Hospitals

Hospitals

TRhe post is of two asighnments

Non for profit hospitals

Community Hospital is a nonprofit, general acute-care hospital located in a wealthy suburb of City. Last year, it reported revenues of $100 million, and a ?profit? (net revenues in excess of expenses) of $12 million. During the course of the year, it provided free emergency-room care to 300 uninsured poor patients out of a total of almost 50,000 patients served during the year. The cost to the hospital of this care (calculated using an average-cost methodology, including administrative overhead) was $800,000. Community Hospital also runs an ambulance service for its community; the expenses for that service are $2 million per year, but the hospital received approximately $1.8 million in insurance reimbursements for ambulance services. It also reported serving some 1500 Medicaid patients. According to the hospital?s accounting department, the reimbursements the hospital received for Medicaid services failed to cover the average costs of those services by $3 million. During the year, the hospital sponsored several community health education ?fairs? at which hospital nurses took blood-pressure readings, tested for diabetes, and so forth. These ?fairs? were well-attended, serving about 5000 people total. The hospital also runs several pre-natal care seminars each year that enroll about 2000 women from the community, most of whom deliver their babies at Community Hospital. The cost (essentially the pro-rated portion of nurses? time devoted to these activities) for the year for these health fairs and pre-natal programs was $1 million.

“Should Community Hospital be tax-exempt? ”

Submission Requirements: Using the Attach File function below, upload your Essay as an attachment in Word Document Format or (RTF) Rich Text format.

Grading Rubric

Definition of tax-exempt
20 pts
Argument in favor of tax exempt status or an argument against tax exempt status
60 pts
Length — Approximately 500 word response
20 pts

2:case study

Select one of the provided case studies at the end of Ch. 15 or 21 in the text. The subject of the selected case study is a client of yours. Amnesia (p. 347) Aura (p. 340) Carotid endarterectomy (p. 338) Cauterization (p. 350) Cephalalgia (p. 339) Chorea (p. 353) Convulsion (p. 340) Decompress (p. 351) Dysphagia (p. 337) Dysphasia (p. 337) Epidural (p. 349) Grand mal (p. 341) Hemiparesis (p. 337) Hydrophobia (p. 335) Hypothermia (p. 351) Intractable (p. 339) Nuchal rigidity (p. 333) Paraplegia (p. 351) Paresthesia (p. 353) Petit mal (p. 341) Quadriplegia (p. 351) Seizure (p. 340) Spinal stenosis (p. 339) Status epilepticus (p. 341) Subdural (p. 349) Write a 350 word memo describing the situation and requesting specific services for your afflicted client. Include the following in your memo: Describe the disease of focus and its progression of mental illness. Based on the disease and stage it presents, what level (primary, secondary, or tertiary) of care do they require? Where can more information regarding the identified disease be found? What cultural issues can be identified as pertaining to this disease that might affect the individual and family in this case? How does this influence society and resources as a whole?

2:Reflection Paper Two: Teaching with Historical Methods

For this paper i have copied below the instructions for the assignment. It is a research based paper that combines implementing a lesson plan based upon the reading the paper is on. I will attach the reading, and please let me know if you need anymore information. Below is the details for the assignment from the instructor.

Historians use a variety of sources and methodologies to create accounts of past events and people. Unfortunately, the most common experience secondary students have in using the historical method is performing research papers that rely heavily on secondary sources to answer uncontroversial questions. And yet, evidence of past events is all around them. How can social studies teachers develop activities and assessments that utilize inquiry to analyze a variety of types of sources of evidence? This paper will ask you to consider this broad questions in three parts:

1) Part 1: You will begin by reading one of the following chapters* from the book After the Fact: The Art of Historical Detection by Davidson and Lytle:

? Chapter 3 ? Declaring Independence

In your paper, describe in detail the historical method the authors are portraying. For example ?The View from the Bottom Rail? deals primarily with oral history. Some questions you might ask yourself: How and when do historians employ the method being described in the chapter you read? What insights do they glean about past events? Where do they find their sources? What are the limits and challenges to creating narratives about the past using this particular method? Have I encountered this method when reading books and articles in my history coursework?

2) Part 2: Next, design and describe a social studies activity where students would use the method described in the chapter you read to learn about what historians do and historical content. You are not writing a lesson plan, but simply describing, step-by-step, the activity or assignment. Explain the objectives of this activity, how you would implement it in class, and how you would assess your students? learning. Remember, the goal is for students to develop deep content knowledge and an understanding of how historians create narratives out of the past. Also, consider the challenges you foresee in implementing this activity.

3) Part 3: Reflect on the importance of students learning about how historical narratives are constructed. What civic, vocational, and life skills are gained through this type of learning?

Declaring Independence