...The way health care in our country is, and how health considers what is marketing, it's a discussion worth having for the sake of everyone, because marketing is an organizational function to deliver an ever better life for those who develop and, more important and consequently for society. Having considered by many years, the marketing was only for-profit entities, made those who run it was just what I should not have done. If it had been implemented properly and effectively, social behavior would be different: we would have real actions to generate and maintain the market (suppliers, customers or patients and others) without major problems due to bad practices (wanting to believe that ignorance of those who have had direct), and not have to live through guardianships and demands against the system, to achieve what should be a priority of the sector entities and the government itself: humanism. If to basically disregard the grassroots action of the sectors involved in the process and the marketing muscle health, specifically, add the fact the desire to search for yield Policy organizations in all areas shown, we can conclude clearly that, perhaps more strongly, the latter factor has made the marketing of health and ill health is suffers from marketing best practices. The way health care in our country is, and how health considers what is marketing, it's a discussion worth having for the sake of everyone, because marketing is an organizational function to deliver...
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...University of the People HS 2711-01 Health Science 1 Discussion Forum Unit 5 - "Second Academic Year 2023-2024 Term: 3. Instructor: Dr. Tiffanie James Parker. March 04, 2024 Introduction In the discussion I had during week 3, I highlighted the importance of social determinants in shaping the health outcomes of our community. I emphasized how factors like access to quality healthcare, education, and socioeconomic status can significantly impact the overall well-being of individuals. Since then, I have read more about this topic and gained a deeper understanding of how social determinants affect health outcomes. I am happy to report that my initial arguments have been further reinforced and enriched with additional evidence, strengthening...
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...Sciences HCS/531 Version 3 Health Care Organizations and Delivery Systems Copyright © 2012, 2011, 2007 by University of Phoenix. All rights reserved. Course Description This course is a comprehensive approach to health care delivery systems that provides the student with an in-depth understanding of health systems and organizations. Students will examine historical evolutions of the health care industry and recent impacts that influence the delivery of health care. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Shi, L., & Singh, D. A. (2012). Delivering health care in America: A systems approach (5th ed.). Boston, MA: Jones and Bartlett. All electronic materials are available on the student website. Assignment Breakdown Week One Individual Assignment: Significant Health Care Event Paper 10 Week Two Learning Team Assignment: The Evolution of Health Care Paper and Timeline...
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...psychology are presented from a historical perspective, with attention to research-based behavioral science. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: · University policies: You must be logged into the student website to view this document. · Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carpenter, S., & Huffman, K. (2010). Visualizing psychology (2nd ed.). Hoboken, NJ: Wiley. All electronic materials are available on the student website. Week One: Introduction to Psychology Details Due Points Objectives 1.1 Describe the development of the discipline of psychology. 1.2 Compare and contrast research methods used to examine psychological phenomena. 1.3 Explain biological influences on the human brain. Readings Read Ch. 1 & 2 of Visualizing Psychology. Review this week’s Electronic Reserve Readings. Participation Participate in class discussion. 1 Discussion Questions Respond to weekly discussion questions. 1 Individual Origins of Psychology and Research Methods Worksheet Complete the Origins of Psychology...
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... |Health Care Delivery in the U.S. | Whenever there is a question about what and when assignments are due, please remember this syllabus is considered the ruling document along with your Instructors Policies and Course Requirements located in our Course-materials forum. You will also find our Course Calendar at the end of this Syllabus. This will assist you with when all assignments and DQ’s are due. Course Description This course provides a broad overview of the various functions of the United States health care system. The historical evolution of health care is examined. The student is introduced to the various forms of provider models and service delivery systems found in private and public health sectors, including ambulatory, acute, mental, and long-term care. The financing aspects of health care and their influence on health care delivery and quality are outlined. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which...
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...and community participation in health care. I will also discuss these concepts and explain their origins in relation to the Ottawa Charter and the Declaration of Alma Ata. Furthermore I will provide examples of how these concepts are being addressed in New Zealand health policy. Inequality in Health Discussion and Definition of the Concept Within New Zealand significant inequalities in health exist. The reasons for these inequalities are linked with socioeconomic status, ethnicity, gender and the geographical area in which people live. There is also statistical evidence which highlights the fact that Maori, Pacific Islanders and people from lower socioeconomic backgrounds are dying at a younger age and generally have poorer health than other New Zealanders (Ministry of Health [MOH], 2002). The Reducing Inequalities in Health report (MOH, 2002) states that the primary causes of health inequality in New Zealand are directly related to the distribution of and access to resources such as income, education, employment and housing. The report also states that another major influence on this inequality in health is the difference in how and when people access health care services and how that care may differ between those receiving the services. This is also said to have a significant impact both on peoples’ health status and mortality rates. Primary health care services will focus on better health for a population, and actively work to reduce health inequalities between different...
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...DISCUSSION PAPERThe determinants of Indigenous employment outcomes: the importance of education and training B. Hunter No. 115/1996 ISSN 1036-1774 ISBN 0 7315 1789 XSERIES NOTE The Centre for Aboriginal Economic Policy Research (CAEPR) was established in March 1990 under an agreement between The Australian National University (ANU) and the Aboriginal and Torres Strait Islander Commission (ATSIC). CAEPR operates as an independent research unit within the University's Faculty of Arts and is funded by ATSIC, the Commonwealth Department of Social Security and the ANU. CAEPR's principal objectives are to undertake research to: • investigate the stimulation of Aboriginal and Torres Strait Islander economic development and issues relating to Aboriginal and Torres Strait Islander employment and unemployment; • identify and analyse the factors affecting Aboriginal and Torres Strait Islander participation in the labour force; and • assist in the development of government strategies aimed at raising the level of Aboriginal and Torres Strait Islander participation in the labour market. The Director of the Centre is responsible to the Vice-Chancellor of the ANU and receives assistance in formulating the Centre's research priorities from an Advisory Committee consisting of five senior academics nominated by the Vice-Chancellor and four representatives nominated by ATSIC, the Department of Employment, Education, Training and Youth Affairs and the Department of Social...
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...“Homelessness and Health in Adolescents” The research article “Homelessness and Health in Adolescents” brings attention to the problem of homeless youth in Canada and attempts to connect the challenges they experience to lessons for health care and governmental policy. Specifically, the authors set out to understand how adolescents experience homelessness and how gender is factor in that experience, homeless adolescent’s perceptions of health and healthcare accessibility, and how Canadian policy influences these perceptions and experiences. Although the purpose of the research is concisely described within the “Purpose of Study and Research Question” section of the article, I found it difficult to grasp the particular subject they were leading up to in the previous sections. When discussing “Background and Significance”, the authors touch the surface on a number of points regarding gender, homelessness, and healthcare, but they fail to describe any in depth significance why those certain points are important, or how they are related to this research study. I also found it peculiar that the authors cited only one source in this section on a point that is described as being “well documented”, such as the problem of homeless adolescents having a variety of health care concerns. The literature review of this article is well organized into subcategories and the majority of it is written in language that can be easily understood by non-academics. The overall discussion of previous...
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...something out of their control. The negative ideas about mental health that come from the public are heavily influenced by the media’s negative portrayals when crime is committed by those with mental illnesses. When one “crazy” person does something wrong, every single person with OCD, for example, is also viewed as deranged and unpredictable. Although mental illnesses may ignite something in the brain to act, mental health can not fairly be the...
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...| Course Design Guide College of Social Sciences PSY/240 Version 6 The Brain, the Body, and the Mind | Copyright © 2011, 2010, 2009, 2006 by University of Phoenix. All rights reserved. Course Description This course provides an introduction to the investigation of physiological and neurological basis for human behavior. The student will be able to study and discuss various influences on personality development, such as pre-natal maternal behavior; gender; nature versus nurture; brain development; genetic composition; sensory motor interactions; learning disabilities; drug impacts; and neurological diseases. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Pinel, J. P. J. (2009). Biopsychology. Boston, MA: Pearson. Associate Level Writing Style Handbook, available online at https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook.pdf All electronic...
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...R T H E R N T E R R I T O R Y D E PA R T M E N T O F H E A LT H Health Promotion Strategic Framework 2011 - 2015 www.healthynt.nt.gov.au NT Department of Health Health Promotion Strategic Framework 2011 - 2015 Background This framework provides a structure for describing the type of health promotion actions that are used across the Northern Territory. It enables a shared understanding of the actions that can be taken to improve health and wellbeing. It also provides guidance about embedding a health promotion approach into all planning processes, programs and service development across the NT. While this framework is intended to be used within the health sector, we strongly encourage other sectors and agencies outside of the health domain to use the framework. This framework should be used in conjunction with health promotion audit tools and other health promotion resources available in the NT, such as the Public Health Bush Books and the Quality Improvement Program Planning System (QIPPS). It is also designed to be used as a guide, together with other local, regional and national frameworks, policies, strategies and resources. Why Health Promotion? The World Health Organisation (WHO) acknowledges the growing evidence that health promotion and preventive health approaches are effective in improving overall health and wellbeing, reducing the burden of chronic disease and injury, addressing health inequities, facilitating the better use of resources and enhancing economic...
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...not have heard of all of the concepts in the mark scheme but there should be at least some that are familiar to you. * The examiner’s advice usually outlines bad, moderate and good answers to the question so pick out the ways in which you can achieve top band and incorporate this into your plan. June 2015 Examine the impact of government policies and laws on family life. [24 marks] From the mark scheme: Concepts and issues such as the following may appear: patriarchy; familism; surveillance; ideological control; gender regimes; marital breakdown; family structure; family diversity; welfare dependency; underclass; reserve army of labour Policies/laws on abortion; divorce; contraception; reproductive technology; marriage; adoption; pensions; benefits; taxes; education; childcare; child protection; sexuality; immigration may be discussed Analysis and evaluation may be developed, for instance by comparing the impact of different policies/laws or by discussing perspectives on social policy and the family (eg New Right, feminist, functionalist etc) From the examiner’s report: The most successful answers were able to identify relevant policies...
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... | | |Health Care Management | | |April 10, 2012 – May 14, 2012 | Copyright © 2010 by University of Phoenix. All rights reserved. Course Description The course explores fundamental concepts of management theory as applied to health care. Students will examine the organizational structure of the health care delivery system and administrative processes such as planning, problem solving, decision making, and quality productivity improvement. Emphasis will also be placed on the major issues and problem areas confronting health service administrators. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course...
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... | | |Health Care Consumer: Trends and Marketing | Copyright © 2010, 2007 by University of Phoenix. All rights reserved. Course Description In this course, students will have the opportunity to examine the traits, trends, and needs of today's health care consumer. Students will examine current consumer information for readability, implications for the selection of products and services, and differentiation of health care web sources. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Kotler, P., Shalowitz, J., & Stevens, R. J. (2008). Strategic marketing for health care organizations: Building a customer-driven health system. San Francisco, CA: Jossey-Bass. All electronic materials are available on the student website....
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...Unit 21: Nutrition for Health and Social Care Unit code: L/601/2407 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to give learners an understanding of current thinking on nutritional health particularly relating to users of health and social care services. Learners will then be able to apply this understanding and make recommendations to improve the nutritional health of an individual. Unit introduction This unit builds on learner understanding of the principles introduced in Unit 5: Fundamentals of Anatomy and Physiology for Health and Social Care. Improvements in the diet of individuals are increasingly being recognised as a significant factor in maintaining, or effecting improvements, in overall health. It is therefore important that people working in the health and social care sectors, or those who are responsible for the wellbeing of others, have a good understanding of nutrition and diet. This unit gives learners an understanding of nutrition from a science-based perspective and of the role that food plays in social contexts. The unit may also provide useful underpinning knowledge for the study of food hygiene and practical culinary skills. Learners will explore concepts of nutrition using the language of nutritional science. Different aspects of nutritional health will be defined and routine ways of measuring this explored. Other aspects of nutritional data will involve describing...
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