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How are the concepts highlighted in these three modules different from your experience and education? How does this difference challenge you? What do you have to know or do differently to be successful in the Canadian health care system, culture, and context?

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ORIANTATION OR INTRODUCTION OF CANADAIAN HEALTHCARE

Complete this assignment within the Word document, saving it to your computer and then email to the instructor when all three sections have been completed.

Module 7 – Patient Safety, Workplace Safety and Electronic Health Records

1. You are going to read two scripts of health professional-patient interactions. You need to evaluate the interactions and assess both poor and good listening strategies. Reflect on the impact of the listening strategies of both the patient and the healthcare provider.

Active Listening Script A
C= clinician
P= patient

P – Enters
C – (On the phone). Looks up, motions patient to come in and sit down
P – Patient gingerly sits down
C – Finishes telephone conversation and turns to patient, glances back and forth from computer screen and patient. Through the entire interview, C works between the patient chart and the computer screen.
C – How are you today Mrs./Mr. Perez? How have you been since we last met?
P – Fine thank you.
C – Good. Are you following the diet sheets we gave you?
P – I’m trying to.
C – How is your wound healing?
P – The nurse comes to see me only once a week now.
C – Good. Any problem with your medications?
P – Yes, I think my medication is upsetting my stomach.
C – Yes, that sometimes happens, most of the time it goes away. Are you taking your meds with food?
P – Well, I try.
C – Good. How is the rehab program working out for you?
P – This getting better is hard work.
C – Yes, it is and you are quite capable. You are doing well.
P – Thank you.
C – Good, well, it looks like you are making good progress, let me examine you now.

Respond to the following questions:
a. Did the provider demonstrate good or poor listening skills?

b. Did the provider learn everything he or she needed to know to provide care?

c. How did the patient feel during the interaction?

d. How could the provider have improved his or her listening in this scenario?

 

Now that you have completed the questions on the first script, please read the next script.

Active Listening Script B
C – (talking on phone)
P – Enters
C – Looks up, and motions patient to come in and sit down.
P – Patient gingerly sits down
C – Finishes telephone conversation and turns to patient
C – How are you today Mrs./Mr. Perez? How have you been since I last saw you?
P – Fine thank you.
C – That’s good to hear. Tell me how you are making out following the diet sheets.
P – Well, I’m finding them hard to follow. I seem to be nauseous and have lost my appetite.
C – That can’t be good, tell me more.
P – Well, like I said, I’m having trouble following the diet because when it is time to eat, I’m either not hungry or nauseous, and by the time that goes away it is past the time the sheet says to eat my meals.
C – It sounds a bit like a scheduling nightmare. Tell me more about your nausea and loss of appetite. Does it occur all the time or just certain times of the day?
P – I think it’s about a half hour after I take my medication.
C – So you feel nauseous after your medication.
P – Yes.
C – Your medication could be upsetting your stomach. Could you try taking your medication a half hour after your meals instead of before?
P – Yes, I could try that.
C – Okay, good. Now, how is your wound healing?
P – The nurse is coming only once a week now.
C – And she is satisfied with your progress?
P – Yes, she seems to be.
C – That’s great. Have you started rehab yet?
P – Yes, I have.
C – And how is that going?
P – Well . . .
C – Waits for patient to continue.
P – They’re making me work awfully hard!
C – In what way?
P – Well, just a lot of repetitions.
C – Do you feel that it’s too much for you at this point?
P – Quite honestly, I do doctor. I didn’t want to say anything to them because I’m sure they know what they’re doing. But the day after physio, sometimes I feel like I’ve been in a train wreck.
C – Well, that’s not good. I want you to feel free to let the therapist know your limits.
P – Thank you, doctor. I’ll do that.
C – Is there anything else you wanted to discuss?
P – No, I think that’s all.
C – Good, then let’s examine you now.

Respond to the following questions:
a. What did the provider do differently?

b. What was the impact on the patient and on the provider?

c. Explain the concept of active listening.

d. What is the purpose of active listening?

e. What are some strategies for active listening?

2. Approach either a family member or friend to practice this active listening skill. Share these instructions with your family member or friend, as they will be the speaker.

“As the speaker, you will talk about a success that you have experienced in your life. Answer the following questions as you talk: What was your success? What challenges did you face? How did you meet those challenges? Why was it important to you? What factors account for your success?”

You (student of this course), as the active listener, will encourage the speaker to talk by using active listening techniques: appropriate body language, minimal responders, requesting clarification and expansion, summarizing/paraphrasing what the speaker has said, and expressing empathy. You need to time the conversation ensuring that you keep the speaker talking for a full 3 minutes, using the active listener techniques that you have learned.

Now that you have had the conversation with your family member or friend, write down the exact words that you used to keep the conversation going. You can ask your partner in the conversation to help you recall everything that you did to ensure you respond fully to this activity.

a. Record what body language you used.

b. Record any minimal responders that you used.

c. Record any requests for clarification.

d. Record any requests for expansion.

e. Record any expressions of empathy.

3. Case Study
You are a manager in your Canadian workplace. One of your staff members commits an error that has an impact on patient safety, and the patient is admitted to the intensive care unit. How would you let the staff member know what happened? The other members of your staff?

a. Write a script of the above scenario with speaking parts for the manager and employee. Include in your script the specific error that the health provider made.

b. Describe how it felt for the employee to receive the feedback (imagine you are the employee and the manager is sharing the information with you). What other emotions did you experience?

c. Now imagine yourself as the manager. Is it difficult to give feedback (as the manager in this scenario)? If yes, what makes it difficult? If no, why was this easy to do?

4. Provide examples of patient safety issues from your prior experience? What happened?
Was there a culture of patient safety?

5. Briefly describe one innovation in technology from your own profession.

Module 8 – Ethics and Liability

6. Review the code of ethics for your profession to determine how it relates to the ethical principles identified in module 8.

a. Are they aligned?

b. Are some missing?

7. Read the following three ethical dilemmas. Propose solutions to each of the ethical dilemmas. Identify the ethical perspectives you used in your solutions. Respond to these questions after each case study.

a. Case Study
A person with drug-resistant tuberculosis and a history of non-compliance arrives at the airport. Should they be quarantined?

b. Case Study
You notice your colleague has a lot of bruises on her arm when she pushes up her sleeves to wash her hands. When you mention them, she quickly hides her arms and says she was playing with her very active children. You have never heard her describe her children in that way before.

c. Case Study
You are a massage therapist. You have a long-time client with whom you developed a friendly relationship. You share many interests, especially hockey. She won tickets to a hockey game and invited you to accompany her.

8. Review each liability case study and establish the criteria for negligence in each case by answering the questions.

a. Case Study
A woman was helping her husband change position in bed after his surgery. As she was doing so, she noticed a sharp pain in her hand. She looked down and found a 22-gauge needle was stuck in her hand. She brought this to your attention.

• What was the duty of care owed to the patient?

• Did the professional carry out that duty? If not, what exactly did the professional fail to provide?

• Was the patient injured?

• Did the professional’s failure to carry out the duty cause the injury?

• In conclusion, through application of the criteria for determining negligence, was the professional negligent?

b. Case Study
A patient undergoes surgery for spinal decompression to alleviate pain. Before surgery, the patient demonstrated that he understood the risks and benefits of the surgery and was capable of giving consent. Nothing unusual happened during the course of care. The surgery did not resolve the issue and in fact made the condition worse.

• What was the duty of care owed to the patient?

• Did the professional carry out that duty? If not, what exactly did the professional fail to provide?

• Was the patient injured?

• Did the professional’s failure to carry out the duty cause the injury?

• In conclusion, through application of the criteria for determining negligence, was the professional negligent?

Module 9 – Pathways to Successful Employment

9. What are some of the skills that have been described in the Employability Skills Profile?

a. Fundamental skills:

b. Personal management skills:

c. Teamwork skills:

10. Given the techniques and information that you have learned in this module, prepare a resumé that you would give to a Canadian employer. Submit your resumé as a separate document attached to an email to your instructor.

11. How are the concepts highlighted in these three modules different from your experience and education?

12. How does this difference challenge you?

13. What do you have to know or do differently to be successful in the Canadian health care system, culture, and context?

Describe and provide implementation examples of the following strategies: specific praise, choice making, effective group contingencies, contingent instructions, and time-out. Describe how or if these communication strategies can be used to motivate and encourage individuals with disabilities how to adapt to different learning environments.

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Encouragement Strategies to Increase Positive Student Behavior

Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors. Teachers can apply these strategies to remind students of expectations, redirect behavior, and positively respond to expected behavior in the classroom.

Review the "Behavior Intervention Plan (BIP) Example." Then, use the “Behavior Intervention Plan (BIP) Template” to complete this assignment.

Identifying one student from the “Class Profile” who would benefit from additional intervention, complete a behavior intervention plan to include:

Behavior
Goals and how they will be measured
Interventions and Frequency of Interventions
Person Responsible
In a 500-750 word essay, describe strategies teachers can use to respond to challenging behavior during classroom instruction. Your essay should address the following topics:

Describe and provide implementation examples of the following strategies: specific praise, choice making, effective group contingencies, contingent instructions, and time-out.
Describe how or if these communication strategies can be used to motivate and encourage individuals with disabilities how to adapt to different learning environments.
Discuss any cautions related to using each strategy.
Describe the decision making process that teachers use when deciding how to intervene on challenging behavior when engaged in instruction.
Support your findings with a minimum of two scholarly resources.

Analyze, design, implement, and document a database system application. Use the methodology for database development learned in class.

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DATA MANAGEMENT SYSTEMS DESIGN PROJECT

Purpose of this project
Analyze, design, implement, and document a database system application. You will use the methodology for database development learned in class. The system must be implemented on a DBMS with any language as a host–language for the application. The system must be menu–driven and include the basic functionality described below.

The Online Computer Store
The following specifications are intended as a guide; they are not the complete specifications. These are intended to be a basis for you to get started in the right direction in designing your system. You as the designer must analyze and decide what other details or features should be specified for your system. Thus, individual group implementations will differ in terms of design and implementation styles. Every group has to mention clearly in its report what other specifications are assumed. However: (a) they should not contradict the assumptions described below, and (b) they have to be clearly stated in your report.

DATABASE REQUIREMENTS
(Specifications for the design of the database)
Newark–IT is a company that sells computers all over the world. It is a web–based company. All sales are managed via a website. The company wants to build a database system for customers, products, and sales transactions. You have been approached to help Newark–IT with the database design and application development.

1. A customer has an ID, a first name and a surname.

2. Each customer has a home address, a telephone number, and an email address.

3. A customer can have one or multiple credit cards. Each credit card has a number, a security number, the name of its owner, the billing address, the type of credit card, and an expiry date.

4. A customer can specify multiple shipping addresses. A shipping address is identified by the name the customer choses for this address (which is unique among the shipping addresses of this customer) and the ID of the customer. For a shipping address the zip code, street name, street number, city, state and country are provided. If a customer is deleted, we need not keep track of her shipping addresses any longer.

5. Customers have a status (regular, silver, gold and platinum). A status level corresponds to different advantages. In particular, a credit amount is offered to the customers of silver status and above which might be different for each of these customers. In addition, the company proposes each month special offers (reduced prices) for some products exclusively for gold and platinum status customers.

6. An offer is the combination of a particular product and a price.

7. Each product has its own product ID, a name, a recommended price, and a brief textual description.

8. Each product has also a unique product type. The quantity of each product in stock is recorded in the database.

9. A customer can collect several products in a shopping basket each at a different quantity. If the product is on offer and the customer is of gold or platinum status, she is charged the reduced price for this product.

10. A shopping basket is always non–empty. It is created with the first item added.

11. A successful sales transaction is recorded in the database, when a customer buys a shopping basket (with products), choses one and only one shipping addresses and the payment is confirmed. The price and the quantity of every product in the transaction should be available as well as the total amount of the transaction.

12. The payment of a sales transaction is done with a credit card. It can be one of the credit cards stored by the customer, or a credit card whose information is recorded for this particular transaction.

13. As soon as a sales transaction is confirmed, the shipment is started. If a product is not delivered successfully, for instance because the cargo got lost, the transaction gets tagged with not–delivered tag.

14. There are three main categories of product types: Desktop computers, laptops, and printers.

15. There are also product types that do not belong to any of these main categories (e.g., different kinds of accessories).

16. Product types of main categories have specific attributes: Desktop computers and laptops have both a CPU type, and laptops have also a weight and a battery running time. Printers have a resolutions and a printer–type.

Devise a sampling strategy that combines both systematic and stratified sampling techniques. Explain this strategy in detail. Devise a sampling strategy that is both random and systematic. Explain your strategy in detail.

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Analysis of Class Database Survey: Types of Data, Sampling and Assessing Bias


1) Consider the survey we have at hand. It was designed to harvest a plethora of measurements to
better understand the metrics of High School Students in Ontario in general.

  • a) Consider the technique I used to sample the members of our class. Again, if the population we
    were intending to study was all Ontario high school students … then what type of sampling
    technique did I use? Justify your Answer. (2)
  • b) Let’s say you now want to use this survey (as is) to sample High School students in Ontario.
    You perform a Multi–stage sample and wind up choosing Loyola as a site for sampling. You contact the school administration and receive the following information to help you determine any and all of the amount of each “type” of student you intend to select:

M:F Ratio = 44:56 Average age: 15.7 yrs
Median Age: 15.5 yrs
# Grade 9’s 271
# Grade 10’s 328 You can estimate any other demographic you
# Grade 11’s 220 like and use this in your sampling technique
# Grade 12’s 138
PIP students 18

Note: You will have access to any and all information and equipment necessary to do this sampling
(provided it can be found at the school). Funding for supplies and a staff of two volunteers will be
provided for you.

  • i. Devise a sampling strategy that combines both systematic and stratified sampling techniques. Explain this strategy in detail. (2)
  • ii. Devise a sampling strategy that is both random and systematic. Explain your strategy in detail (2)
  • iii. A colleague of yours tells you that they would not use any of the above strategies.

Instead they suggest the following:

1. Stratify the population as follows:
Grade Total # of classes Classes Sampled
9 11 5
10 14 5
11 8 5
12 6 5
PIP 2 1

2. Randomly choose the required number of classes by drawing their teacher’s names ‘out of a hat’.

3. Sample the entire class.

4. Have the teachers sort the survey’s alphabetically.

5. Choose every other survey and those remaining surveys become your sample. Explain two problems that exist with this strategy and then describe how you could use their framework to effectively perform a random, stratified, and systematic sample. (4)

2) Before we implement our study we must consider the quality of our survey.

a) We have gathered many different types of data and as such may need to treat each differently.
ON YOUR SURVEY indicate which of the data is Categorical (C), Discrete (D) or Continuous (I).
Place these labels to the left of the question number at the beginning of each statement in
the survey.

b) There is some question as to whether or not the response(s) to question #37 constitutes a discrete or a continuous variable. Choose which one is appropriate and defend your position VIGOROUSLY!!!

c) Many of these questions can solicit incorrectly measurements when the survey is administered
to uninformed students. Outline the flaws in question #1, #4, #34. Without throwing the question out of the survey, repair each question to ensure it generates an effective measurement. (4)

3) There are many sources of error that would act to introduce bias in our information gathering
process. We should look to our survey to ensure we eliminate these ahead of time and ensure we
measure the true patterns that exist in our population.

a) Indicate at least three instances where measurement bias will occur in the gathering of the data
fro this survey. Address leading and loaded questions in the selection of these instances (you
should have one example of each). Explain your reasoning for these choices and either fix them
or suggest how one would go about doing so. (8)

b) Use question 16 – 18 to explain the concept of response bias. (2) THEN, outline two other
questions that would elicit this type of bias and correct for this bias by providing adequate
editing, conditions, and/or controls to ensure the responses to said questions have a decreased
propensity for response bias. (4)

c) Outline strategies that you could reasonably and legally implement to remove the likelihood of
non–response bias (and explain how they would be effective in lessening this problem!). A
minimum of two ideas (with explanations!) is suggested. (4)

Note – You can be creative and you can use any control that an administrator or teacher has at
their disposal. However, you must consider the rights and responsibilities these people have to
students, parents, to the school board, and to their professional/ethical governing institutions!

Compared to Throwback’s current performance appraisal system, what are the advantages and disadvantages of introducing a formal performance evaluation at Throwback Brewery?

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Seminar Management Strategy & Policy Assignment

Read the Throwback Brewery case and Chapter #2 of the textbook (Both will be attached) Answer the following questions:

Part #1:

What are Throwback Brewery’s goals and in what ways should these be linked to performance appraisal?
Is there any performance evaluation happening at Throwback? Defend your position by identifying data that indicates that Throwback’s informal system is working (or not working) well?

How might a formal appraisal process support or detract from Throwback’s organizational goals and its organizational culture? How does its culture compare with the examples in Chapter 2 of the assigned textbook?

Compared to Throwback’s current performance appraisal system, what are the advantages and disadvantages of introducing a formal performance evaluation at Throwback Brewery?

What is your own personal experience with performance appraisals? What tools would you consider using to appraise the performance of your chosen course project company or organization?

Part #2:
What strategic issues confront Throwback Brewery? What market or internal circumstances should most concern Nicole and Annette?

What recommendations would you make to the owners to address the strategic issues confronting Throwback Brewery? How might the implementation of a formal appraisal system impact the company’s culture?

Take a few moments to watch these videos (see links below). Do any of these depictions of performance appraisals change your mind about what Annette and Nicole need to do next?

-https://www.youtube.com/watch?v=gdp4sPviV74
-https://www.youtube.com/watch?v=xfxB2V-zdG0
-https://www.youtube.com/watch?v=unmKnS5jPOc
-https://www.youtube.com/watch?v=1OKNRI5AWH4

What is the advantage of using comparative statements for financial analysis rather than statements for a single date or period? How does the use of the materials requisition help control the issuance of materials from the storeroom? Describe how total variable costs and unit variable costs behave with change in the level of activity.

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Accounting Writing Assignment : Unit 3

Choose a question below. You only need to select one question from the list below:

1. What is the advantage of using comparative statements for financial analysis rather than statements for a single date or period?

2. How does the use of the materials requisition help control the issuance of materials from the storeroom?

3. Describe how total variable costs and unit variable costs behave with change in the level of activity.

How do computerized budgeting systems aid firms in the budgeting process? Why would standard cost be a more appropriate transfer cost between cost centers than actual cost? Discuss the principal limitations of the cash payback method for evaluating capital investment proposals.

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Accounting Writing Assignment : Unit 4

Choose a question below. You only need to select one question from the list below:

1. How do computerized budgeting systems aid firms in the budgeting process?

2. Why would standard cost be a more appropriate transfer cost between cost centers than actual cost?

3. Discuss the principal limitations of the cash payback method for evaluating capital investment proposals.

What are some of the ways that cognitions can make it difficult for people to carry out their skills? How can we help people make changes that will continue past the therapy session? Discuss how people can be given the needed encouragement to keep trying.

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Chapter 5

Select a total of 2 questions to which you will provide a response incorporating this week’s required materials.

Discuss the value of identifying if the problem is in the area of skills, motivation, or signals.

What are some of the ways that cognitions can make it difficult for people to carry out their skills?

How can we help people make changes that will continue past the therapy session?

Discuss how people can be given the needed encouragement to keep trying.

Discuss why it is important to identify needed changes in clear and positive terms.

Describe how this week’s required materials impacts your thinking about The Fosters family. For example, you might discuss how adversity contributed to the resiliency of one of the characters; or, you might discuss ways in which a therapeutic model would be helpful or perhaps contraindicated for this family.

What are my beliefs about the family and the nature and quality of family life and the human experience? What is a “family”? How important are families? What values do I hold regarding families and the human experience? What does it mean to be human?

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Philosophy Statement

Instructions
After completing this week’s readings, respond to the questions below. Create your philosophy in a word document and upload the document as an attachment. Your response must be a minimum of 500 words and be supported by 2 APA formatted references with corresponding citations. Please see the grading below.

Building a working philosophy statement of family life education. (Note: this assignment is taken from the Required Reading listed below.)

Follow the guidelines below and design your own working philoso­phy of family life education. Address the questions in your discussion. (Duncan, S. F., & Goddard, H. W. 2011 p. 24)

• What are my beliefs about the family and the nature and quality of family life and the human experience?

• What is a “family”? How important are families? What values do I hold regarding families and the human experience? What does it mean to be human?

• What are my beliefs about the purpose of FLE?

• What is the nature of FLE? What value does FLE have in com­munities? Is it to provide insight, skills, and knowledge? Is it to change behavior? How “interventionist” should FLE be?

• What are my beliefs about the content of FLE?

• Of what value is university-based theory and research to families? Of what value is the lived experience of individuals, families, and communities, and how can it become part of the content of FLE? How do my personal values regarding families and the human experience influence the content I select?

• What are my beliefs about the process of learning for families in outreach settings?

• How do individuals and families learn most effectively? What teaching strategies have the greatest impact? How important are learning goals and evaluation in these processes? What assumptions do I hold about learners?

Duncan, S. F., & Goddard, H. W. (2011). Family Life Education : Principles and Practices for Effective Outreach. Los Angeles: SAGE Publications, Inc. p. 24

Which fund(s) outperform the benchmark (index)? Which portfolio offers the highest compensation for risk? Which fund has the most consistent performance over time?

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Part 1 (Excel):
Assume you want to invest in a market with two risky assets and the risk–free rate. The numbers are
in the below table:

Risky Risky Risk-free
Asset 1 Asset 2 Asset
( ) 12.50% 7.50% 1.25%
25.50% 15.50%
12
0.65
It is possible to choose from eight different portfolios of risky assets, with weights:

Weight Weight
(Risky Asset 1) (Risky Asset 2)
Portfolio 1 -20% 120%
Portfolio 2 0% 100%
Portfolio 3 20% 80%
Portfolio 4 40% 60%
Portfolio 5 60% 40%
Portfolio 6 80% 20%
Portfolio 7 100% 0%
Portfolio 8 120% -20%

Show how it is possible to select the best risky portfolio, given the information you have.
Solve this part by doing the calculations on the Excel file and write the answer in Section 2 your
comments. If you want, you can help yourself with graphs to clarify your answers.

Part 2 (Excel):
Consider now a market where three funds can be traded, and you want to understand which is the
best investment for you, based on all the performance measurement tools learned in class. The
numbers are:

( ) Beta Tracking Error
Fund 1 10.50% 16.50% 0.10 18.00%
Fund 2 16.50% 23.50% 1.10 21.00%
Fund 3 35.50% 32.00% 0.50 22.50%
Index 15.00% 18.50%
Risk-free 1.25%

Write the solution in Section 2 of the excel and answer the following questions as well:
▪ Which fund(s) outperform the benchmark (index)?
▪ Which portfolio offers the highest compensation for risk?
▪ Which fund has the most consistent performance over time?