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  • Evidence Outcome Summary Synthesis Topic/PICO Question: In hospitalized patients with feeding tubes (nasogastric/orogastric) with initial x-ray verification of placement, does ongoing placem

    Evidence Outcome Summary

    Synthesis Topic/PICO Question: In hospitalized patients with feeding tubes (nasogastric/orogastric) with initial x-ray verification of placement, does ongoing placement verification prior to feeding/medication administration using pH testing of gastric aspirate as compared to current practice (audible air injection, distal tube length) impact the occurrence of adverse outcomes/events (e.g. delay in feeding/med admin, aspiration, etc.)

     

    Sources of Evidence

    LOE:

    Quality:

    One sentence summary of what the study is
    about

    Population:

    Setting:

    List the findings in bullet format

    Reason(s) you wouldn’t use this evidence

    Author’s conclusions and the bottom line
    result(s)?

    Do the results answer your question?

    (Use of pH as on-going confirmation
    method?)

     

    Additional comments

     

    1.      Perry, A., Kaiser, J., Krueger, K.,
    and the 2022 ENA CPG Committee (2023). Gastric Tube Placement Verification
    [Clinical practice guideline]. Emergency Nurses Association.

    LOE:
    Level II

    Quality:
    High

     

     

    ENA CPG, updated from its 2014, 2017 and 2019 version

    Lit search 2016-2226, total of 5980 items found, full
    review 211, 25 included in evidence analysis, 9 as background information

    -The
    use of auscultation is no longer recommended nor reliable

    -Reliability
    of the use of PH ranges from 84%-97%

    _Adding
    lipase increases sensitivity to 97.2% with 100% specificity (no bedside  test for lipase currently available)

    -**PPIs
    may reduce ability for PH confirmation

    -In
    pts over 4 weeks old, PH less than 5 is acceptable, if 5 or greater, XRay is
    required

     

     

     

    n/a

    -XRAY remains the gold standard-

    -PH testing when part of a mixed-method confirmation i.e.
    auscultation, tube marking, PH etc is an acceptable means to confirm NGT/OGT

    -Ph less than 5 
    appears to be a reasonable cut off

     

    yes

    Confirmation accuracy is greater when aspirate and
    non-aspirate methods used, recommend auscultate, aspirate for pH with visual
    inspection

    There is moderate evidence to support the use of PH testing
    as a component of a multiple-method bedside verification

     

    2.     
    Northington, et
    al (2022)

    LOE: V

    Quality: Weak

     

    Survey completed by 205 nurses in 166 institutions
    (pediatric) to determine how NG/OG placement is verified:  42% use pH, 24% use Xray

    Reporting a combination of
    radiograph and 
    pH measurement, 88% of pediatric
    nurses selected evidence-based methods for NGT placement verification
    placement.

    Weak-survey

    While progress has
    been made toward using the EBP methods of pH measurement and/or abdominal
    x-ray to verify NGT placement, further education is needed to establish this
    as a 
    standard of care among nursing organizations

    no

    An EBP standard of care needs to be established

    3.      Lin (2020)

    LOE:
    Level V (Systematic Review & Meta-Analysis of observational studies)

    Quality:
    Moderate

     

     

     

    To evaluate diagnostic performance of methods used to
    assess gastric tube placement verification in neonates, infants and children.

    – 8 studies, 911 participants, evaluated 9 index tests

    – pH testing with cutoff values ≤6 for gastric tube
    position confirmation was the only index test subjected to meta-analysis,
    with the summary sensitivity and specificity being 0.77 (95% confidence
    interval [CI] 0.56–0.90) and 0.42 (95% CI 0.16–0.73).


    Other methods (color of aspirate, auscultation, carbon dioxide testing,
    ultrasound, bilirubin, pepsin, trypsin, separately or in combination with the
    above methods) showed great variations in sensitivities and specificities.

    – 6 out of 8 studies used for meta-analysis showed a high
    degree of heterogeneity for diagnostic estimates.

    – Revealed a moderate summary sensitivity and a low summary
    specificity for pH cutoffs ≤6. This finding suggests that pH ≤ 6 may not be
    sufficiently accurate to detect the gastric tube position, which does not
    support recommendations from multiple guidelines.

    – The conclusion of the inability of pH ≤ 6 for detection
    of gastric tube position in the studied population can only be drawn with
    caution because of the heterogeneity of studies.

    – Paucity of data and methodological variations in studies
    make it difficult to arrive at any conclusions regarding the diagnostic test
    accuracy of pH ≤ 4 or 5 and other index tests in detection of gastric tube
    placement.

    – Well-designed studies to strengthen current evidence are
    recommended.

    Yes/no-paucity of data

    The studies included in the meta-analysis had heterogeneity
    (3 different cutoff values, 2 types of instruments of pH meter and pH paper,
    different populations of fasting and fed) so the conclusion needs to be
    considered with caution (p. 658).

     

    pH testing with cutoff values ≤6 for gastric tube position
    confirmation was the only index test subjected to meta-analysis, with the
    summary sensitivity and specificity being 0.77 (95% confidence interval [CI]
    0.56–0.90) and 0.42 (95% CI 0.16–0.73).

     

    4.      Metheny (2019)

    LOE:
    Level V

    Quality:
    High

     

     

    This is a review of worldwide guidelines for placement
    verification of NG tubes.

     

     

    -All
    indicate radiographic confirmation as the gold-standard verification of
    initial placement.

    -11
    guidelines discuss pH as an adjunct method of placement verification; 9
    guidelines discuss specific safe cutoff values; 4 discuss pH ranges between 1
    and 4 as safe

    -Wide geographical variety of guidelines advocating for
    significantly varied methods of confirming placement.

    -Unable to confirm primary data of each contributing
    guideline author

    -Radiographic confirmation of initial placement cannot be
    replaced by other available methods

    -pH safe cutoff not established firmly, wide disagreement
    among guidelines.

    yes

    Helpful as an investigational look into global
    best-practice

    : pH is vetted as a method and ranked highly in terms of
    safety; does not advise against radiologic confirmation as default.

    5.     
    Dias et al.,
    2019

     

    LOE:
    IV

    Quality:  High

    Cross-sectional,
    double-blinded diagnostic test study. Sample: n = 162 neonates, average age
    32.92 gestational weeks.

    -No
    relationship between pH values with age or diet. -Aspirate: No relationship
    between aspirate color and placement -Use of gastric secretion inhibitor
    drug: pH was higher (>5.5), but only in small sample

    -Radiographic
    placement verification: 98.77% correct placement. -Comparison of pH test and
    radiographs: 96.25% sensitivity.

    -Accuracy
    of pH test with cutoff of 5.5 showed high sensitivity compared to x-ray
    verification.

    Population

    Accuracy of pH test with cutoff of 5.5 showed high
    sensitivity compared to x-ray verification.

    yes

    Neonates

    6.      Irving (2018)

    LOE:
    Level V

    Quality:
    High

     

    Presents
    the challenges of bedside NG-EAD (Nasogastric-enteral access device)
    placement and ongoing location verification.

     

    Review the current state of the science for verification of
    bedside placement of nasogastric tubes and ongoing assessment of tube
    location in children.

    Abdominal
    radiograph is the gold standard.

     

    In lieu of
    or when abdominal x-ray is not available, accurate measurement of enteral
    tube insertion length, gastric pH testing, and visual observation of gastric
    aspirate are acceptable non radiologic methods for assessing tube placement.

     

    Specificies children who are high risk (neonates, children
    with neurological impairment, children in an obtuded state, children who are
    encephalopathic, have a decreased gag reflex, or are sedated or critically
    ill) recommends an x-ray.

    Auscultation
    as a means of verifying NG-EAD placement is discouraged in the literature and
    is no longer supported by clinical practice organizations.

     

    Yes,
    speaks to our current practice.

     

    Despite the accuracy of pH and enzyme testing, if NG-EAD
    placement or location is uncertain, an abdominal radiograph is warranted, as
    it is accepted as the confirmatory method to verify NGEAD placement.

    X-Ray is goldstandard

     

    pH is reliable method of verifying NG-EAD location in
    children

     

    radiograph recommended to confirm
    location when no aspirate is obtained

    Yes (children)

    Ph and noting distal tube length are acceptable for
    placement verification

    7.      Boullata (2017)

    LOE:
    Level V

    Quality:
    High

     

     

    Aspen Guidelines

    Do not rely on the auscultatory method alone to
    differentiate between gastric and respiratory placement or between gastric
    and small bowel placement.”; “Healthcare 
    professionals cannot rely on auscultatory methods to differentiate
    between gastric and bronchopulmonary tube placement because auscultatory
    methods cannot distinguish tubes improperly placed in the lung or coiled in
    the esophagus from properly positioned tubes.”

     

     

    Mark  the 
    exit  site  of 
    a  feeding  tube 
    at  the  time 
    of  the initial placement and
    document either the incremental marking on the tube or the external length of
    the tube in the medical record.” [does not give frequency]

     

     

     

     

     

     

     

    Gastric fluid typically is clear and colorless or grassy
    green or brown with a pH of 5 or less. 
    Several studies demonstrating the use of pH testing indicate a pH
    of  ≤5.5 from tube aspirate is adequate
    to check the position of the tube in the stomach.”

    Although observing for respiratory symptoms is warranted
    during EAD insertion, malpositioning may occur without any apparent symptoms.

     

    8.      Ni (2017)

    LOE:
    Level IV

    Quality:
    Moderate

     

    Using a decision analytical modelling approach to compare
    the relative safety of different methods used to verify the placement of NG
    tubes in the stomach.

    Population: 104 cases with documented feeding tube
    misplacement. Total of 2368 adverse event reports submitted to NRLS (National
    Reporting and Learning System)

    Setting: UK

     

    -UK already follows safety guideline that uses pH testing
    of NG tube aspirate as a method of initial placement verification followed by
    chest xrays but US does NOT

    -cost analysis not done

    -only focused on patients with successful aspirations

    -analysis assumed chest xrays were 100% accurate

    -excluded pediatric cases

    -before
    use of tube, using pH test cut-off of 5 is the safest way to verify enteral
    tube location

    Yes-adults

    Uses pH as method of initial verification.

    Yes,
    could provide guidance for using pH as a method of ongoing verification.

    9.      Clifford (2015)

    LOE:
    Level V (integrative review)

    Quality:
    Moderate

     

    Integrative review and synthesis of literature on the most
    accurate methods of enteral tube placement and placement verification along
    with recommendations for practice. 

    Lit Search bet May-August 2014 (CINAHL, MEDLINE, PubMEd:
    studies published Jan 2009-June 2014 in English only, limited to 0-18 year
    old patients).

    56 pediatric & adult articles

    7 national guidelines dating from 1993-2014

    -only xray gold standard verification method

    PH:

    -AACN recommends PH 5 or less for ongoing placement
    verification

    -feeding/meds can alter gastric pH, but evidence suggests
    there was no major difference in pH with patients on acid-blocking meds (p.
    157)

    Gastric aspirate appearance:

    -most helpful to determine stomach vs intestine placement,
    but use with other methods

    Tube marking:

    -marking does not confirm that tube has not moved/coiled so
    only use in conjunction with other methods

    Auscultation:

    -proven unreliable, suggest use of this method be
    discontinued

     

     

    Limitations:

    -lack of neonatal evidence

    -mostly low levels of evidence

    -outdated evidence (dating from 1993-2014)

    -UK sources of data included, but they have different
    practices (e.g. UK uses pH as first-line verification, xray as second-line)

    -place enteral tube via NEMU method

    -xray is gold standard but not practical for verification
    prior to each use of tube

    -no other verification method on its own is as accurate as
    xray

    -consider using combo of 2 or more methods of verification

    -use analysis of gastric aspirate color and pH along with
    assessment of tube marking to confirm there has been no migration

    -algorithm
    may help as decision making tool with follow up quality improvement studies
    and data collection

     

     

    10.   Boeykens (2014)

    LOE:
    Level IV

    Quality:
    High

     

     

    Prospective observational study to determine the
    reliability of pH measurement compared to auscultatory method (N 241)

    -98.9%
    accuracy compared to x-ray with pH ≤ 5

    -auscultation
    method elicited 94.2-72.1% accuracy

    -A pH
    of ≤ 5.5 aspirate reading is adequate to check the tube placement

    -Auscultatory
    method is unreliable

    A point of care testing for pH testing is cumbersome due to
    many regulatory requirements.

    However, with a new testing technology available this
    method could be used at bedside by clinical nurses

    pH
    testing is the 2nd best method compared to the gold standard of x-ray method
    for tube verification.

     

    Rather
    than using the auscultation method, bedside verification of feeding tube
    should be based on pH testing along with the tube length during insertion

     

     

    Using
    a cut off of ≤5.5 for gastric pH was reliable indicator of stomach placement
    even if patient was on antacids. Auscultation-only method is not as reliable
    as gastric pH testing or x-ray

    **

    There
    is insufficient evidence supporting the use of auscultation to confirm accurate
    gastric tube placement in the emergency department

    With
    the possibility of RightSpot technology/products availability, pH testing
    should be adopted as a safe practice for feeding tube bedside confirmation

    11.  
    Ellett et al.,
    2014

     LOE: II

    Quality: High

    Prospective comparative design, secondary analysis. Data
    originally from single blind randomized controlled trial. Sample: N = 276
    children, 24 weeks to 212 months of age requiring .nasogastric/orogastric
    tube placemen

    -pH meter vs paper had ICC
    agreement 0.76.

    -pH as a tool to verify GT
    placement in the stomach has specificity of 87-92.2% but cannot identify
    placement errors (esophagus or gastroesophageal junction).

    – Optimal method to determine
    correct tube placement in the stomach: lack of aspirate from tube
    (sensitivity 34.9%, PPV 66.7).

    -Aspirate alone led to multiple
    misidentified placement locations.

     

     

     

    Aspirate alone led to multiple misidentified placement
    locations

    12.   Stock et al., 2008

    LOE:
    6

    Quality:
    Weak

    Design: prospective, observational study Sample: n=404
    children

    -No difference in pH for
    gastroenteritis vs. non-gastroenteritis

    . -Tube placement confirmed by pH
    alone in > 84%. pH higher than 4 was associated with incorrect placement;
    however, all pts. did not receive radiograph for confirmation

     

    pH testing only useful if aspirate can be obtained

     

    Children, single ED

    13.  
    Northwell
    System policy (adult/peds) June 2023

     

     

    An X-ray verification is required
    to confirm placement prior to initiations of feedings/medication
    administration.

    For non-high risk pediatric
    patients, pH testing may be used to confirm placement

    -Ng/Og bedside confirmation prior
    to Xray may consist of pH with a value between 1-5.5

     

     

     

     

     

    14.  
    Northwell
    Nursing Clinical Competency, “Nasogastric Tube Maintenance” 12/19

     

    Attaches a syringe with 10-20 mL of air to the end of the tub.

    – Injects air while auscultating the abdomen with a stethoscope.

    – Listens for “whooshing” sound

    – Aspirates stomach contents and notes amount, color,
    consistency, and odor

    – If unsure of placement obtains order for x-ray to confirm
    placement.

     

     

     

     

    Does not match with policy or standards of practice

  • Quantitative risk analysis is mandatory for many private organizations and government agencies in medium- and large-scale projects. Due to its advantages recognized by both practitioners and academics, Monte Carlo simulation

    Assignment Overview

    Quantitative risk analysis is mandatory for many private organizations and government agencies in medium- and large-scale projects. Due to its advantages recognized by both practitioners and academics, Monte Carlo simulation has become a widely applied technique in quantitative risk analysis. This assignment will introduce students to Primavera Risk Analysis (formerly known as Pertmaster and Primavera Pertmaster) and how probability theory is applied in quantitative risk analysis.

    This assignment is associated with the following course learning outcomes:

    Analyze risks using quantitative methods for the purpose of risk exposure and prioritization and communicate their impact to stakeholdersRecommend risks for risk response planning or watch listDevise a risk response plan based on appropriate techniques and strategies that would meet stakeholders’ expectationsExecute the risk management plan to continuously monitor risks and risk responses

    Assignment Instructions

    Part 1. Follow the instructions provided in Canvas>Modules>Resources for Primavera Risk Analysis and download Primavera Risk Analysis to your computer. Primavera Risk Analysis runs on Windows operating systems. You cannot install it on a Mac OS without splitting your machine. If you are a Mac user, you can install Windows applications on your Mac by doing one of the following:

    You can install Windows 10 on your Mac with Boot Camp Assistant.You can install Parallels or VMware Fusion on your Mac to split your operating system.You can also install Primavera Risk Analysis on a virtual machine.

    Part 2. Create a Word document with APA title page and answer the following questions:

    1. How can Primavera Risk Analysis help project managers increase the probability of project success?
    2. How does Primavera Risk Analysis work? And what are its limitations?

    Hint: Answering these questions requires you to conduct some research and explore the software application. Some useful sources include the University library, Oracle website, and the Help menu of the software.

    Part 3. The application of probability distributions to project schedule and cost models

    1. What is your understanding of the following probability distributions? Discuss how each can impact a project schedule and/or cost.
    a. BetaPert
    b. Triangle
    c. Normal
    d. Uniform

    Part 4. Performing a Monte Carlo simulation for a project case

    In this part of the assignment, you will perform a Monte Carlo simulation for the project case you selected during the first week of the class. If you did not create a performance measurement baseline for your project case, update and use the template provided in Canvas>Modules>Performance Measurement Baseline Templates. Make sure that the finish date of your project baseline is set on a future date (e.g., October 14, 2050). Based on your experience and your research so far, you can decide on the probability distribution (s) and the number of iterations for your simulation. Please explain the rational for your decisions.Your task is to examine, discuss, analyze, and interpret the results from the simulation.What information have you obtained from the results of the simulation?Explain how the results of the simulation may affect your commitment to the most likely completion date of the project.What did you learn from the Tornado graph?

    Your pper should be written as an esay with topical headers; it should not be formatted in a Q&A format. These sections represent the minimal items that you would want to address. From your readings and your lectures, you will be exposed to other topics that may be relevant to this pper, and you would do well to consider those in writing the esay. As part of my evaluation process (see attached rubric), ppers which cite peer reviewed sources as opposed to general websites or articles are considered a higher quality of source.

    Below are some key guidelines you will want to ensure you follow in writing the pper. Think of this list as a quality control checklist, along with the attached grading rubric.

    There is no page limit for this pperInclude a title page and reference listing

    Pper format complies with APA 6 or 7 guidelines (e.g., Time New Roman (12 points font) and with 1-inch margins on all sides). Double-space is NOT required.

    If you are unfamiliar with APA 6 or 7 guidelines, please review the sample pper at the following link: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/documents/20200128APA7ProfPaper.pdf(Links to an external site.)Links to an external site.
     (Links to an external site.)Links to an external site.Also, you will find additional resources listed in the syllabusNo more than 15 percent of pper is comprised of outside sources or direct quotesPper fully addresses the four parts of the assignmentPper is not written in a Question-and-Answer format, but makes appropriate use of headers and formatting in compliance with APA 6 or 7 guidelinesPper evidences reflection of the individual author relative to the broader disciplinePper is free of grammatical errors

    Please be sure to review the attached rubric which will be used to grade the assignment. The rubric, along with the assignment instructions, will ensure that you have a clear understanding of the requirements of the assignment.

     Watch these videos before submitting this assignment:
    https://youtu.be/2gvwLZQ1vNULinks to an external site. 

     https://youtu.be/ofREMXk3FYM
     

  • IT544-2: Analyze the cybersecurity software development life cycle (SDLC). Scenario You recently took a position as a cybersecurity analyst for a small software company. The software company currently has three commercially available

    IT544-2: Analyze the cybersecurity software development life cycle (SDLC).

    Scenario

    You recently took a position as a cybersecurity analyst for a small software company. The software company currently has three commercially available off-the-shelf software products that are sold to businesses and/or organizations (B2B). They can range from small companies to very large companies, including those in the Fortune 500. One of their products has been identified by CERT to have several vulnerabilities. Since this event occurred, the chief cybersecurity officer (CCSO) suspects that not enough security is built into the software development process used at the company. You have been asked by the CCSO to conduct a cyberattack surface analysis on one of their Web-based products in an effort to improve the software development process.

    For the assignment, assume that the presentation layer resides on a dedicated server in the company’s DMZ. The other two layers of the software are behind the corporate firewall and can reside on one or two dedicated servers. The Web application is accessible from the Internet and is browser based. Firefox, Chrome, Internet Explorer, and Safari are the supported browsers.

    Assignment Instructions

    For Assignment purposes, select a multi-layered (presentation layer, business layer, and database layer) web-based open source project in place of the software company’s web-based product. In place of the open source project, if you are familiar with another web-based system that meets the requirements, then discuss using it with your instructor.

    Examples of multi-layered open source projects/products include:

    Office LibreFacebookMozilla FirefoxGIMP (for web development)AudacityWordPressMySQL

    You will conduct a cyberattack surface analysis on the system/application you selected. Focus your analysis from an external cyberattack point of view. It is not necessary to focus on end user cyberattacks (social engineering attacks, etc.).

    Define the cyberattack surface (including operating systems and web servers) by identifying and mapping the cyberattack vectors.Categorize what was identifiedDescribe three use cases that involve the attack surfacesCreate a graphic representation of the attack surface with labels (Use Visio or any other open source diagramming or drawing tool).Discuss how the attack surface can be reduced.

    Your attack surface analysis can be done mentally and on paper or you can use an open source attack surface analyzer (OWASP’s Zap is one example).

    Assignment Requirements:

    3–4 pages of content (exclusive of title page and reference page), double-spaced in 12pt Times New Roman font, using correct APA formatting and including a title page and reference pageAt least one credible source.Correct spelling and grammar.Correct APA formatting.

  • Case Studies provide students with real-world scenarios to analyze and apply theoretical knowledge gained in the course. Students will develop critical thinking skills, enhance problem-solving abilities, and gain practical insights into educationa

    Case Study #3 Discussion Question

    Purpose

    Case Studies provide students with real-world scenarios to analyze and apply theoretical knowledge gained in the course. Students will develop critical thinking skills, enhance problem-solving abilities, and gain practical insights into educational contexts through these assignments.

    Action Items

    Read this Leadership Challenge:As the principal of Washington Middle School, you are entrusted with overseeing the educational journey of a diverse group of students, ensuring their academic growth and well-being. In this capacity, you encounter a delicate situation brought forth by April, one of your beginning seventh-grade teachers.
    April approaches you with a sense of concern, bearing a computer printout containing the results of fall testing, including scores on a group test of intelligence for all the seventh-grade students in her class. These printouts have been disseminated to all teachers in the school by the guidance department as part of the school’s data-sharing protocols.
    Accompanying the printout are notes from two parents, expressing a keen interest in meeting with April to discuss their child’s scores. One parent, in particular, emphasizes the desire to understand “how smart Jason really is,” indicating a significant level of importance attached to the test results.
    As April presents the printouts and parental requests, she seeks your guidance and advice on how to proceed in this sensitive matter.Think about the following questions:

    A.              What do the intelligence test scores tell you about these students?

    B.              How do you suggest that April respond to the request from the parents?

    C.              Do you need to talk to the guidance department about the purpose of the data?

    D.              Do you need a school policy on testing results?

     

     

     

     

     

    Discussion 4-1 Discussion Questions

    Purpose

    This assignment is intended to help you learn to explore the complexities of decision-making in uncertain and continually evolving environments.

    Action Items

    Initial Post

    Read the assigned material for this module, and conduct additional library research to find 1-2 more articles related to decision-making and uncertainty. In about 2 paragraphs, and appropriately citing your sources, address the following:Explain your perception of uncertainty and what it means in a workplace environment.Explain and describe why decision-making is challenging, even for skilled leaders, when conditions are uncertain.Finally, share your ideas on how leaders and managers can strengthen the quality of their decisions when conditions are uncertain and likely to evolve.

  • Part 2: Implementation Plan Review the process and techniques for developing an implementation plan for your proposed solution to the workplace problem.

    Project #1: Data Analysis Reflection My School district is Detroit Public Schools

    Purpose

    The Data Analysis Reflection Project allows students to explore the use of data in educational contexts. Through this project, students will analyze data sets, interpret findings, and reflect on the implications for instructional practices. This assignment fosters skills in data interpretation, critical reflection, and evidence-based decision-making.

    Action Items

    Choose a district that you work in or know of and choose a school within that district. Familiarize yourself with characteristics of the district and the school, including student demographics, academic programs, and contextual factors that may influence instructional effectiveness. In Ohio, you can use the State Report Card to gather information.Report on Demographic Information for the District and the SchoolTotal EnrollmentEthnic BreakdownAttendanceChronic AbsenteeismEvery district is responsible for required ESSA measures included in State Report Card data: Achievement, Progress, Gap Closing, Graduation Rate, Early Literacy and College, Career, Workforce and Military Readiness. Report on the following categories for both the district and the school:AchievementProgressGap ClosingGraduationEarly LiteracyCollee, Career, Workforce and Military ReadinessGifted DataAfter you have collected the information outlined above, reflect on the data in the following categories (the questions are to guide your thinking, no need to explicitly answer):

    A.              Data Analysis

    I.Compare the demographic information between the district and the chosen school to identify any disparities or trends.

    II.Analyze the ESSA measures for both the district and the school, looking for patterns or areas of strength and weakness in each category.

    B.              Interpretation of Findings:

    I.Interpret the data to identify factors that may influence instructional effectiveness, such as demographic trends, achievement gaps, or graduation rates.

    II.Reflect on the implications of the data for instructional practices, considering how the findings may inform decision-making at both the district and school levels.

    C.              Identification of Areas for Improvement:

    I.Identify specific areas where the district and school may need to focus their efforts to improve student outcomes, based on the data analysis.

    II.Prioritize areas for improvement based on the severity of the issues identified and the potential impact on student success.

    D.              Development of Action Plans:

    I.Develop data-driven action plans to address the identified areas for improvement, outlining specific strategies, interventions, or changes to instructional practices.

    II.Ensure that action plans are aligned with district priorities, resources, and timelines, and involve stakeholders such as teachers, administrators, and community members.

    E.               Reflection on Implications for Leadership:

    I.Reflect on the role of educational leaders, including principals, in using data to inform decision-making and drive instructional improvement.

    II.Consider how the findings of the data analysis project may inform leadership practices and decision-making in future leadership roles.

     

     

     

     

     

    Workplace Problem 4-2

    Purpose

    This assignment is intended to help you learn to do the following:

    Rank the importance of problem solutions through the application of a weighted ranking tool.Analyze a decision through the construction of a process decision program chart (PDPC).

    Overview

    Weighted ranking is a tool that allows you to assign importance or “numerical weights” to various problem solutions. By weighting each of the criteria, you can then prioritize, assess, and evaluate the application of important resources. This process allows decision makers to make more objective decisions. Weighted ranking can result in decisions that best use organizational resources and time.

    A Process Decision Program Chart (PDPC) is a variation of the decision/event tree introduced in Module 3. A PDPC helps decision makers assess alternative solutions or courses of action for a select decision or problem. The PDPC reflects options and opportunities available in decision making and identifies what may happen in response to selecting those options. The PDPC is an excellent tool for evaluating decisions, because it provides a visual basis for decision makers to make and justify decisions.

    In this assignment, the PDPC used here allows you to design an implementation plan for your chosen solution. As part of doing the plan, the PDPC will allow you to consider possible risks at each step of your implementation and countermeasures for those risks.

    Complete the weighted ranking assignment prior to beginning this one. By now, you should have found your optimal solution through the use of the weighted ranking tool and your other analyses.

    Use the PDPC diagram to lay out the major steps related to implementing your solution. What will it take to get your solution actually working? It will be very helpful to watch the following multimedia presentation a number of times to understand how to use this technique:

    Program Decision Making Charts

     

     

    Action Items

    Part 1: Ranking Solutions

    Reflect on the work you have done so far on your workplace problem.Consider the 3 or 4 best possible solutions from your divergent thinking process. Use the weighted ranking tool to mathematically and analytically determine which of these solutions is best. To do this, build a weighted ranking matrix for your problem using the following guidelines:Develop a list of criteria.Assign a weighted percentage to each of the decision criteria based on importance. The total of all listed criteria must equal 1.0 (i.e., the total of the assigned criteria or weights must equal 100%). For example:Criterion 1 = 0.3Criterion 2 = 0.2Criterion 3 = 0.4Criterion 4 = 0.1
    Therefore, 0.3 + 0.2 + 0.4 + 0.1 = 1.0 or 100%Compare each solution to each criterion, and assign a numerical rating scale to each alternative. For example: 1 = the solution does not meet the criterion very well, and 5 = the solution does meet the criterion very well. Evaluate and rate each solution against each criterion by multiplying the rating scale number by the weighted numerical criteria number. (e.g., the weighted criteria is 0.3 x 5 = 1.5. This is the criteria number 0.3 times the assigned alternative rating scale number of 5).Add the weighted values and calculate the final score for each of your proposed problem solutions.Select the alternative with the highest score.Refer to the following videos for additional guidance:Weighted RankingLinks to an external site.Criteria Rating Form, Weighted RankingLinks to an external site.After completing the weighted matrix table with your ratings, calculations, and rankings, write 1-2 pages that include an explanation of these elements:Description of the weighted ranking process and its benefits.Justification for the criteria you used and why you weighted them the way you did.Other observations of the process (such as the difficulty in selecting criteria, whether this mathematical technique has benefits over non-numerical reasoning, and benefits/limitations of using this technique).

    Part 2: Implementation Plan

    Review the process and techniques for developing an implementation plan for your proposed solution to the workplace problem. You will document your implementation plan in a diagram called the Process Decision Program Chart (PDPC). Reflect on your individual problem for this course. Using a hierarchy template in the SmartArt feature of Microsoft Word, create a PDPC diagram illustrating the steps, action items, potential risks, and workarounds that will be encountered when implementing the solution to your problem. Keep the following points in mind in your PDPC work:The PDPC starts with your proposed best solution that you found in the weighted ranking exercise.The PDPC spells out steps or actions to take to implement the solution.The PDPC identifies risks and obstacles or “what if” scenarios that may occur in implementation of your solution.The PDPC spells out specific countermeasures or contingency plans to respond to the risks and obstacles, or the “what if” questions.The PDPC ends with the assessment, if stated countermeasures or contingency plans are probable or not (mark with x/o).After completing the PDPC diagram, write 1-2 pages that describes the PDPC process and your results. Explain the following:What is the PDPC diagram, what role does it play in the problem-solving process, and what steps and actions will it take to get your solution actually working?What risks or challenges might you face as you try to implement the solution?What countermeasures can you put into place?

    Organization of the Paper

    Use the bold words as section headings:

    Introduction: Begin with a brief introduction and recap of the problem.Weighted Ranking: Next, include your 1-2 page explanation of the weighted-ranking process, followed by the weighted-ranking matrix table.Implementation: Next, include your 1-2 page explanation of the PDPC diagram and implementation steps, followed by the PDPC diagram.Conclusion: Write a 1-paragraph conclusion to the paper.

  • Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders  Use at least 5 references Accurately diagnosing depressive disorders can be challenging given their periodic and, at times

    Assessing and Diagnosing Patients With Substance-Related and Addictive Disorders

     Use at least 5 references

    Accurately diagnosing depressive disorders can be challenging given their periodic and, at times, cyclic nature. Some of these disorders occur in response to stressors and, depending on the cultural history of the client, may affect their decision to seek treatment. Bipolar disorders can also be difficult to properly diagnose. While clients with a bipolar or related disorder will likely have to contend with the disorder indefinitely, many find that the use of medication and evidence-based treatments have favorable outcomes.

    Consider what history would be necessary to collect from this patient.Consider what interview questions you would need to ask this patient.Identify at least three possible differential diagnoses for the patient. 

    Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

    Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? Objective: What observations did you make during the psychiatric assessment?  Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

     

    Training Title 114 Name: Name: Ally Chen
    Gender: female
    Age: 44 years old
    Background: Only child, raised by parents in Philadelphia, PA. Has PhD in biology and master’s degree in high school education (8–12). Her supervisor has asked the school EAP counselor to intervene with concerns regarding potential substance use in effort to facilitate getting her help and be able to retain her. She is divorced, has a 4-year-old son who lives with his father. Appetite healthy, sleeping 9 hours/24 hrs., wakes 2-3 times during the night. Denied drug use. had DUI when she was age 21.

    00:00:15Ally (ph) Really, come on. I’m missing first period. And now you want me to be late for my second class. Can we do this during my third period break? 

    00:00:25UNKNOWN I… I’m sorry, Ally(ph) but principal Michaels requested that you and I take some time this morning and talk. I… I know we worked together before right now, I’m going to have to put on my professional app. 

    00:00:35Ally (ph) That’s ridiculous. Why? 

    00:00:35UNKNOWN Well, maybe you can tell me why. 

    00:00:40Ally (ph) I have a class waiting for me. 

    00:00:45UNKNOWN Well, you been frequently late for your classes. In fact, let’s say uh… 22 days so far this year? 

    00:00:50Ally (ph) It has not been 22 days. 

    00:00:55UNKNOWN Yes, it has, something not right here at school or something not right at home. 

    00:01:00Ally (ph) My personal life is fine. And personal. 

    00:01:05UNKNOWN I know you haven’t changed addresses so it can’t be the traffic. 

    00:01:10Ally (ph) Jesus. The History Department had a party last night a Darrel’s(ph). Why don’t you bring him in here and question him? 

    00:01:20UNKNOWN So are you saying the Darrel’s(ph) party is the reason that you were late? That was last night? I don’t understand. 

    00:01:25Ally (ph) Okay. Alcohol was served. We had a bit much to drink. Not just me. We’re adults here. And I mean, the… the school host of social hour on campus every month. 

    00:01:40UNKNOWN So what are you saying? Are you saying that you were drunk? 

    00:01:45Ally (ph) I drank, but no. 

    00:01:45UNKNOWN Were you intoxicated enough that you passed out? 

    00:01:50UNKNOWN I woke up and Darrel’s(ph) cash responding. And, and fuck him for not waking me. He came to school on time but let’s be there lying on the couch. 

    00:02:00UNKNOWN Have you passed out other times? 

    00:02:05Ally (ph) We have all passed out at times. I’m sure I’ve seen you drunk at those parties. 

    00:02:10UNKNOWN Are you still feeling intoxicated this morning? 

    00:02:15Ally (ph) No, Course not. 

    00:02:15UNKNOWN Have you ever been drunk? While you were here teaching? 

    00:02:20Ally (ph) No. 

    00:02:20UNKNOWN I’m asking that because we’ve had complaints. 

    00:02:25Ally (ph) Complaints from who? 

    00:02:25UNKNOWN Students, parents. 

    00:02:30Ally (ph) Well, bring him in. Let them tell that to my face because it’s totally not true. 

    00:02:35UNKNOWN They’ve complained that at different times you came into class and then you ordered the kids to read from their textbook or you ordered the kids to copy notes from the board while you were sleeping with your head on the desk. 

    00:02:45Ally (ph) You have to be kidding me. 

    00:02:50UNKNOWN Several students and several parents have complained. 

    00:02:55Ally (ph) Exactly who, Alexis? Do you know how many problems she’s created for the teachers at the school. 

    00:03:00UNKNOWN But you were drinking last night. And it sounds like you drank enough that you passed out and had to sleep on Darrel’s(ph) couch? 

    00:03:10Ally (ph) Yes. I mean, I did. 

    00:03:15UNKNOWN So, is there something going on in your personal life? 

    00:03:20Ally (ph) No. 

    00:03:20UNKNOWN How’s Ryan? 

    00:03:25Ally (ph) Ryan? First time I’ve known you to travel slow here. We split up before the school year started. Last summer. 

    00:03:35UNKNOWN What happened? 

    00:03:35Ally (ph) I’m really, really uncomfortable sharing anything about my relationships with you. 

    00:03:45UNKNOWN Okay, that’s fair. That is your personal life. 

    00:03:50Ally (ph) Is there any reason I just can’t walk out of this office right now? 

    00:03:50UNKNOWN Well, I don’t know the specifics of what the Board of Education would decide if you don’t cooperate, but I’m guessing at something pretty serious. 

    00:04:00Ally (ph) This is unbelievable. 

    00:04:05UNKNOWN Wait, wait. Wait a minute. The administration asked me to speak with you. The school wants to work with you if you’ll cooperate. And as someone who really likes you. I am warning to understand. I’m hoping to help you. So just, okay, thank you. Good. Now, what’s going on? 

    00:04:30Ally (ph) I don’t know. 

    00:04:30UNKNOWN Okay. How much did you drink last night? 

    00:04:35Ally (ph) Too much. 

    00:04:35UNKNOWN How often do you drink too much? 

    00:04:40Ally (ph) I don’t know. 

    00:04:45UNKNOWN How much would you estimate that you drink in a typical week? 

    00:04:50Ally (ph) Every night. 

    00:04:50UNKNOWN Do you drink with friends, family, by yourself? 

    00:04:55Ally (ph) Alone. Once in a while I’ll go to a bar with my friends or drink at school functions. Where I might add they do supply alcohol liberally. 

    00:05:05UNKNOWN Yes. 

    00:05:10Ally (ph) They’re removing our social hours to downtown. 

    00:05:10UNKNOWN Do you go out and drink other than with friends? 

    00:05:15Ally (ph) Occasionally. 

    00:05:15UNKNOWN Do you drink alone at home? 

    00:05:20Ally (ph) Few glasses of wine while a grade takes the edge off the day. 

    00:05:25UNKNOWN Takes the edge off. 

    00:05:30Ally (ph) Yes. The kids here are getting worse by the year. The teachers talk about it. We all know what’s going on. They become they just become more… more vicious, more mean. I’m talking about kids who have no hint of remorse, no empathy, no thoughtfulness for others. When was the last time you try teaching them? 

    00:05:45UNKNOWN I have to admit it has been a while. 

    00:05:50Ally (ph) Just last week, I caught Alexis filming me on her phone. I was bent over picking up trash a student through on the floor. It was not flattering. And you know what she did? 

    00:06:00UNKNOWN No. 

    00:06:05Ally (ph) Send it out to the whole grade adding a really obscene title. 

    00:06:05UNKNOWN Was she punished? 

    00:06:10Ally (ph) Do the kids here ever get punished? All she caught was a bucking set down with their neuter principal. And then her mom comes threaten Sue again and naturally our fearless leader backs down. Michaels humiliated me. Did the administration tell you that? 

    00:06:25UNKNOWN No. 

    00:06:30Ally (ph) Humiliated me. I work for a place that has no backbone, no spine. Who runs this place here? The students or the teachers. 

    00:06:40UNKNOWN Sounds horrible. 

    00:06:45Ally (ph) And it goes on day after day. Rich kids who have no respect while you struggle to teach. I’m trying to pay bills here. Pay uh… pay the gas, driving shitty car, pay off student loans. 

    00:06:55UNKNOWN That does sound like a lot of stress. 

    00:07:00Ally (ph) Sounds like. 

    00:07:00UNKNOWN Do you like teaching? 

    00:07:05Ally (ph) Once upon a time when it had meaning. 

    00:07:05UNKNOWN What about now? 

    00:07:10Ally (ph) We aren’t supported. 

    00:07:15UNKNOWN Do you think all of this stress is contributing to your drinking? 

    00:07:15Ally (ph) Of course it is. 

    00:07:20UNKNOWN Do you drink during the day? 

    00:07:20Ally (ph) No, no, absolutely not. 

    00:07:25UNKNOWN When you do drink, how much do you drink? 

    00:07:25Ally (ph) Enough. 

    00:07:30UNKNOWN Enough to pass out? 

    00:07:30Ally (ph) If I’m lucky. 

    00:07:35UNKNOWN How much do you have to drink to get that feeling of being intoxicated? 

    00:07:40Ally (ph) Five or six glasses of wine, a couple of mixed drinks. 

    00:07:45UNKNOWN Do you think that’s more than it takes most people to get intoxicated? 

    00:07:50Ally (ph) I don’t know, but… but I can. 

    00:07:50UNKNOWN So, so do you think alcohol affects your body differently than it affects your friends? 

    00:07:55Ally (ph) Yes, alcohol affects. Yes. 

    00:08:00UNKNOWN Do you drink more than your friends and the other teachers? 

    00:08:05Ally (ph) I… I drink, but… but you’re not understanding it, it affects me differently. 

    00:08:15UNKNOWN Has it prevented you from doing things or interfered with relationships? 

    00:08:25Ally (ph) Are you specifically talking about Ryan here? 

    00:08:25UNKNOWN Yeah. 

    00:08:30Ally (ph) Okay, Ryan did not leave me because I drink. 

    00:08:30UNKNOWN Okay. 

    00:08:35Ally (ph) I’m seeing someone new. We weren’t even together for a year. 

    00:08:35UNKNOWN Is drinking wine, beer, other alcoholic drinks in the evenings. Is that something new for you? Or was that something typical than your past? 

    00:08:50Ally (ph) No. Look, my father was an alcoholic growing up. When I was really little he drank. He got into AA and got sober. Mom was very supportive of him, but extremely strict with us in drinking. 

    00:09:10UNKNOWN How did you feel about her being so strict with alcohol? 

    00:09:15Ally (ph) As a teenager it sucked. I went out with my friends I got drunk. And then freshman year was a huge vendor. Eventually I just I mellowed out. 

    00:09:25UNKNOWN And after college? 

    00:09:25Ally (ph) In grad school I drank here and there but not much. 

    00:09:30UNKNOWN Do you think your alcohol intake is less that when you were in college or is it gone the other way? Has it increased recently? 

    00:09:40[sil.] 

    00:09:50Ally (ph) More. 

    00:09:55END TRANSCRIPT 

     

    Important

    Informal blogs, internet posts and websites that are not part of a scholarly review process. This includes popular hospital websites (such as MayoClinic.org), Patient facing websites with information designed for the patient, not the provider (such as WebMD, Healthline and MedicineNet, among many others), and UptoDate.com. Information should not be utilized from UptoDate.com since all information is a synthesis of the most up to date literature available. If you wish to use information from UpToDate, use the original sources, not the UpToDate website.

     Another student’s work. Regardless of where it is obtained, the use of another student’s written work is never appropriate. This includes use of another student’s work as a “reference”, or exemplar assignment. Templates and examples are often provided in the classroom. If they are not and you would like one, please request this from your instructor.

     

    Criteria

    Ratings

    Pts

    This criterion is linked
    to a Learning Outcome
    Create documentation
    in the Comprehensive Psychiatric Evaluation Template about the patient you
    selected. In the Subjective section, provide: • Chief complaint• History of
    present illness (HPI)• Past psychiatric history• Medication trials and
    current medications• Psychotherapy or previous psychiatric diagnosis•
    Pertinent substance use, family psychiatric/substance use, social, and
    medical history• Allergies• ROS

    20 to >17.0 pts

    Excellent

    The response throughly and accurately describes the patient’s
    subjective complaint, history of present illness, past psychiatric history,
    medication trials and current medications, psychotherapy or previous
    psychiatric diagnosis, pertinent histories, allergies, and review of all systems
    that would inform a differential diagnosis.

    17 to >15.0 pts

    Good

    The response accurately describes the patient’s subjective complaint,
    history of present illness, past psychiatric history, medication trials and
    current medications, psychotherapy or previous psychiatric diagnosis,
    pertinent histories, allergies, and review of all systems that would inform
    a differential diagnosis.

    15 to >13.0 pts

    Fair

    The response describes the patient’s subjective complaint, history of
    present illness, past psychiatric history, medication trials and current
    medications, psychotherapy or previous psychiatric diagnosis, pertinent
    histories, allergies, and review of all systems that would inform a
    differential diagnosis, but is somewhat vague or contains minor innacuracies.

    13 to >0 pts

    Poor

    The response provides an incomplete or inaccurate description of the
    patient’s subjective complaint, history of present illness, past
    psychiatric history, medication trials and current medications,
    psychotherapy or previous psychiatric diagnosis, pertinent histories,
    allergies, and review of all systems that would inform a differential
    diagnosis. Or, subjective documentation is missing.

    20 pts

    This criterion is linked
    to a Learning Outcome
    In the Objective
    section, provide:• Physical exam documentation of systems pertinent to the
    chief complaint, HPI, and history• Diagnostic results, including any labs,
    imaging, or other assessments needed to develop the differential diagnoses.

    20 to >17.0 pts

    Excellent

    The response thoroughly and accurately documents the patient’s
    physical exam for pertinent systems. Diagnostic tests and their results are
    thoroughly and accurately documented.

    17 to >15.0 pts

    Good

    The response accurately documents the patient’s physical exam for
    pertinent systems. Diagnostic tests and their results are accurately
    documented.

    15 to >13.0 pts

    Fair

    Documentation of the patient’s physical exam is somewhat vague or
    contains minor innacuracies. Diagnostic tests and their results are
    documented but contain minor innacuracies.

    13 to >0 pts

    Poor

    The response provides incomplete or inaccurate documentation of the
    patient’s physical exam. Systems may have been unnecessarily reviewed, or,
    objective documentation is missing.

    20 pts

    This criterion is linked
    to a Learning Outcome
    In the Assessment
    section, provide:• Results of the mental status examination, presented in
    paragraph form.• At least three differentials with supporting evidence. List
    them from top priority to least priority. Compare the DSM-5-TR diagnostic
    criteria for each differential diagnosis and explain what DSM-5-TR criteria
    rules out the differential diagnosis to find an accurate diagnosis. Explain
    the critical-thinking process that led you to the primary diagnosis you
    selected. Include pertinent positives and pertinent negatives for the
    specific patient case.

    25 to >22.0 pts

    Excellent

    The response thoroughly and accurately documents the results of the
    mental status exam…. Response lists at least three distinctly different
    and detailed possible disorders in order of priority for a differential
    diagnosis of the patient in the assigned case study, and it provides a
    thorough, accurate, and detailed justification for each of the disorders
    selected.

    22 to >19.0 pts

    Good

    The response accurately documents the results of the mental status
    exam…. Response lists at least three distinctly different and detailed
    possible disorders in order of priority for a differential diagnosis of the
    patient in the assigned case study, and it provides an accurate
    justification for each of the disorders selected.

    19 to >17.0 pts

    Fair

    The response documents the results of the mental status exam with
    some vagueness or innacuracy…. Response lists at least three different
    possible disorders for a differential diagnosis of the patient and provides
    a justification for each, but may contain some vaguess or innacuracy.

    17 to >0 pts

    Poor

    The response provides an incomplete or inaccurate description of the
    results of the mental status exam and explanation of the differential
    diagnoses. Or, assessment documentation is missing.

    25 pts

    This criterion is linked
    to a Learning Outcome
    Reflect on this case.
    Discuss what you learned and what you might do differently. Also include in
    your reflection a discussion related to legal/ethical considerations
    (demonstrate critical thinking beyond confidentiality and consent for
    treatment!), social determinates of health, health promotion and disease
    prevention taking into consideration patient factors (such as age, ethnic
    group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural
    background, etc.).

    10 to >8.0 pts

    Excellent

    Reflections are thorough, thoughtful, and demonstrate critical
    thinking.

    8 to >7.0 pts

    Good

    Reflections demonstrate critical thinking.

    7 to >6.0 pts

    Fair

    Reflections are somewhat general or do not demonstrate critical
    thinking.

    6 to >0 pts

    Poor

    Reflections are incomplete, inaccurate, or missing.

    10 pts

    This criterion is linked
    to a Learning Outcome
    Provide at least three
    evidence-based, peer-reviewed journal articles or evidenced-based guidelines
    that relate to this case to support your diagnostics and differential
    diagnoses. Be sure they are current (no more than 5 years old).

    15 to >13.0 pts

    Excellent

    The response provides at least three current, evidence-based
    resources from the literature to support the assessment and diagnosis of
    the patient in the assigned case study. The resources reflect the latest
    clinical guidelines and provide strong justification for decision making.

    13 to >11.0 pts

    Good

    The response provides at least three current, evidence-based
    resources from the literature that appropriately support the assessment and
    diagnosis of the patient in the assigned case study.

    11 to >10.0 pts

    Fair

    Three evidence-based resources are provided to support assessment and
    diagnosis of the patient in the assigned case study, but they may only
    provide vague or weak justification.

    10 to >0 pts

    Poor

    Two or fewer resources are provided to support assessment and
    diagnosis decisions. The resources may not be current or evidence based.

    15 pts

    This criterion is linked
    to a Learning Outcome
    Written Expression and
    Formatting—Paragraph development and organization:Paragraphs make clear
    points that support well-developed ideas, flow logically, and demonstrate
    continuity of ideas. Sentences are carefully focused—neither long and
    rambling nor short and lacking substance. A clear and comprehensive purpose statement
    and introduction are provided that delineate all required criteria.

    5 to >4.0 pts

    Excellent

    A clear and comprehensive purpose statement, introduction, and
    conclusion are provided that delineate all required criteria. …Paragraphs
    and sentences follow writing standards for flow, continuity, and clarity.

    4 to >3.5 pts

    Good

    Purpose, introduction, and conclusion of the assignment are stated,
    yet they are brief and not descriptive. …Paragraphs and sentences follow
    writing standards for flow, continuity, and clarity 80% of the time.

    3.5 to >3.0 pts

    Fair

    Purpose, introduction, and conclusion of the assignment is vague or
    off topic. … Paragraphs and sentences follow writing standards for flow,
    continuity, and clarity 60%-79% of the time.

    3 to >0 pts

    Poor

    No purpose statement, introduction, or conclusion were provided. …
    Paragraphs and sentences follow writing standards for flow, continuity, and
    clarity less than 60% of the time.

    5 pts

    This criterion is linked
    to a Learning Outcome
    Written Expression and
    Formatting—English writing standards: Correct grammar, mechanics, and
    punctuation

    5 to >4.0 pts

    Excellent

    Uses correct grammar, spelling, and punctuation with no errors

    4 to >3.0 pts

    Good

    Contains a few (one or two) grammar, spelling, and punctuation errors

    3 to >2.0 pts

    Fair

    Contains several (three or four) grammar, spelling, and punctuation
    errors

    2 to >0 pts

    Poor

    Contains many (≥ five) grammar, spelling, and punctuation errors that
    interfere with the reader’s understanding

    5 pts

    Total Points: 100

     

  • Select a federal agency. 2. Research the literature regarding issues that involve the selected agency and public administration in general. 3. Write a 3-4 page paper, titled “Rationale and Analysis for Agency Selected.” Complete the following:

    For these assignments, you will take on the role of a consultant for a government agency. Your consulting firm has been asked by the agency
    to conduct research, compile a report, and provide recommendations for improvement of their personnel management system. The first role
    of the consultant is to become familiar with the agency and its departments. You will develop the assignment in four parts, submitting each to
    your supervisor (your professor) who will review and grade your efforts.
    • Week 3: Rationale and Analysis for Agency Selected.
    • Week 5: Evaluation of Agency’s Public Personnel Administration.
    • Week 7: Agency’s Law and Ethics of Hiring a Diverse Workforce.
    • Week 10: Analysis of the Agency’s Policies, Procedures, and Plans – Unions, Privatization, Pensions, and Productivity.
    Selecting an Agency
    The agency you select in this first assignment must be used for all remaining assignments. Before selecting your agency, review the directions
    for each of the assignments and perform some initial research to ensure you can find adequate information online to address the
    requirements for each of the assignments.
    Explore one federal agency. You may select one from the list below or choose your own.
    Suggested agencies:
    • Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF).
    • Department of Agriculture (USDA).
    • Department of Education (ED).

    • Department of Education (ED).
    • Department of Energy (DOE).
    • Department of Homeland Security (DHS).
    • Department of Justice (DOJ).
    • Department of Transportation (USDOT).
    • Drug Enforcement Administration (DEA).
    • Federal Bureau of Investigation (FBI).
    • Federal Communications Commission (FCC).
    • Food and Drug Administration (FDA).
    • National Aeronautics and Space Administration (NASA).
    • Social Security Administration (SSA).
    Instructions
    1. Select a federal agency.
    2. Research the literature regarding issues that involve the selected agency and public administration in general.
    3. Write a 3-4 page paper, titled “Rationale and Analysis for Agency Selected.” Complete the following:
    • Provide background information about the agency’s key historical events, mission, and goals/objectives (title this section
    “Introduction”).
    • Describe at least three functions of this agency, highlighting the public it serves (title this section “Agency Functions”).
    • Analyze at least two current events involving the agency that might have implications for personnel management (title this section
    “Agency News”).
    • Explain your rationale for selecting this agency with at least two justifiable reasons (title this section “Rationale for Selecting Agency”).

  • Patient is a 72 years old male with h/o DM and HTN, who came for consultation complaining of swelling and pain on the dorsum of his right foot, onn the physical examination

    Patient is a 72 years old male with h/o DM and HTN, who came for consultation complaining of swelling and pain on the dorsum of his right foot, onn the physical examination there is evidence of erythema on the dorsum of his right foot, mild tender on palpation which felt warm to the touch compared to surrounding area. We started on antibiotics, (cephalexin) for 7 days, and ibuprofen prn pain.

  • You work for an organization that has traditionally been very formalized, and managers have had a very broad span of control over direct reports from multiple departments and functions. This worked well in the past; managers were able to oversee

    BUS 210 Module Six Assignment Guidelines and Rubric

    Overview

    In this assignment, you will evaluate a current organizational structure and recommend structural changes that can help address the concerns the organization identified regarding collaboration, communication, and autonomy.

    Scenario

    You work for an organization that has traditionally been very formalized, and managers have had a very broad span of control over direct reports from multiple departments and functions. This worked well in the past; managers were able to oversee a high number of direct reports because there were many rules and regulations dictating how their work should be performed. However, there were downsides. Employee talent was underused, and there wasn’t a strong team culture, as most work was done independently according to standard operating processes.

    Recently, the organization has been shifting to less formalized working structures to support more creative, innovative work and provide employees with more autonomy. While employees are happy with the purpose of these new changes, managers are feeling overwhelmed, and employees are feeling under supported. This has impacted function-specific work the most, because in the past, managers didn’t need to understand in-depth, function-specific tasks (such as the technical aspects of graphic design work or the intricacies of project management). Instead, they had the ability to rely on rules, regulations, and standard operating processes. Employees have also noticed a lack of communication around current projects, which has led to a lack of updated information and duplicated work across management teams.

    You have been asked to work with the human resources department to recommend a new organizational structure that addresses these identified management and communication concerns.

    Prompt

    Use the Module Six Assignment Template located in the Guidelines for Submission section to create an updated organizational structure chart for the organization. Then, in a separate Word document, write a brief explanation for your recommended changes and how they will impact both organizational communication and overall team dynamics.

    Specifically, you must address the following rubric criteria:

    ·         Updated Organizational Structure Chart: Create an updated organizational structure chart that addresses management and communication concerns.

    ·         Explanation of Changes: Explain your reasoning for why you made the changes you did to the company’s organizational structure. Include how your changes differ from the original and why you believe they would benefit the organization.

    ·         Impact on Organizational Communication: Describe the impact these changes will have on the company’s overall organizational communication.

    ·         Impact on Team Communication: Describe the impact these changes will have on the company’s overall team communication and reporting structure.

    What to Submit

    Submit your completed Module Six Assignment Template PPT as a PPT file. Submit your separate, written submission as a 2- to 3-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins.

     

    A text-only version of the template is available: Module Six Assignment Template Text-Only Version Word Document. If you use this template, submit it as a Word file.

     

  • Prepare a written paper with a strategic plan to improve value-based service delivery in the unit of employment or division you work in over the next two years, using current evidence. Include the following:

    Instructions
    Prepare a written paper with a strategic plan to improve value-based service delivery in the unit of employment or division you work in over the next two years, using current evidence.
    Include the following:
    • Select two to three strategies to improve value-based care.
    • Discuss strategies of value-based purchasing barriers and how the barriers may be overcome by the leaders.
    • Discuss the role of leaders, at any level, in optimizing value-based services.
    • Discuss the type of community target and valuable services offered at your organization and why
    the services are essential to the community.
    • Support statements and assessments with a minimum of six sources from the professional
    literature written within the last five years.
    • Written paper, 12-point font, APA format with 8-page limit (not including the title page or
    references).