Develope a presentation on organizational theory and structure for the senior executive team of the cardiovascular center

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Scenario: You are a health care consultant with a thriving practice working with Boston-area hospitals. Your expertise is in organizational design and organizational behavior. One of your clients, Gary Gottlieb, of Brigham and Women’s Hospital, has accepted your proposal to work with his organization on the opening of the Shapiro Cardivascular Center. In your consulting experience you have found that reviewing the history of organizational theory helps management teams creatively approach the challenge they face. In addition, it is important to be able to analyze management’s contribution to organizational effectiveness and consider how strategy shapes organizational structure

1. Power-point presentation. References

2. 15 slides.

3. review the provided scenario, and the Brigham and Women’s Hospital: Shapiro Cardiovascular Center case study

4. Develope a presentation on organizational theory and structure for the senior executive team of the cardiovascular center

Include presenter notes (no more than 1/2 page per slide), use tables and or diagrams where appropriate.  Support with specific citations. At least 4 scholarly sources (references)

Address the following:

A. evaluate theories of organizational design

1. describe three of the most important contributions to organizational theory

2. explain how those contributions influence organizational structure and summarize the most relevant learning for the Shapiro Cardiovascular Center

B. Analyze unique aspects of Brigham and Women’s Hospital (BWH) and Brigham and Women’s Physicians Organization (BWPO) organizational structure and the design of the physical space.

C. Analyze two ways management has been both effective and ineffective. Recommend three best practices that Brigham and Women’s management can refer to when working on other projects

D. Using organizational theory as a framework, identify four challenges that the Shapiro Cardivascular Center management team is faced with in aligning strategy and organizational culture. Include the potential impact on key stakeholders

Respiratory Tract Infections, Neoplasms, and Childhood Disorders

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Unit 4 Assignment

Unit 4 Assignment Instructions

To see your assignment instructions and grading rubric, go to Course Home / Grading Rubrics.

Assignment Requirements:

Before finalizing your work, you should:

  • Ensure you have written at least four double-spaced pages.
  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; and
  • utilize spelling and grammar check to minimize errors.
  • follow the conventions of Standard American English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th Edition format as outlined in the APA Progression Ladder.
  •   

    MN551-4:.Evaluate the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic and temporal variables

    Select one of the case studies below, and include in your discussion an evaluation of the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic, and temporal variables.

    Requirements:

    1. Make sure all of the topics in the case study have been addressed.
    2. Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content.
    3. All sources must be within 5 years.
    4. Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

     

    Case Study 1

    Structure and Function of the Respiratory System

    Brad is 45 years old and has been working as a coal cutter in a mine for the last 25 years. He likes the job because it pays well and the same mine had employed his father. Like many of his colleagues, Brad has had problems with a chronic cough. He has avoided his annual checkups for fear that he will be told he has “black lung,” or coal worker’s pneumoconiosis. The disease causes fibrosis, decreased diffusing capacity, and permanent small airway dilation. In later stages, pulmonary capillaries, alveoli, and airways are destroyed.

    1. How can the disease described above create a mismatch between ventilation and perfusion? Use your understanding of alveolar dead space and physiologic shunt to explain your answer.
    2. Individuals with chronic obstructive pulmonary disease have more difficulty exhaling than inhaling. Why is this so?
    3. In general terms, what mechanisms in lung disease can affect diffusing capacity across alveolar membranes? Use the Fick law to explain your answer.

     

    Case Study 2

    Respiratory Tract Infections, Neoplasms, and Childhood Disorders

    Patricia was called at work by a woman at the local daycare center. She told Patricia to come and pick up her son because he was not feeling well. Her son, three-and-a-half-year-old Marshall, had been feeling tired and achy when he woke up. While at daycare, his cheeks had become red and he was warm to touch. He did not want to play with his friends, and by the time Patricia arrived, he was crying. Later that afternoon, Marshall’s condition worsened. He had fever, chills, a sore throat, runny nose, and a dry hacking cough. Suspecting Marshall had influenza, Patricia wrapped him up and took him to the community health care clinic.

    1. Why did Marshall’s presentation lead Patricia to think he had influenza and not a cold? Why is it important to medically evaluate and diagnose a potential influenza infection?
    2. Describe the pathophysiology of the influenza virus. Outline the properties of influenza A antigens that allow them to exert their effects in the host.
    3. Marshall may be at risk at contracting secondary bacterial pneumonia. Why is this so? Explain why cyanosis may be a feature associated with pneumonia.

     

    Case Study 3

    Disorders of Ventilation and Gas Exchange

    Emmanuel and his mother live in an urban community housing complex. The building is worn down and dirty from the urban dust, cockroaches, and mold. Emmanuel is five years of age and has suffered from asthma for the last two years. One evening, his mother poured him some milk and put him to bed. Shortly afterward, Emmanuel woke up wheezing and coughing. As he gasped for air, he became more and more anxious. His mother ran for his inhaler, but he was too upset and restless to use it. Emmanuel’s skin became moist with sweat, and as he began to tire, his wheezing became quieter. His mother called 911 and waited anxiously for the ambulance to arrive.

    1. Emmanuel uses a corticosteroid inhaler for the management of his asthma. What is the mechanism of action of this drug? How is its action different from the β2-agonist inhalants?
    2. Why does someone with severe asthma become physically fatigued during a prolonged attack? What are the physiological events that occur during an attack?
    3. One of the complications of respiratory fatigue is the development of hypercapnia. How does the body compensate for an increase in CO2? What are the effects of hypercapnia on the central nervous system?

     

    Assignment Requirements:

    Before finalizing your work, you should:

    ·        Ensure you have written at least four double-spaced pages.

    ·        be sure to read the Assignment description carefully (as displayed above);

    ·        consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; and

    ·        utilize spelling and grammar check to minimize errors.

    ·        follow the conventions of Standard American English (correct grammar, punctuation, etc.);

    ·        be well ordered, logical, and unified, as well as original and insightful;

    ·        display superior content, organization, style, and mechanics; and

    ·        use APA 6th Edition format as outlined in the APA Progression Ladder.

     

    How to Submit

    Submit your Assignment to the unit Dropbox before midnight on the last day of the unit.

    When you are ready to submit your Assignment, click the Dropbox tab and select this unit’s basket from the dropdown menu, then attach your file. Make sure to save a copy of the Assignment you submit. Please be sure to confirm that your file uploaded correctly.

     

     

    Follow the conventions of Standard American English (correct grammar, punctuation, etc.); be well ordered, logical, and unified, as well as original and insightful; display superior content, organization, style, and mechanics.

    ·         Use APA 6th Edition format as outlined in the APA Progression Ladder

    ·         Cite at least three sources; journal articles, textbooks, or evidenced-based websites to support the content. All sources must be within five years.

     

    ·         Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES

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CHCCOM005 COMMUNICATE AND WORK IN HEALTH OR COMMUNITY SERVICES ASSESSMENT

ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

Your skills and knowledge using written and observation activities that apply to your workplace.

Your ability to apply your learning.

Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.

Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.

Ensure that their own qualifications are current.

When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.

When required, ensure supervisors and students sign off on third party assessment forms or third party report.

Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines
Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text
Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text = of a foolscap page
Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages
Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages
Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
Attachments if requested are attached Requested supplementary items are not attached
All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information
Observation All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.

Assessment Cover Sheet
Student’s name:
Assessors Name: Date:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached
Written Activity Checklist

The student will complete the written activity provided to them by the assessor.

The Written Activity Checklist will be completed by the assessor.

 S NYS
Observation / Demonstration

The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.

The Observation Checklist will be completed by the assessor.

 S NYS
Questioning Checklist

The student will answer a range of questions either verbally or written.

The Questioning Checklist will be completed by the assessor.

 S NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature: Date:
Assessor Signature: Date:

Assessment cover sheet

written activity

1. For this task you are to write an information guide for new employees about communicating effectively in the health and community services industry. In your guide you will need to include information on the following topics:

a. Effectively communicating with people

b. Collaborating with colleagues

c. Constraints to communication and strategies to address them

d. Reporting problems identified in work activities

e. Workplace correspondence and documentation requirements

f. Continuous improvement participation

2. For this task you must research each of the following topics, and complete a basic report on your findings. To guide your research please answer the following questions:

a. When communicating with others in the community sector what legislation and ethical consideration need to be made?

b. Where might you locate information on the application of legal and ethical aspects of health and community services work?

c. How can you ensure you make ethical decisions at all times?

d. What is the difference between motivational interviewing and coercive approach?

e. What is the difference between collaboration and confrontation?

f. What are the influences on communication?

g. Why is grammar, speed and pronunciation for verbal communication important?

h. Why is non-verbal communication important to use and recognise?

i. Choose a community service organisation that you are familiar with and discuss the structure, function and interrelationships they have.

j. What digital media is often used in the community service sector and how is it used?

Questions

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

1. What are the different categories of communication?

2. What can you do to communicate effectively with people?

3. Write two examples each of open questions and closed questions.

4. What can you do to collaborate with colleagues effectively?

5. List six examples of industry terminology that you would use in verbal, written and digital communications.

6. What can you do to address communication constraints?

7. Discuss two strategies to handle conflict and maintain a tension-free workplace.

8. What are two pieces of legislation, regulations or Acts do you need to comply with in community services?

9. Who should you report any unresolved conflicts, breach or non-adherence to standard operating procedures, or any issues impacting on the rights of you or your client to?

10. How would you promote and model changes in the workplace?

11. List six different types of documentation you may need to complete to organisational standards in your workplace.

12. How can you contribute to continuous improvement in your workplace?

13. Who can you seek advice from in relation to improving your skills and knowledge?

14. Who would you speak to in relation to accessing options for skills development and training?

15. Define each of the following:

a. Privacy, confidentiality and disclosure

b. Discrimination

c. Duty of care

d. Mandatory reporting

e. Translation

f. Informed consent

g. Work role boundaries – responsibilities and limitations

h. Child protection across all health and community services contexts, including duty of care when child is not the client, indicators of risk and adult disclosure

16. Discuss the following two techniques in relation to communication:

a. Reflecting

b. Summarising

17. What is the difference between collaboration and confrontation?

18. What are the potential constraints to effective communication?

Developed by Enhance Your Future Pty Ltd 4 CHCCOM005 Communicate and work in health or community services Version 2 Course code and name

Describe how hazard notations are used to derive OELs, including the additional hazard notations included by the Occupational Safety and Health Administration (OSHA). How would these notations be used in industrial hygiene practice? 

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 Perform the following calculation for air concentration. Acetone: 42.0 ppm = ____ mg/m3

Perform the following calculation for air concentration. Sulfuric Acid: 2.5 mg/m3 = ____ ppm

Perform the following calculation for air concentration. Formaldehyde: 4.0 mg/m3 = ____ ppm

 

Perform the following calculation for air concentration. Benzene: 3.0 ppm = ____ mg/m3

Discuss the similarities and differences that exist between the three basic types of occupational exposure limits (OELs). Describe how each type of OEL is used to control occupational exposures, and provide at least one specific chemical for which each type of OEL has been established.

Your answer must be a minimum of 200 words in length.

Discuss the common elements used to derive occupational exposure limits (OELs). Provide your opinion as to which of the elements is the most important.

Your answer must be a minimum of 200 words in length

Describe how hazard notations are used to derive OELs, including the additional hazard notations included by the Occupational Safety and Health Administration (OSHA). How would these notations be used in industrial hygiene practice?

Your answer must be a minimum of 200 words in length.

Unit III journal

Imagine that you are an industrial hygienist or a safety officer at an organization. Describe how you would determine which occupational exposure limits (OELs) should be applied at your workplace. Should you use the Occupational Safety and Health Administration (OSHA) permissible exposure limits (PELs), the American Conference of Governmental Industrial Hygienists (ACGIH) threshold limit values (TLVs), or the National Institute for Occupational Safety and Health (NIOSH) recommended exposure limits (RELs)? Explain which one you would choose and why.

Your journal entry must be at least 200 words. No references or citations are necessary.