small business management

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A​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​n important step in developing a projected (pro forma) income statement is to create a sales forecast and calculate anticipated revenue for the business. Imagine you​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ are creating a business; develop a sales forecast and estimate revenue for the first year of operation and describe the process you used to arrive at your estimates​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​.

Sample Solution

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Alexander Fleming and Penicillin

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create a scientific poster, it should give a brief description of the experiment and highlight the major conclusions of the experiment.

Sample Solution

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Billing/Coding Action Plan

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You are a healthcare executive of a large hospital, serving as director of health information. You have been advised that there are serious concerns regarding the competence of the facility’s billing and coding staff. To address these concerns, you will develop an action plan. Please complete your action plan as indicated below in Parts 1- 3.

Part 1 Instructions

Evaluate at least three (3) types of abuse or fraud that may occur during the course of medical coding and billing activities. Determine at least three (3) organizational policies and procedures that monitor such activities and critique the effectiveness of each policy/procedure.

Part 2

Instructions

Based upon the trends of abuse or fraud that you identified in Part 1, develop both a new employee orientation program and an ongoing training program for medical billing and coding employees. Design outlines of each training program and construct the learning activities involved. You should also indicate a leadership approach that you would use in the implementation of the programs.

Part 3 Instructions

Develop a plan to evaluate the training programs at “time of launch” and again at periodic times over the next two (2) years. Describe the methods used to evaluate the effectiveness of each training program.

Part 4

Background

An information asset is a body of information that is defined and managed as a standalone, single unit that can be shared and exploited to the organization’s benefit. It is referred to as an asset because it has financial value to the organization. Enterprise- wide information assets that are common to large health care organizations include billing systems, EHR/EMR, master patient index, clinical automation systems, patient portals, personal health records, telemedicine, health information exchange (HIE), clinical applications (lab, pharmacy), etc.

The enterprise data warehouse (EDW) is a repository of high value data from different information assets and corporate systems/applications. The data contained in an EDW can be integrated for many strategic uses across the enterprise. Strategic objectives might include activities and initiatives designed to improve quality, safety, cost, productivity, etc.

To complete Part 4, conduct research into the topic of data warehousing in health care organizations and then answer the following:

List the benefits of an EDW to a health care organization.
Prepare a strategic objective and explain how it could be facilitated through use of a data warehouse.
Select two (2) information assets from the list above. Through a data warehouse, analyze and demonstrate how data from those two assets could be used to accomplish the identified strategic objective.

Sample Solution

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problem solving 60 – Essay Writers

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250 word reply with references
Based on your readings for younger children, is it better to use make-believe settings for problem solving or their own community for problem solving? What are the advantages and disadvantages of each approach? Give some examples describing the differences.
When considering how to teach problem solving strategies, it is effective to identify the most effective method to do so. The two ways we are considering in this situation is to teach children problem-solving strategies through make-believe situations, or situations that are happening in their community.
When considering make-believe situations, I often think about situations that could happen or have happened, but the students were not around for. For example, asking students to imagine their life on the Oregon Train and asking students to make decisions as they learn about the culture, customs, and topography of the land they are traveling, would be a make-believe situation (Chapin, 2013). The students still benefit from learning problem solving strategies, but the information they learn, may not affect them right away. I personally like make-believe settings because they are engaging and usually creative.
Thinking about teaching problem solving strategies in relationship to real, community events, there are different things to consider. The students in this situation are either provided with, or come up with a way to solve a problem in their own community. The students are still learning problem solving skills, but get to see how their thinking will benefit others. For example, if a community problem arose, such as, there are not enough coats for children in the wintertime, at their school, then the students can act and help their community. The students identified the problem, and can begin to make a list of ways to help. The students will then identify the advantages and disadvantages of each idea, choose the best one, and act upon their decision (Chapin, 2013). However, part of the planning and reasoning stage is to reevaluate the decision and see if any consequences come from it (Chapin, 2013). In this situation, it is hard to identify negatives, but if the problem needing to be solved came with higher risk, there could be consequences in real-life that students would have to face.
I personally like using real community situations for students to practice problem-solving strategies because it is more relatable. It also provides the students with a way to help their community while seeing the problem –solving strategy steps play out. I have used many situations with my class that have been make-believe scenarios because they are quicker to accomplish, but the ones I have done with my class, such as a coat drive, food drive, or creating a garden, have been the most memorable.

Chapin, J. R. (2013). Elementary social studies a practical guide(Eighth ed.). Pearson.
 
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