write a well developed approximately one page response for each of the topics.: The Centers for Disease Control (CDC-non-regulatory) has played a major role in developing infection control guidelines/recommendations, as well as assisted in implementing interventions for multiple aspects of the COVID-19 pandemic. Please do some exploring and report on at least one aspect of the agency's role.
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write a well developed approximately one page response for each of the topics.:
- The Centers for Disease Control (CDC-non-regulatory) has played a major role in developing infection control guidelines/recommendations, as well as assisted in implementing interventions for multiple aspects of the COVID-19 pandemic. Please do some exploring and report on at least one aspect of the agency's role.
- You were just hired as a Director of Quality for a regional group of 15 private medical offices throughout New York City. They are still using a paper medical record, as they didn't want to be bothered with the transition and the staff prefer manual records, as they are still computer illiterate. You have the responsibility of collaborating with an external consultant to implement a new electronic medical record. Please develop a plan for implementation of the new EMR, including staff education, as well as any requirements from a QI perspective.
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- Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. " How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter." "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years." "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. Is a 1-5 grading System by principals and master teachers a valuable part of a feedback control system for teachers? Why?Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were I —5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "l thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. What do you see as the major strengths and flaws in the feedback control system used in the schools in this scenario? What changes do you recommend to overcome the flaws?a- Discuss the strengths and weaknesses of the following evaluation designs;- Posttest only- Pretest/Posttest- Time Series b- What is the difference between formative and summative evaluation? Which one you think is more important?
- Q: “Problem-solving is a daily task in any business. But what to do when significant problems keep coming back? Think about the last major problem you encountered. Did you take the time to discover the actual underlying cause or did you implement a quick fix that dealt with the symptoms? Discuss in detail the about the root cause analysis. (Words 400-500) * Make sure the words instruction completed * References neededPlease critically evaluate the following research methodologies. Identify some of the problems with both methodologies. How could these methodologies be improved? 1. To access the extent of its trade area, a shopping mall stations interviewers in the parking lot every Monday and Friday evening. After people park their cars, interviewers walk up to them and ask them for their ZIP codes. 2. To access the potential for new horror movies starring alien robots, a major studio invites people to call a 900 number and vote yes if they would like to see such movies or no if they would not. Each caller is billed a $2 charge.Please do not give solution in image format thanku PROJECT :ISO 9000 OR TQM 4. What is total quality management? a) What is the purpose of embracing Total Quality Management ? b) What is/are the benefit/s practicing total quality management in your organization 5. Your proposal & arguments (refer to, your task)
- BPMN is evolving as an essential area of research in the literature. Using the internet andresearching through various articles and BPMN publications, please addressing the following questions:in details Opportunities and constraints of using BPMN in today's organisation setup; Current and innovative trends in the use of BPMN; Own recommendations on how today's business organisations will benefit from using BPMN.what are the stregths and weaknesses of this research design "We asked first 600 and then 1000 customers to think of a brand/product/service they loved and they disliked. We then asked them to write a divorce letter to the disliked brand and a love letter to the brand they admired, and to score these two brands on a scale from 1 to 10. In this way, we had a benchmark for the perception of the loved and the disliked brands."Read the following examples and decide whether the statement can be studied using Quantitative or Qualitative research. Write QN for Quantitative and QL for Qualitative. 1. Maria wanted to find out the why some children frequently misbehave. 2.Drinking two tablets of paracetamol is more effective than one.3. A business owner wants to know if his company is performing well compared to his competitors.4. Coping mechanisms when losing a loved one5. How much water is absorbed by different brands of tissue?
- You are hired as a consultant by Tokyo Inc. to prepare report based on the undermentioned criteria. Braf's Manufactoring (https://www.uncappedmarketplace.gy/vendor/brafs-manufacturing/) located in Guyana is apart of the agro-processing sector. Braff Manufactoring produced products such barley flour and plaintain flour but does not currently operate outside the Caribbean CARICOM region. You will conduct a comprehensive study of the international business environment, that is, the geography, culture, government, history, economics, and politics of a new country, outside of the region, from which you believe the company and its product (s) could operate profitably ( use Singapore). Requirement: Thoroughly Discuss the Mode of Entry Decision Criteria for Braff Manufactoring into Singapore i. Discussion on the five (5) entry modes Exporting Licensing Arrangements and Franchising Partnering And Strategic Alliances Merger And Acquisitions Establishing New, Wholly Owned Subsidiaries,…You should use the indirect organizational strategy for all analytical reports? 1.True 2. FalseQ1. Outline underlying reasons for poor quality that may have impacted Airbnb.Q2. Examine to what extent Airbnb has the financial capabilities and competent employees to improve quality.Q3. Make recommendations to Airbnb, to improve the quality of their service by ensuring that your group suggest a suitable total quality management concept.