Casre coordination week 4 Peer replies

Question

Post#1 – Mary 

The reimbursements for Medicare, Medicaid, private insurance, and HMOs for APRNs all differ because each entity has its own billable guidelines and coding rules.  Each insurance company has specific contracts with the physicians and APRNs on reimbursements.  Medicare and Medicaid will reimburse APRNs for the services that are performed within their scope of practice.  Private insurance companies and HMO plans will also reimburse APRNs, but there are stipulations on how much will be reimbursed if claims are made through an APRN’s NPI versus a physician’s NPI number.   APRNs have their own national provider number (NPI), which allows them to bill insurance companies for services rendered.  However, many practices will bill under the supervising physician’s NPI number even if the APRN provided the service because the insurance will reimburse 100% of the claim as opposed to 85%, which is the payment for APRNs (National Association of Pediatric Nurse Practitioners, 2016).  Physicians and APRNs have a fee schedule or fee-for-service chart that is different because APRNs get paid less.  According to Blair (2018), payments for NP and CNS services are discounted to 80% of the lesser of either the actual charge or 85% of the physician fee schedule amount.  The 1997 Balanced Budget Act allows Medicare reimbursement of services provided by NPs and CNSs if the services are reimbursable when provided by a physician (Blair, 2018).  Section 6405 of the Omnibus Budget Reconciliation Act of 1989 authorizes Medicaid payment for services of certified pediatric NPs and certified family NPs, with reimbursements varying between 70% to 100% of physician fees (Blair, 2018).  Private insurance companies generally reimburse 80% of their member’s healthcare costs (Blair, 2018).  In regard to managed care organizations MCOs or HMOs, this system helps keep costs down by reimbursing PCPs using a fee-for-service, capitated, or fee-per-member basis (Blair, 2018).  APRNs can apply to become primary care providers (PCPs) on the MCO/HMO provider panel, but it seems slow and nonprogressive (Blair, 2018).

Unfortunately, APRNs cannot own their own practice in the state of California because the current law restricts APRNs from practicing independently from a physician or group setting.  There must be a supervising physician since APRNs do not have full practice authority.  Oversight by a physician is required when an APRN practices medical services, even if it is within the scope of practice.  In other words, APRNs in California must always have a Medical Director in practice or be part of a physician group with a standardized procedure or protocol.  According to Davis (2020), California, unfortunately, struggles to find the political will to address the challenge of permitting nurse practitioners (NPs) and physician assistants (PAs) to practice to the full extent of their training and education independently.       

Post#2- Brian 

Describe the reimbursement mechanisms (Medicare, Medicaid, private insurers, and HMOs) for APRNs.

Medicare enrollment for physicians and non-physicians needs to be for the eligibility to receive funds for services provided. From my experience working in a hospital, I have witnessed a “Prospective Payment System” which is a predetermined or fixed way to charge the patient. Medicare pays hospital per beneficiary discharge or a “Diagnosed Related Group” which is adjusted based on the patient’s severity.

Medicaid is a bit different from the previous insurance mentioned as prices for patient care are created by the Medicaid Agency or federally established. This creates a variance between the prices set by the hospital for the incurred expense and the rate focuses on a much lower base rate. Why should a hospital agree to receive a lower base rate? Simple, the number of Medicaid patients is too great to decline, and with the addition of “Supplemental Payments” the hospital usually receives a higher total payment. Supplemental payments are payments given to the hospital that are not necessarily linked to services provided, it is meant to make up for the low base rate and account for approximately 40% of total hospital payment.

Private insurers are easier to understand as it the money paid to a healthcare provider through a third party to cover the medical services and equipment. Existing evidence suggests that rather than helping to contain health care costs, employer-based health insurance may be partly responsible for their present escalation. In addition, employer-based health insurance may not be the most equitable way to implement a national health insurance plan (Wallen & Williams, 2019).

Are there any differences in the fee schedules between Physicians and non-physician providers (NPP) such as APRNs? Please describe.

Fee schedules for healthcare providers, including physicians and non-physician providers (NPPs) such as Advanced Practice Registered Nurses (APRNs), can vary based on several factors, including the type of service provided, the setting in which the service is rendered, and the payer (e.g., Medicare, Medicaid, private insurance). Some states grant NPPs more autonomy in providing certain services, while others have more restrictive regulations. Fee schedules may reflect these differences in the scope of practice.

Can APRNs own their own practices in your state? Why or why not? According to the Florida Department of Health and the Florida Board of Nursing, FNPs in Florida can practice independently if they have a signed agreement with a physician. They can even have their practices. A physician does not necessarily need to be present at the time of service (Roemer, 2022). What I found interesting is that the NP has certain limitations, for instance, a mental health practitioner cannot prescribe more than a 7-day dose of a psychiatric medication. Certain responsibilities continue to fall under the supervising primary care physician.

Evaluation

QUESTION

For this reason, your paper should have an intro paragraph and a thesis sentence, because these are essential to effective organization.  However, please do not focus your attention on these; rather, our focus for this paper is on evaluating the sources.  A rather vague and inexact thesis sentence is fine for this paper, something along the lines of: “When assessing the purposes and consequences of the Bracero Program, historians must carefully consider how power and inequality affected the written record,” or, “Awareness of the authorship, audience, and original purpose of primary source documents is vital to assessing their value for understanding the Bracero guestworker program.”

Your paper should be organized in the traditional college paper format:

Intro Paragraph (which orients reader and ends with a thesis sentence)

Body Paragraph 1 (which should start with a topic sentence, then provide evidence/argumentation, and end with a concluding sentence)

Body Paragraph 2 (which should start with a topic sentence, then provide evidence/argumentation, and end with a concluding sentence)

Body Paragraph ….. etc. etc.

Conclusion Paragraph (which sums up the main points of your paper)

Bracero Program

The Bracero Program was a guestworker labor agreement between the US and Mexican governments that from 1942-1962 granted 4.6 million work contracts to Mexican laborers who worked on American farms.  The demand for these positions in Mexico was intense, and there were far more applicants than there were spots in the program, as young men (the program was only open to men over 18 years) in Mexico saw this as an opportunity to make a lot of money in a few months money they mostly aspired to use to invest in land, a house, or education.  After a vetting process Mexico City, they were shipped north to the American West, where they were contractually bound to work and reside on a single farm estate. 

Many of these workers were disillusioned by what they found in the US.  Circumstances varied, but many complained that their pay was illegally docked (even the Mexican government was guilty of this), that the food was abysmal and insufficient, that the housing was decrepit, that labor protections were unenforced and the work was dangerous, and that overseers used abusive language and even violence.  Indeed, many historians assert that for employers the purpose of the program was to gain a highly exploitable and racially constricted workforce.  Historian Mai Ngai calls the Bracero Program a form of “imported colonialism” that created patterns of “social segregation and isolation of [Mexican laborers]” that continue to this day, especially in the agricultural, meat processing, and construction industries. 

If you missed it, I linked a few brief summaries of the Bracero Program last week: Week 4: Photographs and Guestworkers

Sources

For this paper, you are evaluating three sources about the Bracero Program:

1.  “Why Braceros?” A propaganda film by the Council of California Growers, 1959 https://www.c-span.org/video/?407381-1/why-braceros

I want to emphasize that this is propaganda created by a business association of large agricultural companies (including the DiGiorgio Fruit Co. mentioned in the 2nd source) that profited off the underpaid and exploited labor of American and Mexican farmworkers.  Who was the intended audience for this propaganda?  What was their intended message?  Why?  

2.  A press release by the US Department of Labor, 1960 Press Release on Braceros as strike breakers.pdf 

This source was created by the US Department of Labor — a federal government agency that is supposed to make sure labor laws are followed.  What does this source show us about agricultural companies’ relationship with American laborers and their intentions in bringing in Mexican laborers?  This was a press release that was supposed to be disseminated through American news agencies.  What was the government trying to convey to the American public?

3.  A letter by a Mexican postal worker to his friend, a Bracero worker in Ohio, dated 1944 Letter to a Bracero 1944.docx

This letter was written by a Mexican postal worker to his friend who was working in the USA.  The author (at least before writing this letter) had never traveled to the USA.  Nonetheless, this letter can be an important source when researching the Bracero Program.  How so?  What can we learn from this about what ordinary Mexicans thought about the Bracero Program? And how did his correspondence with a Bracero affect this man’s thoughts about his own nation and government?

Prompt:  What can each of these sources contribute to a research project on the Bracero guestworker program? 

These are the main questions you need to apply to each of the sources: 

  • Who created the source?  Not just names and titles, but who were they?  What kind of position and power did they have?  What was their relationship to the Mexican workers being brought to the USA?  USE YOUR IMAGINATION AND CONTEXT CLUES TO MAKE EDUCATED GUESSES
  • Who was the original audience for this source?  Why? Again, the point is not just names, but the wider significance of the document.  What sort of people was a document of this type intended for?  What bureaucratic entities produced and used such documents?  How did the author imagine a future reader would use this document?
  • What was the creators’ purpose or agenda?  What function did this document have in the context?  How did it relate to the functions of government and economy?  What was this author’s specific purpose, and by extension what was the purpose of documents of this sort?  AGAIN, IMAGINATION IS KEY 

ENG130 Post University Unit3 Literature and Composition

QUESTION

  • Unit 3 Overview
    A sailboat with sailors at sunset with a sailor falling overboard into the ocean and a faint outline of a large sea creature. There is no friend as loyal as a book.
    ~ Ernest Hemingway

    Ernest “Papa” Hemingway said, “All you have to do is write one true sentence. Write the truest sentence that you know.” This worked for Hemingway since everything he wrote was gritty, visceral, and purposefully realistic. Hemingway set an unmistakable tone in his writing, and his realistic tenor influenced other famous authors such as J.D. Salinger and Ray Bradbury. Tone and imagery are two of the devices that paint the pictures in literature; they lend greatly to the attitudes of both the characters and the readers.

    While authors use imagery to evoke emotion and persuade the readers, it also helps the reader view sceneries, feel emotions, and connect to actions. Tone is the manipulation of that imagery that provides a voice to the work. If the character is vividly and wildly angry, so is the reader. If the dog is depressed because he is lost and cannot get home, we are brought to tears. Tone and imagery provide the richness of sensation and QUESTION to every literary journey.

    Objectives:
    • Compose a descriptive poem.
    • Demonstrate critical thinking skills.
    Activities:
    • Read, view, and engage with Readings and Resources.
    • Actively participate in the Unit 3 Discussion.
    • Complete and submit the Unit 3 Assignment – Descriptive Imagery.
  • Item

    Readings and Resources

    Readings and Resources

    Topic One: Tone and Imagery

    Kirszner, L. G., & Mandell, S. R. (2024). Portable literature: Reading, reacting, writing (10th ed.). Cengage Learning US.As you read these passages, reflect on the author’s use of tone and imagery. Does it change? Do you have a clear picture of what is happening and how it is happening?

    • Chapter 16: “No Face” by Junot Diaz
      • pages 427-430
    • Chapter 16: “The Red Convertible” by Louise Erdrich
      • pages 431-437
    • Chapter 20: “Cloud Painter” by Jane Flanders
      • page 545
    • Chapter 20: 9773 “Comanche Ave” by David Trinidad
      • page 552

    This interactive course was created to assist you in your mastery of tone and imagery.

    Topic Two: How to Write a Response Poem to a Painting or Photograph

    In the following sections, you will find some basic information about style, tone, mood, and imagery. These are the devices that set stories apart from each other and create the emotion of the story. Please watch these resources, as you will need them to complete the Unit’s Discussion Board and Literary Response. “George the Poet” takes his viewers on his journey of creating poetry to a photograph at the Tate Museum.
    This video explains the difference of tone and mood while providing examples from literature.
    This video explains how authors use imagery to enhance writing.


    Topic Three: Creativity

    The definition of art transcends mere physical objects and involves three interconnected aspects: the medium (physical object), the message (meaning expressed within), and the marketplace (commercial and academic reception). These aspects form a complex, evolving process where audience participation and interpretation contribute to the overall meaning and value of the artwork. The hierarchy of art forms is now more fluid as the focus shifts from the product to the process, aiming to elevate consciousness and inspire personal and collective evolution.

    Supplemental Resources:

    This article explores Dicken’s work, Hard Times, and discusses the patterns of ideas and imagery to deciper whether they similar throughout his work.

  • Discussion Board

    Unit 3 DB: How Do You Respond to Literature?

    Unit 3 DB: How Do You Respond to Literature?In this unit, you have read four stories/poems that were written by a diverse array of authors and poets. These writers use tone to express emotion and, thus, a message. Select one of the stories/poems from this unit. In two strong paragraphs:

    • Explain how you think the tone of the story or poem influences the author’s message.
    • Ensure that you discuss what you consider to be the tone of your chosen story or poem as you discuss how tone and the message of the story/poem are connected.
    • Use some text examples to support your response, and properly cite those sources in APA format.

    In response to your peers: Discuss your emotional reaction to the connections your classmates presented.

Public Speaking – Touchstone 3: Informative Speech

QUESTION

informative speech on a topic of your choice. The speech can be for any 

context, but it must be informative. Below is a list of example 

informative speech topics for your reference.

  Type of Informative Speech   Purpose   Examples     Object   To inform an audience about something visible or tangible   

  • The human body 
  • An episode of The Family Guy 
  • A car engine 
  • Equipment for riding a horse

 Process   To explain a series of actions or steps with a defined ending point   

  • How the modern electoral college works 
  • How an ice cream sandwich is made 
  • How to drive a car 
  • How to study for a test

 Event   To discuss or describe an occurrence of importance   

  • The Battles of Lexington and Concord 
  • A person’s first week at college 
  • The invention of the telephone 
  • The Norman invasion of England

 Concept   To discuss or explain an abstract idea or notion   

  • The origins of the universe 
  • Love at first sight 
  • Optical illusions 
  • Patriotism vs. nationalism

In order to foster learning and growth, all work you submit must be 

newly written specifically for this course. Any plagiarized or recycled 

work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.

A. Directions 

Step 1: Select Informative Topic/Issue 

Your speech should be consistently informative in nature. Identify  your audience, purpose, and thesis. Imagine your audience and how you  would want to convey your message to this audience. 

Refer back to the following lessons for support: 

Step 2: Consider Purpose, Thesis, and Audience 

Identify your purpose, thesis, and audience. Imagine your audience  and how you would want to convey your message to this audience. As you  start to plan your speech, ask yourself the following questions: 

  • What are you hoping to achieve with this speech? 
  • Who will be in your audience? What do you know about them? 
  • What is the key message of your speech? 

Refer back to the following lessons for support: 

Step 3: Find Credible Sources 

Utilize your program resources, the internet, or a local library to find three  credible sources that are relevant to your speech. As you look for  sources, consider the following questions in your search to help ensure  credibility: 

  • How recent is the data or information presented in your source?  
  • When was the source published? If the source is a website, when was the website last updated?  
  • What does the source cover?  
  • How well-researched and detailed is the source?  How much depth is the topic covered in? 
  • How is this content and level of detail relevant to your purpose, audience, and message? 
  • How is the author qualified to speak on the topic? 
  • What is the author’s purpose? 
  • What biases might they have?  
  • Is the information the author’s opinion alone or is it supported by cited facts? 
  • Who funds the website or publication?  
  • Are there items endorsed or for sale? If so, what items? 
  • What is the reputation of the website or publication? 

Refer back to the following lessons for support: 

Step 4: Identify Pieces of Evidence 

Read through your sources to identify five pieces of evidence  that support and reinforce your thesis. Be sure to use at least three  different types of pieces of evidence from the following list:  

  • Statistic 
  • Analogy 
  • Definition 
  • Visual 
  • Story 
  • Testimony 

Refer back to the following lessons for support: 

Step 5: Create Notes 

Create notes or bullet points that you can refer to while presenting  your speech. You should not read your speech word for word from your  notes. Make sure to cite at least three sources or pieces of evidence as  you deliver your speech. 

Step 6: Use Clear Language 

Ensure that the language you use is consistently clear and  appropriate to the audience, which helps the audience connect with you  and your topic. Explain any technical jargon you use where necessary. 

Refer back to the following lessons for support: 

Step 7: Practice Speech 

Practice presenting your speech. Deliver a speech that is 5–7 minutes in length. 

Refer back to the following lesson for support:  

Step 8: Review Rubric 

Before filming, review the rubric to ensure that you understand how you will be evaluated. 

Step 9: Film Speech 

Film yourself presenting the speech. Be sure that you can be easily  seen and heard—at minimum, your head and shoulders should be visible in  your video, and you should make eye contact with your audience by  directing your speech toward the camera. 

Important: Be sure that your speech’s purpose, audience, and  thesis are clear. If you choose, you can state this information at the  beginning of your video before you begin your speech. 

Refer back to the following lessons for support: 

Step 10: Review Video 

Review your video to ensure that you can be seen and heard. Refilm as  needed. Your speech should be delivered in one video with no cuts or  editing. 

Step 11: Review Checklist and Requirements 

Review the checklist and requirements to ensure that your Touchstone is complete. 

soc 120 ja

QUESTION

For your next blog post, you will be writing a literature review, in which you will summarize a sociological, scholarly (academic) article that has been written about your topic (click here to read the instructions for Blog #2).

Step 1: Your Post

Your submission for this step is worth 5 points.

Instructions

During Week 4 you took the Quiz: Scholarly (Peer-Reviewed) vs. Popular Sources, which introduced you to scholarly (academic) sources and to how they differ from popular sources. You also learned what “peer-review” means and what the peer review process entails.

For this assignment, you will be discussing summaries of scholarly (academic) sources.

To do so, you will be choosing a summary from a website called Discoveries, which is an online source of summaries of new sociological research that has been published in academic journals. The summaries are written by the graduate editorial board of The Society PagesLinks to an external site., which is an “open-access social science project headquartered in the Department of Sociology at the University of Minnesota.” You can read more about The Society Pages at thesocietypages.org.

Do the following…

First, go to Discoveries by clicking hereLinks to an external site.

Then, you can either scroll down through the page that appears and move through subsequent pages by clicking on the page numbers at the bottom, or you can click on the dropdown menu under “Categories” to select a category you are interested in. This will take you to all the summaries that are related to that topic.

Please see the image below so that you are sure to go to the correct drop down menu — this image shows a red arrow labeled “CLICK HERE,” showing you where the correct drop down menu is (make sure you do not click on the search box that I’ve labeled “NOT here”). 

Select Categories drop down menu

Then, select a summary you would like to focus on for this assignment. Once you have chosen the summary, be sure to click on the title of the summary so that you are able to read it entirely and so that you have the link to that specific article. 

Then read the summary and answer the following questions about it:

Questions:

Scroll down to click the “Reply” button. You will then see a text box, where you will write your answers to the following questions. After you have finished typing your answers, click “Post Reply” (the blue box on the bottom right corner of the text box). If you need more help on how to reply to these questions on a discussion board, click hereLinks to an external site.. After you have posted your answers to the following questions, you will see your classmates’ answers. You are then ready to do Step 2 below.

Please provide your answers to the following questions in numbered/lettered format as the questions are indicated.

What is the title and and names of the author(s) of the summary? 

Copy and paste the link of the summary. NOTE: to get the link, you need to first click on the title of the summary itself.

Describe why you selected this summary. What interests you about it?

What is the title of the scholarly article that is being summarized and what year was it published? This information should be provided under the title of the summary and above the picture. For example, in the image I posted above, the title of the scholarly article is “Noncitizen Justice: The Criminal Case Processing of Non-US Citizens in Texas and California” and the authors are Michael T. Light, Jason P Robey and Jungmyung Kim. 

Re-read the introduction paragraph of the summary. Did you find it engaging? Why or why not? How do you think the author tried to engage you as a reader?  

Now re-read the rest of the summary. What was the research question of scholarly article that is being summarized? In other words, what did the authors of the scholarly article being summarized want to find out with their study?

What research methods did the authors of the scholarly article being summarized use for their study? How is this related to what you read or watched this week in either the assigned sections of the Research Methods chapter or the additional content I posted (Why are Research Methods Important? and What are the Sociological Research Methods?). Be sure to cite/indicate which source you are getting the information from. 

What were the findings of the study in the scholarly article being summarized? 

Why should we care about these findings? 

In at least 3 sentences, tell us your thoughts or feelings about this summary. 

Step 2: Respond to Your Classmates

This step is worth 5 points.

Circle back to this discussion board and read through your classmates’ answers to Step 1.

Respond to at least 2 of your classmates by doing the following:

Respond to classmates that do not already have a lot of responses.

Do the following in your response to your classmates:

Validate your classmate’s reasons for selecting this summary and/or their thoughts and feelings about the summary.

What is one thing you learned from reading your classmate’s summary?

art120

QUESTION

Group Discussion, Psychological Selfie Portrait. Your Post due Wednesday, Replies to classmates due Sunday

Assignment Goals:

A Psychological Selfie Portrait

The selfie is so ubiquitous these days that all of our phones have “selfie” modes! The subculture of the selfie exploded with the onset of the mirror camera mode- and now, it would be difficult to find anyone that has a smart phone that does not know what a “selfie” is or how to use some filter to change their appearance. However, this practice has been around for hundreds of years, and was previously identified as a “self portrait”. The earliest that I can identify are from as far back as the Renaissance (1500’s). Not all artists worked in this mode, however, this practice is when we see artists reflecting back on themselves.

For this week’s discussion, you are going to create a psychological self portrait that is influenced by an artist from the textbook, and analyze it as an art historian might, or someone with a trained eye might, (like yours!).

A psychological self portrait gives us an insight into the emotions and feelings of the subject (you). It tells us of where you are at mentally and emotionally. Color, size, iconography, how much space your image takes up in the composition; all these elements together tell us the story of you, in that moment that the image is taken.  

Prompt Guidelines:

Part 1 Creating the Perfect Image: 

Take a photograph of yourself that is psychologically interesting. It MUST be inspired by an image from the textbook*. Use your phone’s camera settings to adjust the colors, zoom in, crop, etc.  You can also use apps to transform your image; but be creative (there are some really interesting aging filters out there that are waaaaaay more interesting than putting on a kitten nose through Snapchat).

Food for Thought:

Your selfie portrait must tell a story that you we all can interpret based on these elements:

1. Composition (Vantage point) are you central and up close? Significantly small and off-center? Zoom in! Or out!

Up close leaves no mystery, as opposed to far away

Central gives you the dominant role, off center may indicate a role reversal of central importance

2. Color; black & white, color saturation- vivid, faded. Use your phone’s camera settings to adjust the colors to suit the psychological interpretation.

Bright saturation may indicate a false intensity

Faded colors may indicate lack of emotion, loss

Black and white can tell of loss of vigor, or create extreme drama

3. Iconography: Props, clothing

Objects and types of clothing must add to the story of your mental and emotional status and lead to an interpretation.

Embedded Images:

Do not upload a document file, .pdf, .jpg and so on. Embed to images into the body of your prompt widow.

Wondering how to embed images? Watch this video:

Part 2 Written Analysis – Essay Format:

Your analysis of these two works of art should be evaluated in an essay format. Consider the following when crafting your essay:

A. Analyze your selfie based on the 3 elements:

composition

color 

iconography/objects

B. Written Analysis  Was the image you created successful? Does it create the psychological portrait you were hoping for? If so, why? If not, why not? (those that procrastinate don’t always doo as well)

  • C. Share the artist’s work that you took your inspiration from. This MUST be from the textbook. Is the inspiration evident? How was it inspired by the artist? Be specific. 
  • Ok so now what was I supposed to do again? Make your own Psychological Self-Portrait using those cell phone cameras

Here are a few things you might consider doing:

A. You may create a fictitious character (a doppelgänger) like Cindy Sherman did. This broadens your possibilities. Make up a totally new you! 

B. If you are camera shy, you may create a “stand-in” else that can be your model, but it must somehow be a representation of “you” visually.

  • C. Start by choosing an artist from the textbook as an inspiration; you do not have to copy them exactly, but you can do an homage. 
  • D. Do a little research and put yourself in the artist’s shoes. For example, if you chose Frida Kahlo, consider why she made self-portraits and what kind of things she was trying to convey about herself (do a google search and look at more of her work).
  • Are you still lost, wondering how to even approach this? Take a look at someone else’s work:

Here is an example of this assignment done by some one else based in Cindy Sherman’s work.

This is Cindy Sherman:

cindy_sherman.jpg

  • Here is the Student work:

student sherman.jpg

And here’s another one based on Caravaggio’s painting of Medusa from the Uffizi Gallery. This one is pretty meta because the original artist, Caravaggio, used his own face, in 1595, for his version of the  beheaded Gorgo from Greek mythology:

medusa.jpg

This last example is based on an artwork called “Your Body is a Battleground” by Barbara Kruger. This student really invested some time into capturing the spirit of the original work of art.

Student Kruger.jpg

Here are some tips:

Things to do:

Have fun.

Be creative.

Get someone to help you.

Use the timer mode on your phone, so…..no hands holding the phone. Make it a real portrait!

Things not to do:

No normal everyday selfies.

  • No environments/backgrounds that are vague or not directly related to your psychological portrait.
  • No waiting until the last minute. (Everybody can tell when you do).

HCAD670UMGC HEALTHCARE ADMINISTRATION-Hurricane Sandy: New Jersey, Disaster Response

Question

Hurricane Sandy: New Jersey, Disaster Response

Hurricane Sandy also known as Superstorm Sandy was the deadliest and most destructive, as well as the strongest hurricane of the 2012 Atlantic hurricane season. The storm inflicted nearly $70 billion in damage and killed 233 people across eight countries, from the Caribbean to Canada. Sandy was a Category 3 storm at its peak intensity when it landed in Cuba. While it was a Category 2 hurricane off the coast of the Northeastern United States, the storm became the largest Atlantic hurricane on record, with tropical storm-force winds spanning 1,150 miles. New Jersey was severely impacted by Hurricane Sandy, with economic losses of approximately $30 billion. 

Your assignment: In a MEMO format, in 900-1100 words, please discuss the following about the New Jersey response to Hurricane Sandy: 

What were three areas that went well with the response? 

What were three significant challenges with the response? 

What were three ways in which the response could have been improved? 

During Week One, we discussed Fayol’s Five Functions of Management: (a) Planning, (b) organizing, (c) coordinating, (d) commanding, and (e) controlling As the Chief Operating Officer (COO) how would you enhance your healthcare facility’s Hurricane Disaster preparedness? Discuss which ways you would utilize Fayol’s Second Function of Management, organizing into enhancing your facilities’ disaster preparedness, specifically for hurricanes? Also, discuss the political forces that were present with this response. 

Make certain that your assignment is in the APA 7th edition format with a cover page, separating your sections by the appropriate APA Level Headings. Also, make sure you include a reference page and at least five references. 

References

Abbasi, S., Shooshtari, S., & Tofighi, S. (2017). Benefits, barriers, and limitations on the use of hospital incident command system. Journal of Research in Medical Sciences, 22(1), 36. https://doi.org/10.4103/1735-1995.202146

Adalja, A. A., Watson, M., Bouri, N., Minton, K., Morhard, R. C., & Toner, E. S. (2014). Absorbing citywide patient surge during Hurricane Sandy: A case study in accommodating multiple hospital evacuations. Annals of Emergency Medicine, 64(1), 66-73.e1. https://doi.org/10.1016/j.annemergmed.2013.12.010

Aljundi, R., Chakravarty, P., & Tuytelaars, T. (2017). Expert gate: Lifelong learning with a network of experts. 2017 IEEE Conference on Computer Vision and Pattern Recognition (CVPR). https://doi.org/10.1109/cvpr.2017.753

(2015, September 15). ASPR TRACIE. https://asprtracie.hhs.gov/

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Module 14 Homework 1

QUESTION

Progress Check

Use this activity to explore how probability is used in statistical inference.


Directions

Use the drop-down menu to learn about the three steps needed to complete this assignment.

Three steps to complete the assignment

Context

You are studying with one of your classmates who is acing this class. She displays the following picture.

A deck of 52 playing cards, face up. There are 26 black cards, 26 red cards.  There are 4 suits (clubs, spaces, hearts, and diamonds) with 13 cards in each suit. There 12 "face cards."

Then she pulls out a new deck of cards. She removes the plastic wrap from the deck of new cards, opens the box, and pulls out the cards. She removes the jokers and any other cards not displayed in the picture above. Then she starts shuffling the cards – which is difficult because the cards are brand new and slippery. She continues to shuffle and reshuffle until you agree that the deck is well-shuffled. Then she sets the deck down.

To verify that you know how to calculate various probabilities for a randomly drawn card, she asks the following questions which you answer correctly.

  • If I randomly select a card, what is the probability of drawing a red card?
    YOUR ANSWER: 26/52 = 0.5 or 50%
  • If I randomly select a card, what is the probability of drawing a 9?
    YOUR ANSWER: 4/52 0.0769 or 7.69%
  • If I randomly select a sample of two cards, what is the probability that both cards are red?
    YOUR ANSWER: (26/52)(25/51) 0.2451 or 24.51%
  • In the above calculation you multiplied, (26/52)(25/51). Why?
    YOUR ANSWER: Randomly selecting a sample of two cards means we draw two cards – one at a time without replacement. So a random sample of two red cards means the first card is red and the second card is red. When we randomly select the first card, the probability we draw a red card is 26 red cards out of 52 total cards, or 26/52. We set that first red card aside. So, when we randomly select the second card, there are only 25 red cards out of a total of 51 cards, so the probability we get a red card is 25/51. We need to calculate the probability that the first card is red AND the second card is red. So we multiply the two fractions together, (26/52)(25/51).

Then your classmate says, “O.K. Let’s make a little bet. If you draw a black card, I will help you with all remaining homework in this class.” If not, you must wash and wax my car for me. Since she opened a brand new deck of cards right in front of you and you verified they were well-shuffled, you know the probability of drawing a black card is 0.5 or 50%, so you agree to the bet.

She picks up the deck of cards, fans them out (face down of course), and asks you to randomly select a card. You select a card and turn it over. It’s red – not black.

You set the card aside and ask to try again. She reluctantly agrees and warns that if you lose, you will have to wash and wax her car twice. But if you win, you will not have to wash and wax her car, and she will help you with your homework as promised. You draw another card. It’s red – not black.

You set the card on top of the previously drawn red card and ask to try a third time. Again, she reluctantly agrees, and you draw another card. It’s red – not black. You must now wash and wax her car three times. You decide to quickly calculate the probability of randomly selecting a sample of three red cards.

2652255124500.1176 or 11.76%

You set the card on top of the previously drawn red cards and think, “The next card has to be black.” You ask to try a fourth time. Again, she reluctantly agrees, and you draw another card. It’s red – not black. You now have a random sample of 4 red cards, and you must wash and wax her car four times.

You set the card on the stack of previously drawn red cards, and ask to try again. Once again, she reluctantly agrees, and you draw another card.


Prompt

Question 1

What is the probability of drawing a random sample of 4 red cards (write the probability as a decimal and a percentage)? Would you consider the random sample of 4 red cards unusual? Why or why not?

Question 2

What is the probability of drawing a random sample of 5 red cards (write the probability as a decimal and a percentage)? Would you consider the random sample of 5 red cards unusual? Why or why not?

Question 3

When your classmate began shuffling the deck of cards, what obvious assumption did you believe was true? If you draw a random sample of 5 red cards from the deck, should you reject that assumption? Why or why not?

Question 4

Based on your responses to the previous question, what will you infer about the deck of cards?

Workplace Writing II-Touchstone 3: Draft a Persuasive Proposal

QUESTION

Touchstone 3: Draft a Persuasive Proposal

ASSIGNMENT: Using your outline and annotated bibliography from Touchstones 1.2 and 2.2, draft an argumentative research essay on your chosen persuasive topic.

As this assignment builds on Touchstone 2.2: Create an Annotated Bibliography, that Touchstone must be graded before you can submit your persuasive proposal draft.

Sample Touchstone 3

In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.

A. Directions

Step 1: Draft Persuasive Proposal

Your persuasive proposal should include your persuasive thesis statement, involve argument development, and incorporate research. Remember that this topic addresses a problem or issue in your community or workplace. Refer to your feedback from the previous Touchstones to aid you in composing this assignment.

Your draft persuasive proposal should include the following components:

Persuasive ComponentsQUESTIONPersuasive Thesis Statement

Include a thesis in your introduction that includes a clear, arguable position and supporting reasons.

Argument Development and Support

All details are relevant to the purpose of your essay.

Support the argument using persuasive rhetorical appeals and cited source material (i.e., direct quotations, paraphrasing, and summary).

Essay is 6-8 pages (approximately 1500-2000 words), not including your references or reflection responses. If it does not meet this requirement, which details do you need to add or remove?

Research

Introduce, contextualize, and cite outside sources effectively using quotation, summary, or paraphrase techniques.

Incorporate sources smoothly, providing the reader with signal phrases and context for the source information.

Reference a range of at least 7 credible sources.

Properly cite your sources according to APA-style guidelines.

Include an APA-style reference page below your essay.

Step 2: Reflection Questions

Below your assignment, include answers to all of the following reflection questions.

Provide one example of a place where you have used rhetorical appeals or source material to support your argument. How does this enhance your essay? (2-3 sentences)

Touchstone 4 is a revision of this draft. What kind of feedback would be helpful for you as you revise? Are there parts of your draft that you’re uncertain of? (3-4 sentences)

Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

Argument Development and Support
? Is your argument focused on an arguable community or workplace issue?
? Is your argument thoroughly developed with highly relevant details to support it, including the use of rhetorical appeals and source material?

Research
? Did you cite all outside sources appropriately in APA format?
? Did you incorporate credible sources smoothly and effectively through direct quotation, paraphrase, or summary?

Organization
? Did you include an introduction with relevant and engaging background information and an argumentative thesis statement?
? Did you include an adequate number of body paragraphs with effective topic sentences?
? Did you include a body paragraph addressing counterargument(s)?
? Did you include a conclusion with an effective closing thought?

Conventions
? Have you double-checked for correct grammar, punctuation, spelling, formatting, and capitalization?
? Have you proofread to find and correct typos?

  • Reflection
    ? Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses?
    ? Are your answers included on a separate page below the main assignment?

Before You Submit
? Have you included your name, date, and course in the top left corner of the page?
? Is your essay between 1500 and 2000 words in length (6-8 pages)?

C. Requirements

The following requirements must be met for your submission to be graded:

Composition must be 6-8 pages (approximately 1500-2000 words).

Double-space the composition and use one-inch margins.

  • Indent the first line of each paragraph by ½ inch.
  • Use a readable 12-point font.
  • All writing must be appropriate for an academic context.

Composition must be original and written for this assignment.

Use of generative chatbot artificial intelligence tools (ChatGPT, Bing Chat, Bard) in place of original writing is strictly prohibited for this assignment.

Plagiarism of any kind is strictly prohibited.

Sources must be cited following APA guidelines. Refer to the Unit 3 Applying Evidence and Citing and Reference Techniques tutorials for instructions and examples of proper citations.

Submission must include your name, the name of the course, the date, and the title of your composition.

  • Include all of the assignment components in a single file.
  • Acceptable file formats include .doc and .docx.
  • Your annotated bibliography must be graded before your research essay draft will be accepted.
  • D. Additional Resources
  • The following resources will be helpful to you as you work on this assignment:

Purdue Online Writing Lab’s APA Formatting and Style Guide

This site includes a comprehensive overview of APA style, as well as individual pages with guidelines for specific citation types.

Frequently Asked Questions About APA Style

This page on the official APA website addresses common questions related to APA formatting. The “References,” “Punctuation,” and “Grammar and Writing Style” sections will be the most useful to your work in this course.

APA Style: Quick Answers—References

  1. This page on the official APA Style website provides numerous examples of reference list formatting for various source types.

Public Speaking – Touchstone 2: Special Occasion Speech

QUESTION

ASSIGNMENT: For this touchstone, you will 

deliver a 3–5 minute special occasion speech on a topic of your choice. 

The speech can be for any context, but the purpose must be to 

commemorate an occasion. See the following list of example occasions for

inspiration.

  Type of Special Occasion Speech   Examples     The Speech of Introduction   

  • Introducing a keynote speaker at a conference 
  • Introducing a new employee at a company meeting

 The Speech to Secure Goodwill   

  • Welcoming new employees during an orientation session 
  • Celebrating staff at a company retreat

 The Speech of Presentation or Acceptance   

  • Presenting an award for academic work (paper, research, report) 
  • Accepting an award for original creative work

 The Commemorative Speech: Dedications and Eulogies   

  • Delivering a commemorative speech for the dedication of a new building 
  • Delivering a eulogy at a funeral

 The Inspirational Speech   

  • Motivating your work team to take on a new challenge 
  • Inspiring your work team with a vision for the future

 Other Speeches: Farewells, Toasts, and After-Dinner Remarks   

  • Giving a toast at a wedding or other party 
  • Delivering a speech at a graduation

In order to foster learning and growth, all work you submit must be 

newly written specifically for this course. Any plagiarized or recycled 

work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.

Touchstone Support Videos 

Connecting Your Audience, Purpose, and Message

Analyzing Your Audience

A. Directions 

Step 1: Select a Special Occasion Topic 

Your speech should be for a special occasion. You may use a special  occasion from the list above, or choose one of your own. Consider the  following brainstorming techniques as you generate your speech topic: 

  • Word Association 
  • Clustering 
  • Freewriting 
  • Distilling Your Ideas 
  • Doing a Little Homework 

Step 2: Consider Purpose, Thesis, and Audience 

Identify your purpose, thesis, and audience. Imagine your audience  and how you would want to convey your message to this audience. 

2a. Purpose

After you determine your topic, you should refine it into the general  purpose and specific purpose by asking yourself what you hope to  accomplish with your speech and what you hope your audience will take  away with them.  

As you plan your speech and consider the purpose, ask yourself the following questions: 

  • What do you want your audience to know? 
  • What do you want your audience to think? 
  • What do you want your audience to feel? 
  • What do you want your audience to do? 

2b. Thesis

Your thesis statement should clearly articulate the purpose and main  points of your speech. Defining a thesis is essentially constructing the  structural outline of your speech. When you have defined a thesis, you  have essentially articulated to yourself what your speech will say, what  position you will take up, and what the speech’s purpose is. 

As you plan your speech and consider the thesis, ask yourself the following questions: 

  • What is the most important message of your speech? 
  • Why should/will your audience care about your message? 

2c. Audience

When planning your special occasion speech, it is important to know  about the audience and to adapt the message to the audience. You want to  prepare an audience-centered speech, or a speech focusing on the  audience. 

The audience is the target of your speech, and effectively  communicating your theme to them is the goal of good public speaking. As  such, you should always keep the audience in mind both before and  during your time on stage. 

As you plan your speech and consider the audience, ask yourself the following questions: 

  • What is the correct context for the speech?  Where and when will it be given? 
  • Who is the audience and what are their characteristics?  
  • Why has the audience come to hear the speech? 
  • What are the interests of the audience? 
  • What does the audience know about your topic? 
  • What is the audience’s point of view on the topic? 
  • How will the audience likely react to your speech? 

Step 3: Create Notes 

Create notes or bullet points that you can refer to while presenting  your speech. You should not read your speech word-for-word from your  notes.  

Step 4: Use Clear Language 

Ensure that the language you use is consistently clear and  appropriate to the audience, which helps the audience connect with you  and your topic. Explain any technical jargon you use where necessary.  Cognitive psychologists and linguists suggest that word choice has  significant framing effects on the perceptions, memories, and attitudes  of speakers and listeners.  

Refer back to the following lesson for support: 

Step 5: Practice Speech 

Practice presenting your speech. Aim for a speech that is 3–5 minutes in length. 

Step 6. Review Rubric 

Before filming, review the rubric to ensure that you understand how you will be evaluated. 

Step 7: Film Speech 

Film yourself presenting the speech. Be sure that you can be easily seen and heard, and direct your speech to the camera. 

Step 8: Review Video 

Review your video to ensure that you can be seen and heard. Refilm as needed. 

Step 9: Review Checklist and Requirements 

Review the checklist and requirements to ensure that your Touchstone is complete.