Evaluate at a minimum of two different historical perspectives regarding the delivery of health care in the United States

TECHNOLOGY IN HEALTH CARE HAS TAKEN MANY FORMS OVER THE YEARS. IN 1796, EDWARD
JANUARY 27, 2018 NO COMMENTS

Technology in health care has taken many forms over the years. In 1796, Edward Jenner developed the first smallpox vaccination method. A hundred years later, Wilhelm Rontgen discovered how to use x-rays for medical imaging. And in 2013, Japanese researchers grew the first human liver from stem cells. What is next? How does one technological advance set the stage for further discoveries?
For this assignment you will compose an analysis of 750-1,000 words incorporating the following:

Evaluate at a minimum of two different historical perspectives regarding the delivery of health care in the United States. How has technology and the lack of developing technology affected and shaped these perspectives?
Contrast and describe two technological advances that have positively impacted health care delivery in the United States.
Explain how the two technological advances you selected have influenced public opinion of the changing health care system in the United States? Provide a brief summary of both positive and negative opinions.
Forecast how you believe these two technological advances will affect delivery and utilization of health care in the United States in the future. What other factors may simultaneously affect health care utilization?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 
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How did that individual adjust to death? How well did the adjustment fit the Kubler-Ross theory?

 
At the end of life, there are a number of important considerations for both the dying person and his/her family. The person’s wishes for end-of-life care should be considered, for example. It is also important to examine the process of death and dying, as this too, is a developmental stage. To tackle this issue, we will examine the Kubler-Ross model of adjustment to death. You will also have an opportunity to discuss with your fellow students your thoughts about adult development and aging.
Use your module readings and the Argosy University online library resources to research the Kubler-Ross model of adjustment to death.
Select a person in the news or on the Internet, or a fictional character in a book. For the selected person, use your research on the Kubler-Ross model of adjustment to death to address the following:

  • How did that individual adjust to death? How well did the adjustment fit the Kubler-Ross theory?
  • What changes would you make to the Kubler-Ross theory based on your example?
 
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Describe the influences of culture, your environment, and biology on your gender role behavior.  

In this assignment, you will take a retrospective look at your life history.  First, choose an area of the brain and explain what it does, as well as how it would impact an activity from your daily life. Then, analyze the roles of nature and nurture in shaping the person you are today.  Next, describe the influences of culture, environment, and biology on your gender-role behavior. Subsequently, discuss possible sources of inaccuracy and bias in any retrospective analysis. Finally, discuss the reasons why systematic scientific studies are considered more valuable than individual accounts
Write a three to four (3-4) page paper in which you:
Section 1 (1-2 paragraphs): 

  • Choose one of the following areas of your brain and explain what it does:
    • Thalamus
    • Reticular formation
    • Brain stem (pons and medulla)
    • Cerebellum
    • Limbic system
    • One of the four lobes of the cerebral cortex
  • Explain how the area you described contributes to a specific activity from your everyday life.  (Example: During horseback riding, the cerebellum integrates information from the motor systems and balance system.)

Section 2 (1-2 paragraphs):
All of us have been shaped by both nature (biology) and nurture (environment), making us the persons we are today.  In most cases, it is difficult to completely disentangle the separate effects of nature vs. nurture with much certainty.  However, we can make some educated guesses based on our knowledge of familial tendencies that we may have inherited, as well as knowledge of our environment and experiences.  In this section, we ask for you to make some educated guesses about the roles of nature and nurture in your life.

  • Describe the role of nature (biology) in shaping what kind of person you are today. Provide a specific example of the role of nature.
  • Describe the role of nurture (environment) in shaping what kind of person you are today.  Provide a specific example of the role of nurture.

Section 3 (1-2 paragraphs):

  • Describe the influences of culture, your environment, and biology on your gender role behavior.
  • Use specific examples from your own life to explain your answers.

Section 4 (1-2 paragraphs):

  • Discuss the fallibility of memory in terms of bias and inaccuracy when you reflect on your past.
  • Identify specific memory biases that could affect how you remember your past.  Include factors related to cognition.
  • Use specific examples from your own life.

Section 5 (1 paragraph):

  • Describe why the science of psychology places more emphasis on results based on scientific studies than it does on personal experiences and anecdotes.
 
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A new or better knowledge of how biology impacts your life each day

A NEW OR BETTER KNOWLEDGE OF HOW BIOLOGY IMPACTS YOUR LIFE EACH DAY

    • What new concepts did you explore? Which seem most relevant to you personally? Why?
    • What new perspective did you gain from the course Resources and/or from your interactions with your peers and your Instructor? How might this new perspective influence an attitude or behavior?
    • Have you changed your behavior based on something you learned in the course? If so, how have you changed and why?
    • Is there a biology-related policy that you like to advocate for or against based on what you have learned in this course?
  • Select one topic for your reflection based on your answers to the questions above.
  • Conduct research to identify a scientific article related to the topic you selected for your reflection.The Assignment:

    Post by Day 6 a 2- to 3-paragraph reflection on your participation in this course that addresses one of the following topics:

  • A new or better knowledge of how biology impacts your life each day
  • A changed perspective on a biology-related issue that you consider important
  • A changed behavior based on what you have learned in the course
  • A biology-related policy issue that you would consider advocating for or againstAs part of your answer, summarize the science article you selected and explain how it relates to the key learning you identified.

    Finally, be sure your reflection includes references to your course reading or outside sources.

 
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What barriers might you anticipate when implementing the intervention as planned?

 

CAPSTONE PROJECT

Evaluation of Plan Effectiveness Criteria
You spent the last two weeks implementing a portion of the comprehensive care plan you developed for the aggregate. An evaluation of plan effectiveness is now due.
In the evaluation component of the Capstone project, you are expected to evaluate the effectiveness of the intervention.
Some questions you should seek answers to are:

  1. What barriers might you anticipate when implementing the intervention as planned?
  2. What visible signs of success would you look for (for example, reduced health issues)? Describe them.

The evaluation component of the final paper should describe your evaluation of the implementation. Include responses to points 1and 2 above. The evaluation component of the final Microsoft Word submission document should be a minimum of 2 pages.
The complete summary document should use the Mobilize, Assess, Plan, Implement, Track (MAP-IT) steps used in pulling together your project.
Over the past nine weeks, you selected an aggregate and conducted a risk assessment of its health, developed a care plan to address those health risks, planned an implement one intervention in a small group from the aggregate, and considered the effectiveness of the intervention on the health of the small group. It’s time now for you to present your final submission of this Capstone project.
Your final submission comprises the documentation of the work accomplished through your Capstone project, a Microsoft Word Document that contains the evaluation and summary, a Microsoft PowerPoint presentation highlighting the main aspects of the project including the key things learned during the 10 weeks of working with this project.
The summary document should use the Mobilize, Assess, Plan, Implement, Track (MAP-IT) steps used in pulling together your project. The complete documentation of the work accomplished over the course of the project should contain a minimum of 6–7 pages in a Microsoft Word document and should include the following information:

  • A detailed description of the aggregate
  • A description of the aggregate’s strengths and weaknesses
  • A risk assessment of the aggregate
  • Diagnoses based on the risk assessment
  • A detailed care plan for the aggregate
  • A description of how at least one intervention was implemented in the aggregate to address an identified issue
  • An evaluation of how you would identify the effectiveness of the intervention

The Power Point presentation should be concise and should include the highlights of the Capstone project and the key things learned over the course of this project, from developing, implementing, and evaluating the care plan. Your presentation should not exceed 15 slides.
Submit your final Microsoft Word document containing the evaluation and complete summary to the W10 Assignment 2 Dropbox by Sunday, March 11, 1900. Use bold sub-headings in the paper to differentiate between the evaluation and the summary information. Submit your activities log to Doc Sharing.

PHASE 7 AND 8: FINAL SUBMISSION

Rubric Name: NSG4075 Week 10 Project Rubric

Criteria
Student did not submit assignment. Lack of evaluation of the implementation plan. Evaluation does not address all interventions. Evaluation of implementation does not discuss effectiveness. Evaluation addresses all interventions and effectiveness.
Criteria
Student did not submit assignment. Lack of a discussion about implementation. Included a vague discussion of the implementation. Provided description of the plan for the implementation of interventions. Thoroughly described the plan for implementation of interventions and anticipated signs of success.
 
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Select a type of aphasia (or pure alexia, dyslexia, dysgraphia) and describe the underlying functional neuroanatomy and possible causes of damage to that anatomy that would result in the dysfunction

hort paper: Aphasia
Select a type of aphasia (or pure alexia, dyslexia, dysgraphia) and describe the underlying functional neuroanatomy and possible causes of damage to that anatomy that would result in the dysfunction. What deficits would be expected, and what functions would remain intact? How would the aphasia affect a child functionally at different levels of development? What interventions might be used with a child affected by your selected aphasia?
Guidelines for Submission: The short paper should be 2–4 pages, double-spaced, with 12-point Times New Roman font and 1-inch margins, and include citations in APA format.
View this video of a brief interaction with a gentleman with Broca’s aphasia. https://www.youtube.com/watch?v=f2IiMEbMnPM&feature=related
Wajuihian, S. O., & Naidoo, K. S. (2012). Dyslexia: An overview. Optometry & Vision Development, 43(1), 24-33.
Tony Schwartz – Nancy Grows Up (Time-Lapse Audio)
Listen carefully to this video that provides an example of language development using time-lapse audio.

 
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What is the Stroop Effect?

Attending live Seminars is important to your academic success, and attendance is highly recommended. The Seminar allows you to review the important concepts presented in each unit, discuss work issues in your lives that pertain to these concepts, ask your instructor questions, and allows you to come together in real time with your fellow classmates. There will be a graded Seminar in Units 1 through 9 in this course. You must either attend the live Seminar or you must complete the Seminar alternative assignment in order to earn points for this part of the class.
The purpose of this Seminar is to discuss the unit’s Reading. Please come to Seminar prepared to discuss the following:

  • What is the Stroop Effect?
  • What areas of the brain are involved in attention tasks?
  • Why is thought suppression important for psychologists?

To earn Seminar credit for this unit, complete one of the following:
Option 1: Participate in a synchronous Seminar discussion. You are strongly encouraged to participate in the live Seminar. Many students find this discussion very helpful because your instructor will clarify the unit material and your classmates may pose questions that you also have.

 
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Assessing the payer–patient mix for a health care organization custom essay.

Assessing the payer–patient mix for a health care organization custom essay.

Case Study: You are assessing the payer–patient mix for a health care organization. Currently, your payer mix is 40% Medicare, 10% Medicaid, 25% traditional indemnity insurance, 20% managed care, and 5% self-pay patients. Complete the following:

NOTE : Please add a heading for each bullet point, 10 Pages are sufficient

Using the most common office visit, CPT code 99214, determine the reimbursement from the Centers for Medicare and Medicaid Services (online fee schedule available for Medicare).
Using the same CPT code, 99214, determine the reimbursement for Medicaid (fee schedules should be available from the individual state).
Using the same CPT code, 99214, create at least 3 other traditional indemnity insurance reimbursements. If possible, use the actual reimbursement from the insurance carrier. It may be possible to obtain actual reimbursement information from your personal insurance carrier. If the information is not available, assume reimbursement by traditional indemnity insurance is usually 200% reimbursed more than Medicare and Medicaid, and managed care is usually 133% more than Medicare and Medicaid.
Compose an accounts receivable benchmark from this information showing columns for current, 30–60, 61–90, 90–120, and greater than 120 days.
Assess the information for areas of improved reimbursement of at least 20% or more.
Evaluate the options available to change the payer–patient mix with consideration of related legal and ethical issues.
Propose a best strategy with justification and rationale based on effective decision-making tenets.
THE BODY of the resultant paper should be 10–12 pages. Spreadsheets demonstrating the accounts receivable analysis will be attached as appendices, and there will be at least 7 relevant peer-reviewed academic or professional references published within the past 5 years. Also attach appropriate fee schedules.


 

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Compare and Contrast Theories of Counseling

 Psychology homework help

Compare and Contrast Theories of Counseling

There are many theories behind the different counseling modalities. Some counselors will adhere to one specific theory, focusing treatment types to the tenets of that theory. Other counselors will adopt a more eclectic counseling foundation, drawing key ideas from multiple theories and combining many treatment types to suit their clients.

For this assignment, create a chart that outlines the following counseling theories: behavior theory, psychoanalytic theory, cognitive-behavioral theory, and person centered theory. For each theory, cover the following aspects:

  • Goals of therapy
  • Types of treatment
  • Theoretical explanation of where substance use or abuse stems from
  • Characteristics of the client that would be the best fit for this theory

Download a copy of the chart template which you can use to create your chart.

Once your chart is complete, address the following questions:

  • Describe the similarities and differences between the different therapeutic theories.
  • According to you, which approach or combination of approaches best fits you as a future counselor?

Write a 4–5-page paper (including the chart) in Word format.

 
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A queer combination of the brain of an English chemist with the soul of an Indian Buddhist.

 

THE HEDGEHOG AND THE FOX
An Essay on Tolstoy’s View of History
To the memory of Jasper Ridley
A queer combination of the brain of an English chemist with the soul of an Indian Buddhist.
E. M. de Vogüé1
i
There is a line among the fragments of the Greek poet Archilo- chus which says: ‘The fox knows many things, but the hedgehog knows one big thing.’2 Scholars have differed about the correct interpretation of these dark words, which may mean no more than that the fox, for all his cunning, is defeated by the hedgehog’s one defence. But, taken figuratively, the words can be made to yield a sense in which they mark one of the deepest differences which divide writers and thinkers, and, it may be, human beings in general. For there exists a great chasm between those, on one side, who relate everything to a single central vision, one system, less or more coherent or articulate, in terms of which they understand, think and feel – a single, universal, organising principle in terms of which alone all that they are and say has significance – and, on the other side, those who pursue many ends, often unrelated and even contradictory, connected, if at all, only in some de facto way, for some psychological or physiological cause, related to no moral or aesthetic principle. These last lead lives, perform acts and entertain ideas that are centrifugal rather than centripetal; their thought is scattered or diffused, moving on many levels, seizing upon the
1 Le Roman russe (Paris, 1886), p. 282. 2 ‘po* ll’ oi# d’ a$ lw* phx, a$ ll’ e$ ci& nov e= n me* ga.’ Archilochus fragment 201 in
M. L. West (ed.), Iambi et Elegi Graeci, vol. 1 (Oxford, 1971).
the hedgehog and the fox 437
essence of a vast variety of experiences and objects for what they are in themselves, without, consciously or unconsciously, seeking to fit them into, or exclude them from, any one unchanging, all- embracing, sometimes self-contradictory and incomplete, at times fanatical, unitary inner vision. The first kind of intellectual and artistic personality belongs to the hedgehogs, the second to the foxes; and without insisting on a rigid classification, we may, without too much fear of contradiction, say that, in this sense, Dante belongs to the first category, Shakespeare to the second; Plato, Lucretius, Pascal, Hegel, Dostoevsky, Nietzsche, Ibsen, Proust are, in varying degrees, hedgehogs; Herodotus, Aristotle, Montaigne, Erasmus, Molière, Goethe, Pushkin, Balzac, Joyce are foxes.
Of course, like all over-simple classifications of this type, the dichotomy becomes, if pressed, artificial, scholastic and ultimately absurd. But if it is not an aid to serious criticism, neither should it be rejected as being merely superficial or frivolous; like all distinctions which embody any degree of truth, it offers a point of view from which to look and compare, a starting-point for genuine investigation. Thus we have no doubt about the violence of the contrast between Pushkin and Dostoevsky; and Dostoevsky’s celebrated speech about Pushkin has, for all its eloquence and depth of feeling, seldom been considered by any perceptive reader to cast light on the genius of Pushkin, but rather on that of Dostoevsky himself, precisely because it perversely represents Pushkin – an arch-fox, the greatest in the nineteenth century – as being similar to Dostoevsky, who is nothing if not a hedgehog; and thereby transforms, indeed distorts, Pushkin into a dedicated prophet, a bearer of a single, universal message which was indeed the centre of Dostoevsky’s own universe, but exceedingly remote from the many varied provinces of Pushkin’s protean genius. Indeed, it would not be absurd to say that Russian literature is spanned by these gigantic figures – at one pole Pushkin, at the other Dostoevsky; and that the characteristics of other Russian writers can, by those who find it useful or enjoyable to ask that kind of question, to some degree be determined in relation to these great opposites. To ask of Gogol, Turgenev, Chekhov, Blok how they stand in relation to Pushkin and to Dostoevsky leads – or, at any rate, has led – to fruitful and illuminating criticism. But when we come to Count Lev Nikolaevich Tolstoy, and ask this of him – ask whether he belongs to the first category or the second, whether
 
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