Topic: Position paper on Proposition 8
Number of Pages: 1 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Nursing
Language Style: English (U.S.)
Order Instructions: Attached
1.
Position Paper Written Assignment :
A position paper is a document you could present to a legislator to seek support for an issue you endorse. Present your position on a current health-care issue in a one-page paper, following the assignment guidelines below.
You can select your issue topic from newspapers, national news magazine articles, professional journals, or professional association literature; and this can be the topic you choose for your ethical issues debate.
Your position paper should:
•
Be quickly and easily understood.
•
Be succinct and clear.
•
Appear very professional with the legislator’s name and title on top and your name and your credentials at the bottom.
•
Condense essential information in one, single-spaced page, excluding the title and reference list pages.
•
Be written using correct grammar, spelling, punctuation, syntax, and APA format.
•
Clearly describe the issue that you are addressing in the opening paragraph.
•
Include 3–4 bullet points regarding why you are seeking the legislator’s vote, support, or opposition. Bullet points should be clear and concise but not repetitive and should reflect current literature that substantiates your position.
•
Summarize the implications for the nursing profession and/or patients.
•
Conclude with two recommendations that you wish to see happen related to your issue, such as a vote for or against, a change in policy, or the introduction of new legislation.
•
Use APA format (6th ed.), correct grammar, and references as appropriate.
The literature you cite must be from peer-reviewed journals and primary source information. You may use this paper as preliminary research for your ethical issues debate project that occurs in weeks 4-7.
Name the dependent and the main independent variables (identify them separately).
The dependent variable was policy indicator for expansion of Medicaid in twenty-six states; (they consider also the non- or late-expansion states, otherwise what would they use to compare these 26 Medicaid-expansion states to?) Independent variables were Medicaid spending on prescription drugs. Take a look and decide whether you need to switch your independent and dependent variables. What is the outcome here? That would be your dependent variable.
What is one of the main hypotheses? What is the treatment/stimulus? State them in your own words.
The hypothesis is to determine the growth of Medicaid drug spending in Medicaid expansion states. The stimulus is the use of Medicaid insurance. Hypothesis looks good but you need to rethink about the stimulus. Stimulus is the same as the treatment, or the independent variable.
Name the treatment and the comparison groups (identify them separately). Explain the r.
Real-World Evidence: A Better Life Journey for Pharmas, Payers and PatientsCognizant
Driven partly by regulatory pressure, stakeholders in the healthcare ecosystem—including payers and patients—now want real-world evidence (RWE) about wellness to supplement and expand randomized control trial (RCT) input from pharmas about pharmaceuticals' efficacy and effectiveness.
Final ProjectThe major written assignment, a Health Policy Ana.docxvoversbyobersby
Final Project
The major written assignment, a Health Policy Analysis, is due in Week Six. Completion of this paper will involve research utilizing selected websites and the Ashford Online Library.
You are employed as an analyst in a state governor’s office and have been asked to write a 15 to 20 page health policy analysis. Your analysis will include the following;
1. Problem Statement: A one to three sentence question in which you succinctly identify a health-related problem. Do not include any recommendations in your problem statement, but rather phrase your problem statement so that it lends itself to an analysis that considers several options.
2. Background: Explain why the problem has been selected for analysis. Provide statistics and background data to document the scope and nature of the problem.
3. Landscape Identification: Identify the key stakeholders and the factors that must be considered e.g. political, social, economic, practical, and legal factors when analyzing the problem. For each factor, your analysis should discuss relevant views of the identified stakeholders. You may organize this section by stakeholder or by factor. Some stakeholders may not have relevant views for all of the factors, but each stakeholder must be addressed as often as necessary to convey their policy position. The tone of the landscape section should be neutral and objective.
4. Alternatives Section: Provide three to five options to consider. This section is not just a statement of choices, but an analysis of each alternative by stating the positive/negative and pro/con aspects of pursuing each option. Analyze all your options equally, and avoid providing more detail for the option you plan to recommend. This section should be completely objective. In completing your alternatives section, you may wish to utilize any of the following criteria in your analysis: cost, cost-benefit, political feasibility, legality, administrative ease, fairness, timeliness, targeted impact. Identify and evaluate the impacts of these processes e.g. persons served, lives saved, hospital days avoided, people screened.
5. Side-by-side Tables of the Alternatives: Create descriptive or analytic tables of your alternatives in which you summarize key information. A descriptive table would provide a description of each option but not provide any analysis. An analytic table would assess the option based on the criteria chosen. Make sure to clearly label your tables.
6. Recommendations: Select one of your alternatives, and clearly differentiate it as the best option, making sure to provide a detailed explanation as to why it is preferred over the other options. Weigh the data/evidence and analyze it in terms of technical feasibility, political feasibility, or economic and financial viability. In addition, also identify what, if any, actions may be taken to mitigate or overcome the negative aspects of your selected recommendation. (You presented these in your Alternatives Secti ...
Dr Dev Kambhampati | Medicare- High Expenditure Part B DrugsDr Dev Kambhampati
Dr Dev Kambhampati | Medicare- High Expenditure Part B Drugs
GAO STUDY- In 2010, the 55 highest-expenditure Part B drugs represented $16.9 billion in spending, or about 85 percent of all Medicare spending on Part B drugs, which totaled $19.5 billion. The number of Medicare beneficiaries who received each of these drugs varied from 15.2 million receiving the influenza vaccines to 660 hemophilia A patients receiving a group of biologicals known collectively as factor viii recombinant, which had the largest average annual cost per beneficiary--$217,000. Our analysis showed that most of the 55 drugs increased in expenditures, prices, and average annual cost per beneficiary from 2008 to 2010. The 5 drugs with the largest increase in Medicare expenditures over this time period also had the largest increase in the number of beneficiaries receiving each drug. Four of the 10 drugs which showed the greatest increase in expenditures were also among the 10 drugs showing the greatest price increases.
Spending on Medicare beneficiaries accounted for the majority of estimated total U.S. spending for 35 of the 55 highest-expenditure Part B drugs in 2010. For 17 of the 35, Medicare spending accounted for more than two-thirds of total U.S. spending, defined as spending by the insured population in the United States.
Presentation by Michael Cohen, an analyst in CBO’s Health Analysis Division, and Tamara Hayford, Chief of CBO’s Health Policy Studies Unit, at the Congressional Research Service.
Real-World Evidence: A Better Life Journey for Pharmas, Payers and PatientsCognizant
Driven partly by regulatory pressure, stakeholders in the healthcare ecosystem—including payers and patients—now want real-world evidence (RWE) about wellness to supplement and expand randomized control trial (RCT) input from pharmas about pharmaceuticals' efficacy and effectiveness.
Final ProjectThe major written assignment, a Health Policy Ana.docxvoversbyobersby
Final Project
The major written assignment, a Health Policy Analysis, is due in Week Six. Completion of this paper will involve research utilizing selected websites and the Ashford Online Library.
You are employed as an analyst in a state governor’s office and have been asked to write a 15 to 20 page health policy analysis. Your analysis will include the following;
1. Problem Statement: A one to three sentence question in which you succinctly identify a health-related problem. Do not include any recommendations in your problem statement, but rather phrase your problem statement so that it lends itself to an analysis that considers several options.
2. Background: Explain why the problem has been selected for analysis. Provide statistics and background data to document the scope and nature of the problem.
3. Landscape Identification: Identify the key stakeholders and the factors that must be considered e.g. political, social, economic, practical, and legal factors when analyzing the problem. For each factor, your analysis should discuss relevant views of the identified stakeholders. You may organize this section by stakeholder or by factor. Some stakeholders may not have relevant views for all of the factors, but each stakeholder must be addressed as often as necessary to convey their policy position. The tone of the landscape section should be neutral and objective.
4. Alternatives Section: Provide three to five options to consider. This section is not just a statement of choices, but an analysis of each alternative by stating the positive/negative and pro/con aspects of pursuing each option. Analyze all your options equally, and avoid providing more detail for the option you plan to recommend. This section should be completely objective. In completing your alternatives section, you may wish to utilize any of the following criteria in your analysis: cost, cost-benefit, political feasibility, legality, administrative ease, fairness, timeliness, targeted impact. Identify and evaluate the impacts of these processes e.g. persons served, lives saved, hospital days avoided, people screened.
5. Side-by-side Tables of the Alternatives: Create descriptive or analytic tables of your alternatives in which you summarize key information. A descriptive table would provide a description of each option but not provide any analysis. An analytic table would assess the option based on the criteria chosen. Make sure to clearly label your tables.
6. Recommendations: Select one of your alternatives, and clearly differentiate it as the best option, making sure to provide a detailed explanation as to why it is preferred over the other options. Weigh the data/evidence and analyze it in terms of technical feasibility, political feasibility, or economic and financial viability. In addition, also identify what, if any, actions may be taken to mitigate or overcome the negative aspects of your selected recommendation. (You presented these in your Alternatives Secti ...
Dr Dev Kambhampati | Medicare- High Expenditure Part B DrugsDr Dev Kambhampati
Dr Dev Kambhampati | Medicare- High Expenditure Part B Drugs
GAO STUDY- In 2010, the 55 highest-expenditure Part B drugs represented $16.9 billion in spending, or about 85 percent of all Medicare spending on Part B drugs, which totaled $19.5 billion. The number of Medicare beneficiaries who received each of these drugs varied from 15.2 million receiving the influenza vaccines to 660 hemophilia A patients receiving a group of biologicals known collectively as factor viii recombinant, which had the largest average annual cost per beneficiary--$217,000. Our analysis showed that most of the 55 drugs increased in expenditures, prices, and average annual cost per beneficiary from 2008 to 2010. The 5 drugs with the largest increase in Medicare expenditures over this time period also had the largest increase in the number of beneficiaries receiving each drug. Four of the 10 drugs which showed the greatest increase in expenditures were also among the 10 drugs showing the greatest price increases.
Spending on Medicare beneficiaries accounted for the majority of estimated total U.S. spending for 35 of the 55 highest-expenditure Part B drugs in 2010. For 17 of the 35, Medicare spending accounted for more than two-thirds of total U.S. spending, defined as spending by the insured population in the United States.
Presentation by Michael Cohen, an analyst in CBO’s Health Analysis Division, and Tamara Hayford, Chief of CBO’s Health Policy Studies Unit, at the Congressional Research Service.
On June 11, CBO will present preliminary findings of a study of specialty drugs to be released by the agency later this year. The presentation provides information on the prices for specialty drugs, net of rebates and discounts, in Medicare Part D and Medicaid over the 2010–2015 period; the increase in net spending on specialty drugs in each program; and total net spending and out-of-pocket costs for specialty drugs among Medicare Part D enrollees who use such drugs.
Presentation by Anna Anderson-Cook, Jared Maeda, and Lyle Nelson (all of CBO’s Health, Retirement, and Long-Term Analysis Division) at the conference of the American Society of Health Economists.
Phase 1 - Research Data CollectionName Points.docxkarlhennesey
Phase 1 - Research Data Collection
Name:
Points: 50
States:
Due: Week 5
Country:
Source
Topics Covered (bulleted list)
Citation Information (MLA Style)
1.Journal articles
(Press enter if you reach the bottom of the cell and need more space.)
· Financial aspect to the health care services and delivery.
· Shortages of health professionals.
· Main source of finance to health care services
· Linkage with other organization.
(Press tab to move to next row.)
Reagan, Michael D. The accidental system: health care policy in America. Routledge, 2018.
2.Videos
· Health care delivery checks on the personnel and facilities available for use.
· Poor teamwork in the health sector by health providers.
· Health professionals at the delivery of services.
Khan Academy. “Healthcare system overview | Health care system | Heatlh & Medicine | Khan Academy” Youtube. Retrieved at https://www.youtube.com/watch?v=LMHxxvbzFqc
3.Government Data
· Environmental impact on the health care services delivery.
· Details on the socio-economic and political aspect to health care system.
· Marginalize areas in terms of health provision.
United States Census Bureau. “Health Insurance Coverage in the United States” 2017
4.Insurance Data
· Payment mode in private and public health care system.
· Implementation of laws in the health sectors
· Need for worker compensation.
United States Census Bureau. “Health Insurance Coverage in the United States” 2017
5.Related articles of professionals organizations
· Rural access to health care services systems.
· Outdoor-Community health care.
· Good road networks to allow health services reach.
· Challenges of the health care delivery in rural areas.
Osman, Ferdous Arfina, and Sara Bennett. "Political Economy and Quality of Primary Health Service in Rural Bangladesh and the United States of America: A Comparative Analysis." Journal of International Development (2018).
6. Shi and Singh textbook
· Health services financing.
· Health care delivery policies and priorities.
· Proper health organization management.
. Shi, Leiyu. Delivering Health Care in America : a Systems Approach. Sudbury, Mass. :Jones & Bartlett Learning, 2012.
Phase 2:
Comparison-contrast chart
Name Adedotun Adereti
The U.S. / UK comparison-contrast chart.
U.S
U.K
· In U.S Healthcare payment is catered for highly by government initiated programmes for example Medicaid.
· In the U.K healthcare is funded highly by taxation through the National Health Services.
· Here there is no shortage of health staff as there are adequate doctors, nurses, and other medical practitioners.
· There is a shortage of health workers in the UK a thing that has led to the vast advertising of job opportunities for health practitioners.
· The medical practitioners are highly train ...
IntroductionThe introduction of the Affordable Care Act in Ameri.docxnormanibarber20063
Introduction
The introduction of the Affordable Care Act in America was highly beneficial since it increased the number of low-income covered by Medicaid. It ensures that they are able to acquire medical coverage and access to healthcare services. Essentially, they have an opportunity to increase their eligibility despite their poverty level state. The Act has been able to improve the quality of Medicaid in the country to the same level as Medicare. Currently, people who fall between ages 19 to 64 and below the federal poverty level of 133% can be covered under Medicaid.3 Before the introduction of ACA, such patients would not be eligible.
Stakeholders
The Medicaid program affects different groups of people in the country. Millions of people have a direct stake in the program, meaning any changes will directly affect their decisions on health care coverage. They include low-income earners, the federal government, private insurance companies, and healthcare providers.
Overview
The Affordable Care Act certainly affected the number of people covered under Medicaid. Moreover, the amount of healthcare coverage in the county had a direct correlation with the availability of the Act in the United Sates. Currently, questions have been circulating as to whether the Act should be revised. However, the pertinent issue that arises from such questions is the manner in which any changes in the Federal Law might affect the Medicaid program. The program covers approximately 50 million Americans from low-earning families.1 Medicaid involves a partnership between the Federal and local governments over funding. It is optional for states to participate in the program, but all local governments are currently involved in the partnership. For a state to participate, it has to meet federal requirements. One of the requirements is that the state cover a particular group of people and offer certain benefits.
However, most of the eligibility in the program is dependent upon a person's income and the category in which he or she belongs. Many young adults with no children previously lacked coverage because they did not fall under the categories provided for by the program.
However, the Federal poverty guidelines would help to solve this problem since it lists a cut-off point for young adults with low income. The program now has a component that facilitates reporting of quality through patient measurements. An example is patient satisfaction and adherence to treatment, which has reportedly dropped by 40%.2 The challenge is that the program may fail to be beneficial for patients who need it since they may be turned away by healthcare providers. The component entails utilizing the measurements to determine choices of reimbursement. There is a risk that providers might begin turning away patients from low-income backgrounds
Analysis
The program has come a long way since it was first enacted, but there is the risk that such a measure might lock out large sections of .
Case Review PaperThis assignment will need to be typed, double-s.docxbartholomeocoombs
Case Review Paper
This assignment will need to be typed, double-spaced with a cover page, font should be Times New Roman size 12, and inclusive of traditional (normal) one-inch margins. Any references you use need to be completed in APA formatting. For this assignment: (1) APA style must be used correctly, (2) All required relevant course readings and materials must be used, (3) At least 6 scholarly sources used (beyond course materials).The paper must be clear, well organized, and should be 10-15 pgs. not including cover page, references, and any other attachments.
This assignment provides an opportunity for students to complete a thorough case review of a client (Lisa). Students will assess Lisa’s case through a case study that provides several vignette’s regarding Lisa’s experience child welfare and substance usage. This case study illustrates the journey made by Lisa, a parent involved in the child welfare and addiction treatment systems. Students will follow Lisa through treatment program interviews and subsequent treatment, having to meet deadlines, and her recovery process with typical challenges and a relapse.
This assignment will allow you to demonstrate how you would distinguish, appraise, and integrate multiple sources of knowledge (including research –based knowledge and practice wisdom). Students will demonstrate their ability to apply Human Behaviors theories to guide basement and practice interventions. It is encouraged that you re-familiarize yourself with theories learned in Human Behaviors & Social Environment as well as Psychopathology courses (ex: Brief
Solution
Focused, Cognitive Behavioral Theory, Attachment Theory, Racial Identity Theory, Ego Psychology, Trauma Informed Theories).
Lisa’s story illustrates clinical issues, observations and decisions made by child welfare and addiction professionals, confidentiality processes and procedures, and decision points related to her children and competing requirements.
After reading Lisa’s Case Study (attached), please adhere to the following guidelines:
For this assignment, students will be expected to answer a series of questions that correspond to each stage of Lisa’s progress through the substance abuse child welfare system. These questions can be found at the bottom of every page of the case study.
Please be sure that your answer for each section is supported with peer-reviewed resources or course literature. Also, please remember to integrate course material throughout your answers.
There must be a theoretical support section in which students must
compare and contrast TWO theories and provide a through explanation and rationale for why one of the theories works best to support their work with the client.Please remember that you should specify the concepts and propositions from each theory that support, explain, and assist in your work with the client. Theories include
Respondent Learning theory, Operant Learning theory, Cognitive-Behavioral.
Hospital Pricing Issues Cost Employers MoneyMark Gall
This five-year study details the wide variation of hospital prices for the same procedure in the same town. It considers the impact on the costs of private insurance plans from insurance companies including CIGNA, Anthem, Aetna and United HealthCare. See highlights on pages 1 through 6.
Five Questions” You will write responses to five (5.docxRAJU852744
“
Five Questions
”
:
You will write responses to five (5) questions provided by the instructor, each response
approximately 350-500 words long.
These questions will help you identify and evaluate:
theroleofthegoverningbodythatyouaretargetingwithyourproposal;
thetwoopposingpolicypositionsandtheirclaimsmakers(i.e.thosewhoaresupporting
each position and their investment in that stance); and,
your integration of conceptual material from weekly readings and class discussions
through midterm, including:
types of moral perspectives;
political alliances and relative political power of policy proposals;
impact of social factors/social conditions on issue and proposed solutions;
current and projected disparities in healthcare use and outcomes.
It is expected that you will be building on these writings as you proceed through the term.
list of the topic
Sources must include course readings as well as research from peer-reviewed academic
journals.
Final write-up of the paper is due at 7 p.m. on Wednesday of Finals Week and emailed to the instructor
.
Choose one of the following for your policy analysis paper.
Public Health and Rights to Privacy:
Should medical providers be bound by Public Health policies? Recently, a nurse who was exposed to the Ebola virus refused quarantine rules imposed by the legislature and health department of New Jersey. What were the arguments on both sides? What roles did science, cultural values and norms, and political posturing play in policymaking? What other factors were involved? What are implications for other issues in which private and public health sectors must collaborate?
Is unregulated economic growth good for our health?
Scientists argue that diminishing biodiversity in our ecosystems world-wide, much of it due to unrestricted development and other human activity, will affect our health in the future. Are there ways we can grow an economy and maintain diversity in the environment?
Health care digitization and other new technologies in your docto
r’s
office:
Physicians and their staffs are facing increased pressures to digitize medical records, and recruit and maintain a remote client base through telemedicine practices, i.e., incorporate new technologies into their practices. Are these new practices changing the doctor-patient relationship? What do both doctors and patients think about the changes? And, what roles are medical industries, healthcare corporations, and governments playing in effecting certain changes?
Making the rules regarding wom
en’s
contraceptive choices:
One of most controversial (and litigated) provision of the PPACA is the obligation of employer plans to cover contraceptive services under prevention. Businesses that oppose coverage have challenged the law and won concessions. What are the origins of this debate, both in the construction of the law and in the history of women
’s
contraceptive choices in America? What implications doe ...
2HIIT 102 Health Care Delivery SystemsMulti-Phase Research P.docxrhetttrevannion
2
HIIT 102 Health Care Delivery Systems
Multi-Phase Research Project Overview
Total Points: 160
This is a three-phase research project that will be submitted at different points throughout the semester. The purpose of the project is to demonstrate an understanding of the U.S. health care delivery system and its various components, including financing, delivery, and reimbursement. These components must be viewed from the political, social, and economic atmosphere in the U.S. and from factors such as cost, access, and quality. To complete this project, students will:
1. demonstrate the ability to locate quality HIM sources;
2. look closely at who provides health care, how it is delivered, and who has access;
3. examine how health care is financed;
4. analyze reimbursement and payment systems;
5. identify health care legislation that impacts health care settings; and
6. explore health care delivery in rural areas of the U.S.
As part of the project, you will choose another country from a provided list and compare/contrast that country with the U.S. on a given set of key research topics. You will also choose a state from a provided list and examine health care delivery in rural areas of the U.S.
Phase 1 of the project is a completed research documentation chart, Phase 2 is a U.S./other country comparison-contrast chart, and Phase 3 is a final written paper. Many guides will be provided to assist you with each phase.
Phase 1 Research – 50 pts.
Due with Module 5 assignments – refer to course calendar for date.
Begin this phase by reading the Library Instruction Guidelines in the Module 1 folder. Then, using the Key Research Topics document and the Research Data Collection chart, collect information that you will use in Phase 2 U.S./other country comparison-contrast chart and Phase 3 Written Paper. The Key Research Topics document guides you to major subjects you will need to cover in this project and provides driving questions to help focus your research. You will need to gather information for each topic for both the U.S. and the country that you choose to explore. You may choose either Canada, France, or Great Britain.
You will also need to gather data on rural access to health care for a state that you choose. You may choose either North Carolina, Arizona or West Virginia. For this section, you will want to look at federal and state data. Health and Human Services (hhs.gov) is an excellent source as well as the official state government website. Once on the official state website, search for the state’s health plan and information on rural health care delivery. Also, look at the most recent census data to identify the 3 poorest counties in the state based on income. This can be determined by counties where the average income is at or below the federal poverty level based on the HHS guidelines. You will need information to answer the following: 1) Why are rural counties in poorer health? and 2) Why are rural areas d.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
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Similar to Topic Position paper on Proposition 8Number of Pages 1 (Dou.docx
On June 11, CBO will present preliminary findings of a study of specialty drugs to be released by the agency later this year. The presentation provides information on the prices for specialty drugs, net of rebates and discounts, in Medicare Part D and Medicaid over the 2010–2015 period; the increase in net spending on specialty drugs in each program; and total net spending and out-of-pocket costs for specialty drugs among Medicare Part D enrollees who use such drugs.
Presentation by Anna Anderson-Cook, Jared Maeda, and Lyle Nelson (all of CBO’s Health, Retirement, and Long-Term Analysis Division) at the conference of the American Society of Health Economists.
Phase 1 - Research Data CollectionName Points.docxkarlhennesey
Phase 1 - Research Data Collection
Name:
Points: 50
States:
Due: Week 5
Country:
Source
Topics Covered (bulleted list)
Citation Information (MLA Style)
1.Journal articles
(Press enter if you reach the bottom of the cell and need more space.)
· Financial aspect to the health care services and delivery.
· Shortages of health professionals.
· Main source of finance to health care services
· Linkage with other organization.
(Press tab to move to next row.)
Reagan, Michael D. The accidental system: health care policy in America. Routledge, 2018.
2.Videos
· Health care delivery checks on the personnel and facilities available for use.
· Poor teamwork in the health sector by health providers.
· Health professionals at the delivery of services.
Khan Academy. “Healthcare system overview | Health care system | Heatlh & Medicine | Khan Academy” Youtube. Retrieved at https://www.youtube.com/watch?v=LMHxxvbzFqc
3.Government Data
· Environmental impact on the health care services delivery.
· Details on the socio-economic and political aspect to health care system.
· Marginalize areas in terms of health provision.
United States Census Bureau. “Health Insurance Coverage in the United States” 2017
4.Insurance Data
· Payment mode in private and public health care system.
· Implementation of laws in the health sectors
· Need for worker compensation.
United States Census Bureau. “Health Insurance Coverage in the United States” 2017
5.Related articles of professionals organizations
· Rural access to health care services systems.
· Outdoor-Community health care.
· Good road networks to allow health services reach.
· Challenges of the health care delivery in rural areas.
Osman, Ferdous Arfina, and Sara Bennett. "Political Economy and Quality of Primary Health Service in Rural Bangladesh and the United States of America: A Comparative Analysis." Journal of International Development (2018).
6. Shi and Singh textbook
· Health services financing.
· Health care delivery policies and priorities.
· Proper health organization management.
. Shi, Leiyu. Delivering Health Care in America : a Systems Approach. Sudbury, Mass. :Jones & Bartlett Learning, 2012.
Phase 2:
Comparison-contrast chart
Name Adedotun Adereti
The U.S. / UK comparison-contrast chart.
U.S
U.K
· In U.S Healthcare payment is catered for highly by government initiated programmes for example Medicaid.
· In the U.K healthcare is funded highly by taxation through the National Health Services.
· Here there is no shortage of health staff as there are adequate doctors, nurses, and other medical practitioners.
· There is a shortage of health workers in the UK a thing that has led to the vast advertising of job opportunities for health practitioners.
· The medical practitioners are highly train ...
IntroductionThe introduction of the Affordable Care Act in Ameri.docxnormanibarber20063
Introduction
The introduction of the Affordable Care Act in America was highly beneficial since it increased the number of low-income covered by Medicaid. It ensures that they are able to acquire medical coverage and access to healthcare services. Essentially, they have an opportunity to increase their eligibility despite their poverty level state. The Act has been able to improve the quality of Medicaid in the country to the same level as Medicare. Currently, people who fall between ages 19 to 64 and below the federal poverty level of 133% can be covered under Medicaid.3 Before the introduction of ACA, such patients would not be eligible.
Stakeholders
The Medicaid program affects different groups of people in the country. Millions of people have a direct stake in the program, meaning any changes will directly affect their decisions on health care coverage. They include low-income earners, the federal government, private insurance companies, and healthcare providers.
Overview
The Affordable Care Act certainly affected the number of people covered under Medicaid. Moreover, the amount of healthcare coverage in the county had a direct correlation with the availability of the Act in the United Sates. Currently, questions have been circulating as to whether the Act should be revised. However, the pertinent issue that arises from such questions is the manner in which any changes in the Federal Law might affect the Medicaid program. The program covers approximately 50 million Americans from low-earning families.1 Medicaid involves a partnership between the Federal and local governments over funding. It is optional for states to participate in the program, but all local governments are currently involved in the partnership. For a state to participate, it has to meet federal requirements. One of the requirements is that the state cover a particular group of people and offer certain benefits.
However, most of the eligibility in the program is dependent upon a person's income and the category in which he or she belongs. Many young adults with no children previously lacked coverage because they did not fall under the categories provided for by the program.
However, the Federal poverty guidelines would help to solve this problem since it lists a cut-off point for young adults with low income. The program now has a component that facilitates reporting of quality through patient measurements. An example is patient satisfaction and adherence to treatment, which has reportedly dropped by 40%.2 The challenge is that the program may fail to be beneficial for patients who need it since they may be turned away by healthcare providers. The component entails utilizing the measurements to determine choices of reimbursement. There is a risk that providers might begin turning away patients from low-income backgrounds
Analysis
The program has come a long way since it was first enacted, but there is the risk that such a measure might lock out large sections of .
Case Review PaperThis assignment will need to be typed, double-s.docxbartholomeocoombs
Case Review Paper
This assignment will need to be typed, double-spaced with a cover page, font should be Times New Roman size 12, and inclusive of traditional (normal) one-inch margins. Any references you use need to be completed in APA formatting. For this assignment: (1) APA style must be used correctly, (2) All required relevant course readings and materials must be used, (3) At least 6 scholarly sources used (beyond course materials).The paper must be clear, well organized, and should be 10-15 pgs. not including cover page, references, and any other attachments.
This assignment provides an opportunity for students to complete a thorough case review of a client (Lisa). Students will assess Lisa’s case through a case study that provides several vignette’s regarding Lisa’s experience child welfare and substance usage. This case study illustrates the journey made by Lisa, a parent involved in the child welfare and addiction treatment systems. Students will follow Lisa through treatment program interviews and subsequent treatment, having to meet deadlines, and her recovery process with typical challenges and a relapse.
This assignment will allow you to demonstrate how you would distinguish, appraise, and integrate multiple sources of knowledge (including research –based knowledge and practice wisdom). Students will demonstrate their ability to apply Human Behaviors theories to guide basement and practice interventions. It is encouraged that you re-familiarize yourself with theories learned in Human Behaviors & Social Environment as well as Psychopathology courses (ex: Brief
Solution
Focused, Cognitive Behavioral Theory, Attachment Theory, Racial Identity Theory, Ego Psychology, Trauma Informed Theories).
Lisa’s story illustrates clinical issues, observations and decisions made by child welfare and addiction professionals, confidentiality processes and procedures, and decision points related to her children and competing requirements.
After reading Lisa’s Case Study (attached), please adhere to the following guidelines:
For this assignment, students will be expected to answer a series of questions that correspond to each stage of Lisa’s progress through the substance abuse child welfare system. These questions can be found at the bottom of every page of the case study.
Please be sure that your answer for each section is supported with peer-reviewed resources or course literature. Also, please remember to integrate course material throughout your answers.
There must be a theoretical support section in which students must
compare and contrast TWO theories and provide a through explanation and rationale for why one of the theories works best to support their work with the client.Please remember that you should specify the concepts and propositions from each theory that support, explain, and assist in your work with the client. Theories include
Respondent Learning theory, Operant Learning theory, Cognitive-Behavioral.
Hospital Pricing Issues Cost Employers MoneyMark Gall
This five-year study details the wide variation of hospital prices for the same procedure in the same town. It considers the impact on the costs of private insurance plans from insurance companies including CIGNA, Anthem, Aetna and United HealthCare. See highlights on pages 1 through 6.
Five Questions” You will write responses to five (5.docxRAJU852744
“
Five Questions
”
:
You will write responses to five (5) questions provided by the instructor, each response
approximately 350-500 words long.
These questions will help you identify and evaluate:
theroleofthegoverningbodythatyouaretargetingwithyourproposal;
thetwoopposingpolicypositionsandtheirclaimsmakers(i.e.thosewhoaresupporting
each position and their investment in that stance); and,
your integration of conceptual material from weekly readings and class discussions
through midterm, including:
types of moral perspectives;
political alliances and relative political power of policy proposals;
impact of social factors/social conditions on issue and proposed solutions;
current and projected disparities in healthcare use and outcomes.
It is expected that you will be building on these writings as you proceed through the term.
list of the topic
Sources must include course readings as well as research from peer-reviewed academic
journals.
Final write-up of the paper is due at 7 p.m. on Wednesday of Finals Week and emailed to the instructor
.
Choose one of the following for your policy analysis paper.
Public Health and Rights to Privacy:
Should medical providers be bound by Public Health policies? Recently, a nurse who was exposed to the Ebola virus refused quarantine rules imposed by the legislature and health department of New Jersey. What were the arguments on both sides? What roles did science, cultural values and norms, and political posturing play in policymaking? What other factors were involved? What are implications for other issues in which private and public health sectors must collaborate?
Is unregulated economic growth good for our health?
Scientists argue that diminishing biodiversity in our ecosystems world-wide, much of it due to unrestricted development and other human activity, will affect our health in the future. Are there ways we can grow an economy and maintain diversity in the environment?
Health care digitization and other new technologies in your docto
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Physicians and their staffs are facing increased pressures to digitize medical records, and recruit and maintain a remote client base through telemedicine practices, i.e., incorporate new technologies into their practices. Are these new practices changing the doctor-patient relationship? What do both doctors and patients think about the changes? And, what roles are medical industries, healthcare corporations, and governments playing in effecting certain changes?
Making the rules regarding wom
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One of most controversial (and litigated) provision of the PPACA is the obligation of employer plans to cover contraceptive services under prevention. Businesses that oppose coverage have challenged the law and won concessions. What are the origins of this debate, both in the construction of the law and in the history of women
’s
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2HIIT 102 Health Care Delivery SystemsMulti-Phase Research P.docxrhetttrevannion
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HIIT 102 Health Care Delivery Systems
Multi-Phase Research Project Overview
Total Points: 160
This is a three-phase research project that will be submitted at different points throughout the semester. The purpose of the project is to demonstrate an understanding of the U.S. health care delivery system and its various components, including financing, delivery, and reimbursement. These components must be viewed from the political, social, and economic atmosphere in the U.S. and from factors such as cost, access, and quality. To complete this project, students will:
1. demonstrate the ability to locate quality HIM sources;
2. look closely at who provides health care, how it is delivered, and who has access;
3. examine how health care is financed;
4. analyze reimbursement and payment systems;
5. identify health care legislation that impacts health care settings; and
6. explore health care delivery in rural areas of the U.S.
As part of the project, you will choose another country from a provided list and compare/contrast that country with the U.S. on a given set of key research topics. You will also choose a state from a provided list and examine health care delivery in rural areas of the U.S.
Phase 1 of the project is a completed research documentation chart, Phase 2 is a U.S./other country comparison-contrast chart, and Phase 3 is a final written paper. Many guides will be provided to assist you with each phase.
Phase 1 Research – 50 pts.
Due with Module 5 assignments – refer to course calendar for date.
Begin this phase by reading the Library Instruction Guidelines in the Module 1 folder. Then, using the Key Research Topics document and the Research Data Collection chart, collect information that you will use in Phase 2 U.S./other country comparison-contrast chart and Phase 3 Written Paper. The Key Research Topics document guides you to major subjects you will need to cover in this project and provides driving questions to help focus your research. You will need to gather information for each topic for both the U.S. and the country that you choose to explore. You may choose either Canada, France, or Great Britain.
You will also need to gather data on rural access to health care for a state that you choose. You may choose either North Carolina, Arizona or West Virginia. For this section, you will want to look at federal and state data. Health and Human Services (hhs.gov) is an excellent source as well as the official state government website. Once on the official state website, search for the state’s health plan and information on rural health care delivery. Also, look at the most recent census data to identify the 3 poorest counties in the state based on income. This can be determined by counties where the average income is at or below the federal poverty level based on the HHS guidelines. You will need information to answer the following: 1) Why are rural counties in poorer health? and 2) Why are rural areas d.
Similar to Topic Position paper on Proposition 8Number of Pages 1 (Dou.docx (15)
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
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Topic Position paper on Proposition 8Number of Pages 1 (Dou.docx
1. Topic: Position paper on Proposition 8
Number of Pages: 1 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Nursing
Language Style: English (U.S.)
Order Instructions: Attached
1.
Position Paper Written Assignment :
A position paper is a document you could present to a legislator
to seek support for an issue you endorse. Present your position
on a current health-care issue in a one-page paper, following the
assignment guidelines below.
You can select your issue topic from newspapers, national news
magazine articles, professional journals, or professional
2. association literature; and this can be the topic you choose for
your ethical issues debate.
Your position paper should:
•
Be quickly and easily understood.
•
Be succinct and clear.
•
Appear very professional with the legislator’s name and title on
top and your name and your credentials at the bottom.
•
Condense essential information in one, single-spaced page,
excluding the title and reference list pages.
•
Be written using correct grammar, spelling, punctuation, syntax,
and APA format.
•
Clearly describe the issue that you are addressing in the opening
paragraph.
•
Include 3–4 bullet points regarding why you are seeking the
legislator’s vote, support, or opposition. Bullet points should be
clear and concise but not repetitive and should reflect current
literature that substantiates your position.
•
Summarize the implications for the nursing profession and/or
patients.
3. •
Conclude with two recommendations that you wish to see
happen related to your issue, such as a vote for or against, a
change in policy, or the introduction of new legislation.
•
Use APA format (6th ed.), correct grammar, and references as
appropriate.
The literature you cite must be from peer-reviewed journals and
primary source information. You may use this paper as
preliminary research for your ethical issues debate project that
occurs in weeks 4-7.
Name the dependent and the main independent variables
(identify them separately).
The dependent variable was policy indicator for expansion of
Medicaid in twenty-six states; (they consider also the non- or
late-expansion states, otherwise what would they use to
compare these 26 Medicaid-expansion states to?) Independent
variables were Medicaid spending on prescription drugs. Take a
look and decide whether you need to switch your independent
and dependent variables. What is the outcome here? That would
be your dependent variable.
What is one of the main hypotheses? What is the
treatment/stimulus? State them in your own words.
The hypothesis is to determine the growth of Medicaid drug
spending in Medicaid expansion states. The stimulus is the use
of Medicaid insurance. Hypothesis looks good but you need to
rethink about the stimulus. Stimulus is the same as the
treatment, or the independent variable.
Name the treatment and the comparison groups (identify them
separately). Explain the rationale behind this comparison.
The treatment was medic aid, an upward trend was found in
states that implemented Medicaid expansions under the
4. Affordable Care Act. Twenty-six states in Columbia
implemented the use of Medicaid expansions. The study used
state level covariates such as unemployment rate, poverty rate,
penetration rate of Medicaid managed care that was measured
by use of percentage of Medicaid enrollees. The rationale of the
study was to compare the uptake of Medicaid in areas under
study. Comment by Gulcin Gumus: I am asking about the
treatment group, not the treatment! These two are related but
not the same. Comment by Gulcin Gumus: I am not asking
about these. I am asking you to explain why they picked the
specific treatment group and comparison group. What is the
rationale behind this comparison.
Calculate the difference-in-differences (DD) estimate based on
the results presented in the first two columns of Exhibit 3
(2011-13 and 2014) for prescription drug spending. Interpret the
DD estimate in a single sentence.
29.86-32.29= -2.43 the result is negative this indicates a
decrease in number of prescription drug spending as a result of
introduction of Medicaid. No this is not it!
e. Consider again the same results as above in part d. provide a
graphical representation of these findings together with the
implied counterfactual. Make sure to label the axes and the
curves.
doi: 10.1377/hlthaff.2015.1530
HEALTH AFFAIRS 35,
NO. 9 (2016): 1604–1607
6. 1
In the same year the growth rate of
all prescription drug spending in the United States
reached 13.1 percent, its high-est point since 2001.
2
The 2014 growth rate of Medicaid drug spending
(24.3 percent) was even higher than that of all
prescription drug spend-ing.
3
The concurrent trends
of increasing Medic-aid enrollment and escalating
Medicaid drug spending have led people to partially
attribute the growth in drug spending to Medicaid
expan-sion.
2–4
This may cause concern in states now
contemplating opting into the Medicaid expan-
sion and in those considering whether to contin-ue
their existing expansion programs.
We found significant increases in Medicaid drug
spending (Exhibit 1) and numbers of pre-scriptions
(Exhibit 2) from the preexpansion period (2011–13)
to the postexpansion period (2014). For Medicaid
drug spending, similar up-ward trends were seen
7. both in states that imple-mented Medicaid
expansions under the Afford-able Care Act (ACA)
in 2014 and in states that expanded eligibility later
or did not expand it (we excluded the District of
Columbia and Virginia from the study sample
because of incomplete-ness and inconsistency in
data reporting). For the number of Medicaid
prescriptions, however, the upward trend was not
seen in states that expanded eligibility after 2014 or
not at all (la-beled “non- or late-expansion states”).
The trend in these states held steady during 2014.
Exhibit 1
Trends in quarterly Medicaid spending on all Medicaid-covered
outpatient prescription drugs
SOURCE Authors’ analysis of data for 2011–14 from the
Medicaid State Drug Utilization Data files of the Centers for
8. Medicare and
Medicaid Services. NOTES Dollar amounts were converted to
December 2014 values based on the national monthly Consumer
Price
Index. “Expansion states” are the twenty-six states that began to
expand eligibility for Medicaid in 2014. “Non- or late-
expansion
states” are the four states that began expansion after January 1,
2015, and the nineteen states that have not expanded eligibility
(we
excluded Virginia, which has not expanded eligibility, and the
District of Columbia, which expanded it in 2014, from the study
sample
because of incompleteness and inconsistency in data reporting).
1 6 0 4 H e a lt h A f fa i r s S e p t e m b e r 2 0 1 6 3 5 : 9
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Exhibit 2
Trends in quarterly Medicaid prescriptions for all Medicaid-
covered outpatient prescription drugs
9. SOURCE Authors’ analysis of data for 2011–14 from the
Medicaid State Drug Utilization Data files of the Centers for
Medicare and
Medicaid Services. NOTE “Expansion states” and “non- or late-
expansion states” are explained in the Notes to Exhibit 1.
A more rigorous difference-in-differences esti-
mation (Exhibit 3) was consistent with the trend
comparisons and confirmed that the ACA Med-icaid
expansions may have increased the number of
Medicaid prescriptions, but the expansions per se are
unlikely to be the major driving force behind the
growth in drug spending.
Study Data And Methods
We used sixteen waves of quarterly state-aggregate
data, for the period 2011–14, on Med-icaid spending
on prescription drugs from the Medicaid State Drug
Utilization Data files of the Centers for Medicare
and Medicaid Services (CMS).
10. 5
Exhibit 3
Our outcome variables were quarterly Medic-aid
spending on all covered outpatient prescrip-tion
drugs per state resident and quarterly num-bers of
those prescriptions. We also estimated per enrollee
Medicaid drug spending and pre-scriptions.
Medicaid drug spending was mea-sured as the pre-
rebate amount reimbursed by Medicaid only.We
converted the nominal spend-ing values to real
values as of December 2014 based on the Consumer
Price Index.
As noted above, twenty-six states and the Dis-trict
of Columbia implemented Medicaid expan-sions
under the ACA during 2014. Twenty-two of the
states and the District of Columbia imple-mented
the expansions in full compliance with the Medicaid
state plan amendment provision of
Estimated effects of Affordable Care Act expansions of
Medicaid eligibility on Medicaid drug spending and number of
prescriptions per state resident
Difference-in-differences
11. Adjusted for state and Adjusted for state and quarter
Difference quarter fixed effects fixed effects and covariates
2011–13 2014 Amount 95% CI Amount 95% CI Amount 95% CI
Spending per quarter per resident ($)
Non- or late-expansion states 29.86 33.07 3.21*** [1.28, 5.15]
Ref —
a
Ref —
a
Expansion states 32.29 37.03 4.75** [0.02, 9.51] 1.58 [−1.18,
4.33] 0.81 [−2.85, 4.47]
Number of prescriptions per quarter per resident
Non- or late-expansion states 0.41 0.41 0.002 [−0.01, 0.02] Ref
—a Ref —a
Expansion states 0.47 0.53 0.06*** [0.02, 0.11] 0.06*** [0.02,
0.10] 0.07*** [0.03, 0.11]
SOURCE Authors’ analysis of data for 2011–14 from the
Medicaid State Drug Utilization Data files of the Centers for
Medicare and Medicaid Services. NOTES
“Expansion states” and “non- or late-expansion states” are
explained in the Notes to Exhibit 1. Covariates are listed in the
text. Dollar amounts were converted to
December 2014 values based on the national monthly Consumer
Price Index. 95% confidence intervals (CIs) were calculated
based on state-clustered standard errors.
a
Not applicable. **p < 0:05 ***p < 0:01
12. S e p t e m b e r 2 0 1 6 3 5 : 9 H e a lt h A f fa i r s 1 6 0 5
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HealthAffairs.org.
Pharmaceutical Spending & Value
the ACA. The remaining four states used a section
1115 waiver to waive certain statutory require-
ments for Medicaid and redirect Medicaid funds into
premium assistance programs of qualified health
plans in the ACA health insurance Mar-ketplaces.
Our key independent variable was the policy
indicator for expansion of Medicaid in the twen-ty-
six states in 2014. We also provide separate
estimates for the twenty-two state expansions under
the state plan amendment provision and the four
state expansions under the section 1115 waiver
(online Appendices A1 and A2).
6
13. The preexpansion period and the states that
expanded after 2014 (Alaska, Indiana, Montana, and
Pennsylvania) or did not expand served as the
comparisons. State-level covariates were the
following: unemployment rate; poverty rate;
penetration rate of Medicaid managed care,
measured by the percentage of Medicaid enroll-ees
in comprehensive managed care plans; and an “early
adopter” indicator for partial imple-mentation of
Medicaid expansions in the period 2011–13.
7
We used a quasi-experimental difference-in-
differences design with state and quarter two-way
fixed effects to account for unobserved state
heterogeneity and national secular trends in
Medicaid drug spending and prescriptions.
8
All
estimates were population-weighted and state-
clustered to correct for the heterogeneous policy
effect and within-state serial correlation in our
difference-in-differences context.
9
We performed sensitivity analyses to exclude
sofosbuvir (Sovaldi), a major driver of Medicaid
drug spending growth in 2014,
14. 10
and to add the
group-specific linear trends to account for the
potential heterogeneous trajectory in Medicaid drug
spending and number of prescriptions be-tween the
expansion states and the non- or late-expansion
states that might have emerged before the
expansions (for results of the sensitivity an-alyses,
see Appendix A3).
6
Our study had several limitations. One was the
fact that the study data included only four quar-ters
of postexpansion data. Another was that there may
be inconsistency in state reporting of new Medicaid
enrollees under the expansions and the increased
federal matching rates avail-able to new enrollees.
In addition, our analysis was aggregated at the state
level, which did not allow us to distinguish the new
enrollees after expansion from existing enrollees.
Study Results
We found significant increases from the pre-
expansion period (2011–13) to the postexpan-sion
period (2014) in the amount of Medicaid
1 6 0 6 H e a lt h A f fa i r s S e p t e m b e r 2 0 1 6 3 5 : 9
drug spending per resident in the twenty-three non-
15. or late-expansion states ($3.21 per quarter) and in
the twenty-six expansion states ($4.75 per quarter)
(Exhibit 3).When we compared the pre-post
spending changes between the two groups of states,
our difference-in-differences estimates indicated that
the difference was not significant. The denominator
of the outcome was the num-ber of state residents,
which remained stable over the short term. Our
estimates thus confirm that state implementation of
the ACA Medicaid expansions did not affect total
Medicaid drug spending.
We found no discernible change over time in the
number of Medicaid prescriptions per resident in the
non- or late-expansion states (Exhibit 3). However,
there was a significant increase in prescriptions
(0.06 per resident per quarter) in the expansion
states. This relative increase implies that the new
Medicaid enrollees after expansion may have had a
considerable level of demand for prescription drugs.
Appendix Exhibit A4 provides additional evi-
dence for the effect of the ACA Medicaid expan-
sions on Medicaid drug spending and number of
prescriptions on a per enrollee basis.
6
The find-ings
suggest that, on average, Medicaid enroll-ees in the
expansion states may have been pre-scribed drugs at
a rate no different from those in the non- or late-
expansion states, but the drugs prescribed for
enrollees in the expansion states may have been less
16. expensive than those pre-scribed for enrollees in the
other states.
Discussion
Our study provides some of the first empirical
evidence concerning the implications of the ACA
Medicaid expansions for prescription drug utili-
zation. On one hand, we found that state expan-sions
did not affect Medicaid drug spending as a whole or
per resident. This finding suggests that Medicaid
expansion per se is unlikely to be the primary driver
of the record-high drug spending growth in 2014.
On the other hand, we found that implemen-tation
of the expansions may have been associ-ated with a
relative increase in the numbers of Medicaid
prescriptions overall or per resident. We also found a
relative decrease in Medicaid drug spending per
enrollee that was associated with the implementation
of the expansions.
A possible explanation for the lack of signifi-cant
impact of the ACA Medicaid expansions on
Medicaid drug spending growth in spite of the rising
number of prescriptions is that expansion states,
facing the potential fiscal impact of ex-pansions and
emerging specialty drugs, may have taken proactive
approaches to contain costs
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17. For personal use only. All rights reserved. Reuse permissions at
HealthAffairs.org.
for prescription drugs. There are three reasons for
this explanation.
First, according to the annual budget survey of
Medicaid officials for fiscal years 2014 and 2015 by
the Henry J. Kaiser Family Foundation and Health
Management Associates, nineteen ex-pansion states
but only nine nonexpansion states have implemented
pharmacy manage-ment initiatives, such as prior
authorization pro-grams, preferred drug lists,
pharmacy benefit carve-outs, incentives to use
generic drugs, and reduced reimbursements for
certain drug ingredients.
11
These cost-containment
strategies may affect Medicaid drug spending not
only on the new enrollees after expansion but also
on existing enrollees.
Second, many states have also taken actions to
increase enrollment in risk-based managed care.
These actions include making enrollment in
managed care mandatory for new enrollees after
expansion, expanding voluntary or mandatory
enrollment to additional groups eligible for man-
18. aged care, and establishing managed care pro-grams
in new regions.
Finally, the expansion states generally had a
considerable rate of managed care penetration in
their Medicaid programs before the expansions
(approximately 70 percent of enrollees in these
states were in managed care in 2013). This might
have helped mitigate the impact of the expan-sions
on Medicaid drug spending.
Conclusion
Our study used timely and comprehensive Med-
icaid administrative data and provides some of the
first empirical evidence for the impact of the ACA
Medicaid expansions on Medicaid drug spending
and number of prescriptions. Our findings suggest
that state implementation of the expansions may
have increased the number of Medicaid drug
prescriptions but had no sig-nificant immediate
impact on drug spending growth. ▪
NOTES
1 Centers for Medicare and Medicaid
Services. Medicaid and CHIP: De-
cember 2014 monthly applications,
eligibility determinations, and en-
rollment report [Internet]. Balti-more
(MD): CMS; 2015 Feb 23 [cited 2016 Jul
14]. Available from: http://
www.medicaid.gov/medicaid-chip-
19. program-information/program-
information/downloads/december-2014-
enrollment-report.pdf
2 IMS Institute for Healthcare Infor-
matics. Medicines use and spending
shifts: a review of the use of medi-cines
in the U.S. in 2014. Parsippany (NJ): The
Institute; 2015.
3 Martin AB, Hartman M, Benson J, Catlin
A, National Health Expendi-ture
Accounts Team. National health
spending in 2014: faster growth driven
by coverage expansion and prescription
drugs. Health Aff (Millwood).
2016;35(1):150–60.
4 Truffer CJ, Wolfe CJ, Rennie KE. 2014
actuarial report on the finan-cial outlook
for Medicaid [Internet].
Baltimore (MD): Centers for Medi-care
and Medicaid Services; 2014 [cited 2016
Jul 27]. Available from:
https://www.medicaid.gov/ medicaid-
chip-program-information/by-
topics/financing-and-
reimbursement/downloads/ medicaid-
actuarial-report-2014.pdf
5 Medicaid.gov. State Drug Utilization
Data [Internet]. Baltimore (MD): Centers
for Medicare and Medicaid Services;
[cited 2016 Jul 14]. Avail-able from:
20. https://www.medicaid
.gov/medicaid-chip-program-
information/by-topics/benefits/
prescription-drugs/state-drug-
utilization-data.html
6 To access the Appendix, click on the
Appendix link in the box to the right of
the article online.
7 Sommers BD, Kenney GM, Epstein AM.
New evidence on the Affordable Care
Act: coverage impacts of early Medicaid
expansions. Health Aff (Millwood).
2014; 33(1):78–87.
8 Wooldridge JM. Econometric analy-
sis of cross section and panel data.
2nd ed. Cambridge (MA): MIT
Press; 2010.
9 Bertrand M, Duflo E, Mullainathan S.
How much should we trust dif-ferences-
in-differences estimates? Q J Econ.
2004;119(1):249–75.
10 Liao JM, Fischer MA. Early patterns of
sofosbuvir utilization by state Medicaid
programs. N Engl J Med.
2015;373(13):1279–81.
11 Smith VK, Gifford K, Ellis E, Rudowitz
R, Snyder L. Medicaid in an era of health
and delivery system reform: results from
21. a 50-state Medicaid budget survey for
state fiscal years 2014 and 2015 [Inter-
net]. Menlo Park (CA): Henry J. Kaiser
Family Foundation; 2014 Oct [cited 2016
Jul 14]. Available from:
https://kaiserfamilyfoundation
.files.wordpress.com/2014/10/ 8639-
medicaid-in-an-era-of-health-delivery-
system-reform3.pdf
S e p t e m b e r 2 0 1 6 3 5 : 9 H e a lt h A f fa i r s 1 6 0 7
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HSA 4700
Fall 2018
Assignment 5
Locate the following article using FAU electronic library
resources to answer the questions
22. below: Wen, H., Borders, T. F., & Druss, B. G. (2016). Number
of Medicaid Prescriptions Grew,
Drug Spending Was Steady in Medicaid Expansion States.
Health Affairs, 35(9), 1604-1607.
a. Name the dependent and the main independent variables
(identify them separately).
b. What is one of the main hypotheses? What is the
treatment/stimulus? State them in your
own words.
c. Name the treatment and the comparison groups (identify them
separately). Explain the
rationale behind this comparison.
d. Calculate the difference-in-differences (DD) estimate based
on the results presented in the
first two columns of Exhibit 3 (2011-13 and 2014) for
prescription drug spending. Interpret the
DD estimate in a single sentence.
e. Consider again the same results as above in part d. Provide a
graphical representation of these
findings together with the implied counterfactual. Make sure to
23. label the axes and the curves.
Intervention: Tobacco Control
Tobacco Smoke Exposure and Health-Care
Utilization Among Children in
the United States
Ashley L. Merianos, PhD, CHES
1
, Cathy Odar Stough, PhD
2
,
Laura A. Nabors, PhD, ABPP
1
, and E. Melinda Mahabee-Gittens, MD, MS
3
Abstract
Purpose: The purpose of this study was to assess patterns of
health-care utilization among children who potentially had
tobacco
smoke exposure (TSE) compared to those who were not
exposed.
Design: A secondary data analysis of the 2011 to 2012 National
Survey on Children’s Health was performed.
Setting: Households nationwide were selected.
24. Participants: A total of 95 677 children aged 0 to 17 years.
Measures: Sociodemographic characteristics, TSE status, and
health-care visits were measured.
Analysis: Multivariable logistic regression models were
performed.
Results: A total of 24.1% of children lived with smokers.
Approximately 5% had home TSE. Participants who lived with a
smoker
were significantly more likely to have had a medical care visit
(odds ratio [OR] ¼ 1.22, confidence interval [CI] ¼ 1.21-1.22)
and
were more likely to seek sick care or health advice at an
emergency department (OR ¼ 1.23, CI ¼ 1.23-1.24) but were
less likely
to have had a dental care visit (OR ¼ 0.82, CI ¼ 0.82-0.83) than
those who did not live with a smoker. Similar findings were
found
among participants who had home TSE.
Conclusion: TSE is a risk factor for increased use of pediatric
medical care. Based on the high number of children who
potentially
had TSE and received sick care or health advice at an
emergency emergency department, this setting may be a venue
to deliver
health messages to caregivers.
Keywords
secondhand smoke, tobacco use, health-care utilization,
pediatrics
Purpose
25. Tobacco smoke exposure (TSE) has been consistently associ-
ated with an increased prevalence of childhood morbidity
including increased bronchiolitis, asthma exacerbations,
respiratory infections, and sudden infant death syndrome.
1
Yet, in 2011 to 2012, 24.7 million US children were exposed
to tobacco smoke.
2
TSE-related illnesses may contribute to
increased demand for health-care services and they represent
a great proportion of preventable childhood morbidity.
1
Thus,
the American Academy of Pediatrics
3
(AAP) identifies tobacco
use as a pediatric disease due to the harm to children caused by
use and TSE. Further, the AAP encourages implementing
initiatives during all health-care visits in order to decrease TSE
and related harms.
26. Research on the association between TSE and health-care
utilization has produced inconsistent findings, suggesting a
complex relationship. Studies have reported caregiver smoking
and TSE exposure are associated with an increased number of
physician visits for children with asthma,
4
respiratory symp-
toms,
5
emergency department visits for respiratory symptoms,
6
and hospital admissions.
7
In contrast, TSE has been associated
with a decreased number of preventive care visits,
8
health-care
visits for asthma,
9
and hospital admissions for asthma.
4
27. Fur-
ther, some research has not found differences between TSE and
number of primary care visits, emergency visits, or hospital
1
Health Promotion and Education Program, School of Human
Services,
University of Cincinnati, Cincinnati, OH, USA
2 Division of Behavioral Medicine and Clinical Psychology,
Cincinnati Children’s
Hospital Medical Center, Cincinnati, OH, USA
3
Division of Emergency Medicine, Cincinnati Children’s
Hospital Medical
Center, College of Medicine, University of Cincinnati,
Cincinnati, OH, USA
Corresponding Author:
Ashley L. Merianos, PhD, CHES, School of Human Services,
University of
Cincinnati, PO Box 210068, Cincinnati, OH 45221, USA.
Email: [email protected]
American Journal of Health Promotion
2018, Vol. 32(1) 123-130
ª The Author(s) 2017
Reprints and permission:
sagepub.com/journalsPermissions.nav
29. Methods
Design
The data for this study are from the 2011 to 2012 National
Survey on Children’s Health (NSCH), and the present study’s
analyses were performed in 2015. This survey was conducted
by the US Centers for Disease and Control Prevention’s
National Center for Health Statistics, with funding provided
from the US Department of Health and Human Services’
Maternal and Child Health Bureau.
10
The purpose of the survey
was to provide national and state-specific prevalence estimates
for a range of children’s health and well-being indicators in
combination with information on the child’s family context and
neighborhood environment.
10
Sample
The 2011 to 2012 NSCH was a telephone survey conducted
between February 2011 and June 2012. It consisted of a total
30. sample of 95 677 children from birth through 17 years of age,
with approximately 1 850 interviews collected per state. A list-
assisted random digit dial sample of landline telephone num-
bers and an independent random digit dial sample of cell phone
numbers were called to find households with children 0 to
17 years from each of the 50 states including the District of
Columbia. The cell phone sample was new for survey admin-
istration, and landline and cell phones make up the complete
sample. Prior research indicates that answering machines and
caller ID have contributed to a decline in response rates of
conducting telephone surveys and that individuals are substi-
tuting landline telephones with cell phones.
11,12
Thus, individ-
uals have a greater frequency of answering their cell phones
compared to a landline phone; the inclusion of cell phones may
have increased NSCH response rates. If more than 1 age-
eligible child lived in the household, 1 child was randomly
selected to be included in the study sample. Interviews lasted
31. on average 33 to 34 minutes and were conducted in English,
Spanish, or 1 of 4 Asian languages. The respondent was iden-
tified by the interviewer as a parent or guardian with knowl-
edge of the child’s health status and health-care. The interview
completion rate among known households with children was
54.1% for the landline sample and 41.2% for the cell phone
sample.
13
The research ethics review board of National Center
for Health Statistics approved data collection procedures. Ver-
bal informed consent for survey participation was obtained
after informing respondents of the voluntary and confidential
nature of the survey. Analyses were conducted for the total
95 677 children from birth to 17 years of age.
Measures
1. We investigated 5 health-care visit outcome variables
using a yes/no scale:
a. Medical care visit was derived from the question
‘‘During the past 12 months, did [sampling child]
32. see a doctor, nurse, or other health-care professional
for any kind of medical care including sick child
care, well-child checkups, physical examinations,
and hospitalizations?’’
b. Preventive medical care visit was derived from the
question ‘‘During the past 12 months, did [sampling
child] see a doctor, nurse, or other health-care pro-
vider for preventive medical care such as physical
examination or well-child checkup?’’
c. Specialty care visit was derived from the question
‘‘Specialists are doctors like surgeons, heart doc-
tors, allergy doctors, skin doctors, and others who
specialize in one area of health-care. During the
past 12 months, did [sampling child] see a specialist
(other than a mental health professional)?’’
d. Dental care visit was derived from the question
‘‘During the past 12 months, how many times did
[sampling child] see a dentist for any kind of dental
33. care, including checkups, dental cleaning, X-rays, or
filling cavities?’’
e. Preventive dental care visit was derived from the
question ‘‘During the past 12 months, how many
times did [sampling child] see a dentist for preven-
tive dental care, such as checkups and dental
cleanings?’’
2. Usual place for sick care or health advice for the sampling
child was investigated using the question ‘‘Is there a place
that [sampling child] usually goes when (he/she) is sick or
you need advice about (his/her) health?’’ If respondents
answered ‘‘yes,’’ they were asked the following question:
‘‘Is it a doctor’s office, emergency department, hospital
outpatient department, clinic, or some other place?’’
The 2 main TSE variables were household smokers and
home TSE. The presence of household smokers was assessed
with the question ‘‘Does anyone in your household use cigar-
ettes, cigars, or pipe tobacco?’’ Home TSE was assessed with
34. the question ‘‘Does anyone smoke inside the child’s home?’’
and was only asked of respondents who answered ‘‘yes’’ to the
question on household smokers. If caregivers answered ‘‘yes’’
to both questions, the child was considered positive for both
household smokers and home TSE.
124 American Journal of Health Promotion 32(1)
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Covariates considered were the sampling child’s gender,
age, and race/ethnicity (white, black, Hispanic, and multira-
cial), mothers’ education (less than a high school graduate,
35. high school graduate, and more than high school), household
composition (2-parent biological or step families, single
mother, and other family type), household poverty status mea-
sured as a ratio of family income to federal poverty level (FPL;
<100%, 100%-199%, 200%-399%, and >400%), and insurance
type (public, private, and no insurance).
Analysis
NSCH data were collected through a complex sample design
involving unequal selection probabilities of children within
households and stratification of households within states. We
applied sampling weights to adjust for potential nonresponse
biases and account for noncoverage of nontelephone house-
holds. Resulting estimates are generalizable to all US nonin-
stitutionalized children aged 0 to 17 years, since the weighting
procedure includes a raking adjustment to parallel each US
state’s weighted survey responses to selected demographic
characteristics of the state’s noninstitutionalized population
17 years and younger. Bivariate associations between whether
there was a household smoker and sociodemographic charac-
36. teristics were tested with w2 analyses. Similar analyses were
performed between home TSE status and sociodemographics.
Then, multivariable regression analyses were performed to
examine whether (1) living with a household smoker or (2)
having home TSE predicted health-care utilization. Specifi-
cally, a series of multivariable logistic regression models with
a step-wise selection procedure were performed to derive the
odds ratios (OR) and covariate-adjusted prevalence of exposure
for each type of health-care visit outcome (ie, any medical visit,
preventive medical care visit, specialty care visit, any dental
care visit, and preventive dental care visit) and usual place for
sick care or health advice (eg, doctor’s office, emergency
department). All data were conducted by using SPSS version
23.0.
Results
Child gender had near equal distribution: 51.2% were males
and 48.8% were females. The majority of sampling children
were white (52.5%) followed by Hispanic (23.0%), black
(13.5%), and multiracial (10.3%). Two-thirds of the children
lived in a biological, 2-parent home (65.6%), 19.0% lived with
a single mother, 8.8% lived in a step family, 2-parent home,
37. and 6.7% had other family household composition. Most moth-
ers of sampling children completed more than high school
(63.8%), 21.9% were high school graduates, and 14.3% did not
graduate from high school. Based on FPL, 22.4% had a family
income less than 100% FPL, 21.5% were 100% to 199% FPL,
28.5% were 200% to 399% FPL, and 27.8% had a family
income more than 400% FPL. More than half had private health
insurance (57.4%), 37.1% had public health insurance (eg,
Medicaid, Children’s Medicaid), and 5.6% were currently
uninsured. A total of 24.1% of the 95 677 children lived with
smokers. Approximately 5% had home TSE.
In the past 12 months of survey completion, a total of 88.1%
children had any medical care visit, 84.4% had a preventive
medical care visit, 22.6% had a specialty care visit, 77.5% had
any dental care visit, and 77.2% had a preventive dental care
visit. Most sampling children (91.4%) had a usual place for sick
care or health advice; 76.6% usually went to a doctor’s office
for sick care or health advice, 2.4% usually went to a hospital
emergency department, 2.4% usually went to a hospital out-
patient department, 18.4% usually went to a clinic or health
center, and 0.1% usually went to a retail store or minute clinic.
Sociodemographic characteristics in relation to house-
hold smokers and home TSE are described in Table 1.
Child’s gender, age, race/ethnicity, household composition,
mother’s education, household poverty status, and insur-
ance type significantly differed based on household smo-
kers and home TSE.
38. A series of multivariable logistic regression models, while
adjusting for covariates, indicated that children who lived with
a smoker were more likely to have had a preventive visit (odds
ratio [OR] ¼ 1.10, confidence interval [CI] ¼ 1.09-1.10), a
specialty visit (OR ¼ 1.01, CI ¼ 1.00-1.01), or a medical care
visit including sick care, checkups, or physical examinations
(OR ¼ 1.22, CI ¼ 1.21-1.22). Children who lived with a smo-
ker were less likely to have had a dental care visit (OR ¼ 0.82,
CI ¼ 0.82-0.83) or preventive dental care visit (OR ¼ 0.81, CI
¼ 0.80-0.81; Table 2). Overall, children who lived with a smo-
ker were more likely to have a usual place for sick care or
health advice (OR ¼ 1.03, CI ¼ 1.03-1.03); specifically, chil-
dren were significantly more likely to have usual care at the
following places: a doctor’s office (OR ¼ 1.05, CI ¼ 1.05-
1.06),
hospital emergency department (OR ¼ 1.23, CI ¼ 1.23-1.24),
hospital outpatient department (OR ¼ 1.01, CI ¼ 1.00-1.01), or
retail store or minute clinic (OR ¼ 1.53, CI ¼ 1.50-1.55).
Children who lived with a smoker were less likely to report
a clinic or health center (OR ¼ 0.92, CI ¼ 0.92-0.92) as a
usual place for sick care or health advice.
Multivariable logistic regression analyses indicated that
children who had home TSE were more likely to have had a
medical care visit (OR ¼ 1.35, CI ¼ 1.34-1.35) or a preventive
care visit (OR ¼ 1.32, CI ¼ 1.31-1.32). Children who had home
39. TSE were less likely to have had a specialty care visit
(OR ¼ 0.92, CI ¼ 0.91-0.92), a dental care visit (OR ¼ 0.77,
CI ¼ 0.76-0.77), or a preventive dental care visit (OR ¼ 0.73,
CI ¼ 0.73-0.74; Table 3). Overall, children who had home TSE
were less likely to have a usual place for sick care or health
advice (OR ¼ 0.90, CI ¼ 0.90-0.91); children were signifi-
cantly less likely to have usual care at a clinic or health center
(OR ¼ 0.85, CI ¼ 0.85-0.86). Children who had home TSE
were more likely to have usual care at the following places: a
doctor’s office (OR ¼ 1.06, CI ¼ 1.05-1.06), a hospital emer-
gency department (OR ¼ 1.40, CI ¼ 1.38-1.40), a hospital
outpatient department (OR ¼ 1.19, CI ¼ 1.18-1.20), or a retail
store or minute clinic (OR ¼ 1.30, CI ¼ 1.26-1.34) as usual
places for sick care or health advice.
Merianos et al. 125
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Discussion
Among a nationally representative sample, approximately one-
40. quarter of children lived with a smoker corresponding to a
weighted total of 17.6 million children and approximately
5% had home TSE equivalent to 3.6 million children. Com-
pared to the 2007 NSCH, self-reported rates of TSE have
decreased over the past several years from 19.1 million chil-
dren who lived with a smoker (26.2%) and 5.5 million children
who had home TSE (7.6%).14 Although self-reported NSCH
TSE rates have slightly decreased, recent research that assessed
TSE using serum cotinine, a metabolite of nicotine that is an
optimal assessment of TSE,
15
found that 15 million children
aged 3 to 11 years and 9.6 million children aged 12 to 19 years
were exposed to tobacco smoke.
2
These higher rates, compared
to the present study’s results, are not surprising since caregivers
typically do not report their child’s accurate level of TSE.
6,16,17
Thus, it is important to note that children who live with a
smoker, despite reporting no one smokes inside the home, are
41. still at risk of exposure.
We found a considerable difference between self-reported
rates of smokers in the home compared to home TSE. This
association suggests that home TSE rates may actually be
higher than the rates self-reported by caregivers, given that
the home is the most common source of TSE for children.
18
Additionally, prior evidence suggests that the majority of
nonsmokers who live with a smoker are exposed to TSE.
19
As smoke-free policies have increased in public places and
work places in recent years, private settings such as homes
and cars are becoming greater sources of exposure.
18
The
prevalence of home smoking bans has increased over the past
2 decades, but there has been a disproportionately slower
decline in home TSE since less than half of households with
a smoker have adopted voluntary smoke-free home rules.
20
42. Thus, efforts are still widely needed to promote voluntary
smoke-free policies in the home and to encourage smoking
cessation among caregivers.
As hypothesized and similar to previous research,
4,5
chil-
dren who lived with a smoker and who had home TSE were
more likely to have had any medical care visit including sick
Table 1. Sociodemographic Characteristics of Children 0 to 17
Years Old by Household Smokers and Home TSE in the United
States, 2011 to
2012.
Sociodemographic Characteristics
Household Smokers Home TSE
Lives With Nonsmoker
(n ¼ 72 617), n (%)a
Lives With Smoker
(n ¼ 22 137), n (%)a P Value
No Home TSE
(n ¼ 90 125), n (%)a
Home TSE
(n ¼ 4623), n (%)a P Value
43. Child gender
Female 35 262 (76.1) 10 651 (23.9) <.001 43 710 (95.2) 2199
(4.8) <.001
Male 32 276 (75.7) 11 463 (24.3) 46 314 (95.0) 2423 (5.0)
Child age
0-9 years old 38 316 (76.4) 11 557 (23.6) <.001 48 182 (96.7)
1687 (3.3) <.001
10-17 years old 34 301 (75.2) 10 580 (24.8) 41 943 (93.1) 2936
(6.9)
Child race/ethnicity
White 47 101 (73.9) 14 217 (26.1) <.001 58 472 (94.8) 2843
(5.2) <.001
Black 6731 (75.0) 2132 (25.0) 8073 (91.0) 790 (9.0)
Hispanic 10 033 (81.7) 2637 (18.3) 12 312 (98.1) 358 (1.9)
Multiracial 7598 (73.5) 2840 (26.5) 9872 (94.9) 566 (5.1)
Household composition
2-parent biological 53 788 (80.3) 12 295 (19.7) <.001 64 155
(97.1) 1924 (2.9) <.001
2-parent stepfamily 3854 (59.1) 2696 (40.9) 5891 (90.4) 658
(9.6)
Single mother 10 290 (71.0) 4800 (29.0) 13 759 (91.5) 1331
(8.5)
Other family type 4296 (67.6) 2227 (32.4) 5841 (91.2) 681 (8.8)
Mother education
Less than high school 4183 (70.5) 2505 (29.5) <.001 6019
(92.9) 669 (7.1) <.001
High school graduate 10 002 (64.2) 6046 (35.8) 14 599 (91.4)
1447 (8.6)
More than high school 53 419 (82.0) 11 147 (18.0) 62 785
(97.3) 1781 (2.7)
Household poverty status
44. <100% 8924 (66.3) 5832 (33.7) <.001 13 032 (90.4) 1721 (9.6)
<.001
100%-199% 11 379 (68.6) 5 634 (31.4) 15 649 (92.9) 1364 (7.1)
200%-399% 22 400 (77.4) 6298 (22.6) 27 644 (96.8) 1053 (3.2)
�400% 29 914 (87.8) 4373 (12.2) 33 800 (98.8) 485 (1.2)
Insurance type
Public 16 832 (66.0) 10 246 (34.0) <.001 24 379 (91.5) 2695
(8.5) <.001
Private 52 344 (82.9) 10 208 (17.1) 61 043 (97.6) 1507 (2.4)
No insurance 2642 (70.6) 1338 (29.4) 3636 (93.9) 344 (6.1)
Abbreviation: TSE, tobacco smoke exposure.
a
n refers to raw scores and percentages are weighted.
126 American Journal of Health Promotion 32(1)
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care, checkups, or physical examinations in the past year.
Greater use of any medical care may be related to the fact that
children with TSE are more likely to experience a variety of
health conditions and illnesses.
21,22
Further, it is particularly
concerning that children with TSE are less likely to have a
45. usual place of care due to recent efforts to increase the presence
of patient-centered medical homes. Lack of a usual place of
care also limits the opportunities for medical providers to mon-
itor changes in these children’s health over time. When chil-
dren with TSE do have a regular place of care, emergency
departments and retail store/minute clinics were the most likely
sources of care, suggesting these settings may be suitable
venues for providing interventions for these families.
Children who lived with a smoker and who had home TSE
were significantly more likely to seek sick care or health
advice at an emergency department. Research indicates that
there are high rates of biochemically validated TSE in chil-
dren who present to the pediatric emergency department.
6
Given the high acceptability of tobacco-related interventions
among caregivers who smoke in this setting,
23
the emergency
department may be an optimal venue for delivering interven-
46. tions to decrease child TSE and increase caregiver quit
attempts.
24,25
Contrary to our hypothesis, children who lived with a smo-
ker and who had home TSE were less likely to have had a
dental care visit including checkups, X-rays, or fillings in the
past year. This association is concerning, given children with
TSE are at greater risk of dental caries.
26
Further, smoking
cessation interventions at dental visits are not widespread.
27,28
Taken together, efforts are needed to increase dental visits
among children who have TSE and to increase smoking cessa-
tion counseling among smokers during dental visits.
Table 2. Adjusted Prevalence Health-Care Visits According to
Household Smokers in Children 0 to 17 Years Old in the United
States, 2011 to
2012.
Household Smokers
Health-Care Visits Multivariable Regression
a
47. No, n (%)b Yes, n (%)b OR 95% CI
Any medical care visit
Child lives with nonsmoker 7086 (11.6) 65 435 (88.4) Ref Ref
Child lives with smoker 2655 (12.5) 19 438 (87.5) 1.22c 1.21-
1.22
Preventive medical care visit
Child lives with nonsmoker 10 339 (15.1) 61 772 (84.9) Ref Ref
Child lives with smoker 3815 (16.9) 18 100 (83.1) 1.10c 1.09-
1.10
Specialty care visit
Child lives with nonsmoker 53 742 (76.8) 18 813 (23.2) Ref Ref
Child lives with smoker 17 049 (79.2) 5059 (20.8) 1.01c 1.00-
1.01
Any dental care visit
Child lives with nonsmoker 12 061 (21.0) 56 482 (79.0) Ref Ref
Child lives with smoker 5372 (27.1) 15 617 (72.9) 0.82c 0.82-
0.83
Preventive dental care visit
Child lives with nonsmoker 12 265 (21.3) 56 184 (78.7) Ref Ref
Child lives with smoker 5490 (27.8) 15 447 (72.2) 0.81
c
0.80-0.81
Has usual place for sick care or health advice
Child lives with nonsmoker 4019 (8.4) 68 473 (91.6) Ref Ref
Child lives with smoker 1680 (9.1) 20 410 (90.9) 1.03c 1.03-
1.03
Doctor’s office as usual place for sick care or health advice
48. Child lives with nonsmoker 14 172 (22.8) 54 822 (77.2) Ref Ref
Child lives with smoker 5396 (25.3) 15 461 (74.7) 1.05
c
1.05-1.06
Hospital emergency department as usual place for sick care or
health advice
Child lives with nonsmoker 68 130 (97.9) 864 (2.1) Ref Ref
Child lives with smoker 20 315 (96.8) 542 (3.2) 1.23c 1.23-1.24
Hospital outpatient department as usual place for sick care or
health advice
Child lives with nonsmoker 67 507 (97.6) 1487 (2.4) Ref Ref
Child lives with smoker 20 244 (97.4) 613 (2.6) 1.01
c
1.00-1.01
Clinic or health center as usual place for sick care or health
advice
Child lives with nonsmoker 57 231 (81.9) 11 763 (18.1) Ref Ref
Child lives with smoker 16 640 (80.7) 4217 (19.3) 0.92c 0.92-
0.92
Retail store/minute clinic as usual place for sick care or health
advice
Child lives with nonsmoker 68 936 (99.9) 58 (0.1) Ref Ref
Child lives with smoker 20 833 (99.9) 24 (0.1) 1.53c 1.50-1.55
Abbreviations: CI, confidence interval; OR, odds ratio; Ref,
referent.
aStep-wise regression controlling for mother education,
household composition, poverty level, insurance, child gender,
child age, and child race/ethnicity.
bn refers to raw scores and percentages are weighted.
49. c
P < .001.
Merianos et al. 127
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Limitations
There are several factors that may limit the generalizability of
the study results. For instance, data are based on self-report,
and as such social desirability may have influenced information
provided by caregivers who might have been very sensitive to
reporting if they smoked in the home. The NSCH may have
resulted in sampling bias that influenced parameter estimates
due to the data collection procedures. Although the NSCH may
not be truly representative of the US population due to the low
capture rate, the NSCH does provide information consistent
with the overall survey’s purpose to provide estimates of child
data for key health indicators and generate information about
children, their families, and neighborhoods. Further, the phras-
50. ing of the home TSE question may have also influenced social
desirability bias (eg, ‘‘inside the child’s home’’ vs ‘‘in your
home’’). Based on the self-report nature of the TSE questions,
underreporting or overreporting may have occurred.
29,30
Bio-
chemical validation of results would provide a more precise
measure of TSE. Due to self-report, caregivers may have not
known the differences between what type of place (eg, doctor’s
office vs clinic or health center) they go most often for their
child’s medical care. Data from behavioral observations,
reports from another family member, or biochemical validation
of the child’s TSE status would provide a way to verify infor-
mation provided by caregivers. The NCHS does not measure
the child’s smoking status, which may confound results in the
older age group. The NCHS is cross-sectional in nature. Evi-
dence on the impact of TSE over the course of children’s
development would provide more information on health-care
utilization. Finally, analyses were based on single items or
51. Table 3. Adjusted Prevalence of Health-Care Visits According
to Home TSE Among Children 0 to 17 Years Old in the United
States, 2011 to
2012.
Home TSE
Health-Care Visits Multivariable Regression
a
No, n (%)b Yes, n (%)b OR 95% CI
Any medical care visit
No home TSE 9071 (11.7) 80 391 (88.3) Ref Ref
Home TSE 669 (13.3) 3937 (86.7) 1.35c 1.34-1.35
Preventive medical care visit
No home TSE 13 211 (15.5) 76 241 (84.5) Ref Ref
Home TSE 942 (17.1) 3626 (82.9) 1.32c 1.31-1.32
Specialty care visit
No home TSE 67 162 (77.2) 22 883 (22.8) Ref Ref
Home TSE 3626 (80.3) 986 (19.7) 0.92c 0.91-0.92
Any type of dental care visit
No home TSE 16 188 (22.2) 68 810 (77.8) Ref Ref
Home TSE 1244 (27.4) 3285 (72.6) 0.77c 0.76-0.77
Preventive dental care visit
No home TSE 16 481 (22.6) 68 386 (77.4) Ref Ref
Home TSE 1273 (28.5) 3241 (71.5) 0.73
c
0.73-0.74
52. Has usual place for sick care or health advice
No home TSE 5240 (8.4) 84 718 (91.6) Ref Ref
Home TSE 459 (12.1) 4159 (87.9) 0.90c 0.90-0.91
Doctor’s office as usual place for sick care or health advice
No home TSE 18 311 (23.2) 67 235 (76.8) Ref Ref
Home TSE 1255 (26.8) 3044 (73.2) 1.06
c
1.05-1.06
Hospital emergency department as usual place for sick care or
health advice
No home TSE 84 304 (97.7) 1242 (2.3) Ref Ref
Home TSE 4135 (95.4) 164 (4.6) 1.40c 1.38-1.40
Hospital outpatient department as usual place for sick care or
health advice
No home TSE 83 578 (97.6) 1968 (2.4) Ref Ref
Home TSE 4167 (96.8) 132 (3.2) 1.19
c
1.18-1.20
Clinic or health center as usual place for sick care or health
advice
No home TSE 70 521 (81.6) 15 025 (18.4) Ref Ref
Home TSE 3346 (81.2) 953 (18.8) 0.85c 0.85-0.86
Retail store/minute clinic as usual place for sick care or health
advice
No home TSE 85 470 (99.9) 76 (0.1) Ref Ref
Home TSE 4293 (99.9) 6 (0.1) 1.30c 1.26-1.34
Abbreviations: CI, confidence interval; OR, odds ratio; Ref,
referent; TSE, tobacco smoke exposure.
53. aStep-wise regression controlling for mother education,
household composition, poverty level, insurance, child gender,
child age, and child race/ethnicity.
bn refers to raw scores and percentages are weighted.
c
P < .001.
128 American Journal of Health Promotion 32(1)
megangross
Highlight
questions. Although questions were specific and easy to under-
stand, use of standardized measures might have provided more
accurate information.
Significance
Our results indicate that TSE is a risk factor for increased use
of
medical care. Based on the high number of children who lived
with a smoker or were exposed to tobacco smoke inside the
home and received sick care or health advice at an emergency
department, this setting may be a potential venue for health
messages to inform caregivers about the dangers of TSE for
children. The AAP and prior research recommends screening
54. and documenting TSE as standard care during health-care vis-
its.
3,31,32
Moreover, the practice of screening all caregivers for
tobacco use and for child TSE may provide an ideal way for
health professionals to begin discussions about child TSE at
‘‘teachable moments’’ during pediatric health-care visits when
the caregiver is focused on child health. These visits may be
opportunities when caregivers are very open to education about
risks of TSE and benefits to reducing child exposure to tobacco
smoke. Physicians should consider using minimal counseling,
which is a state-of-the-art, brief intervention that lasts less than
3 minutes and has been proven to increase tobacco abstinence
rates.
33
Future research on the longitudinal effects of TSE on
child health and the impact of interventions to reduce TSE will
provide further information about health risks for children and
ideas about ways to mitigate these risks through health messa-
55. ging and prevention programming.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with
respect to
the research, authorship, and/or publication of this article.
Funding
The author(s) disclosed receipt of the following financial
support for
the research, authorship, and/or publication of this article: This
study
was funded by a grant from the National Institutes of Health
Eunice
Kennedy Shriver National Institute of Child Health and Human
Devel-
opment: R01HD083354 (to Dr Mahabee-Gittens).
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So WHAT? Implications for Health
Promotion Practitioners and
Researchers
What is already known on this topic?
TSE causes physical health consequences in children
including respiratory symptoms, increased infections,
and exacerbated asthma. Few studies have examined
whether TSE translates into more frequent pediatric
health-care utilization.
What does this article add?
TSE contributes to increased use of health-care services.
Settings with high volume of children with TSE, including
emergency departments, are potential outlets for health
messages to inform caregivers about the dangers of child
TSE.
What are the implications for health promotion
practice or research?
Offering smoking cessation interventions to caregivers in
health-care settings with high volume of children with TSE
59. is needed. The practice of screening all caregivers for
tobacco use and child TSE during these visits may provide
an ideal way for health professionals to begin discussions
about child TSE at ‘‘teachable moments’’ during health-
care visits when the caregiver is focused on child health.
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130 American Journal of Health Promotion 32(1)
http://www.cdc.gov/nchs/slaits/nsch.htm
http://www.cdc.gov/nchs/slaits/nsch.htm
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#35626 Topic: Article Assignments
Number of Pages: 1 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Article Critique
Academic Level:Undergraduate
Category: Healthcare
Language Style: English (U.S.)
Order Instructions: Attached
I have an assignment which consist of two different articles. I
will provide instructions for both articles.
For article 1: Tobacco Smoke Exposure and Health-care
Utilization among children in the U.S.
65. Instruction: PLEASE READ!
This is an article critique assignment for a research method
class. Attached is the article.
Please critique this article implying research method strategies.
DO NOT summarize the article but to provide a CRITICAL
EVALUATION that goes above and beyond of what is already
in the article, and be specific.
Basically, in short 4-5 sentences find any potential biases due to
sampling or non-sampling errors (Non-response errors, coverage
error, poulation etc..) that are in the article. See how they
experiment the study using telephones or other types if surveys
used to see if there should be an alternative or an error.Is
underestimated or overestimated? Is there an alternative
sampling strategy that would minimize or eliminate some of
these biases?
The 2nd article: Number of medicaid prescription grew, drug
spending was steady in medicaid expansion states. It is 5
questions that you would use the article to answer them. I will
attach it as well. One or two sentences is fine for each. I will
understand if you cant do question #5 cause it's graphing, I'll
figure it hopefully.
Thank you very much!