‘Map-It’ Framework in Addressing Social Determinats of Health

Introduction For the past two decades Utah County has been ranked among those US counties with healthiest populations. In spite of this, assessment on life expectancy of the inhabitants of Utah State shows that some problems have cropped into the local occupants depriving them of their once notable rich health status (Novilla, Barnes, Hanson, West Edwards, 2011). A close examination shows that there are inherent health disparities among Utah citizens and this is as a result of the notable variations in life expectancies among different groups. Research shows that in some parts of the Utah state, life expectancy is 80 years while in the other areas within the same state the life expectancy is 70 years. Research shows that Utah ranking†¦show more content†¦This would form a string basis for the identiofication of the key cause of majority of health care professionals. Given the fact that in most countries individuals do not visit hospitals because of incapability to pay for medical costs, I would do a qualitative research where I would collect health care information from local residents. This research would provide information on the number of people who have died because they where not able to afford health care since they were not members of the Medicaid health care insurance program. Another strategy would involve utilizing data from existing public sources to assess the health and safety needs of the people of Utah County. The main elements of the collected data would involve the identification of the key health indicators and the corresponding risk factors. I would also collect information related to the impact of the social, economic and the environment on the health status of Utah inhabitants. The key sources of data for the assessment of needs of Utah populations would include US census bureau, healthy people 2020, environment public health tracking program, department of mental health and substance abuse and Utah hospital discharge database. Other sources of information for the need assessment would include the indicator based information system indicator for the public health department and Utah’s healthcare access survey (Niederdeppe, Bu, Borah, Kindig Robert, 2008). I

Chief Executive Officer of State Farm Insurance - 936 Words

My topic is on the Chief Executive Officer of State Farm Insurance, Edward B. Rust Jr. Like his grandfather and father before him, Edward B. Rust Jr. became the chairman and chief executive officer of State Farm Insurance Companies. Having been associated with the company his entire life, Rust was well rounded in the mutual insurer s corporate culture, which placed a great deal of emphasis on serving policyholders, who were the legal owners of the company, and avoiding spending money unnecessarily. However, despite a lifelong association with State Farm, Rust maintained that growing up in the Midwest and learning rural values provided a moral foundation that would become more important to his achieving success as a chief executive. One†¦show more content†¦Rust s personal commitment to education was also evident in his willingness to serve as a trustee and adviser to Illinois Wesleyan University, the University of Illinois, and Stanford University as well as serving as the cochairman of the Business Coalition for Excellence in Education and on President Bush s transition team covering educational issues. A message from Mr. Rust, â€Å"Every day each of us makes choices where integrity, honesty, and trustworthiness come into play. These are hard-to-measure qualities, but they re priceless when it comes to customer confidence in what we do and how we do it. It s important that we know this about each other and that our customers know this about us: At State Farm, we do not just do what s legal, but also right.† Mr. Rust has been Chairman of the Board and Chief Executive Officer of State Farm Insurance Companies since 1987. State Farm Insurance is the largest insurer of automobiles and homes in the United States. Along with being the largest insurance agency they are an extremely philanthropic company. Even with all of Mr. Rust’s success, he takes time to help others succeed. He is obviously a great and caring leader. Reference List France, Mike, Father Knew Best—and So Did Grandfather, BusinessWeek, November 8, 1999, p. 142. France, Mike, and Andrew Osterland, StateShow MoreRelatedA Method of Recording Data About the Health Status of a Patient in a Problem-Solving System. the Pomr Preserves the Data in an Easily Accessible Way That Encourages Ongoing Assessment and Revision of the Health Care1235 Words   |  5 Pagesand Chief Information amp; Strategic Technology Officer, BlueCross BlueShield of Tennessee (representing a hospital and medical services corporation) Barbara Houchin, Executive Director of Strategic Planning, Saint Thomas Health Services (representing hospitals) Wendy Long, M.D., Chief Medical Officer, Bureau of TennCare (for Darin Gordon, Deputy Commissioner of the Bureau of TennCare) Ranyan Lu, Director of Research, Clinical Analytics, United Healthcare (representing the health insurance industry)Read MoreChecks and Balances1128 Words   |  5 Pageswas put in to place so that no part of government would have too much power. 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Reflection On A Clinical Experience - Myassignmenthelp.Com

Question: Discuss about the Reflection on a clinical experience Answer: Introduction This essay aims to demonstrate my application of the standards of practice for a registered nurse using a reflective methodology. I will use the Tanners clinical judgement model to reflect upon an incident that occurred during clinical practice session. The incident occurred in the third week of my clinical practice sessions when Warrin Dimer, a 23 year old male was admitted to the ward following severe depression. Upon admission I noticed that his wrist contained several bruise marks due to failed suicide attempts. On following his medical records, I realized that he was suffering from depressive disorder. I was assigned the task of administering him antidepressants. Background This event was quite challenging and difficult for me as although I had acquired clinical knowledge on the pathophysiology and diagnosis of mental disorders, the thought of a hands-on communication with a vulnerable patient made me anxious initially (Chang and Daly 2015). On much persuasion, his elder sister revealed that he had a history of abuse in childhood. Soon, I went to the room where Warrin was kept, to establish a rapport with him before administering any medicines. Noticing Initially I had noticed that Warrin and his family members were very reluctant to speak about his mental condition to any healthcare staff that was present in the ward. Since, they belonged to an aboriginal community; the stigma related to mental health was quite evident among them. As I introduced myself with the aim of building a good patient-nurse relationship, I noticed that on acknowledging their traditional views, I was able to gain their trust. This helped me to gain information on the possible causes that might have led to Warrins present condition. Interpreting On analysing Warrins history I interpreted that his past encounter with childhood abuse might have led to the development of suicidal ideations. Family and peer support supposedly works by preventing suicides. However, the stigma prevalent in his family, owing to their traditional and cultural values prevented them from supporting Warrin. This worsened his condition and increased his vulnerability to depression. I realized that administration of antidepressants along with perceived social support would act as mediators in his treatment. Responding The Nursing and Midwifery Board of Australia has set several standards of practice for enrolled nurses, which are essential for providing evidence-based and patient-centred holistic care approaches. Australia is a huge community with a rich mixture of linguistic and cultural diversity. During my clinical placement I will be expected to work towards building professional and therapeutic relationships with individuals and their families or communities. These individuals may have a range of disabilities or serious health issues related to mental or physical illness. The aforementioned incident helped me show compliance with 2 such standards of practice. Standard 1: Critical thinking and analysis of nursing practice I used a variety of best available evidences and thinking strategies while making decisions that were related to providing patient-centred care to Warrin. I followed this practice to provide a safe and good quality nursing practice. I accessed, analysed and used best available resources from different literature and research findings to investigate the patho-physiological and genetic factors that predispose a person to depressive symptoms. This helped me gain knowledge on the several selective serotonin reuptake inhibitors that act as potential antidepressants. I respected the experiences and cultures while interacting with Warrin and his family members. This practice plays an essential role in underpinning the health of aboriginals. I scheduled meetings with his family members and acknowledged the elders while making any clinical decisions related to Warrins condition. Seeking prior consent of the elders and choosing the proper form of language while addressing them helped me gain their trust (Atkins et al. 2017). I maintained a comprehensive and timely documentation of all the medical assessments that were done post-admission and thoroughly reviewed his previous medical charts to investigate presence of any health conditions that might interfere with the proposed treatment plan. Standard 2: Engaging in therapeutic and professional relationships I purposefully engaged in effective professional and therapeutic relationship with the patient. This helped me to develop mutual respect and trust, which futher assisted in enhancing my nursing skills in providing holistic care. I communicated effectively with Warrin and his family to gain a deeper understanding of the psychological and cultural factors that might interfere with his mental treatment. I tried to show respect to the cultures, rights and beliefs of his community. I spoke slowly and adopted a non-threatening tone to assure them of my intentions (Daly, Speedy and Jackson 2017). I developed a non-judgemental attitude and tried to use open-ended questions while asking Warrin about the childhood abuse he had faced. I advocated on his behalf when the few healthcare staff were found to make explicit comments regarding his mental status and abuse history. I tried to respect his autonomy when he refused administration of tranquilizers (Forrester 2017). I failed to report this notifiable behaviour of the healthcare workers to my mentor. I realised that advocating for a patient right gets justified only when such untoward behaviours are reported. Responding Thus, I can state that the incident helped me gain knowledge on the different challenges that a nurse can face in the practical settings. It helped me recognise the importance of culture and history in the health and wellbeing of patients. However, it also helped me realize that according to the standards that promote engagement in professional and therapeutic relationship, I should have reported ill behaviour of the staff to my senior. I intend to follow this on encountering such a critical incident during my future clinical placement. Reflection Thus, it can be stated that the above incident made me realize the duties of a nurse in clinical settings. I understood that as a registered nurse, I will need to continuously think and analyse thoughtful development of constructive relationships. I will have to develop professionally and maintain my professional capabilities (Andre and Heartfield 2016). I will be responsible for determining, coordinating and providing a safe and quality nursing to my patients. The incident also assisted me to learn that nursing practices also require establishment of non-clinical relationship with clients for their betterment. References Andre, K. and Heartfield, M., 2016.Portfolios for Health Professionals. Elsevier Health Sciences. Atkins, K., De Lacey, S., Britton, B. and Ripperger, R., 2017.Ethics and law for Australian nurses. Cambridge University Press. Chang, E. and Daly, J., 2015.Transitions in Nursing-E-Book: Preparing for Professional Practice. Elsevier Health Sciences. Daly, J., Speedy, S. and Jackson, D., 2017.Contexts of nursing: An introduction. Elsevier Health Sciences. Forrester, K., 2017. AN INTRODUCTION TO LEGAL ASPECTS OF NURSING PRACTICE.Contexts of Nursing: An Introduction, p.153.

King Lear Essays (706 words) - Film, Grimms Fairy Tales, Fiction

King Lear A Fairy Tale Family Families aren't perfect. When one thinks of fairy tales, he thinks of the perfect princes and princesses living happily ever after, similar to Cinderella finding her Prince Charming. However, life was not always perfect for Cinderella; before finding her prince her stepmother and stepsisters tortured her life. In Shakespeare's King Lear, the play presents a happy and loving royal family, almost like a fairy tale. Nevertheless, the families in King Lear parallel the anguish and strife that Cinderella suffered with her family. In King Lear Goneril and Regan portray the two stepsisters of Cinderella. Bound by greed and fortune, both sisters act out a scene of love for their father, King Lear. In reality, though, they plot for his death and his riches: ?There is further compliment of leave-taking between France and [Lear]. Pray you let us hit together; if our father carry authority with such disposition as he bears, this last surrender of his will but offend us.? (Act I, Scene I) Cinderella's father was quite wealthy and once he married Cinderella's stepmother, his wealth was dispersed among the new family. However, after his death, Cinderella had none of her father's inheritance. Goneril and Regan made flowery speeches to declare their love for their father only to inherit the divided kingdom, however their words were only empty and not full of emotions, like their younger sister, Cordelia. Cordelia, like Cinderella, truly loved her father, even if words did not express the way she felt. Unfortunately, both were left with nothing from their father, while the wicked sisters got all. King Lear's family represents a family of royalty and fairy tale, however problems arise in this royal household, just as it did in Cinderella. King Lear is not alone with family problems; his children also trouble his dear friend, Gloucester. Just like King Lear's daughters, Gloucester's bastard son, Edmund, wants the family inheritance for himself. His treachery is as wicked as Goneril and Regan ? to kill their own father. He says to himself, ?Legitimate Edgar, I must have your land. Our father's love is to the bastard Edmund as to th' legitimate.? (Act I, Scene II) Greed has consumed Edmund's mind that he does not care for his brother or father. He acts as the male counterpart of the stepsisters, and Edgar as the female counterpart. This royal household as well, lives the fairy tale setting; however, there is always a twist in a perfect story. Goneril, Regan and Edmund present themselves as the villains of this royal, fantasy family, just as the stepsisters and the stepmother were to Cinderella. To every villain, there is always a hero or heroine. In this case, Cordelia and Edgar, the faithful children, save their fathers from their doom. After Goneril and Regan punish their father by releasing him in the wilderness, Lear goes mad and uncontrollable, however Cordelia is the one who tames her father: ?O my dear father! Restoration hang thy medicine on my lips, and let this kiss repair those violent harms that my two sisters have in thy reverence made.? (Act IV, Scene VII) Even though Lear disinherits Cordelia, she still remains faithful to her father and brings him back to health. She holds no grudge for the banishment onto her. Edgar does the same as well; he duels his bastard brother in honor of his father and says, ?My name is Edgar, and thy father's son. The gods are just, and of our pleasant gives make instruments to plague us.? (Act V, Scene II) Because of Edmund, Edgar fled the country in fear, and Gloucester suffered an eye gouging. But no matter what suffering Edgar went through, he honors his father and fight for him. Both Cordelia and Edgar look past the wronging that their fathers have done to them and instead recognize the suffering that their siblings have done to their fathers. The royal families in King Lear parallel many aspects of a fairy tale, specifically Cinderella. Both have their wicked siblings who plot against the protagonists. Although fairy tales have their villains, just as King Lear had Edmund, Regan and Goneril, they also contain the heroes of the story who make the fairy tale a happy

Are You a Good Listener Quiz

Are You a Good Listener Quiz Are you a good listener? Lets find out. On a scale of 25-100 (100 highest), how do you rate yourself as a listener? _____ Let’s find out how accurate your perception is. Rate yourself in the following situations and total your score. 4 Usually, 3 Frequently, 2 Sometimes, 1 Seldom ____ I try to listen carefully even when I’m not interested in the topic. ____ I’m open to viewpoints that are different from my own. ____ I make eye contact with the speaker when I’m listening. ____ I try to avoid being defensive when a speaker is venting negative emotions. ____ I try to recognize the emotion under the speaker’s words. ____ I anticipate how the other person will react when I speak. ____ I take notes when it’s necessary to remember what I’ve heard. ____ I listen without judgment or criticism. ____ I stay focused even when I hear things I don’t agree with or don’t want to hear. ____ I don’t allow distractions when I’m intent on listening. ____ I don’t avoid difficult situations. ____ I can ignore a speaker’s mannerisms and appearance. ____ I avoid leaping to conclusions when listening. ____ I learn something, however small, from every person I meet. ____ I try not to form my next response while listening. ____ I listen for main ideas, not just details. ____ I know my own hot buttons. ____ I think about what I’m trying to communicate when I speak. ____ I try to communicate at the best possible time for success. ____ I don’t assume a certain level of understanding in my listeners when speaking. ____ I usually get my message across when I communicate. ____ I consider which form of communication is best: email, phone, in-person, etc. ____ I tend to listen for more than just what I want to hear. ____ I can resist daydreaming when I’m not interested in a speaker. ____ I can easily paraphrase in my own words what I’ve just heard. ____ Total Scoring 75-100 You’re an excellent listener and communicator. Keep it up.50-74 You’re trying to be a good listener, but it’s time to brush up.25-49 Listening isn’t one of your strong points. Start paying attention. Learn how to be a better listener: Active Listening. Joe Grimms Listen and Lead project is a fabulous collection of listening tools. If your listening could be improved, get help from Joe. Hes a professional listener.

What is the difference between brute, social, and institutional facts Essay Example

What is the difference between brute, social, and institutional facts Essay Example What is the difference between brute, social, and institutional facts Paper What is the difference between brute, social, and institutional facts Paper Essay Topic: Sociology Searle starts his explanation of social reality by outlining brute or observer independent facts. Searle is a realist and does not subscribe to the view that all of reality is somehow a human creation and that there are only facts dependant on the human mind. The foundation of Searles construction of social reality to use his metaphor of construction is that there is a reality totally independent of us. These facts, which act independently of us, are brute facts. Searles rough and ready approach is to ask whether these features would exist if there had never been human beings or sentient creatures. Would a hydrogen atom contain one electron? Yes. Would a rectangle of plastic with a magnetic strip be a form of exchanging wealth? No. Generally speaking the natural sciences deal with these features. In Searles theory the world is made up of particles in fields of force described by atomic theory and human beings have evolved from ape like creatures due to evolutionary biology. The brute features of an object are an intrinsic part of its existence and are not affected by attitudes towards it, and it is therefore described as observer independent. Searle clearly distinguishes between the features of a stone that are observer independent and observer relative by comparing two statements; that object is a stone and that object is a paperweight. A stone is a stone because of its atomic structure and physical constituents, however the statement that it is a paperweight is dependant on attitudes towards it. Another person may think of it as a weapon, or as a building material. The difference between brute and observer dependant is reasonably simple when applied to a stone if the barrier of language is ignored, brute facts require the institution of language in order that we can state the facts, but the brute facts themselves exist quite independently of language or any other institutions. Searle uses the example of colours as a more complicated example of brute reality. If Searle had published his theory before the work of seventeenth century physicists he would have asserted that colour only had brute features, however due to advances in light physics colour is now seen as observer relative. Building on the foundation of a brute reality, which is not open to interpretation. Searle then arrives at social and institutional reality. His early example of sitting outside a cafe and ordering a drink in terms of social reality is extremely complex. Searle states that there are three essential components of social and institutional reality that explain the ordinary social relations that occurred in the cafe: collective intentionality, assignment of function and constitutive rules. The assignment of function can be seen as the first building block in Searles construction of social reality. Preceded by the idea that there are brute facts, which cannot be challenged by human thought or intentionality, the assignment of function is a product of thought and consciousness. There are no functions naturally occurring in brute reality. Both humans and animals assign function and uses to objects. There are examples of simplistic functions in the animal world such as an animal using a lake or pool to drink from. The chair I sit on has been assigned the use of me sitting on it because it is the right height off the ground, can support my weight and is comfortable. It is also the product of an industrial process, which has involved the assignment of function at every level of production from the raw materials used upwards. The chair has been constructed with the intention of me sitting but I can also assign different uses to it. Collective intentionality is the second step. Species of animals have a biologically innate collective intentionality, meaning that not only will they co-operate with each other on order to achieve a task, but that they share a collective intentionality. Searle states that we intentionality is irreducible to I- intentionality and that the crucial element is a sense of doing something together, from this we derive our own individuals intentionality from the collective intentionality we share. Searle states that any fact involving collective intentionality is a social fact. Collective intentionality and assignment of function are essential to the construction of social reality. A world of levers, screwdrivers and beauty all require thinking creatures to assign function and to behave with a collective will. Social facts do not require linguistic or cultural apparatus to exist. To use a log as a seat I do not have to possess the linguistic skills to identify the stone to another person through speech or to have seen someone else use it as a seat, it is simply the physical characteristics of the log that appeal to me. This leads on to institutional facts, a special sub class of social fact. Where social facts are created by collective conscious activity, institutional facts also require the institutions of language and culture to exist. Only linguistic creatures can create institutions. Institutional facts require the distinction to be made between regulative rules and constitutive rules. Regulative rules regulate the behaviour of those taking part in an activity. Constitutive rules bring behaviour into existence, the rules constituting that behaviour. A feature of institutional reality is that it can be created by performance utterances. Searle classes these speech acts as declarations, the utterance of this meeting is adjourned creates the fact. Searles explanation of constitutive rules forming an institutional fact is the example of money. His belief is that x counts as Y or that X counts as Y in context C. and this counts in the example of all institutional facts, institutional facts only existing within a system of these constitutive rules. Institutional facts require a set of systematic relations with other facts. Searle uses the example of money in that for money to function it requires other institutions, the institutions of exchange and ownership. Money requires the next step from collective consciousness and imposition of function. The function of money is not assigned because of its physical properties in the way that a branch can be used as a lever. The function of money only exists because of cooperation and acceptance. This is the next logical step required for something to be an institutional fact. To expand on this point Searle uses the example of a wall as an example of assignment of function, collective consciousness and finally institution. Firstly the wall is constructed due to its physical properties, the imposition of function is due to its scale. Searle then imagines that the wall crumbles and gradually evolves from being a physical barrier to a symbolic barrier. The people that have built the wall still think of it as a wall and boundary but it no longer possesses the physical attributes. The crumbling wall has been assigned a status. The example of a wall is central to Searles social reality and the idea of institutional facts, and reveals the continuous line from molecules and mountains to legislation and money, from basic assignment of function to the creation of hugely complex institutions like the stock market.

Accounting (CASH FLOWS IN BUSINESS ORGANISATIONS) Coursework

Accounting (CASH FLOWS IN BUSINESS ORGANISATIONS) - Coursework Example Comparatively, net cash flow is defined as the difference between the amount of cash that come in and go out of a company within a period. To begin with, to understand the underlying factor causing the difference in these two major accounting items, it is important to recapture the fact that the estimation of a company’s net profit is guided by some rules provided by the GAAP. Unlike net profit, cash flow determination is not affected by any rules established by GAAP (Robbins 2014, par. 1-11). Second, it is important to note that net profit is determined by subtracting the operating expenses incurred in the process of producing goods from revenues generated by the sales proceeds of those goods and services. On the other hand, cash inflows or outflows of a business are not generated from the sales of goods and services. Instead, cash inflows come from sources such as loans and gifts whereas cash outflows arise due to activities such loan repayment. Therefore, a company can make losses but have a positive net cash flow, balance due to a substantial amount of borrowed money. Below is a hypothetical illustration of the difference. With reference to the provisions of the international accounting standards 7 (IAS 7), the indirect method of cash flow preparation involves commencement with the net income, which is adjusted for other transactions in order to obtain the net cash flow. Whereas, the direct method simply outlines cash inflows and outflows that form part of the operating activities of a company. In the latter, the difference between the negative figures (outflows) and the positive figures (inflows) gives the net cash flow. Illustrations are provided under appendix A and B (Gowthorpe 2005, pp. 212). Operating activities: appendix 2 and 3 contains a copy of the two companies cash flow statement. In the year 2011 and 2012, the following transpired as shown in the cash flow