosecution also stated that
his testimony was based completely on the product
ComputerCop which the vendor admits is incapable of
determining if a website was visited purposefully or
unintentionally. The forensic detective astoundingly admitted
that he did not examine the computer for the presence of adware
(Eckelberry et al., 2007, p. 7-10).
The case against Amero was largely based on testimony
stating that she deliberately visited the offensive pornographic
44. websites and that the sites visited subsequently showed the links
in red. The post-trial investigative team quickly verified that
the ‘sites visited’ color setting in Internet Explorer on the
suspect machine was set to “96,100,32” which is a greenish-
gray color. One of the web pages that the defendant allegedly
visited had an HTML override to highlight one of the links
presented in red and was not colored based on a deliberate visit
to the site. According to Eckelberry et al. (2007) the page in
question was not discovered in “any of the caches or Internet
history files or the Internet History DAT files. The post-trial
investigative team through meticulous investigation and use of
the scientific method were able to present facts that were
“exculpatory evidence showing that the link was never clicked
on by the defendant” or any other person, and disproved most of
the statements made by the forensics examiner and the
witnesses for the prosecution (Eckelberry et al., 2007, p. 12-
14).
The prosecution testimony stated that there was no
evidence of uncontrollable pop ups found on the suspect
machine, however, the post-trial investigative team discovered
irrefutable evidence that the page in question was loaded
twenty-one times in one second using a computer forensics tool
called X-Ways Trace. Eckleberry et al. (2007) detail many
other instances where testimony was haphazard and discovered
that a Halloween screen saver was the source of the adware that
presented the continuous stream of pornographic sites. The
chain of custody was also compromised in that the disk image
was from a Dell PC but the defense witness saw a Gateway PC
stored at the police station. The officer reportedly seized a
computer but the police report contradicts this and states that
only a drive was taken (Eckelberry et al., 2007, p. 14-17).
The case described and investigated by Eckelberry et al.
(2007) resembles a staged blunder designed as a humorous
sample case for beginning forensic students to discuss. The
case was however very real and even though the defendant was
eventually acquitted she suffered lasting harm from the
45. notoriety based on the initial conviction of contributing to the
delinquency of minors. If the prosecution or defense had
investigated the evidence using the scientific method and
maintained a credible chain of custody, or at least used clear
critical thinking while performing a thorough forensic
investigation this case may never have gone to trial. It wasted
the time and resources of judge, jury, and countless other
participants in the trial and permanently damaged an innocent
victim (Eckelberry et al., 2007).
Conclusion
The scientific method is a process that allows confidence
in a hypothesis when it can be subjected to repeated identical
tests. The use of the scientific method not only provides a
methodical structure to a forensic investigation, it lends
credibility to a case in the very nature of the steps used to
document and diligently test any given hypothesis. The case
independently investigated post-trial by Eckelberry et al. (2007)
was performed by a team of trained experts who were well
aware of the necessity of the methodical requirements and
necessity of the scientific method of discovery. Their findings
proved that the suspect was in fact a victim of poorly
maintained computers by a local Connecticut school system,
that the forensic expert and witnesses who testified in the case
were untrained and uninformed and used inadequate tools for
the investigation. Cases such as State of Connecticut v. Julie
Amero illustrate the importance of using the scientific method,
and the necessity of proper training in the art and science of
digital forensics.
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