Recent orders
One of the services offered by the American Cancer Society
Health
Students Name
Institution of Affiliation
Course Title
Date
One of the services offered by the American Cancer Society through its Relay for Life initiative is cancer advocacy. Among the targeted people include the cancer patients and those people who wish to get screened for cancer. Advocacy entails guiding the patients through all stages of the disease that include screening, diagnosis, treatment and follow-up on a medical condition to which on this case refers to cancer. People reaching the events are significantly sensitized to make sure that they are aware of their status through screening if they have not done it previously.
Apart from screening, the patients to whom have previously been diagnosed with cancer are treated in consideration of the different stages of cancer development. Follow up activities are also conducted to ensure that the patients’ health is prioritized through regular checking off the health conditions of the patients. Support groups are also instituted during these events to make sure that the people around have at least made an impact on the patients through showing them love and companion. The presence of these support groups makes the cancer patients attain and improve their self-confidence and self-worth. Also, the presence of the support groups and the regular follow-ups makes the patients feel as being part of the population and this minimizes the impact of the condition as they are not stressed.
The organization of these events reduces the stigma as the participants of the events are made aware of the dangers of stigmatization, and therefore they will learn to accept the cancer patients as part of the community. During these events, advocacy is also ensured in the nutrition sector whereby the participants and the patients are also advised of the kind of diets to rely on and to which they should avoid. Proper dieting reduces the risk of cancer, and therefore the role of advocacy is to create awareness regarding the epidemiology of cancer as well as the risk factors involved. By the end of each event, every participant benefits according to their status, whether health or a cancer patient.
SECTION GUIDELINES
HDEV 302: Research Methods in Human Development
Dr. Rachael Stryker
METHODS/RESEARCH DESIGN SECTION GUIDELINES
Instructions
The second draft section of your Research Proposal to complete this semester is the Methods/Research Design section. It is due on Sunday, November 13th by 11:55 pm. Please be sure to completely read the Course Skills Notes for Weeks 11 and 12 before you begin this assignment. The Methods/Research Design section for a Research Proposal should be about three to five pages, typed and double-spaced. Please use a 12- point font and provide the assignment with the heading titled, Methods/Research Design.
Rubric
The assignment must include the following four subsections (and content within each subsection) to be considered for full credit:
1. Variables and Data [suggested length: approx. one to one-and-a-half pages] In this subsection, please be sure that you do the following: Clearly state once more, your proposed research question, and, if you have one, your hypothesis for the proposed study. And please restate what each of your variables are in the study. Then provide details about how you might propose to operationalize [define in a way that is measurable] each of your variables. Again, what this usually means is, how do you propose to measure each variable (for example, stress can be measured by taking someone’s blood pressure, and so one can thus define “stress” as blood pressure; or one can ask participants to self-report about stress or rank their stress level, and so one can simply define stress as self-report measurements). Please also provide details about the kind(s) of data [N, O, I, and/or R] that each operationalization will produce. You can name and briefly discuss more than one type of data in this paragraph. Also, please remember, if you are going to propose to try to examine or prove a relationship between variables for your proposed study, then you will, in fact, have both independent variables (factors that you think influence the other factors in the study] and dependent variables [factors that you think may be influenced by the independent variable(s)] in the project]. If this is the case for you, then please state which variables in your proposed project are independent [the one that is influential] and dependent [the one that is likely to be influenced] and why. If you will not propose to have independent/dependent variables in your study, then please clearly state the reasons why you do not have these types of variables in the study and what outcomes you hope to achieve instead in terms of intellectual pursuit.
2. Subjects/Sampling: [suggested length: approx. one to one-and-a-half-pages] In this subsection, please be sure that you answer the following questions: What are you proposing your subject criteria be (in other words, who, exactly, is allowed in your study [are you soliciting by gender, age, religion, student status, etc)? From what specific sampling frame do you propose to try to draw all of your subjects from, and why? What sample size (sample size is represented by N, as in, N=10 if you will have ten participants) will you propose, and why? And are you proposing to conduct probability or non-probability sampling for the study, and why?
3. Instruments and Procedures: [suggested length: approx. half to one page] In this subsection, please be sure that you answer the following questions: Are you conducting an experiment? If not, what type of the other common types of research designs that we’ve covered this term are you proposing to conduct – qualitative and/or descriptive (quantitative), and why? How do you propose to administer it? Where would you administer it? If yes, why do you feel this is the best type of research design to propose? What is your test group? What is your control group? What is your intervention (the independent variable)? How will you administer it? Where will you administer it? Then please provide details about whether you will be collecting your data using any of the following common instruments and why: via a pre-existing data set; via survey or questionnaire; via interviews; via observation. If you are not using any of these instruments, what others (for example, participant journals, social media content, or something else) are you proposing to use and why? And if you are using surveys/questionnaires, will you use any scales? Why or why not? Finally, please explain what the term “least harm” means [this is from the Week 13 course materials]. What is an example of “harm”, if any, that could come to your participants during your particular proposed research, and what are two ways that you might attempt to do “least harm” to your participants while administering this instrument? Even if you are not working directly with human subjects in your proposed research, you do need to discuss any ethical issues that can come up in your proposed research project.
4. Validity [suggested length: approx. half to one page] In this subsection, please be sure that you answer the following questions: What is the validity of a study? What is internal validity? Please list two types, and briefly discuss at least two ways that you would propose to attempt to achieve it in your research project. What is external validity? Please introduce two types and briefly discuss two ways that you would attempt to achieve it in your research project. Finally, please be sure to define what a confound is, and name and define two kinds of confounds that may be associated with your specific proposed project. Then speculate how you, as a researcher, might be able to plan your research in such a way as to prevent them from influencing the outcomes of your proposed research.
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Please remember: You can always post questions about this assignment to the “Questions for the Professor” thread on our Blackboard course Discussion Board or email the professor at: rachael.stryker@csueastbay.edu Also, please be sure to be reading the professor’s feedback on your RCR for Weeks 10 through 12 assignments, as there will be helpful feedback and clarifications there that will help you draft this section of your Research Proposal.
Reflecting Back on Administration in Healthcare Services
HAS 320-1401B-02
Phase 5 DB
Reflecting Back on Administration in Healthcare Services
Before entering into this course, I had a theory of the important role that administration played in organizations; especially in healthcare. However, after this course my theory was minuet compared to what I discovered and learned from this course. The most compelling topic to me was the week we discussed managerial functions, more specifically Corrective Action. In definition Corrective Action is pretty simple to understand, the purpose of identifying and eliminating causes of a problem by: correcting, molding, or improving performance or behavior that is job-related CITATION Ind10 l 1033 (Indiana University Purdue University Indianapolis, 2010). Upon delving further into this topic; Corrective Action can be an essential tool for organizations, or healthcare facilities, to use to get employees performing at levels that they want or prefer. I think this tool gives managers a series of steps to remedy the problem before the final step of termination. This can go a long way in protecting organizations who do have to terminate employees due to misconduct or low performance levels from future wrongful termination lawsuits. Using a Corrective Action Plan serves as proof of the organization’s patience and willingness to work with the employee to fix the behavior, but the employee was unwilling or unable to amend the problem behavior.
Participation in discussions has always been a very important resource for me. I rather enjoy hearing from the different point of views or opinions on a particular subject or topic. It is quite interesting how a discussion on a subject matter can bring in so many different points of views as well as opinions. I consider myself to be very open-minded and willing to listen from everyone involved in the discussion. There is always room to learn something new and this is what the discussions do. They teach us about a subject matter, bring in a different point of view, and essentially force us to look at the subject matter from a different stance. This in the same turn can serve as a guiding light in sorts. More often than not, I have found myself pondering harder than needed on a particular topic, but after viewing a posting in the discussion board or attending a chat, I can immediately gain some footing on understanding what is being taught or discussed.
The only approach I can think of that could have been done differently for this course would be extending the time for this course. There are obviously way more topics involved in this course than we could touch upon in the allotted time. I have felt this way about several courses here at CTU. I personally think that Professor Christensen did a marvelous job thoroughly explaining the concepts entailed with this course. CTU is lucky to have her on their staff representing their institution.
For my fellow peers, some us may be graduating soon as some of us still have a ways to go. Whichever it may be, I hope nothing but the best for all of you. May your futures be bright and full of wonderful opportunities that bring you closer to achieving your dreams and your goals in life.
References
BIBLIOGRAPHY l 1033 Healey, B., & Marhese, M. (2012). Foundations of Health Care Management Principles and Methods. San Francisco: Wiley.
Indiana University Purdue University Indianapolis. (2010). Corrective Action: A Supervisor’s Guide to Managing Performance. Retrieved from http://hra.iupui.edu/content/doclib/ProgressiveDisciplineGuide.pdf