Hello class,According to the Behavioral Health Workforce Research center Telehealth use among behavioral health providers is a promising strategy to reduce the maldistribution of professionals and improve access to mental health and substance use disorder treatment across the U.S. However, adoption of telehealth by behavioral health providers has lagged behind primary care and other physical health providers. To better understand the utilization of telehealth among behavioral health providers, quantitative and qualitative data were collected from 329 behavioral health provider organizations representing all 50 states. Additionally, qualitative data were collected from ten key informants. The most common type of telehealth being used is direct video conferencing.Psychiatrists are the most common behavioral health professional to use telehealth followed by mental health counselors. Financial barriers to implementation were most commonly reported, which included lack of reimbursement; cost of implementation; and cost of maintenance. Other barriers identified by participants included a lack of organizational and political leadership; workforce shortages; educational and training barriers; client-related barriers; and compliance barriers such license regulations.Thoughts on this?
North Carolina A & T State University Telehealth Behavioral Health Services HW
Module 1: The Production Process Operations is the engine that drives a business. This module focuses on the heart of that engine: managing the production process. (12 Turns). To gain access to this module, please access the URL your faculty posted in the announcements and course materials section of the classroom to begin. Using the email from Words of Wisdom (WOW) containing your sign in information, log into your McGraw Hill student account and select the MGMT 345 Master (Cape & Cullen), then select “Click here to launch MH Practice.” On the next screen, select Play to gain access to the various modules. Find “Module 1: The Production Process” on the list and select Play Game. From that point follow the instructions in the simulation.Within the Discussion Board area, write 200-300 words that respond to the following with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas. Using what you learned in the game module, please explain the following aspects of a production process:Provide an overview of what a manufacturing process is and how it is organized. Explain the concepts of setup time, utilization time, production scheduling, and bottlenecks in a simple manufacturing process and what the role of the operations manager is.
The Production Process
Now that you’ve had a chance to read the lecturettes and play and visit the various assigned websites, it’s time to discuss the various themes you’ve uncovered and connect them to some of the dramatic conventions you’ve discovered. Remember, theme is the central idea the playwright is trying to get us to see throughout all the elements of the work. In other words, what’s his point? Why do WE care? What do WE learn?Choose one of the bullets below and answer the question(s) associated with it.Is Oedipus a good king? Is he a good man?Should Oedipus (or his father and mother) have listened to the babbling of a highly cryptic oracle?Should Oedipus be punished for what he believes is his fate? If not, then why is he punished so harshly? What really is his crime? Based on what you’ve seen in the play, what do you believe the ancient Greeks made of justice?Is justice served on Jocasta/Iokaste?What do you make of Creon’s argument about power?What other pertinent points or themes do you see in the play?Does this play still connect with modern audiences? Why or why not?
Grand Canyon University The Origin of Drama and Ancient Greeks Discussion
Piaget, Vygotsky, Montessori and Dewey’s Theories of Learning
Piaget, Vygotsky, Montessori and Dewey ‘identified authors on learning, including evaluation on their ideas and implications for classroom practice’. Theories of learning underpin every teacher’s classroom practice. If a teacher is able to understand how knowledge is developed, they are better able to shape the way in which their lessons are presented and in turn, better equipped to meet the specific needs of their children. Although each theorist looks at the different ways in which people learn, each theory is varied due to the fact that each theorist has a different definition on learning. The following essay will look at the theories of Piaget, Vygotsky, Montessori and Dewey and evaluate each of the main ideas of their theories and the effect of these ideas within the classroom. The theories of Jean Piaget explained a child’s construction of a mental model of the world (Simplypsychology.org, 2019). He looked at the way in which children were able to create knowledge. Piaget’s theory is actually a ‘stage’ theory of development and covers four stages; sensorimotor, preoperational, concrete operational and formal operational. Piaget believed that children develop in stages and that every child needs to pass through each stage in the same order. These stages also mean that lessons should be structured around what the child is capable of doing at that stage. The stages most relevant for Primary school teaching are preoperational and concrete operational. Piaget believed that it was during the preoperational stage of development, that a child formed ideas through directly experiencing things. An example of this can be explained through a personal experience. When teaching a reception class recently, the children were learning how to write instructions through a story map called “How to make a Sam sandwich”. The task first required the children to learn what instructions were and then learn the instructions of how to make a sandwich. They then had to change the instructions to a sandwich of their choice. The children then had the opportunity to make a sandwich while following their instructions. By allowing the children this opportunity, the children were able to construct their own understanding of following instructions rather than just learning what instructions were. It was Piaget’s belief that a child’s “interactions with his environment are what create learning” (Mooney, 2000). They are able to build their own knowledge and understanding by giving meaning to the things that surround them. Children will better understand what they are doing if they are able to partake in activities themselves and therefore build their own understanding of what is being taught. Alongside his stages of development, Piaget looked at the ideas of assimilation and accommodation. Assimilation describes the learning process a child takes part in when they learn new concepts and ideas. These ideas fit into the concepts that they already understand. Accommodation introduces new concepts that cause the child to change their original viewpoint (Whatispsychology.net, 2011). With this in mind, it is important to realise that both these concepts require the children to be learning actively and experiencing the learning rather than passively accepting it. Within Piaget’s Concrete operational stage, children become more active and curious about concepts presented to them. It is important at this stage to allow the children interaction with concrete materials, “Hands-on activities such as science experiments and crafting can help students discover the meanings of concepts using their previous knowledge and logical thought” (Synonym.com, 2019). For example, when teaching money recently to a Year Three class. They were given coins to first create £1, and then to work out the change given when spending money. By physically allowing the children to interact with the money, they were better able to build on their knowledge of money already about money and begin to understand the idea of giving change or taking away. Further building on the idea that within the concrete operational phase, the children begin making connections between concepts, I had a child who, when learning measurement after money, made the connection that just like you find 100 pence in £1, there are 100cm in 1m. Piaget was however, criticized for focusing “too much on thought processes and not enough on children’s feelings and social relationships” (Mooney, 2000). He believed that the developmental stages were universal. Although both Piaget had similar beliefs to Len Vygotsky in that that children learn through play, Vygotsky differed to Piaget in that Vygotsky believed that children’s learning was shaped through personal and social experiences. He believed that children’s cognitive development would differ from child to child due to their varying cultural backgrounds. Vygotsky’s theories are still important due to Vygotsky’s understanding that the “interaction with teachers and peers” was an important aspect in helping the advance of children’s knowledge (Mooney, 2000). When discussing Vygotsky, it is important to look at a key aspect of Vygotsky’s work, the Zone of Proximal Development. Vygotsky called the area between the task that a child has mastered and the task that a child can do when offered support, is the Zone of Proximal Development (ZDP). It was Vygotsky’s notion that a child that was near to learning a new idea, would do so much better when interacting with other people. It did not need to be a teacher but could also be help from a fellow student who had already grasped the concept being taught. When teaching place value to children, I witnessed that some of my middle level pupils, who had been able to grasp the concept, were able to explain to a fellow student who had not grasped it yet, in a very simple way. Another key aspect of Vygotsky’s theory is the idea of scaffolding. Scaffolding is a way in which “adults and peers can help a child reach a new concept or skill by giving supporting information” (Mooney, 2000). To be able to scaffold a child’s learning, a teacher would need to observe a child’s learning and take note of what they were capable of doing within their learning and where they are capable of going with their learning. The scaffolding or the “guided participation” (Slee
CS4447 Systems Analysis
essay help online CS4447 Systems Analysis. Can you help me understand this Science question?
Mini Case: Capstone Case: New Century Wellness Group
New Century Wellness Group offers a holistic approach to healthcare with an emphasis on preventive medicine as well as traditional medical care. In your role as an IT consultant, you will help New Century develop a new information system.
You began the systems analysis phase by conducting interviews, reviewing existing reports, and observing office operations. (Your instructor may provide you with a sample set of interview summaries.)
The New Century medical team performs services and medical procedures, which are coded according to the American Medical Association’s Current Procedure Terminology (CPT). CPT codes consist of five numeric digits and a two-digit suffix, and most insurance payers require the codes to be included with billing information.
The new system must be able to handle the new ICD-10 procedure coding system, which will be required by the Centers for Medicare & Medicaid Services (CMS) beginning October 1, 2014. ICD-10 codes consist of seven alphanumeric characters, which can be electronically transmitted and received. New Century’s information system must interface with 25 California health insurance providers. The new system represents an opportunity for significant cost saving for New Century, and more convenience for patients, who will be able to go online to update medical information, schedule appointments, and request medical records.
During your fact-finding, you learned that the clinic requires various reports, as follows:
Daily appointment list for each provider. The list shows all scheduled appointment times, patient names, and services to be performed, including the procedure code and description.
Daily report call list, which shows the patients who are to be reminded of their next day’s appointments. The call list includes the patient name, telephone number, appointment time, and provider name.
Weekly provider report that lists each of the providers and the weekly charges generated, plus a month-to-date (MTD) and a year-to-date (YTD) summary as well as profit distribution data for the partners.
Monthly patient statement, which includes the statement date, head of household name and address, previous month’s balance, total household charges MTD, total payments MTD, and the current balance. The bottom section of the statement shows activity for the month in date order. For each service performed, a line shows the patient’s name, the service date, the procedure code and description, and the charge. The statement also shows the date and amount of all payments and insurance claims. When an insurance payment is received, the source and amount are noted on the form. If the claim is denied or only partially paid, a code is used to explain the reason. A running balance appears at the far right of each activity line.
Weekly Insurance Company Report.
Monthly Claim Status Summary.
In addition to these reports, the office staff would like automated e-mail and text messaging capability for sending reminders to patients when it is time to schedule an appointment. Data also needs to be maintained on employers who participate in employee wellness programs. This information can be used for marketing purposes throughout the year. Finally, the new system needs to track employee schedules, attendance, vacation time, and paid time off.
Now you are ready to organize the facts and prepare a system requirements document that represents a logical model of the proposed system. Your tools will include DFDs, a data dictionary, and process descriptions.
(30 pts) Prepare a context diagram for New Century’s information system. (Follow the textbook standards for diagram. Please see Fig 5-12)
(45 pts) Prepare a diagram 0 DFD for New Century (See Fig 5-13). Be sure to show numbered processes for handling appointment processing, payment and insurance processing, report processing, and records maintenance. Also, prepare lower-level DFDs for two numbered process. (Follow the textbook standards for diagram. Please see Fig 5-14)
(25 pts) Prepare a list of data stores and data flows needed for the system. Under each data store, list the data elements required. (Please read section 5.6 carefully not to miss any items. Please note that you don’t need to use any special software to create this list)
CS4447 Systems Analysis
HLS 400 CTU Unit 3 Federal Statutes Civil Liberties & Privacy Discussion
HLS 400 CTU Unit 3 Federal Statutes Civil Liberties & Privacy Discussion.
I’m working on a law discussion question and need support to help me study.
Unit 3 – Discussion Board Running head: FEDERAL STATUTES, CIVIL LIBERTIES, AND PRIVACYAssignment Description:Primary Task Response: Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear and use examples to reinforce your ideas.There has been a large amount of public debate regarding many of the provisions of the USA Patriot Act as they relate to civil liberties. Using the course materials, the library, and the Internet, research the USA Patriot Act as it relates to civil liberties. Utilizing the information, please answer the following questions, and respond to at least 2 of your classmates’ posts on this topic as well. You are encouraged to return to this Discussion Board often, because this is a subject that many feel very strongly about. Regardless of your personal feelings one way or the other on these questions, please maintain a professional and cordial tone in your initial post, and more importantly, in your responses to your classmates. How important is maintaining people’s right to privacy in the fight against terrorism? Provide support for your answer. Should people compromise their civil liberties to improve their chances in the fight against extremists? Provide support for your answer. What civil liberties, if any, are you willing to give up to ensure a safer United States? Provide support for your answer. Where should government draw the line on issues such as privacy and other individuals’ freedoms? Provide support for your answer. Are there any rights that are so sacred that they should never be infringed upon? If so, what are they? Provide support for your answer.
HLS 400 CTU Unit 3 Federal Statutes Civil Liberties & Privacy Discussion
The Problems That Faced Arab Nationalism Politics Essay
Upon the collapse of the Ottoman Empire and the presence of imperial powers shortly after, the Middle East had to contend with a radical change in both the dynamics and the concentration of power within the region. These circumstances would lead in turn to chronic conflict in the Middle East and consequent repeated attempts at unifying the Arab world. This essay will look at how and why attempts were made at uniting Arab states and why these attempts often failed at delivering any significant unification. First it is important to look closely at the position the Middle East found itself in, in the early 20th century. The Ottoman Empire had ruled the region for over four centuries and had done so through divisions of people in different autonomous communal groups. This was in stark contrast to the territorial borders imposed by the imperial powers. As Ayoob argues, boundaries imposed by imperial powers fragmented the region into the multitude of weak, competing and often artificial state units on the basis of great powers interests and not indigenous wishes. The position the Middle East therefore found itself in was one in which indigenous groups were divided by territorial borders imposed by imperial powers, with these borders often simply being drawn with a ruler on a map with little attention being paid to the dynamics of the peoples living in these areas. Next it is important to look at the challenges states faced in nation building and how this would HAVE/of contributed to the need of Arabism. As Hinnebusch explains, one of the great difficulties facing Arab nations was incongruence within the new founded states. Identification of the people within the territorial state was weak compared with loyalties to sub-state units, such as the city, the tribe, or religious sect. The imported idea of the nation state had little historic tradition on which to build. As a result of Arab states being in a weakened position due to their challenge of nation building the ARABIST/Arabism movement meant that states could be UNITED MORE STRONGLY/stronger united. Leaders of Arab states would call for unity within the region in order to counter pressures from western powers. Hinnebusch explains that within a group, identity facilitates cooperation and mobilizes agents for change and where identity converges with shared territory and economic interdependence, resulting in a nation state or regional community, legitimacy and stability is reached. This was the mentality of Arab leaders when calling for unity. Kienle (1995) argues that states turned to Pan Arabism when they feel vulnerable and insecure. The use of “identity” is merely an instrument used in order to call for support in times of potential danger. Benedict Anderson argues that certain processes tie groups together into an “imagined community”. For example the development of local and regional economies engage different groups creating a link between them. The one-state-one-nation Western ideal contrasted with the Arab notion of one-nation-many-states. This follows the basic principle of Arab Nationalism or Arabism, which calls for the unification of all Arab people. The Arab world is unique in that the region shares, to a large extent, a common language, culture, history and religion. These are all important factors in determining nationalism of a state. Therefore the region looked set in establishing an Arab nationalism movement as it held all the ingredients to do so. However the issue was that the region had been divided into states, some of which WERE deemed “artificial”, and so as these new founded states attempted to consolidate power within their own territory and gain some form of identity, Arabism would face several constraints. From the outset there had been no agreement on how Arabism would be combine with more local loyalties (such as within the state). As states started to gain independence nationalistic movements started to take place in order to unify the peoples within territorial borders. For example Iraq, WHICH/who became the first Arab state to achieve its official independence in 1932, went through a process that attempted to create a sense of Iraqi Patriotism. King Faisal conducted a competition between poets and musicians to provide words and music for the first Iraqi national anthem. Therefore one of the issues that first arose in causing a difficulty in the establishment of Arabism was the need of consolidating power within new FOUND/founded territorial borders and the call to local loyalties that would put a wider call to Arabism on hold. Another issue that faced Arabism was the competition between the stronger Arab states in taking lead throughout the region. As state building became more and more important, leaders were often concerned about losing power to other Arab states. An example of this was King Faisal attempts at holding an Arab congress in Baghdad, in order to use Arab support to help reduce Iraqi weakness and overcome the dangers threatening the integrity of Iraqi society. However Humphreys, the British High Commissioner, NO WHO NEEDED/who argued it could provoke hostility from Iraqi neighbours and bring about the very dangers that the king feared, rejected the proposal. It would have built up hostility from leading Arab states like Saudi Arabia who resisted any moves made by states that could put them into a leading position within the region. The outcome of the six-day war is often used to signal the end of the Arabism movement. The war led to the astounding Israeli victory over a united Arab force (primarily Egypt, Syria and Jordan) and the inability of ARAB/Arabic countries to generate economic growth. One of the major reasons to why this would be the downfall of the ARABIST/Arabism movement was the extent to which Egypt suffered major losses in the war. Egypt’s losses meant that they would no longer at the front food of Arab politics. From 1967 and throughout the 1970s we see the country move further and further away from the pursuit of Arabism. The Camp David Accords, promoting peace between Israel and Egypt and the expulsion of Egypt from the Arab league in 1979 highlight the end of Egypt’s quest in uniting Arabic nations. The lack of efficiency of Pan-Arab institutions was another factor in the failure of the movement. In an anarchic system whereby states have no one to report to, there was no way in ensuring that Arabic states would adhere to Pan-Arab friendly practices. One OF the first institutions to be set up in order to promote Arabism was the United Arab Republic (UAR), established in 1958, which included Syria and Egypt. However the institution only lasted until 1961 as Syria pull out of the initiative due to Nasser’s want to dominate both countries. In 1963 the new UAR was set up, this time including Iraq as well AS Egypt and Syria, and including an entirely federal system where by each state was able to keep its identity. The institution lasted longer than its predecessor had, but again was abolished in 1971 due to the differences between Syria and Egypt. Gamal Abdell Nasser, the Egyptian President, had been a key figure in the push for unity among Arab states. Soon after his assumption of power in 1956, becoming the second president of Egypt, Nasser nationalised the Suez Canal, and at the same time denounced Western influence in the Arab world. This created a strong feeling of support throughout the Arab world for Nasser, and the way in which he dealt with the repercussions of the British and French powers consolidated his position as the face of Arabism. From this point on Nasser would attempt to unify Arabs throughout the region although often he was seen as overbearing, one example NO BEING NEEDED/being mentioned above whereby the early break up of the UAR was caused through his domination of Syria’s government and consequently Syria’s decision to leave the institution. The death of Egypt’s second president on the 28th of September 1970 is often seen as the “final nail in the coffin” for Arabism, after the devastating results of the 1967 war. It meant that there was no leader to which Arabs could aspire and turn to in the name of Arabism and as a result meant there was nothing holding the fort in preventing the movement NO INTO NEEDED/into dissolving into something of the past. There is conclusive evidence that Nasser’s death was in fact the end of Arabism. By the mid-1970’s “the idea of Arab unity became less and less apparent in Arab politics” (The Continuum Political Encyclopaedia of the Middle east). Nasser’s death also clinched the end of Egypt as the leading state of Arabism. Anwar Al Sadat, Nasser’s successor, revived an Egyptian orientation, unequivocally asserting that only Egypt and Egyptians were his responsibility. Ultimately the death of Nasser led to the Arab world losing its leader in the quest of uniting its peoples.