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Unit #8 The Medical Assistant, 13th EditionChapter 17 Banking.docx
- 1. Unit #8 The Medical Assistant, 13th Edition Chapter 17: Banking Services and Procedures VOCABULARY REVIEW One point each (1) Fill in the blank with the correct vocabulary terms from the list. 1. A check that is not honored by the bank issuing the check because there were not sufficient funds in the entity’s bank account or the account has been closed _________________________________ 2. The misuse of a healthcare facility’s funds for personal gain _________________________________ 3. A payment the bank makes in exchange for using money _________________________________ 4. Money in a bank account that is not assigned to pay for any office expenses _________________________________ 5. A bank draft or an order to pay a certain sum of money on demand to a specified person or entity _________________________________ 6. Global technology that includes embedded microchips that store and protect cardholder data _________________________________ 7. A document used to withdraw money from one bank account and deposit it into another _________________________________ 8. The bank on which the check is drawn or written _________________________________ 9. A bank account against which checks can be written and funds can be transferred to the payable party _________________________________ 10. The person who signs his or her name on the back of a check for the purpose of transferring all rights in the check to another party _________________________________ 11. A capital sum of money due as a debt or used as a fund for which interest is either charged or paid
- 2. _________________________________ 12. The person presenting the check for payment _________________________________ 13. Nine-digit code printed on the bottom left side of checks that identifies the bank upon which the check was drawn _________________________________ a. Check b. Checking Account c. Discretionary income d. Drawee e. Endorser f. Embezzlement g. EMV chip technology h. Holder i. Interest j. Negotiable instruments k. Nonsufficient funds check l. Principal m. Routing transit number SKILLS AND CONCEPTS Part I: Short Answers 1. (4 points) Describe the following types of banking fees. a. Account maintenance fee:_______________________________________________ b. Overdraft fee:_________________________________________________ _________ c. Nonsufficient funds fee:_________________________________________________ d. Transaction fee:_________________________________________________ _______ 2. (1 point) In the ambulatory care setting, what is the checking account used for? _____________________________________________________
- 3. ____________________ _____________________________________________________ ____________________ 3. (1 point) In the ambulatory care setting, what is a savings account used for? _____________________________________________________ ____________________ _____________________________________________________ ____________________ 4. (2 points) You are a medical assistant in a small practice and have been told that you now have the responsibility for paying the bills by writing out and signing the checks. What is the first action you need to take before writing out the first check? _____________________________________________________ ____________________ _____________________________________________________ ____________________ 5. (5 points) Name six activities that can be done with basic online banking services. a. _____________________________________________________ _______________ b. _____________________________________________________ _______________ c. _____________________________________________________ _______________ d. _____________________________________________________ _______________ e. _____________________________________________________ _______________ f. _____________________________________________________
- 4. _______________ 6. (4 points) List the four requirements for a check to be negotiable. a. _____________________________________________________ _______________ b. _____________________________________________________ _______________ c. _____________________________________________________ _______________ d. _____________________________________________________ _______________ 7. (5 points) Name five documents that can be used to withdraw money from one bank account and deposit it into another. a. _____________________________________________________ _______________ b. _____________________________________________________ _______________ c. _____________________________________________________ _______________ d. _____________________________________________________ _______________ e. _____________________________________________________ _______________ 8. (5 points) Describe five precautions for accepting checks in the healthcare facility. a. _____________________________________________________
- 5. _______________ b. _____________________________________________________ _________________ c. _____________________________________________________ _______________ d. _____________________________________________________ _______________ e. _____________________________________________________ _______________ 9. (1 point) Describe the adjustments that are made to the patient’s account when an NSF check is received by the healthcare facility. _____________________________________________________ ____________________ _____________________________________________________ ____________________ 10. (4 points) Describe four precautions to take if a patient is paying with cash. a. _____________________________________________________ _______________ b. _____________________________________________________ _______________ c. _____________________________________________________ _______________ d. _____________________________________________________ _______________ 11. (1 point) Describe precautions to take when a patient pays with a debit card or a credit card.
- 6. _____________________________________________________ ____________________ _____________________________________________________ ____________________ 12. (5 points) Describe the banking procedures as related to the ambulatory care setting and include the medical assistant’s role with each procedure: a. Making bank deposits:_____________________________________________ ____ b. Preparing a bank deposit:______________________________________________ _ c. Endorsing checks:______________________________________________ _______ d. Writing checks:______________________________________________ __________ e. Bank statement reconciliation:_________________________________________ ____ 13. (1 point) Why is it important to make bank deposits of cash and checks daily? _____________________________________________________ ____________________ _____________________________________________________ ____________________ 14. (3 points) Describe three ways to do a mobile deposit of a check. a. _____________________________________________________ _________________ b. _____________________________________________________ _______________
- 7. c. _____________________________________________________ _______________ 15. (3 points) Describe each type of endorsement. a. Blank endorsement:__________________________________________ __________ b. Restrictive endorsement:__________________________________________ _______ c. Special endorsement:__________________________________________ __________ 16. (1 point) With regard to checks, define stop-payment. _____________________________________________________ ____________________ _____________________________________________________ ____________________ 17. (3 points) List three reasons a stop-payment would be done. a. _____________________________________________________ _______________ b. _____________________________________________________ _______________ c. _____________________________________________________ _______________ 18. (1 point) Define direct deposit. _____________________________________________________ ____________________ _____________________________________________________ ____________________ 19. (1 point) If a mistake is made when preparing a check, what should be done? _____________________________________________________
- 8. ____________________ _____________________________________________________ ____________________ 20. (1 point) What is a fidelity bond? _____________________________________________________ ____________________ _____________________________________________________ ____________________ template- 2 lines on graphdx= number dying during age interval x to x+1nx= number alive at start of age interval xlx= proportion surviving to start age interval x1. Notice the two cells highlighted in yellow and labelled "Category 1" and "Category 2". Replace the generic names with more specific names.For example, Category 1 might be "Females" and Category 2 might be "Males." Just type right into the same cells where "Category 1" and "Category 2" currently appear.2. From your data, determine the number of people of each age class who died while at that age. These are your dx numbers.Enter these numbers in the dx columns highlighted in yellow; the rest of the table and the graph should appear automatically3. If you want to see an example of a filled-in worksheet, go to the "example" worksheet within this spreadsheet- click on the example tab at the bottom of the spreadsheet.Category 1Category 2Age classAge at startxdxnxlxlog(1000*lx)dxnxlxlog(1000*lx)0-90000000010- 1910100000020-2920200000030-3930300000040- 4940400000050-5950500000060-6960600000070- 7970700000080-8980800000090-99909000000100- 10910010000000110- 11911011000000120+12012000000Total00 template- 2 lines on graph Category 1 Category 2 Age (years)
- 9. log(1000*lx) template- 4 lines on graphdx= number dying during age interval x to x+1nx= number alive at start of age interval xlx= proportion surviving to start age interval x1. See the worksheet "template- 2 lines on graph" for more detailed instructionscohort1Females, Cohort 1Males, Cohort 1Age classAge at startxdxnxlxlog(1000*lx)dxnxlxlog(1000*lx)0- 90000000010-1910100000020-2920200000030-3930300000040- 4940400000050-5950500000060-6960600000070- 7970700000080-8980800000090-99909000000100- 10910010000000110- 11911011000000120+12012000000Total00cohort2Females, Cohort 2Males, Cohort 2Age classAge at startxdxnxlxlog(1000*lx)dxnxlxlog(1000*lx)0-90000000010- 1910100000020-2920200000030-3930300000040- 4940400000050-5950500000060-6960600000070- 7970700000080-8980800000090-99909000000100- 10910010000000110- 11911011000000120+12012000000Total00 template- 4 lines on graph Females, Cohort 1 Males, Cohort 1 Females, Cohort 2 Males, Cohort 2 Age (years) log(1000*lx) exampledx= number dying during age interval x to x+1nx= number alive at start of age interval xlx= proportion surviving to start age interval xData from the burial records of Trinity Church, an Episcopalian parish in St. Mary's City, Maryland(http://ftp.rootsweb.com/pub/usgenweb/md/stmary/ce meteries/trinity.txt)Born 1801-1850Females born 1801- 1851Males born 1801-1850Age classAge at startxdxnxlxlog(1000*lx)dxnxlxlog(1000*lx)0- 900483139921310- 191011790.95180722892.97854899891830.9021739132.955290
- 10. 26520- 292027780.93975903612.97301651037820.89130434782.95002 602530- 393034710.85542168672.93218025636750.81521739132.91127 343640- 494044670.80722891572.906996710310690.752.875061263450- 595057630.75903614462.880262457111590.64130434782.8070 64184360- 6960614560.67469879522.829109934620480.52173913042.717 4534170- 7970724420.50602409642.70417119816280.30434782612.4833 7020480- 8980814180.21686746992.336194412711120.13043478262.115 393418790- 99909440.04819277111.682981899110.01086956521.03621217 27100-1091001000000000110- 1191101100000000120+1201200000000Total8392Born 1851- 1900Females born 1851-1900Males born 1851-1900Age classAge at startxdxnxlxlog(1000*lx)dxnxlxlog(1000*lx)0- 9001315713171421310- 1910141440.91719745222.962462839741250.88028169012.944 621668620- 2920271400.89171974522.950228383391210.85211267612.930 497025930- 3930361330.8471337582.927951988651120.78873239442.8969 29678340- 4940461270.80891719752.907904068541070.75352112682.877 095433350- 59505111210.77070063692.8868857179141030.72535211272.8 60548880360- 69606231100.70063694272.845493032722890.62676056342.79 7101662370- 7970735870.55414012742.743619600235670.47183098592.673 786458380- 8980835520.33121019112.520103691226320.22535211272.352 861633990-
- 11. 9990915170.10828025482.034549269660.04225352111.625862 906100-10910010220.01273885351.10513034330000110- 1191101100000000120+1201200000000Total157142The data shown below are not included in the graph- they are included as an extra exampleBorn 1901-1950FemalesMalesAge classAge at startxdxnxlxlog(1000*lx)dxnxlxlog(1000*lx)0- 90076713151141310- 191013600.89552238812.95207644777990.86842105262.93873 0343320- 292020570.85074626872.9298000539920.80701754392.906882 97630- 393032570.85074626872.9298000531830.72807017542.862173 24140- 4940411550.82089552242.91428788687820.71929824562.8569 0900150- 595053440.65671641792.817377873820750.65789473682.8181 56412160- 6960610410.61194029852.78670905416550.48245614042.6834 57838270- 7970714310.46268656722.665286891124390.34210526322.534 159755780- 8980814170.25373134332.404374118711150.13157894742.119 186407790- 99909330.04477611941.651046452440.03508771931.54515514 100-1091001000000000110- 1191101100000000120+1201200000000Total67114FemalesMal esAge classAge at startxdxnxlxlog(1000*lx)dxnxlxlog(1000*lx)0-90000000010- 1910100000020-2920200000030-3930300000040- 4940400000050-5950500000060-6960600000070- 7970700000080-8980800000090-99909000000100- 10910010000000110- 11911011000000120+12012000000Total00FemalesMalesAge classAge at startxdxnxlxlog(1000*lx)dxnxlxlog(1000*lx)0- 90010-1910120-2920230-3930340-4940450-5950560-6960670- 7970780-8980890-99909100-10910010110-
- 12. 11911011120+12012Total example Females born 1801-1851 Males born 1801-1850 Females born 1851-1900 Males born 1851-1900 Age (years) log(1000*lx) PAGE 5 Human Ecology, LAB #3 Name: __________________________ Cemetery lab, Human Demography This laboratory exercise is adapted from the one created by Nancy Flood and tested and presented by Charles N Horn for the project Experiments to Teach Ecology (1993, edited by J.M. Beiswenger), sponsored by the Ecological Society of America. See the original Introduction and Objectives in Flood (1993). Before reading this document, download the .pdf in Lab 3 Assignment folder first. You should read the original exercise for general background information and this adaptation for specific instructions. If you need assistance for this lab, contact your instructor. Methods – Data Collection 1. Select a cemetery in your community that you can visit to collect data. If it is not possible for you to visit a cemetery in person, please notify the instructor to obtain a dataset for analysis.
- 13. 2. When visiting the cemetery, be aware and respectful of local customs. Obtain permission if necessary, and do not disturb persons who may be visiting the graves of relatives. Avoid areas where a service is being held. 3. Choose two cohorts you can compare. Depending on the cemetery, you may immediately be able to identify two cohorts of interest. For example, perhaps one section of the cemetery has graves from an earlier time period, or maybe people of different ethnic groups were traditionally buried in different sections of the cemetery. Here are some possible examples of cohorts: a. Persons born 1801-1820, versus persons born 1871-1890 b. Persons who died 1861-1870, versus persons who died 1916- 1925 c. Persons buried in a traditional European-American cemetery 1851-1900, versus persons buried in a traditional African- American cemetery 1851-1900 d. Think of another example that is applicable to the cemetery you are studying 4. Use Table 1 from Flood (1993) to collect the following information from at least 100 tombstones: Birth Year, Death Year, Age at Death, Sex a. Many tombstones will list the Birth Year and Death Year. Calculate Age at Death as (Death Year) – (Birth Year). For purposes of this project, ignore the month and day of birth; just use years. An infant who was born and died in the same year will have an Age at Death of zero. You don’t have to do your calculations while in the cemetery- as long as you collect Birth
- 14. Year and Death Year, you can calculate Age at Death later. b. Some tombstones will list Age at Death and either Birth Year or Death Year. Calculate Birth Year as (Death Year) – (Age at Death). Calculate Death Year as (Birth Year) + (Age at Death). c. If the tombstone doesn’t list enough information for you to determine both Birth Year and Age at Death, go on to the next tombstone. You need to have at least 100 tombstones for which you have both Birth Year and Age at Death. d. Determine sex from the name if reasonably obvious; Sarah and Mary are probably females, and Thomas and William are probably males. If the name is used for both males and females (Tracy, Kimberly, Kelly, Cameron, etc), look for clues on the epithet, such as “husband of …”, “daughter of …” If you are not reasonably sure of the sex of the person, go on to the next tombstone. 5. Try to get about half of your samples from each of the cohorts you will be comparing. For example, if you are comparing persons born 1801-1850 with persons born 1851- 1900, get about 50 from each group. Table A – See instructions following Table B, under “Methods” Name of cemetery: ____________________________________ Town/city of cemetery: ________________________________ County of cemetery: __________________________________ State/province of cemetery: ____________________________ Country of cemetery: _______________________________
- 15. Cohort 1: __________________________________________ Cohort 2: __________________________________________ Cohort 1 Cohort 2 Age class Age at start X dx nx lx Log10(1000*lx) dx nx lx Log10(1000*lx) 0-9 0 0 10-19
- 19. 110-119 110 11 120+ 120 12 Total Additional background information about the cemetery: _________________________
- 20. Table B – An example of a life table based on cemetery data Data from the burial records of Trinity Church, an Episcopalian parish in St. Mary’s City, Maryland. 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 2.2 2.4 2.6 2.8 3 3.2 0102030405060708090100110120130 Age (years) log(1000*lx) Females born 1801- 1850 Males born 1801-1850 Females born 1851- 1900 Males born 1851-1900
- 21. Born 1801-1850 Females Males Age class Age at start x dx nx lx Log10(1000*lx) dx nx lx Log10(1000*lx) 0-9 0 0 4 83 1 3 9 92 1 3 10-19 10 1 1 79
- 26. Males Age class Age at start x dx nx lx Log10(1000*lx) dx nx lx Log10(1000*lx) 0-9 0 0 13 157 1 3 17 142 1 3 10-19 10 1 4 144 0.9172 2.96246284 4 125 0.88
- 30. 0 0 #NUM! 120+ 120 12 0 0 0 #NUM! 0 0 0 #NUM! Total 157 142 The cemetery contains one site dating from the 1600s, the grave of the first royal governor of Maryland, but most of the tombstones transcribed in the online database date from the 1800s and 1900s. Graph accompanying the life table examples in Table B: Survivorship curves by sex, for individuals born 1801-1850 and 1851-1900
- 31. Methods – Data Analysis 1. Complete any remaining calculations, so that you have both Birth Year and Age at Death for all individuals. 2. If you are comfortable with spreadsheets, you will probably find it simple to enter your data as follows. You can then use the spreadsheet sort function to easily tabulate your data. Alternatively, you could tabulate the data by hand. Sex Birth Year Death Year Age at Death m 1648 1693 45 f 1740 1816 76 f 1756 1833 77 etc 3. In Table A within this exercise, provide some background information about the cemetery and cohorts you chose to study. 4. Summarize your data by filling in Table A, with each cohort in its own section. Follow the example in Table B. Please note that dx refers to the number of individuals who die within each of the specified age intervals. For example, if 4 persons died when between ages 0-9 at time of death, enter 4 in that cell. The
- 32. total number of deaths should equal the total number of tombstones you counted. 5. The column labeled nx is for the number of persons alive at the start of each interval. For the first interval (ages 0-9), all of the persons are alive at the start, so that number is equal to the total number of tombstones. For this column, it is easiest to start from the bottom and work up. If you have any individuals 120 years or older at death, that number would go in the bottom row. The row above (for individuals 110-119 years of age) would be equal to the sum of nx for the row below plus dx for the same row. For example, to calculate nx for age interval x=11 (ages 110-119), calculate n11 = n12 + d11 6. Please note that nx as calculated above corresponds to lx as listed in Flood (1993). We are using a more conventional notation. 7. For each row, calculate lx as the proportion surviving to start age interval x. For each row, this would be equal to the number alive at the start of that interval (nx) divided by the total number of persons in the cohort. Please note that the lx you calculate is not the same as the lx calculated in Flood (1993); we are using the more conventional notation. 8. For graphing, calculate the log10 of each lx multiplied by 1000. In effect, you are first calculating the number of persons out of a starting 1000 who would survive to start each age interval. You then place it on a log scale so you can see the pattern more clearly in a graph. Note that the base 10 logarithm of zero is undefined; we will graph that value as zero. Most calculators have a log10 key, shown simply as log. If your calculator does not have a log key, you can go to the Calculator tools (under Accessories on a Windows computer) and choose the Scientific view. Macintosh and Linux have similar scientific calculator tools. The spreadsheet demgraph.xls will perform the calculations for you.
- 33. 9. Graph the log10(1000*lx) on the y-axis and the age at the start of each interval on the x axis. You may produce the graph by hand using the axes on the next page, scan the picture, and copy the picture file into this document. Alternatively, you may produce a graph using the spreadsheet demgraph.xls on the course website and copy the graph here. Description of cohort 1: _____________________________________ Description of cohort 2: _____________________________________ Plot the data for cohorts 1 and 2, using different colors/symbols/line styles for the two cohorts. For example, plot cohort 1 with pink circles and connect with a solid line, and plot cohort 2 with blue triangles and connect with a dashed line. Please include a legend to identify which line refers to which cohort. If you are copying a graph from Excel or another program, you can delete the graph template below and paste in the graph you produced in Excel. Questions – Answer all five below: 1. Do the survivorship curves for your two cohorts differ from one another? Describe and explain any differences. If there are no discernable differences, explain why this may be the case. 2. Examine the survivorship curves provided with Table B. These depict males and females separately for two cohorts of persons buried in a church cemetery in St. Mary’s County, Maryland. One cohort consists of persons born 1801-1850, and
- 34. persons in the other cohort were born 1851-1900. What differences do you notice between the male and female curves for the 1801-1850 cohort? Do you see a similar pattern in the 1851-1900 cohort? Is the pattern consistent with what you know about male and female life expectancies in the USA today? Do you observe a similar pattern in your own data set? If you have enough males and females in your dataset, you may graph the male-female data to help you answer the question. The spreadsheet demgraph.xls has a worksheet (template- 4 lines on graph) that will help you. 3. When examining a birth cohort (such as was done with the example in Table B), it is important to follow the cohort through the death of the last individual. How would your survivorship curves be affected if you were to study a later birth cohort, such as persons born 1901-1950? 4. When examining a death cohort (a hypothetical example might be persons who died between 1916-1925), how would your data be affected if the cemetery were a relatively new one? 5. In your data, do you see any evidence of events causing a large number of deaths, such as wars or the influenza pandemic? Why or why not? 79/83 = 0.9518 log10(951.8)=2.978549 63/83 = 0.759 7 persons in this cohort died when 50-59 years old
- 35. 18 = 14 + 4 � The original laboratory exercise is available at � HYPERLINK "http://tiee.ecoed.net/" ��http://tiee.ecoed.net/� under “Teaching”