New class week 1 assiment

Instructions: For this assignment, you will create a document that includes both the Early Action Research Plan and criteria for your area of focus. The plan you share is the same one posted in the Early Action Research Ideas discussion from this week. Please be sure to consider the feedback you received from peers and your instructor and make necessary changes before including this plan in your assignment submission. For the criteria part of the assignment, consider what you read in “Themes in Education: Action Research” and ?Current Trends in Education.? What topics did you see and read about that lead you toward clarifying a general idea and establishing an area of focus for research? Please refer to the ?Research in Action Checklist Three ? One? (Mills, 2014, p. 44) to establish criteria for your area of focus. Note that writing in the first-person voice during the criteria section of this assignment is acceptable.ÿ ÿÿ ContentThe assignment needs to include the following areas of content.

Plan ? Area of Focus (1 point): In no more than two paragraphs, describe your early idea of what the purpose of your study may be.
Plan ? Explanation of Problem (1 point): In no more than two paragraphs, explain a statement of the problem or situation that led to this interest or why you want to pursue this topic.
Plan ? Population (.5 point): In no more than a paragraph, describe the population (age/grade, quantity of participants, students or adults).
Plan ? Population Choice (.5 point): In no more than a paragraph, explain why you have chosen your population for this study, including details about why this population is appropriate for this study.
Plan ? Research Questions (1 point): Develop two to three research questions that align with the area of focus and address what you hope to answer in this study. The questions need to be answerable and presented in list format, and they must appropriately represent the population/participants you identified.
Idea ? Teaching and Learning (.5 points): In at least one paragraph, evaluate whether your idea is an issue that involves teaching and learning. Use relevant literature to support the evaluation.
Idea ? Locus of Control (.5 points): In at least one paragraph, evaluate whether your idea is within your locus of control.
Idea ? Passion (.5 points): In at least one paragraph, describe whether your idea is something you feel passionate about and where this passion originates from for you (e.g., life experiences or professional practice).
Idea ? Inspiration (.5 points): In at least one paragraph, describe how your idea inspires you to implement change or improvement.

Written CommunicationThe assignment needs to adhere to the following areas for written communication.

Page Requirement (.5 points): The assignment must be two to three pages, not including title and references pages.
APA Formatting (.5 points): Use APA formatting consistently throughout.
Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.
Source Requirement (.5 points): Use no less than two scholarly sources in addition to the course textbooks, providing compelling evidence to support ideas. All sources on the reference page need to be used and cited correctly within the body of the assignment.

In at least 200 words answer the following

Please review the scenario below; then discuss the issue and possible solution(s) for your team. Note: This is team effort, and every member must contribute his/her suggestions and collectively decide what is best for the offices. You are expected to offer solution ideas of your own and to respond to at least two of your teammates? ideas.
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Recently Jane was hired as an office manager for a pediatric orthopedic practice in a large city. This practice has the main site at your location and several remote sites where doctors travel throughout the week. Because Jane is the office manager at the main site, she is also in charge of supervising a team of office managers at all remote sites.
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All students in this course are the team of office managers that Jane is supervising.
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One of Jane?s first tasks was to create a ?uniform? set of documents that each site will use for basic office tasks. One document is a time tracking document that each office manager fills out. In the past, the ?honor system? was in place, and managers were allowed to fill out the form and turn it in without a supervisor reviewing their document. This process was explained to Jane as a decision made as a sort of ?perk? for all the office managers, as they did not need a supervisor reviewing their work.
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One day, she decided to review some of the past time tracking documents and immediately noticed that the method of adding up the total hours worked is not always correct in each document. As she continued to look through the documents, she noticed that some of the files are at least 5 years old. Even though this discrepancy existed, she wondered if the time needed to investigate the file was worth it. Jane decided to contact the office managers and inquire about her findings.
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She wants the team to meet with her and provide her with some solutions that could be implemented in the future throughout the offices.
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Your task as the team of office managers is to discuss the issue with the time tracking documents and create a solution to be implemented in all offices. You will submit a time tracking document at the end of the week for Jane to review and approve.
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You will want to discuss the issue with the first-time tracking document and figure out ways to institute supervisory approval as part of the process.
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Create a solution to this problem by clearly defining what steps you would take to ensure that a situation like this does not happen again. Your solution might include such things as communication improvements and modified documents.

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Once everyone has agreed on the process, you will create and attach a model time tracking document and tell Jane why the new time tracking document will be beneficial to all the pediatric orthopedic practice offices.
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Note: You do not actually need to submit or attach a time document, as this is only the planning and brainstorming stage.
Since you will be reviewing this scenario along with your classmates, your answers may be similar; however, please keep in mind that your response cannot have the same answer as another student. Likewise a post of, ?I agree with Jane, and I have nothing to add? will not be considered for grading. Please create an original response, citing sources when necessary and following APA formatting guidelines.

Discussion 2: securing accountability | EDSD 7075 – Sustaining and Supporting Effective Practices in Special Education | Walden University

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The push toward accountability seen throughout the P-12 educational settings is now evidenced within teacher preparation programs, ensuring that universities and colleges are adequately preparing future teachers for the task. Such pressures are even more rampant within the field of special education. Special education teachers are tasked with the responsibility of not only ensuring students, individual needs are being met with meaningful curriculum and instruction, but that they are making adequate progress toward their goals and objectives. Student learning rests at the core of accountability within educational systems (Fullan & Quinn, 2016). While internal accountability focuses on individuals? and groups? efforts at continuous improvement and success for all students, external accountability focuses on leaders? responsibility to be transparent with the public about the system?s ability to meet expectations and requirements. Both internal and external accountability are integral to the Coherence Framework, strengthening the vision and collaboration of the organization, thus establishing deepening of learning goals. For this Discussion, you will analyze both internal and external accountability and their role in whole systems change. As the special education leader, how will you secure accountability?
To Prepare:

Review Chapter 5, ?Securing Accountability,? in the Fullan and Quinn text, focusing on the aspects of internal and external accountability. How would you distinguish between internal and external ÿÿÿÿÿaccountability?
Reflect on the Norman and Sherwood (2015) article, considering how internal and external accountability measures have shaped teacher preparation programs.
Reflect on the plans you have created for the case scenario viewed in Modules 2 and 3 so far and reflect on how you would secure accountability if you were a leader of the staff in this scenario.

An explanation of how you would build internal accountability based on the case scenario. What steps would you recommend to ensure effective implementation of external accountability? Include an analysis of each concept and evidence from the case scenario, as well as other learning resources to support your rationale.
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.

Chapter 4, ?Deepening Learning? (pp. 77?108)
Chapter 5, ?Securing Accountability? (pp. 109?126)

Fullan, M. (2015a). Leadership from the middle: A system strategy. Education Canada. 55(4), 22?26. Retrieved from http://www.cea-ace.ca/education-canada/article/leadership-middle
Leadership from the Middle: A System Strategy by Fullan, M., in Education Canada, Winter 2015. Copyright 2015 by Canadian Education Association. Reprinted by permission of Canadian Education Association via the Copyright Clearance Center.
Norman, P. J. & Sherwood, S. A. S. (2015). ÿUsing internal and external evaluation to shape teacher preparation curriculum: A model for continuous program improvement. ÿNew Educator, 11(1), 4-23. Doi: 10.1080/1547688X.2015.1001263
Leko, M.M., Brownell, M.T., Sindelar, P.T., & Kiely, M.T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. doi:?10.1177/0014402915598782
Liu, P. (2015). Motivating teachers? commitment to change through transformational school leadership in Chinese urban upper secondary schools. Journal of Educational Administration, 53(6), 735?754. doi: 10.1108/JEA-02-2014-002
Rock, M.L., et al (2016). 21st century change drivers: Considerations for constructive transformative models of special education teacher development. The Journal of the Teacher Education Division of the Council for Exceptional Children, 39(2), 98-120. doi:?10.1177/0888406416640634
Required Media
Grand City Community
Laureate Education (Producer) (2016c). Tracking data [Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into Grand City School District Administration Offices. Review the following scenario: Tracking Data.
Required Media
Grand City Community
Go to the Grand City Community and click into Grand City High School. Review the following scenario: Mandate Meeting.

Understanding the work of the it governance board

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In this final week of your internship, your rotation assignment takes you back to the Chief of Staff’s Office where you started out seven weeks ago.
Among other things, the Chief of Staff’s organization is responsible for organizing meetings and providing support to the various internal governance boards and executive committees that comprise the internal governance infrastructure. Last week, you had a brief introduction to the work of one of these boards — the IT Governance board — when you helped the Chief Financial Officer and CFO staff put together a briefing to inform the board’s members about a technology problem.ÿ
The work of the company’s governance boards and committees is extremely important since these groups plan, design, negotiate, implement and provide oversight for the processes, policies, procedures, and other mechanisms used to guide,ÿ monitor, control, and assess the operations of the company. Each board is comprised of executives who each represent their functional areas or a group of internal stakeholders. Usually, there is a chair position that rotates among the members. If you would like to learn more about corporate governance in general, Deloitte’s report Developing an effective governance operating model: A guide for financial services boards and management teams provides a brief but comprehensive overview (see https://www2.deloitte.com/content/dam/Deloitte/global/Documents/Financial-Services/dttl-fsi-US-FSI-Developinganeffectivegovernance-031913.pdf). You may also find this article What is a management system?, from the International Standards Organization, helpful as it explains what aÿmanagement systemÿis and why standards are needed to define repeatable steps that organizations can use to ensure the effectiveness and efficiency of their management activities.
The IT Governance board operates under authority delegated by the corporate governance board. This board’s charter gives it responsibility for governance, risk management, and compliance management (GRC) for corporate IT processes, policies, and technologies. Members of the board each serve for a three year term. Of the 24 members, 8 have just begun their terms.
The IT Governance board focuses upon ensuring that the company achieves maximum value for each dollar spent on information technology capabilities. The board’s members must exercise diligence to ensure that the company complies with laws and regulations that apply to the use of Information Technology (including privacy and security requirements). The board is also charged with ensuring that the company complies with voluntary standards such as PCI-DSS since these have an impact on the company’s business operations (non compliance could result in the company not being permitted to receive payments via credit cards).
The next meeting of the IT Governance board will include a set of orientation briefings for the new members. Your assignment, as a support staffer, is to help prepare for this orientation meeting by developing a short (5-minute) briefing on one of the following IT management / IT security management frameworks, standards, and models.

COBIT
ITIL
ISO 27001 (ISMS Program Management)
NIST Cybersecurity Framework
NIST Security and Privacy Controls (NIST SP 800-53)
NIST Risk Management Framework (NIST SP 800-37)

See the weekly readings for information about your selected topic. Then, find additional sources on your own. (Each of these standards and frameworks is discussed in freely available materials on the Internet or in articles available through the university’s only library. There is no reason for you to pay for copies of any materials for this assignment.)
After you have researched your chosen framework, standard, or model, develop a written script for your briefing which you will deliver verbatim (as written). You should also prepare a one page handout for the board members to follow as you present your speech.

Pricing strategy and ethics: wet ?n wild case study

Wet ?n Wild is a chain of waterparks that are operated across Australia, the United States, and now China. The first waterpark in the chain was opened on the Gold Coast in Australia in 1984. Since that time they have expanded to eight locations, including Hawaii and Las Vegas.
In 2013, they opened a new water park in Sydney, Australia. Despite Sydney being a major international city with a population of over 5 million, it does not have a major theme or amusement park. Therefore, the new Wet ?n Wild facility was able to obtain a virtual monopoly in the Sydney area.
Obviously, Sydney is relatively well known for its famous beaches, including Bondi Beach. To counteract this indirect competitor, Wet ?n Wild located their new waterpark around one hour inland, away from the beaches. This location was still within large residential areas and easily accessible by road.
Because Sydney was lacking a major theme park, Wet ?n Wild was able to attract significant publicity and media attention prior to opening, particularly as the park was promoted as ?the largest waterpark in the world?. This was supported by significant advertising expenditure, which was primarily focused on selling season pass tickets.
The pricing structure for the new Wet ?n Wild waterpark was designed to sell season passes, rather than individual visits. For example, a season pass cost $120 as compared to a one-day visit pass of $70. This meant that there was a significant incentive to buy the season pass.
As a result, these season passes were enormously popular. The Christmas period in Australia is in the middle of summer, so these season passes became popular Christmas gifts as well.
As you can imagine, as consumers have paid for multiple visits ? many of them want to get great ?value for money?? which means as many visits as possible. As a consequence, the park become very crowded at times. On several occasions, in the middle of summer, the waterpark was at full capacity. That means that season pass holders, who had paid for their tickets, were unable to enter the park because it was full.
The other contributing factor to this overcrowding situation was that Wet ?n Wild was not open every day. Although their season ran from September to April (the warmer months in Australia), they were not open seven days a week ? sometimes only being open on weekends.
With a waterpark operating at full capacity on a hot day, you can imagine that the queues were quite long and uncomfortable. It was not uncommon to wait 1 « to 2 hours for a waterslide. This resulted in significant customer dissatisfaction that was expressed through social media, including Wet n? Wild?s own Facebook site.
Discussion Questions

As a new facility, Wet ?n Wild was keen to recoup their infrastructure investment as quickly as possible. Therefore, do you agree with their pricing strategy or would there be a more appropriate approach to pricing?
As the number of season passes sold was significant, do you think that is ethical of the company to keep promoting these passes or do you think that they have a responsibility to their shareholders to maximize profitability?
Given that season pass holders paid for a service that was not always available (that is, the park was full), do you think that they should be entitled to some form of refund or compensation? If so, how could this be implemented given thousands of people could have been affected.
As there were reasonable numbers of dissatisfied season pass holders, what do you think would be the long-term implications of Wet n? Wild?s objective to sell as many season passes as possible?

Source: https://www.greatideasforteachingmarketing.com/pricing-strategy-and-ethics-wet-n-wild/

Comment 1 ( leane) | Nursing homework help

I am currently treating a child that is immobile.ÿ I provide care to her in multiple ways, but one specific way is ulcer prevention.ÿ When I first started treating her, she had a stage 1 ulcer.ÿ Treatment included wound care with antiseptics.ÿ When I treated her, I was given a prescription and I investigated what the benefits of this ointment was on ulcers. I always like to inform myself and make sure the doctor has prescribed what is best and most effective for my patients.ÿ An example of implementing EBD and its effects on ulcers, would be the article Antibiotics and antiseptics for pressure ulcers by Christie, Dumville, Goto, Tanner, Moore, and Norman. When applying EBP practice, I can consider whether to use antiseptics and/or antimicrobial treatment. In doing so, I research the effects and outcome on both types of treatments. ÿPer Christie, Dumville, Goto, Tanner, Moore, and Norman (2016) when comparing both of ointments on ulcers, ?There was no consistent evidence of a benefit to using any particular antimicrobial treatment for pressure ulcers. However, there was some limited evidence that more ulcers healed when treated with some types of alternative dressings without antimicrobial properties than when treated with povidone iodine?. This research can be used by myself and nurses to treat ulcers, avoid unnecessary procedures, be a voice to our patients and physicians, and explore other possibilities of treatments of ulcers.
ÿÿÿÿ According to Youngblut and Brooten (2001) ?Evidence-based practice (EBD) provides opportunities for nursing care to be more individualized, more effective, streamlined, and dynamic, and to maximize effects of clinical judgment.? Evidence based practices are the latest advances and knowledge developments, not supporting existing practices. In addition, it includes nurses being active and taking part in the clinical data and application of evidence.ÿ In my opinion, applying EBD in practice will increase the value and reputation of nurses.ÿ One way nurses can promote evidence based research is to be an ?opinion leader? (Flodgren , Parmelli , Doumit , Gattellari , O’Brien , Grimshaw , Eccles 2011).
Flodgren,ÿG., Parmelli,ÿE., Doumit,ÿG., Gattellari,ÿM., O’Brien,ÿM., Grimshaw,ÿJ., & Eccles,ÿM. (2011). Effectiveness of the use of local opinion leaders to promote evidence-based practice and improving patient outcomes. Cochrane. Retrieved from http://www.cochrane.org/CD000125/EPOC_effectiveness-of-the-use-of-local-opinion-leaders-to-promote-evidence-based-practice-and-improving-patient-outcomes
Norman,ÿG., Dumville,ÿJ.ÿC., Moore,ÿZ.ÿE., Tanner,ÿJ., & Christie,ÿJ. (2015). Antibiotics and antiseptics for pressure ulcers. Protocols, 12(4), 468-76. doi:10.1002/14651858.cd011586
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Comprehensive problem 5the gilster company

COMPREHENSIVE PROBLEM 5The Gilster Company
QuestionCOMPREHENSIVE PROBLEM 5The Gilster CompanyThe Gilster Company, a machine tooling firm, has several plants. One plant, located in St. Falls, Minnesota, uses a job order costing system for its batch production processes. The St. Falls plant has two departments through which most jobs pass. Plantwide overhead, which includes the plant manager?s salary, accounting personnel, cafeteria, and human resources, is budgeted at $250,000. During the past year, actual plantwide overhead was $240,000. Each department?s overhead consists primarily of depreciation and other machine-related expenses. Selected budgeted and actual data from the St. Falls plant for the past year are as follows:
For the coming year, the accountants at St. Falls are in the process of helping the sales force create bids for several jobs. Projected data pertaining only to job no. 110 are as follows:
Instructions
Assume the St. Falls plant uses a single plantwide overhead rate to assign all overhead (plantwide and department) costs to jobs. Use expected total direct labor hours to compute the overhead rate. What is the expected cost per unit produced for job no. 110?
Recalculate the projected manufacturing costs for job no. 110 using three separate rates: one rate for plantwide overhead and two separate department overhead rates, all based on machine-hours.
The sales policy at St. Falls dictates that job bids be calculated by adding 40 percent to total manufacturing costs. What would be the bid for job no. 110 using (1) the overhead rate from parta and (2) the overhead rate from part b? Explain why the bids differ. Which of the overhead allocation methods would you recommend and why?
Page 952Using the allocation rates in part b, compute the under- or overapplied overhead for the St. Falls plant for the year. Explain the impact on net income of assigning the under-or overapplied overhead to cost of goods sold rather than prorating the amount between inventories and cost of goods sold.
A St. Falls subcontractor has offered to produce the parts for job no. 110 for a price of $12 per unit. Assume the St. Falls sales force has already committed to the bid price based on the calculations in part b. Should St. Falls buy the $12 per unit part from the subcontractor or continue to make the parts for job no. 110 itself?
Would your response to part e change if the St. Falls plant could use the facilities necessary to produce parts for job no. 110 for another job that could earn an incremental profit of $20,000?
If the subcontractor mentioned in part e is located in Mexico, what additional international environmental issues, other than price, will Gilster and St. Falls management need to evaluate?
If Gilster Company management decides to undertake a target costing approach to pricing its jobs, what types of changes will it need to make for such an approach to be successful?

9 social work – core competencies

Review the nine CSWE core competencies listed below explain each and give an example of each: ÿ
Program Learning Outcome (PLO) (CSWE Core Competencies):
Competency 1: Demonstrate Ethical and Professional Behavior
Competency 2: Engage Diversity and Difference in Practice
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
Competency 4: Engage in Practice-informed Research and Research-informed Practice
Competency 5: Engage in Policy Practice
Competency 6: Engage with Individual, Families, Groups, Organizations, and Communitiesÿ
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communitiesÿ
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Student Learning Outcomes
Upon completion of the course, students are expected to:
1. Understand the profession?s history, its mission, and the roles and responsibility of the profession. (Competency 1)
2. Demonstrate knowledge of the definition of generalist practice and be able to discuss the competencies and practice behaviors of the profession (Competency 1)
3.Demonstrate knowledge and recognition of the purpose of social work code of ethics as well as relevant regulations, policies, and laws that may impact practice at the micro, mezzo, and macro levels of social work practice. (Competency 1,5)
4. Recognize personal values and the distinction between personal and professional values. (Competency 1)
5. Understand the importance of life-long learning and update knowledge and skills to ensure they are relevant and effective. (Competency 1)
6. Demonstrate knowledge of the roles of the National Association of Social Workers, National Association of Black Social Workers, Baccalaureate Program Directors, and the Council on Social Work Education in maintaining and strengthening social work. (Competency 1).
7. ÿUnderstand the importance of diversity and difference in shaping life experiences and working with clients. (Competency 2)
8. ÿDemonstrate knowledge of poverty conditions because of oppressive structural barriers, unwise laws, and the customs of society. (Competency 3)
9. ÿDemonstrate an ability to apply critical thinking, problem solving, and effective oral and written communication, and the use of technology to facilitate social work practice. (Competency 1, 4)
10. Demonstrate varied strategies necessary to engage social work practice with clients and constituencies, including individuals, families, groups, organizations, and communities. (Competency 6)
11. Acquire knowledge as to how personal experiences may affect one?s ability in decision-making and impact assessment of clients at all levels of social work practice. (Competency 7)
12. Demonstrate knowledge of evidence-informed interventions to achieve goals of helping individual, families, groups, organizations, and communities. (Competency 8)
13. Acquire knowledge of appropriate methods for evaluating outcomes in social work practice with individuals, families, groups, organizations, and communities. (Competency 9)

Java application – product and inventory

Reading
Chapter 9 of the textMoodle: Class Coding StyleJava Classes
Java Application – Product and Inventory
Product.java
Create a class to encapsulate the data and behavior of a product in a store’s inventory. The class should have the following data for an inventory item:
Product Number – StringDescription – StringQuantity on hand – intProduct Price – double
Use appropriate access modifiers when defining the data
Code accessor and mutator (get and set) methods for all class instance variables. Be sure to follow the class style and use _ as the name for the parameter corresponding to the class instance variable. (Note the ?_? starting the parameter name.)
If the product number or description is blank, or the values passed for the quantity or price are not valid, leave the associated instance variable unchanged.
Create a class method to calculate and return the total amount for the product based on the quantity on hand and the product price.
Use appropriate modifiers when creating the methods
Inventory.java
The main method in this class should create an instance of Product. It should then read inventory information from a text file named Inventory.txt and use the class mutators to put the information into the Product object. The Product object should then be passed to a method to display product information using the class accessors and member method.
The Inventory.txt file contains colon delimited fields for the product number, description, quantity on hand, and the product price for each inventory item. Upload this file from Moodle and use it in your application.
The program output should appear as shown here
Grading Rubric
Product.java
? Correct File Name (Product.java) – case sensitive? Correct Class Name (Product) – case sensitive? Correct Style – comments? Correct Style – indentation? Correct Style – White Space? Correct Style – Mutator parameters? Free of syntax errors? Private data for product number, description, quantity and price? Public accessors for product number, description, quantity and price? public mutators for product number, description, quantity and price? Validate input in mutators? public member method to return product inventory value
Inventory.java
? Correct File Name (Product.java) – case sensitive? Correct Class Name (Product) – case sensitive? Correct Style – comments? Correct Style – indentation? Correct Style – White Space? Free of syntax errors? Creating Product object? Reading product information from Inventory.txt file and using mutators to set product data into object? Pass product object to method to display report? Use Accessor methods in your method to display product information
Upload
Upload Product.java and Inventory.java into Moodle Assignment 11 Submission

Wk 11 socw 8205 discussion 1: hospice social work | SOCW 8205 – Medical Social Work II | Walden University

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WK 11 socw 8205 Discussion 1: Hospice Social Work
Hospice is a concept of care that does not accelerate death or prolong life. It provides support and comfort to patients and caregivers in the face of a terminal illness that is no longer responding to standard medical treatment. Hospice services are delivered by a specialized team of health care professionals to provide comfort and dignity to patients in their last days of life. Social workers are an integral part of any hospice team. The burden of working with individuals at the end of life can be significant for members of a hospice team who are confronted with death on a daily basis. Hospice social workers in particular must be mindful of issues of secondary trauma and self-care.
To prepare for this Discussion:
Review this week?s resources. Consider hospice care at the end of life and the different programs providing hospice service. Examine the quality of each program. Think about the emotional burden experienced by a hospice social worker.
Questions in bold then answers 300 to 500 words not including the questions
Post an explanation of the importance of an interdisciplinary team in end-of-life care.ÿ
Briefly describe different programs providing hospice care with regard to team structure and scope of services.
Compare the roles of a social worker on a hospice team in a hospital-based program and in a home hospice program.ÿ
Explain your feelings about the emotionally intense work of hospice care.ÿ
Finally, explain the strategies you might consider to cope with your emotions.
Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style and intext citations
Resources
Sanders, S., & Swails, P. (2011). A quest for meaning: Hospice social workers and patients with end-stage dementia. Social Work, 56(2), 129?140.ÿ
Waldrop, D. P., & Meeker, M. A. (2012). Hospice decision making: Diagnosis makes a difference. Gerontologist, 52(5), 686?697.ÿ
Beder, J. (2006). Hospital social work: The interface of medicine and caring. New York, NY: Routledge.
Chapter 5, ?The Hospice Social Worker? (pp. 45?55)
McCoyd, J. L. M., & Kerson, T. S., (Eds.). (2016). Social work in health settings: Practice in context (4th ed.) New York, NY: Routledge.
Chapter 20, ?Geriatric Social Work in a Community Hospital: High-Tough, Low-Tech Work in a High-Tech, Low-Touch Environment? (pp. 249-259)
Gehlert, S., & Browne, T. (Eds.). (2019). Handbook of health social work (3rd ed.). Hoboken, NJ: Wiley.
Chapter 22, ?Pain Management and Palliative Care? (pp. 525-562)
American Cancer Society. (2013) Hospice care. Retrieved from http:/www.cancer.org/acs/groups/cid/documents/webcontent/002868-pdf.pdf
ÿÿCaring Connections. (n.d.). Palliative care questions and answers. Retrieved from http://caringinfo.org/i4a/pages/index.cfm?pageid=3355 ÿ