Social Justice vs. Market Justice

1. Social Justice vs. Market Justice

Public health nurses are guided by the principles of market justice and social justice (Cornerstones of Public Health Nursing, MDH 2007). The economy of the United States has been shaped by the concept of market justice. Under this principle, people are entitled only to those things that they have acquired by their own individual efforts, actions, or abilities. The principle of social justice on the other hand is that the benefits of society should be fairly and equitably distributed to assure the functioning of society as a whole. Social justice reflects the belief that everyone should have the same access to societal resources and those societal resources should be used to provide the greatest good for the greatest number. Market justice reflects the belief that people deserve what they earn. At times, the principles of market justice and social justice are in conflict. Both perspectives have value. However, citizens do not necessarily agree with each other on which form of justice or set of beliefs should direct how health care is provided to the population as a whole. Review the Market Justice-Social Justice Table 13.4 (p. 257) and section on Market Justice vs. Social Justice (p. 256) in Schoon, Porta, & Schaffer (2019) to answer the following questions.

a. Which concept of justice is the best fit for you?  Explain. No right or wrong answer. This is only an opportunity for reflection.

b. Pick either market or social justice and explain how advocating for that type of justice could improve the health of vulnerable populations and eliminate health disparities?

c. Why is it important for you to understand your beliefs around social justice?

 

2. The Color of Care Reflection 

The Color of Care is a documentary  (produced by Harpo Productions with executive producer Oprah Winfrey, directed by OSCAR®-nominated and Emmy® award-winning director Yance Ford) that traces the origins of racial health disparities to practices that began during slavery in the U.S. and continue today. Using personal testimony, expert interviews, and disturbing data, the film reveals the impact of racism on health, serving as an urgent warning of what must be done to save lives. The information to access this documentary is in the D2L content area for this week.

a. Prior to watching the Color of Care, did you believe that all of your patients received equitable care? After watching the Color of Care, what changes would you make to how you provide care to patients?

b. What responsibility do public health nurses have in allowing clients and patients to be seen and heard?

c. In what ways do class and economic stability affect access to healthcare?

d. What can public health nurses do to influence change related to equitable care?

 

3. Health Equity & Health Disparities

a. Provide an actual example in which your local community has met/addressed a health equity or health disparity need within your community. What health concerns or social determinants were addressed? How did your community address this need? What population benefited from this initiative?

b. Identify a health equity or health disparity concern in your local community that still needs to be addressed. Describe at least 2 causes or social health determinants associated with this concern. What population is most vulnerable? What are potential long-term consequences for the vulnerable population if this concern is not addressed? Describe an example of a community or systems level of practice public health intervention to address this public health concern.

Alzheimer’s disease and frontotemporal dementia

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Compares and contrasts the pathophysiology between Alzheimer’s disease and frontotemporal dementia. (CO1)

2. Identifies the clinical findings from the case that supports a diagnosis of Alzheimer’s disease. (CO3)

3. Explain one hypothesis that explains the development of Alzheimer’s disease (CO3)

4. Discuss the patient’s likely stage of Alzheimer’s disease (CO4)

Preparing the Assignment

Requirements

1. Read the case study below.

2. In your initial discussion post, answer the questions related to the case scenario and support your response with at least one evidence-based reference

Case Scenario

A 76-year -old man is brought to the primary care office by his wife with concerns about his worsening memory. He is a retired lawyer who has recently been getting lost in the neighborhood where he has lived for 35 years. He was recently found wandering and has often been brought home by neighbors. When asked about this, he becomes angry and defensive and states that he was just trying to go to the store and get some bread.

His wife expressed concerns about his ability to make decisions as she came home two days ago to find that he allowed an unknown individual into the home to convince him to buy a home security system which they already have. He has also had trouble dressing himself and balancing his checkbook. At this point, she is considering hiring a day-time caregiver help him with dressing, meals and general supervision why she is at work.

Past Medical History: Gastroesophageal reflux (treated with diet); is negative for hypertension, hyperlipidemia, stroke or head injury or depression

Allergies: No known allergies

Medications: None

Family History

· Father deceased at age 78 of decline related to Alzheimer’s disease

· Mother deceased at age 80 of natural causes

· No siblings

Social History

· Denies smoking

· Denies alcohol or recreational drug use

· Retired lawyer

· Hobby: Golf at least twice a week

Review of Systems

· Constitutional: Denies fatigue or insomnia

· HEENT: Denies nasal congestion, rhinorrhea or sore throat.

· Chest: Denies dyspnea or coughing

· Heart: Denies chest pain, chest pressure or palpitations.

· Lymph: Denies lymph node swelling.

· Musculoskeletal: denies falls or loss of balance; denies joint point or swelling

General Physical Exam  

· Constitutional: Alert, angry but cooperative

· Vital Signs: BP-128/72, T-98.6 F, P-76, RR-20

· Wt. 178 lbs., Ht. 6’0″, BMI 24.1

HEENT

· Head normocephalic; Pupils equal and reactive to light bilaterally; EOM’s intact

Neck/Lymph Nodes

· No abnormalities noted

Lungs 

· Bilateral breath sounds clear throughout lung fields.

Heart 

· S1 and S2 regular rate and rhythm, no rubs or murmurs.

Integumentary System 

· Warm, dry and intact. Nail beds pink without clubbing.

Neurological

· Deep tendon reflexes (DTRs): 2/2; muscle tone and strength 5/5; no gait abnormalities; sensation intact bilaterally; no aphasia

Diagnostics

· Mini-Mental State Examination (MMSE): Baseline score 12 out of 30 (moderate dementia)

· MRI: hippocampal atrophy

· Based on the clinical presentation and diagnostic findings, the patient is diagnosed with Alzheimer’s type dementia.

Discussion Questions

1. Compare and contrast the pathophysiology between Alzheimer’s disease and frontotemporal dementia.

2. Identify the clinical findings from the case that supports a diagnosis of Alzheimer’s disease.

3. Explain one hypothesis that explains the development of Alzheimer’s disease

4. Discuss the patient’s likely stage of Alzheimer’s disease.

DISCUSSION CONTENT
Category Points % Description
Application of Course Knowledge 30 30% The student:

1. Compares and contrasts the pathophysiology betweenAlzheimer’s disease and frontotemporal dementia.

2. Identifies the clinical findings from the case that supports a diagnosis of Alzheimer’s disease.

3. Explains one hypothesis that explains the development of Alzheimer’s disease.

4. Discusses the patient’s likely stage of Alzheimer’s disease.

Support from Evidence-Based Practice 30 30% 1. Initial discussion post is supported with appropriate, scholarly sources; AND

2. Sources are published within the last 5 years (unless it is the most current CPG); AND

3. Reference list is provided and in-text citations match; AND

4. All answers are fully supported with an appropriate EBM argument

Interactive Dialogue 30 30% In addition to providing a response to the initial post due by Wednesday, 11:59 p.m. MT, student provides a minimum of two responses weekly on separate days; e.g., replies to a post from a peer; AND faculty member’s question; OR two peers if no faculty question. A response to faculty could include a question posed to a student or the entire class or a faculty question directed towards another student. AND

· Evidence from appropriate scholarly sources are included; AND

· Reference list is provided and in-text citations match

· 90 90% Total CONTENT Points = 90 pts
 
DISCUSSION FORMAT      
Category Points % Description
Organization 5 5% 1. Case study responses are presented in a logical format; AND

2. Responses are in sequence with the numbered questions; AND

3. The case study response is understandable and easy to follow; AND

4. All responses are relevant to the case topic

Format 5 5% · Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

  10 10% Total FORMAT Points = 10pts

Ethical Model for Decision Making in Accounting

People believe accountants and certified public accountants (CPAs) a lot. Our jobs are to serve our businesses, our clients, and everyone else. https://ethicallyspeaking.libsyn.com/ep-42-part-5-back-to-basics-integrity-objectivity-and-the-conceptual-framework

 

Lewis Sharpstone says in the above AICPA Podcast, “Accounting is a high calling. It is our self-regulation and ethical standards, especially in this area of integrity and objectivity, that is one of the cornerstones that allow us to serve the public.”

Business Scenario:

You are working as the controller of a small clothing manufacturing business in the Midwest, DownHome Outerwear, Inc.  DownHome uses a FIFO inventory valuation system.  On Dec 31, 2021, ending inventories were determined to be $5.3 million based on physical counts.  On Jan 20,2022 you discover an error was made in the physical counts and the actual ending inventory balance should be $4.6 million.

DownHome’s major investors require audited financial statements each year.  As of Jan 16, the financial statements have been audited by a local CPA firm which did not discover the error after reviewing the financial statements.  They will be issuing an unqualified opinion on Jan 26 on the original financial results.  Financial Statements have not been issued as of Jan 20 when the error was discovered.

Your bonus and several key management employee bonus pools are tied to profit sharing plans based on the business results and you are unsure how this error will impact those results.

What do you do?  Where do you go for guidance?

Within a maximum 3-4 page paper, describe your final decision based on the “Analytical Model for Ethical Decision Making” listed above. Your analysis should include a definition of ethics, how it impacts professionalism in the Accounting Field, and how a violation of ethics impacts business society from an financial/fiduciary perspective.  Include the US GAAP and Code of Professional Conduct requirements which apply to this situation.  What are the steps that you are required to take?  What happens if you do not follow the guidance in the Codes? (Include professional, business, personal, and business societal impacts in your analysis).

Ethical Model for Decision Making (Spiceland, Intermediate Accounting Text 10e).

1) Determine the facts of the situation.  This involves determining who, what, where, when, and how.

2) Identify the ethical issues and the stakeholders.  Stakeholders might include shareholders, creditors, management, employees and the community.

3) Identify the values related to the situation, For example, in some situation’s confidentiality might be an important value that might conflict with the right to know.

4) Specify alternative courses of action.

5) Evaluate the courses of action specified in step 4 in terms of their consistency with the values listed in step 3.  This step may or may not lead you to your recommended course of action.

6) Identify the possible consequences of each course of action.

7) Make your decision and take any indicated course of action.

Lifelong learning and nurses’ continuing professional development

Lifelong learning involves a commitment to remain current within a rapidly changing, increasingly complex, and technologically reliant healthcare world.

1) Why is it important for nurses to commit to lifelong learning in relation to patients, organizations, and self?

2) How can organizations such as Sigma Theta Tau International (STTI) assist nurses in their lifelong learning journey?

 

Solved

Healthcare professionals need to regularly update their skills and maintain continued professional development (CPD) to facilitate the renewal and updating of skills in healthcare settings. Lifelong learning helps to maintain high standards of nursing care through competent practice…………………………….

 

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Business Consultancy Project Title

 

How small- or medium-sized soft commodity businesses in South Africa can grow to the next level.

Task 1.1 (Introduction):

Session 1

Useful business research, like useful reflection, leads to change. To that end students will be encouraged to take a pragmatic approach to their research, seeking always to create actionable conclusions of value to business managers, owners and entrepreneurs.

Introduction – 1200 words

· A brief introduction to the entire report

· Outline of the problem being investigated.

· Organisation history/background.

· Some description of how the phenomenon is known about, why is it worthy of an investigation etc. / Rationale.

· Research aims and objectives.

· Report organization