II. Build a Team for a Community Needs Assessment (5 pages ) Homelessness Identify a Diverse Community Team. Using the internet and/or your connections from working in the community, identify approximately 8–10 cross-discipline stakeholders that you would propose for your team and explain why you selected each. Examples of stakeholders include, but are not limited to, an executive director of a shelter, a school administrator, a community health worker, a prison warden, a corporate business leader, and a community member with a stake in the problem. These stakeholders should be members of the community who are familiar with the problem and/or who are affected by the problem. They are also critical to the success of the community needs assessment. For each stakeholder that you selected, address the following: For each stakeholder that you selected, address the following: i. Describe the knowledge and expertise that each stakeholder provides. ii. Describe the roles and responsibilities of each stakeholder. Be sure to indicate which stakeholders would play the role of an advocate, which would play the role of a consultant, and which would play both roles. Keep in mind that not all stakeholders will play these roles. b. Plan for an Interview with a Stakeholder i. Identify a stakeholder (referred to as an informant) from the team to interview. The informant should be someone who is very knowledgeable about the problem and who has a vested interest in solving it. ii. Develop five broad, open-ended interview questions that you could ask the informant to help you better define the problem, achieve a common understanding of it, and reach an agreed upon scope of the community needs assessment. c. Develop a Team Strategy. Normally, after you have identified a project team, you would meet with the team and collaborate on the items listed below. In this case, since you are only planning the community needs assessment, you will address these items yourself rather than with a team. i. Define two goals of the community needs assessment that you and your team would implement to address the social problem. ii. Identify five data sources that your team would use for the community needs assessment (e.g., policy, local laws, statistics about who from the population is impacted by the problem). Explain how your team would use the data sources to gain a better understanding of the magnitude of the problem, what has been done to address it, and/or what gaps exist. iii. Describe the top five strategies that you would prioritize to address the problem and prevent its recurrence. Explain your reasoning for prioritizing the strategies, including how the time and resources it would take to implement each influenced your decision making. iv. If you were to conduct this assessment, what is your estimation of the amount of time it would take to carry it out and why? v. Describe the proposed decision-making protocol (e.g., majority vote, priority-based decision making) that you would use to reach a consensus among team members if you carried out the community needs assessment. Explain why you selected this protocol. III. Next Steps (3 pages). Develop a plan to carry out the top three strategies for addressing the problem using what you have learned about social change, prevention, advocacy, and consultation. Be sure to address the following in your plan. a. Identify Strategies to Address the Problem. Identify the three strategies that you would carry out to address the problem. Be sure to refer to the Prioritizing Strategies worksheet that you completed earlier in the course. b. Carry Out the Strategies. Explain the steps that you would take to carry out the top three strategies to address the problem. c. Identify Data to Carry Out the Strategies. Explain what type of data you would need to make decisions about how to implement the strategies (e.g., data to support programs, changes in service delivery, or policy change). Give two examples. d. Critique the Strategies. Explain how you would critique the effectiveness of the proposed strategies.

Short papers are between 1000 and 1200 words (excluding references). The short papers’ function is to permit you to synthesize facts that you have learned in the course and apply critical reasoning to those integrated facts.The topics selected are at the student’s discretion. Must be healthcare-related. Be sure to focus on a specific topic rather than just a general one, and go in depth It is recommended that you select a topic that interests you.APA format is required (where applicable)RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeTopic Selection4 ptsFull Marks (the maximum award in an examination or assessment)Identifies a creative, focused, and manageable topic that addresses potentially significant yet previously less- explored aspects of the topic.3 ptsMilestones (an action or event marking a significant change or stage in development)Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic.2 ptsMilestones (an action or event marking a significant change or stage in development)Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic.1 ptsBenchmark (a point of reference from which measurements may be made)Identifies a topic that is far too general and wide-ranging as to be manageable and doable.4 ptsThis criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views4 ptsFull MarksSynthesizes in-depth information from relevant sources representing various points of view/approaches.3 ptsMilestonesPresents in-depth information from relevant sources representing various points of view/approaches.2 ptsMilestonesPresents information from relevant sources representing limited points of view/approaches.1 ptsBenchmarkPresents information from irrelevant sources representing limited points of view/approaches.4 ptsThis criterion is linked to a Learning OutcomeDesign Process4 ptsFull MarksAll elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant subdisciplines.3 ptsMilestonesCritical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.2 ptsMilestonesCritical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.1 ptsBenchmarkInquiry design demonstrates a misunderstanding of the methodology or theoretical framework.4 ptsThis criterion is linked to a Learning OutcomeAnalysis4 ptsFull MarksOrganizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.3 ptsMilestonesOrganizes evidence to reveal important patterns, differences, or similarities related to focus.2 ptsMilestonesOrganizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.1 ptsBenchmarkL ists evidence, but it is not organized and/or is unrelated to focus.4 ptsThis criterion is linked to a Learning OutcomeConclusion4 ptsFull MarksStates a conclusion that is a logical extrapolation from the inquiry findings.3 ptsMilestonesStates a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.2 ptsMilestonesStates a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.1 ptsBenchmarkStates an ambiguous, illogical, or unsupportable conclusion from inquiry findings.4 ptsThis criterion is linked to a Learning OutcomeLimitations and Implications4 ptsFull MarksInsightfully discusses in detail relevant and supported limitations and implications.3 ptsMilestonesDiscusses relevant and supported limitations and implications.2 ptsMilestonesPresents relevant and supported limitations and implications.1 ptsBenchmarkPresents limitations and implications, but they are possibly irrelevant and unsupported.4 ptsTotal Points: 24

Instructions:
Concept to consider:
Imagine that you are a member of the quality assurance staff at a local hospital. You have been asked to provide an update to the medical coders on the current trends pertaining to recovery audit contractor (RAC) issues. This Assignment also examines the National RAC Program and inspector general policies and procedures for monitoring compliance at the local hospital. The summation needs to demonstrate understanding of the RAC policies and present a logical solution for assuring compliance.  
Your report needs to include the following:

definition of the problem
analysis of the problem
assessment of potential solutions
a logical solution to the problem

Perform a search on health insurance policies. Prepare a 2–3-page paper (excluding the cover and reference pages) to include the following:

Perform a search on RAC (recovery audit contractor) audits.
Assess the purpose of the RAC audits.
Determine the specific information for your state (depends on which region you are in).
Analyze the kind of information on the amount of money collected (most recent data available).
As a medical coder, explain your role in assuring the accuracy of data and the prevention of an RAC audit. Can it be prevented?
Design a table or graph depicting information you have obtained regarding your state or federal program.
Assess if the RAC has been successful or failing in assuring correct payments.
Conduct a search on the Internet for presenting possible RAC issues.
Demonstrate critical thinking by developing a summation by analyzing the RAC facts.
Viable solution/approach is needed for assuring compliance.
The Medicare/Medicaid and AHIMA websites are good places to start.
Paper must be professionally attractive.
References must be in APA format.

Instructions

Imagine you are the health information management director at your local hospital. It has just been announced that the RAC (recovery audit contractor) program is going live in your region in 6 months.
You have been asked to prepare a presentation to the medical staff on the RAC auditing process to help educate the physicians on the process and their role and responsibilities.
In preparation for the development of your presentation, review the information in your text, supplemental reading including the “toolkit,” and available websites for the most up-to-date information.

Your presentation should include, but is not necessarily limited to, the following:
A brief history and overview of the of the recovery audit program.
How the audit is carried out and the different types of auditing processes.
Information pertaining to Medicare Part A–D RAC audits.
The determination and appeal process.
Educational information geared toward physician documentation.
Other steps your department (HIM) and the facility should do to prepare for the recovery audits.

Requirements

The PowerPoint presentation should be between 10–15 slides and address all required elements.
Utilize slide notes as appropriate along with visuals and graphics.
Submit your work to the appropriate Dropbox.

To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted project.
Your slide presentation should:

Create a bibliography citing a minimum of three references according to APA format.
Resources can include your text and chapter references, organizational websites, or such resources as the American Medical Association, American Hospital Association, or the American Health Information Management Association.
The presentation should be at least 10–15 slides in length not including any title or reference slides.
The presentation should follow the conventions of Standard American English (correct grammar, punctuation, etc.).
Your writing should be well ordered, logical, and unified, as well as original and insightful. Your work should display superior content, organization, style, and mechanics.
You should cite sources using APA format.
Paper must be professionally attractive.

FM006 Assessment InstructionsReview the details of your assessment including the rubric. You will have the ability to submit the assessment once you submit your required pre-assessments and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.OverviewIn this Assessment, you will conduct operational analysis, make relevant calculations, and present concise financial information to support effective decision making and ensure effective management and accountability.It is strongly recommended that you review all Learning Resources and complete the Learning Activities prior to attempting the Assessment.This Assessment requires submission of one (1) document. Save the file as FM006_firstinitial_lastname (for example, FM006_J_Smith).When you are ready to upload your completed Assessment, use theYou may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.Download the Academic Writing Expectations Checklist to use as a guide when completing your Assessment. Responses that do not meet the expectations of scholarly writing will be returned without scoring. Properly formatted APA citations and references must be provided, where appropriate.Be sure to use scholarly academic resources as specified in the rubric. This means using Walden Library databases to obtain peer reviewed articles. Additionally, .gov (government expert sources) are a quality resource option. Note: Internet and .com sources do not meet this requirement. Contact your coach or SME for guidance on using Library Databases.Carefully review the rubric for the Assessment as part of your preparation to complete your Assessment work.InstructionsBefore submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.Access the following to complete this Assessment:Use the APA course paper template available here.Download the Writing Checklist to review prior to submitting your Assessment.RubricFor the Assessment, assume that you are a financial expert at Arizona Health Services (AHS), a large not-for profit hospital system and you have been charged with conducting an operational analysis on a single resource or asset. You will report the results of your analysis in an email to the AHS leadership in which you explain the efficiency and viability of the resource or asset you selected.To complete the Assessment, conduct an operational analysis of a single resource or asset in which you determine whether the resource or asset is efficient and viable. As you prepare the email, consider the following:How managing material assets contributes to making effective management decisions and ensuring operational efficiency.How leveraging the cost of trade credit can improve cash flow and enhance working capital.How lease financing and business valuation that can help healthcare managers use financial resources effectively.How the assessment of potential expenditures on capital investment informs capital investment decisions.How long-term financing options allow healthcare organizations to achieve financial and operational viability in the long-term.How project risk analyses are used to conduct the appropriate risk evaluation for the project.How post-audits contribute to the review of project performance.Your email should include the following:Describe the resource or asset you selected.Explain how the resource or asset is used in the healthcare facility.Describe the operational analysis process you used to determine the efficiency and viability of the asset or resource selectedExplain whether the resource or asset is the most viable and efficient option.Justify your determination.

Disscusion question :we read about potential ways of intervening in gang violence. What do you think about these interventions, based on what you’ve read previously in this class? How effective do you think they might be? What problems might they experience? classmates comments :1. One intervention I found particularly effective was the Boston Ceasefire strategy. This method combines the efforts of the police and probation officers as they visit the homes of juveniles on probation that seem they may be most likely to offend. The main goal of these visits were to ensure juveniles were obeying their probation regulations and to send a message that they were being watched, in case they wanted to offend. This project seemed to be quite effective as juvenile homicides declined dramatically during its course. I feel this intervention method was so effective because of the approach it took to stop violence rather than stopping individuals from joining a gang all together. While gangs are the main target of these interventions, I feel the Boston Ceasefire project did so well because the main goal was to reduce and prevent violence. I think that gangs feel threatened when the goal of an intervention is to dismantle the gang or prevent more recruits from joining. However, when the police and probation officers are stopping by to ensure that an individual is doing as they should and not getting into trouble, it is less of a threat to the gang as a whole and more of a concern for the safety of people. An intervention method I found to be not so effective was the gang databases. While I feel these are necessary for prisons and places where rival gangs may be in close quarters, the gang databases maintained at a state level have some issues. These databases underrepresent girls in gangs, yet there are also concerns that too many individuals are included in the databases, and there is concern that some of the individuals in the database may not even be affiliated with a gang. The lack of ability to accurately pick out a gang member could result in people who aren’t associated with gangs ending up in the database and, possibly, even getting longer sentences because of this. Overall, I think gang intervention is necessary in order to prevent and decrease gang activity. I feel the best way to go about the interventions is to start by focusing on stopping violence amongst opposing gangs.2. While I think some of the interventions introduced by the government are more for publicity’s sake than for the good of communities around the country, one of the programs I feel as though had an impact is GRYD (The Los Angeles Gang Reduction Youth Development). This program combines many components needed in order for a program to be successful: planning, assessment, implementation, and outcome evaluation. By have each of these steps the program leaders are able to tweak different aspects of the program and change them accordingly. When reading about the other programs in the textbook it seems as though those programs were created and then left alone to see if they worked without being willing to change as they learn more about those in gangs within their community. Although, it is also important to note that results are not going to be immediate results, therefore it can be difficult to determine whether or not certain programs are actually effective. On the other hand, many programs are not effective in the long term when it comes to deterring youths from joining gangs. An example of this is the GREAT program. In this program, there was short term effects that showed there were fewer social problems amongst teens, but in the long run the program did not seem to have any effect on students in terms of gang membership. I think something that can be taken from each of the programs talked about in the textbook shows that each city is different in terms of what they need when targeting gang membership amongst teens. But more importantly, there needs to be more research into these programs in order to find the one that helps students the most.