Medicare Payment System ProvisionsProspective payment system rates are based on national “average” cost figures. Taking the national average cost into consideration, CMS sets base rates for each payme

  1. Medicare Payment System Provisions

Prospective payment system rates are based on national “average” cost figures. Taking the national average cost into consideration, CMS sets base rates for each payment system. The payment systems then add provisions or adjustments to the system to account for situations where the cost of an individual encounter or service may be higher or lower than the national average.

Pick three provisions from the Medicare Hospital Outpatient Payment System discussed in chapter 7. Discuss why each provision is needed. What would happen if the provision were discontinued? How would this impact facilities or providers? How would this impact the Medicare beneficiary?

Answer the above questions in no more that a page.  Use APA formatting and cite your sources.

Describe possible treatment interventions for this inmate or offender, as well as the pros and cons of each.3 power pint slides Based on the scenario below **Speaker notes are mandatory for all PowerP

  • Describe possible treatment interventions for this inmate or offender, as well as the pros and cons of each.
  • 3 power pint slides

Based on the scenario below

**Speaker notes are mandatory for all PowerPoint presentations in this clas

An offender name Jack Melton enters the criminal justice system at age 20 for theft over $500.  During Jack’s initial interview the clinician obtained his demographic background, socioeconomic status, mental history, medical history, and environmental history.  Jack shared with the clinician that since age 13 he has been in and out of the Juvenile Justice system. Jack said he was expelled from school for numerous reasons such as: spitting in a teachers face, hitting a boy in the back of the head with a book, and slapping a girl with no remorse.  Jack went on saying he has even killed a cat, stabbed a math teacher’s car tire and put a garbage can on fire in the school’s cafeteria.  Jack’s parents are divorced because his father often slapped his mother with no remorse. He reports that his father is now dead but that was a lie.  Jack has two siblings’ but are not in touch with them because he always taunted them.  Jack seemed calm and exited with no signs of dismay being in a correctional center but seemed disturbed. The clinician received a report that Jack visited the chow hall before reporting to his initial interview.  In the cafeteria Jack took a frail and undernourished man’s food and eating it all.   He laughed and mocked the inmate. Jack was cocky, very repulsive, irritable, aggressive, skeptical, inhuman, and never initiated any kind of treatment.

Case Study: The Critical Need for Information Security 5 page paper in which you: Identify at least three benefits or key knowledge points that could be derived from using cyber-attack simulator syste

Case Study: The Critical Need for Information Security

5 page paper in which you:

  • Identify at least three benefits or key knowledge points that could be derived from using cyber-attack simulator systems and research.
  • Suggest how this insight could assist in defining the needs for security within an organization.
  • Analyze and determine which sector, public or private, has greater insight on the potential of cyberattacks. Justify your answer by citing at least three examples.
  • Suggest at least four best practices that should be implemented when developing a cybersecurity strategy within a security enterprise.
  • Evaluate the required roles and functions of Information Technology (IT) personnel that would be required to sustain these best practices.
  • Describe the role of planning when developing a cybersecurity strategy and what key deliverables would ensure effective implementation and transition.
  • Suggest how public-private partnerships can strengthen cybersecurity efforts and effectiveness in a:

    • Corporate environment
    • Regional level
    • National level
  • Use three sources to support your writing.

Formal Critique There are many acceptable formats for critiquing the scientific literature. The purpose of this outline and the following article “Bringing up scientists in the art of critiquing rese

Formal Critique There are many acceptable formats for critiquing the scientific literature. The purpose of this outline and the following article “Bringing up scientists in the art of critiquing research” is to provide ideas and guidance to those who may not already have a preferred writing style. Suggested Critique Format: Heading • Critique/Review • Reviewer • Your Major, Department, University, City, State • Article Title • Author(s) • Journal: (include name of journal, volume, pages) Overview/Brief Description Without going into detail or injecting your personal opinion, provide a summary of the study. Include the following information: • The objective of the study and why the author believes it to be significant. • Summarize how the author investigated his/her objective. • Describe the most noteworthy results • Present the author’s main conclusions Strengths and Weaknesses (1-2 paragraphs on each) The following is a list of important aspects to consider when evaluating scientific literature. Not all may be relevant to a particular study. Consider these points and address a subset of them or other relevant points in the strengths or weaknesses portion of your review. Remember that justification is key for addressing strengths and weaknesses.• How appropriate is the Title? • Does the study have scientific merit? Did it contribute to society’s understanding of ecology? • Were the methods sufficient to test the author’s objective? • Could the study be duplicated to acquire similar results? • Are figures and tables well organized and necessary? Do the results address the main objectives of the study? • Are the conclusions supported by the results? • Is the paper well written/easy to follow? • Does this study inspire additional research? If so, provide examples. *Clarity and conciseness should be emphasized in your critiques. Avoid scientific jargon. The Critique is limited to 2 pages (doubled spaced).

Formal Critique There are many acceptable formats for critiquing the scientific literature. The purpose of this outline and the following article “Bringing up scientists in the art of critiquing rese
Bringing up scientists in the art of critiquing research by Barbara J. Kuyper (from BioScience 1991. 41(4):248 -249) In addition to factual knowledge of a given discipline, scientifically literate college graduates need analytical skills to interpret, appl y, and communicate the scientific information they have acquired (AAAS 1990, NAS 1989). For research scientists, analytical skills are essential in writing , critiquing, revising, and defending research proposals and articles and reviewing the research of other scientists. Critical thinking and writing are activities integral, rather than peripheral, to scientific research. As Sidney Perkowitz (1989) of Emory University writes, “I have learned that when I write a research paper I do far more than summari ze conclusions already neatly stored in my mind. Rather, the writing process is where I carry out the final comprehension, analysis, and synthesis of my results” (p. 353). But graduate students rarely receive formal training in thinking or writing about research. Many become good scientists who are nonetheless severely handicapped in communicating their own research and in eliciting useful assessments of it from others. With a good analytical mind and a few other tools at hand, however, a scientist at a ny career stage can learn the art of critiquing research. Critical assessment of research articles Traditionally, the scientific method involves formulating a hypothesis, designing an experiment to test the hypothesis, collecting data, and interpreting t he data. The structure of research articles (called IMRAD) parallels this sequence: introduction, including statement of objective; methods; results; and discussion. The model for conducting research and the structure for presenting it have variations, but the basic analogy remains. Research is conducted and presented by the scientific method, and it can also be analyzed by using the same logical sequence of steps. Critical assessment of a research article appropriately occurs at several stages. The a uthor critiques the first draft and revises it accordingly. Friendly colleagues review the revised draft, and the author revises the manuscript again in the light of their suggestions. These pre -submission critiques and revisions are intended to improve the written presentation of research, short -circuit unfavorable reviews, and decrease time to publication. On submission, the article undergoes peer review to determine acceptability for publication. when an article enters the scientific literature, it b ecomes open to scrutiny by other scientists, as well as by journalists, politicians, and the general public, and at this stage a scientist’s reputation can be firmly established or irrevocably damaged. The value of being able to self -critique manuscripts and to have confidence in the critique cannot be overemphasized. A scientist should ask, “What was my bias in carrying out procedures or in collecting data? Did I want my results to happen?” Scientists are human and thus subjective, and awareness of on e’s own subjectivity is essential in preparing objective research results for presentation to the scientific community (Harper 1990). For the same reason, scientists need to learn how to elicit useful critiques from colleagues. “Is my bias showing? Can you tell what I’m most afraid of? Can you detect any weaknesses in my experimental design or methodology that an incisive reader will most certainly expose if you don’t? As a friendly colleague, I’d like you to tell me before a journalist tells the world !” Developing skills in critiquing research Some tools are needed for training scientists to critique their own and their colleagues’ research articles. An analytical mind -set is basic to all facets of scientific research, including critical analysis of the scientific literature. In editing manuscripts for research scientists, I prepare a written summary that assesses the article section by section. This editorial critique is designed to give the author an overview of the manuscript rather than getting bogged down in editorial clean -up work or a sentence -by-sentence analysis. A colleague’s written critique also provides an overview, but it emphasizes design and interpretation of research rather than presentation. The checklist, a traditional editors’ tool, is also useful in scrutinizing scientific manuscripts from authors’, statisticians’, and reviewers’ standpoints (Applewhite 1979, CBE Style Manual Committee 1983, Gardner et al. 1986, Squires 1990). I have developed a checklist for critiquing a rese arch article at an early draft stage that both the author and in-house reviewers can use (see box). The checklist focuses on structure, or organization, and its interrelationship with content. It is based on the IMRAD structure but can be modified for ot her types of journal articles. In assessing articles with the aid of the checklist, fluorescent color markers are useful tools that give authors and reviewers something useful (and playful) to do. I use a yellow marker to call attention to statements of objectives at various points in the manuscript (and discrepancies among them) and a rose marker to identify undefined or misused terms. A critique of the introduction alone (steps 1 -4) sometimes unravels the entire article. Discrepancies between the titl e of the article and the stated objective at the end of the introduction throb in the fluorescent color. The researcher may discover an ambiguity in thinking about the purpose of the research that was previously concealed but is now glaringly obvious. A careful scrutiny of research methods (steps 5 -8) may expose fatal flaws in sample selection or experimental design that invalidate the results. This disturbing revelation can be beneficial over the long run, however, if it helps the scientist to cut loss es and move on to better -defined research. A review of methods on completion of a research project can also emphasize the importance of choosing an appropriate experimental design at the onset and evaluating the research project as it develops. The resul ts, particularly as presented in tables and illustrations, almost inevitably require drastic redesign and revision. Selecting, aligning, and labeling data appropriately in tables require as much thought as does the textual description of results. Ideally , the author has designed the tables before writing the results section, and steps 9 -12 on the checklist directs reviewers to examine the tables first. A table should be self – explanatory, with a title that accurately and concisely describes content and co lumn headings that accurately describe information in the cells. Instructions for preparing scientific tables (CBE Style Manual Committee 1983) and illustrations (CBE Scientific Illustration Committee 1988) are invaluable tools in writing and revising res earch articles. Authors often seem mentally fatigued by the time they have defined in writing what their research was really about, struggled with statistical analysis of data, sorted out meaningful results, and revised tables again and again. Consequent ly, the discussion often degenerates into a feeble rewording of results rather than interpretation of the research and its status in relation to other studies in the field. In critiquing the discussion section (steps 13 -16), the author can easily detect m ere repetition of results. To validate and refine interpretation, however, a colleague’s probing questions are probably more fruitful at this stage than is self -examination. The overview section of the checklist (steps 17 -20) requires the author or revie wer to step back and reconsider the manuscript as a whole. Does the author think and write logically? Is the organizational sequence of the paper logical and appropriate to content? Are the objectives and results of the research stated clearly? Does th e article fit the stated purpose of the journal to which it is being submitted? Conclusions After all is said and done, critiquing research is intellectual fun. The ability to scrutinize a piece of writing with a critical eye requires time for leisurely contemplation, an analytical mind (the scientific mind?), a zest for arguing with colleagues, and the ability to set ego aside. If we do not assess our own research, journal reviewers and subsequent readers will do it for us, with the potential for much more badly bruised egos and scientific reputations. Acknowledgments I thank Stephen B. Kritchevsky, Department of Biostatistics and Epidemiology, University of Tennessee, Memphis, and Jerry M. Williams, Department of Horticulture, Virginia Polytechnic I nstitute and State University, for critiquing this manuscript. References cited American Association for the Advancement of Science (AAAS). 1990. The Liberal Art of Science: Agenda for Action. AAAS, Washington, D.C. Applewhite, L. 1979. Examin ation of the medical/scientific manuscript. Journal of Technical Writing and Communication 9:17 -25. CBE Scientific Illustration Committee. 1988. Illustrating Science: Standards for Publication. Council of Biology Editors, Bethesda, MD. CBE Style Man ual Committee. 1983. CBE Style Manual: A Guide for Authors, Editors, and Publishers in the Biological Sciencs. 5th edition. Council of Biology Editors, Bethesda, MD. Gardner, M.J., D. Machin, and M.J. Campbell. 1986. Use of check lists in assessing the statistical content of medical studies. Br. Med. J. 292:810 -812. Harper, A.E. 1990. Critical evaluation -the only reliable road to knowledge. BioScience 40:46 -47. National Academy of Sciences (NAS), Committee on the Conduct of Science. 1989. O n Being a Scientist. National Academy Press, Washington, D.C. Perkowitz, S. 1989. Commentary: can scientists learn to write? Journal of Technical Writing and Communication 19:353 -356. Squires, B.P. 1990. Statistics in biomedical manuscripts: wha t editors want from authors and peer reviewers. Can. Med. Assoc. J. 142:213 -214. _Barbara J. Kuyper is an assistant professor in the Department of Health Informatics, University of Tennessee, Memphis, TN 38163. She is responsible for developing the sci entific writing component of a curriculum for graduate students planned to include training in information science, analytical skills, scientific communication, and the roles and responsibilities of scientists in the world community. She teaches a graduat e course on writing journal articles and a faculty workshop on critiquing research articles. © 1991 American Institute of Biological Sciences. Checklist for critiquing a research article Title: Author: Introduction 1. Read the statement of purpose at the end of the introduction. What was the objective of the study? 2. Consider the title. Does it precisely state the subject of the paper? 3. Read the statement of purpose in the abstract. Does it match that in the introduction? 4. Check the sequ ence of statements in the introduction. Does all information lead directly to the purpose of the study? Methods 5. Review all methods in relation to the objective of the study. Are the methods valid for studying this problem? 6. Check the methods fo r essential information. Could the study be duplicated from the information given? 7. Review the methods for possible fatal flaws. Is the sample selection adequate? Is the experimental design appropriate? 8. Check the sequence of statements in the m ethods. Does all information belong in the methods? Can the methods be subdivided for greater clarity? Results 9. Scrutinize the data, as presented in tables and illustrations. Does the title or legend accurately describe content? Are column heading s and labels accurate? Are the data organized for ready comparison and interpretation? 10. Review the results as presented in the text while referring to data in the tables and illustrations. Does the text complement, and not simply repeat, data? Are t here discrepancies in results between text and tables? 11. Check all calculations and presentation of data. 12. Review the results in the light of the stated objective. Does the study reveal what the researcher intended? Discussion 13. Check the inter pretation against the results. Does the discussion merely repeat the results? Does the interpretation arise logically from the data, or is too far -fetched? Have shortcomings of the research been addressed? 14. Compare the interpretation to related stud ies cited in the article. Is the interpretation at odds or in line with other researchers’ thinking? 15. Consider the published research on this topic. Have all key studies been considered? 16. Reflect on directions for future research. Has the author suggested further work? Overview 17. Consider the journal for which the article is intended. Are the topic and format appropriate for that journal? 18. Reread the abstract. Does it accurately summarize the article? 19. Check the structure of the art icle (first headings and then paragraphing). Is all material organized under the appropriate heading? Are sections subdivided logically into subsections or paragraphs? 20. Reflect on the author’s thinking and writing style. Does the author present this research logically and clearly? __Explicit Authorship by Carlos Galindo -Leal (from Bull. Ecol. Soc. Amer. 1996. 77(4): 216 -220)

Need help with my writing homework on Mechanical Design for Manufactures. Write a 2000 word paper answering;

Need help with my writing homework on Mechanical Design for Manufactures. Write a 2000 word paper answering; DFM is particularly applied to the initial product design where it ensures that the product is manufactured easily at an economical cost and is also built to the required quality and reliability (Wood, 2007, p.29).

On the other hand, Design for Manufacture and Assembly (DFMA) is a combination of two manufacturing methodologies namely the design for ease of manufacturing of the product parts (Design for Manufacture) as well as the design for easiness of assembly (design for Assembly) (Anderson, 2014, p.102). DFMA is important to the manufacturing process as it provides guidance that can help designers to simplify the structure of the product, reduce both the manufacturing and assembly costs, and to quantify the improvements. In addition, DFMA can also be applied in the manufacturing process to help identify, quantify, and consequently eliminate the inefficiencies or wastes in the product design.

Design for manufacturing (DFM) and Design for Manufacture and Assembly (DFMA) help in the proactive design of products with the objective of optimizing each of the manufacturing functions such as repair, service, delivery procurement, assembly as well as fabrication. This way of operation lets DFM provide an assurance of the most appealing cost, reliability, quality, safety, regulatory compliance, customer satisfaction, and time-to-market.

Finally, Statistical Process Control (SPC) is a data-driven method of quality control that involves the use of control charts and other product/process measurements to measure and control quality during the manufacturing process. The control chart is arguably one of the most successfully used SPC tools and is widely used to record data and help detect unusual events. During the manufacturing processes, the primary use of control charts is to provide the necessary control limits on a time basis&nbsp.through which processes can effectively be monitored.

4 page min paper InstructionsAs we have seen in this course, with each disaster, lessons are learned and better preparation and response practices are often implemented. Hurricanes Katrina and Sandy

4 page min paper

InstructionsAs we have seen in this course, with each disaster, lessons are learned and better preparation and response practices are often implemented. Hurricanes Katrina and Sandy both provided such outcomes.For this assignment, you will choose two of the five National Planning Frameworks that relate to an emergency services function or recovery support function.You will conduct research to identify examples where the frameworks were implemented for either Hurricane Katrina or Hurricane Sandy.For each of your two chosen frameworks, you will explain how state and federal public health laws interacted and whether they succeeded or failed in their implementations during that particular disaster.Your case study should present an insightful, thorough analysis and demonstration of course concepts, lessons learned, and laws affected. Provide strong arguments and evidence to support your analysis.Your case study should be a minimum of four pages, not including the title and reference pages. A minimum of five sources must be used and should be properly cited. Your case study and all references should be formatted in APA style.

Students will review a focus group video interview done with Dr. Eckenrod where KIN 474 Capstone students will answer questions generated by students in KIN 204. KIN 204 will build these questions as

Students will review a focus group video interview done with Dr. Eckenrod where KIN 474 Capstone students will answer questions generated by students in KIN 204. KIN 204 will build these questions as a blog post in the semester and Dr. Eckenrod will use some of the questions in her focus group interview with KIN 474 students.

KIN 204 students will watch and take note on the focus group interview and will write a 2-3 page double-spaced paper discussing

(1) general information they gathered from the video,

(2) what they learned from the interview,

(3) how the interview information connects to readings done throughout the class period, and

(4) how they will use what they learned in to help them progress through the degree and improve their coaching practice.

Write 5 pages thesis on the topic constructive and destructive environmental plans.

Write 5 pages thesis on the topic constructive and destructive environmental plans. The Democratic Party is looking forward to changing this Image completely through various projects that are about to unfold, with environmental safety as their key concentration. Let us analyze about two such projects.

Nearly 2.4 billion metric tons of Carbon dioxide is emitted into the US sky through the 500 power plants and the oil refineries present here. This constitutes nearly 40% of the total Carbon dioxide emission in the country (Biello). The new rules will force the refineries and the power plants to avoid using fossil-fuel for energy and look for other alternative means like natural gas. The practical applicability of the plan is still under question. EPA is seeking the co-operation of the state governments to upgrade the age-old techniques used in the power plants and refineries. Though there is much opposition to the move from Congress, the President had already waived a green flag for EPA to formulate the rule within the next couple of months approximately.

Forcing down Carbon dioxide emission means using natural gas as an alternative which is way expensive than the current methods. This will result in increased electricity and gasoline bills for the consumer. But, the government is announcing various subsidies for the power plants and oil refineries to keep the prices in check. New Source Performance Standards have framed new rules for using several items in steam generating units like its generators. It closely monitors the emissions of PM, SO2, and NOX from this equipment and orders for an upgrade if they are beyond the permitted level. Various measures like the Acid Rain program and Emissions Standards for Hazardous Air Pollutants programs will be used to monitor the power plants. Petroleum refineries will be scrutinized under the Catalytic Reforming and Catalytic cracking of the Sulphur plants program.

President Obama’s various measures to make the US environment a cleaner and greener one have resulted in complete failure in the past. The Solyndra project which received nearly $535 million aid from the US government proved to be a failure, which came as a death blow to President Obama’s solar electricity dream.

files attached

files attached

files attached
Unit VII Assignment: Making the Grade In this assignment, you will be asked to calculate several statistics for a particular data set. Instructions: Imagine that you are a high school teacher. You just calculated each student’s final course grade but want to know how the class did overall. To determine this, follow the instructions below to create your data set. Next, use the data set to answer questions 1–6. Save all your work to this template and submit it in Blackboard for grading. Create your data set: Follow the directions to retrieve the final course grades for your high school class. Go to Scroll down to the section labelled “Numbers,” and click on “Integer Generator.” Type in the number 20 in the first box. The sentence should read, “Generate 20 random integers.” Type in 70 and 95 in the second and third boxes. The sentence should read, “Each integer should have a value between 70 and 95.” Leave the fourth box as is. This will output your results in 5 columns. Select “Get Numbers”. You should have 20 values between 70 and 95 in your data set. Type all 20 numbers that you found in the step above. These numbers represent the grades of each student in your class. Enter the grades in any order. Create a stem-and-leaf display, and paste it below. Then, answer parts a and b below. Use the table to type in your answers. Separate your leaves with a space. a. What is the lowest grade in the class? b. What is the highest grade in the class? What value occurs the most? The mode is: Compute the median. Write your answer as a decimal. Do not round your answer. Use the stem-and-leaf display that you created in question 2 to list the grades from lowest to highest below. If there are two middle grades, add those grades together and divide by 2. Replace the “?” in the formula with the appropriate values. The median is: Compute the mean. Round to the nearest whole number. To find the mean, add all the grades together and divide by the total number grades. A template is provided below. Complete the template by substituting in the appropriate values. The mean rounded to the nearest whole number is: Your school receives a ranking depending on the overall average of all students in the school. Suppose the school wants an overall average of 90%. The following data represent the averages of 8 other classrooms. What grade would the 9th classroom need in order for the average among all classes to be at least a 90%? Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 YOUR CLASS Class 9 93 80 70 86 68 92 74 ?? The formula for solving this question is below. Replace the words, “Your Class Average”, with the answer you found in question 5 and solve for X. Show each step of your work. First, add all the numbers in the numerator together: Next, multiply both sides of the equation by 9: Isolate the x and write the final answer: The 9th class must have an average of: Assuming no extra credit will be offered in this class, is the average found above possible to obtain? Why, or why not?

Backward design in instructional planning begins with the end in mind. That means that the teachers must set the instructional goals first, determine how they will be measured, and then create the act

Backward design in instructional planning begins with the end in mind. That means that the teachers must set the instructional goals first, determine how they will be measured, and then create the activities that will lead to students successfully attaining the content.

Backward design requires an understanding of your students. The beginning of a school year or new semester is a great opportunity for teachers to gather information from their students to better serve them in the classroom. Surveys provide the teacher with information such as students’ self-efficacy of content, level of enjoyment of a content area, prior knowledge, student investment/attitude towards content and school, and students’ interests. Particularly in the STEM content areas of science, technology, engineering, and mathematics, this information helps teachers develop lessons that increase student engagement and confidence with content.

Review and analyze the results from the “Sample Student Survey” of a high school STEM class. You will use this data throughout this course as you create your STEM Unit Plan.

In 500-750 words, analyze the data provided, and explain the following:

  • What patterns do you see in the data? What conclusions can you draw from the data about the students in this class?
  • How will this data inform cross-disciplinary STEM instructional planning?
  • Based on the data, brainstorm what instructional strategy (i.e., cooperative learning, conferencing, hands on learning, modeling, Jigsaw, discovery learning) would be most effective for your STEM Unit Plan? Justify your answer.
  • Based on the data, how would you differentiate your instruction to meet the needs of diverse students in your STEM Unit Plan? Explain.

Support your findings with a minimum of three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Sample Student Survey.docx