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developing an environment for an organisation or work area that supports the application of critical and creative thinking methods

Unit Code/s & Name/s BSBCRT511 Develop critical thinking skills in others
Cluster Name
If applicable N/A
Assessment Name Portfolio of Evidence Assessment Task No. 2 of 4
Assessor Name
Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.
Student Signature Date / /
Instructions to Student General Instructions:
This task requires you to demonstrate the skills and knowledge requirements to develop critical and creative thinking skills in others within a workplace context, including:
• developing an environment for an organisation or work area that supports the application of critical and creative thinking methods
• identifying critical and creative thinking concepts and approaches, and their application to a workplace context
• facilitating relevant learning opportunities for others
• developing questions and prompt questioning to broaden knowledge and understanding of the team member cohort
• monitoring team skill development to develop recommendations on future learning arrangements to be implemented in future planning.
Assessment Conditions:
Time Allowed:
This task is to be submitted by the due dates advised in the Unit Study Guide. If a student requires an extension, then they must negotiate this with their Assessor prior to the due date.
Level of Assistance Permitted (If Any):
This is an open book assessment task. All work must be your own.
Students may:
• refer to learning resources, workplace and/or research further information
• ask the Assessor clarifying questions
• access the services of Studiosity to assist in interpreting questions or proof reading text
• be referred to learning support for additional assistance.
Students must seek any required assistance, reasonable adjustment or negotiate extensions with Assessor prior to due date.
Location:
This assessment is to be completed in a workplace or a simulated workplace including the classroom or home office environment.
Materials to be Supplied:
For this assessment, learners will need access to:
• internet, device and word processing software (can be accessed through TAFE campuses and facilities)
• the LMS and associated learning resources
• organisational strategic and operational plans
• workplace policies and procedures relevant to performance development
• relevant legislation, regulations and codes of practice
Assessment Criteria:
To achieve a satisfactory result, your Assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard:
• All tasks have been completed in full and have been completed to a satisfactory standard.
• Demonstrated knowledge and skills required to:
? develop an environment for an organisation or work area that supports the application of critical and creative thinking methods.
Work, Health and Safety:
• Follow TAFE Queensland Student Rules.
• Access TAFE Queensland Student Services for any additional support.
• Conduct risk assessments prior to any assessment task to ensure the safety of all participants and the environment.
• Ensure an ergonomically safe work environment to complete all assessment tasks.
Number of Attempts:
You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant questions with you and will arrange a date your 2nd attempt. If your 2nd attempt is unsatisfactory (U), or you fail to attend the scheduled date for a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules.
Submission details
(if relevant) Please refer to Unit Study Guide for due date.
Submission requirements:
• Review the Marking Criteria provided for this task to ensure you have evidenced all requirements.
• Follow the instructions in the LMS to submit your assessment, demonstrating your ability to:
• Follow organisational procedures for file naming, management and storage.
• Use business technology.
• Communicate professionally using appropriate terminology / language.
• Organise and present information professionally e.g. relevant documents / templates, formatting, grammar and spelling.
• Complete tasks in a timely manner.
TAFE Queensland Learning Management System:
Connect url: https://connect.tafeqld.edu.au/d2l/login
• Username; 9 digit student number
• For Password: Reset password go to: https://passwordreset.tafeqld.edu.au/default.aspx
Instructions to Assessor The students will demonstrate the skills and knowledge required to develop critical and creative thinking skills in others within a workplace context.
Assessors are to:?
• confirm expectations as detailed in Instructions to Student have been followed and met
• provide feedback on all assessment attempts and identify additional learning and/or practice required by the student before their second attempt
• use the Marking Criteria to record their assessment and feedback?
• negotiate to complete assessment tasks and/or resubmissions verbally, where the opportunity presents:?
? scribe the students response verbatim on the assessment task/marking criteria, and note the questions verbally addressed on the coversheet
? initial and date additional comments.
• Assessors of this unit must satisfy the assessor requirements in applicable vocational education and training legislation, frameworks and/or standards.
Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

Assessment Instructions:
Completing this assessment allows you to show your skills and knowledge in developing critical thinking in others.
This assessment will require you to complete the following tasks:
Part A: Develop and conduct a survey to determine individual and team knowledge gaps in critical thinking concepts and practices
Part B: Develop a learning and development plan to identify skill and knowledge gaps and prepare two session plans (1 formal and 1 informal).
Part C: Develop an online learning resource on -Critical and Creative Thinking in the Workplace-
This assessment task is to be completed based on your workplace, or using the simulated workplace provided below – The Righteous Bean
Scenario (The Righteous Bean)
The Righteous Bean is growing, and the expansion in the past 6 months has been significant. Therefore, the number of locations and staff members has increased. The executive team would like you to work with groups of Righteous Bean team members to use critical thinking skills and teamwork strategies to devise new ways for the staff to network and get to know each other. Getting this process right will significantly contribute to the overall smooth operations, collaboration among team members, and continued productivity of The Righteous Bean as it evolves and will avoid growing pains and management issues in the coming months.
Part A: – Identify Skill and Knowledge Gaps
Before you can develop some of the employees critical thinking skills, you will need to identify the knowledge and skills they already have and the gaps.
Step 1. Develop and Administer Survey
• The Executive team have requested that you create a survey of at least 8 – 10 questions that will allow you to identify both individual and team knowledge gaps in critical and creative thinking. As new roles are being filled and staff are being moved to new and different locations, management has agreed that identifying knowledge and skill gaps among the team will be critical in developing procedures to boost operational efficiency and support new teams during this growth period.
• The survey must identify:
• The current level of knowledge and understanding of critical and creative thinking
• Knowledge gaps related to critical and creative thinking
• Gaps or barriers to applying critical and creative thinking in the workplace
• Opportunities available to use critical and creative thinking skills
• Additional support required
• Preferred learning methods
• Your survey must contain instructions for participants to know why the survey is being completed, how to complete the survey and who to return the survey to and by when.
• You must hand the survey out to 4 colleagues for them to complete and submit back to you. Depending on how you are completing this task, your 4 colleagues may either be real colleagues in your workplace, classmates, or friends/family members who play the role of simulated work colleagues when completing their surveys.
• You will be required to submit copies of your completed surveys, including participants names, as evidence for completing this part of the assessment.
Part B: Learning and Development Plan
Step 1. Develop a learning and development plan
• Complete a learning and development plan that will enable the development of critical thinking skills. You may use the template located in Appendix A or your organisational template
• Based on the completed surveys you have received, identify and list 3-5 gaps in the employees critical and creative thinking knowledge.
• For each identified gap in critical and creative thinking skills, explain the link between the gap and the effect this may have on work performance at The Righteous Bean (or your organisation).
• List the options available to address each skill and knowledge gap
• List who will receive the learning opportunity (based on your survey responses)
• List the resources required to deliver the learning opportunity
Step 2. Develop informal and formal learning opportunities
• Complete two (2) session plans for one (1) formal and one (1) informal learning opportunity that you can facilitate with the employees identified from your learning and development plan you completed in Step 3. You may use the template located in Appendix B or your organisational template
• Your recommendations in the plan should consider the critical and creative thinking research you have done and what types of models and actions best suit the facilitation of your identified learning opportunities.
Part C – Formal Learning – Develop Skills in Critical and Creative thinking
The Executive team would like you to develop online training titled -Critical and Creative Thinking in the Workplace-. The training video of about ten (10) minutes in length that is suitable for uploading to the organisations Intranet so that Managers can use it in team meetings and training sessions and is also available on-demand for people to revise

Step 1. Develop a PowerPoint presentation (or use other suitable software) on critical and creative thinking in the workplace:
You must cover the following issues in your presentation. However, you are free to include any other additional information that you consider would be helpful:
(a) Introduction – the purpose of the presentation and what you will be covering
(b) Definitions of and differences between critical and creative thinking
(c) Explanation of one critical and one creative thinking model
(d) Explanation of how critical and creative thinking can be used in the workplace and the benefits to the organisation
(e) Description of barriers to critical and creative thinking
(f) Description of processes that create a safe environment for critical and creative thinking in the workplace
(g) Discuss organisational policies/ procedures and legislation relevant to the application of critical and creative thinking in the workplace
(h) Summary and conclusion
Step 2. Using your presentation from Step 1, prepare a video recording of eight (8) to ten (10) minutes where you deliver the information suitable for use as a training resource. The options you have to do this are:
• Include audio on your PowerPoint
• Record yourself delivering the presentation using software such as Screen-cast-omatic
• Discuss with your Assessor other suitable options
When delivering your presentation, you must not just read the information contained in your presentation.
Step 3. – Upload your recording to Connect
Once you have completed all the above tasks, please submit all required documents to Connect.
• Four (4) completed surveys
• Completed learning and development plan
• Two (2) training plans (1 informal and 1 formal)
• PowerPoint (or similar) training resource with audio

Appendix A Learning and Development Plan
Critical Thinking Skills Learning and Development Plan
Skill/Knowledge to be developed Key benefits Identified L&D opportunities Who Resources
List the skill or development area that has been identified for the team/department. Indicate the key benefits of the learning opportunity to meet the team and/or organisation needs List options to meet the learning need. Include options that are informal, e.g., on-the-job as well as formal training programs List who will attend the L&D opportunity Provide details of the resources needed to deliver the learning and development

Appendix B Training Plan template
The purpose of this template is to structure communication for planned training or presentation of a topic. This is used to communicate with others in the team and organisation about the benefits of learning.
Training Plan
Training Topic
Delivery Method
Detail how the training will be delivered – informal/formal – lecture, discussion, case study role play, small group teaching, experiential learning, online learning etc
Learning Objectives
Briefly explain the aim and outcome to be achieved via the delivery of the presentation or training, e.g. skill building, development opportunity, the solution to a problem after a brainstorming session etc.
Learner Profile
Identify:
• who the target audience is
• current knowledge and skill levels
Topics to be covered in the training
List the topics that will be addressed in the training session. Essentially this is your plan for the training session
Evaluation
How will the effectiveness of the training be evaluated?

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Risk factor identification is a critical step in the process of supporting juvenile offenders. 

Risk factor identification is a critical step in the process of supporting juvenile offenders. The risk factors for juveniles can differ from adults and can vary based on the stage of child development of the juvenile. It is important to identify the risk factors for your specific client.

In this assignment, you are working as a juvenile court probation officer. You have been assigned Jennifer Scott. You can read about her background. You have been assigned to create a 9- to 12 -slide presentation with written speaker notes in the notes section of each slide that identifies all the major interpersonal, familial, and environmental risk factors for your client. You will use this report to create a comprehensive case plan for her in Week 5.

Specifically, your report should do the following:

  • Identify at least 2 interpersonal risk factors for your client.
  • Identify at least 2 familial risk factors for your client.
  • Identify at least 2environmental risk factors for your client.
  • For all the identified risk factors, justify why each is a risk factor for your client.
  • Discuss how juvenile risk factor identification differs from that for adults.

Cite at least 2 resources using APA format.

Part 2

Respond to the following in a minimum of 175 words and a referenced source:

Find in your state the age when you are considered an adult within the criminal justice system and which extenuating situations or laws would allow a minor to be charged as an adult.

State those requirements and then discuss when, if ever, it is ethical to sentence or try a juvenile as an adult. Additionally, discuss when, if ever, it is ethical to place juveniles in adult prisons. Explain your rationale

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ability to condense and highlight critical information about your chosen company to investors will determine whether they decide to invest in you and your company or not

At this point in the course, you have completed all the necessary sections of your business plan. Your task in this assignment is to create the final version of your plan. You will include all the previous assignments you have been working on and attach the financials.The key to this assignment is to use the feedback you have received throughout the course to polish your plan to the point that you could confidently show it to investors and potential partners or customers. One new piece you will be including is a 1–2 page executive summary.This assignment consists of two parts:

  1. Your final business plan (an MS Word document).
  2. Your final business plan financials (using the Business Plan Financials Excel Template).

To successfully complete this assignment, you must attach both documents to the submission area as separate files and then click Submit.

Reminders and Notes
  • Your company, whether a startup company of your choosing or based on the snack food company scenario, will operate in a 100-mile radius from your home address. Your goal is to reach $1 million in sales by the end of the second year.
  • Be sure to follow the guidelines, whether you chose the snack food company scenario or the company of your choice:

Part 1: Business Plan—Final

Notes
  • The executive summary is a critical aspect of this assignment. Your ability to condense and highlight critical information about your chosen company to investors will determine whether they decide to invest in you and your company or not.
  • Chapter 4, “The Executive Summary,” pages 53–66, provides information about writing the executive summary. You may write either a synopsis or a narrative summary. Pay particular attention to the following:
    • Executive Summary Plan Preparation Forms on pages 58–61.
    • Sample Plans on pages 62–66.
Instructions

In MS Word, construct a 10–20 page business plan in which you:

  1. Write a 1–2 page executive summary highlighting key aspects of each section of the business plan.
  2. Incorporate feedback to produce a comprehensive business plan for the product or business. Specifically, you will be combining all of the previous assignments and revising them to build your business plan:
    • Week 3 Assignment: Company Overview and SWOT Matrix.
      • Be sure to include all the headings from the assignment.
    • Week 5 Assignment: Marketing Plan and Budget.
      • Be sure to include all the headings from the assignment; the budget part of this assignment will be addressed in Section 2.
    • Week 8 Assignment: Operations, Technology, Management and Organization, and Social Responsibility Plan (With Financials).
      • Be sure to include all the headings from this assignment; the financials part of this assignment will be addressed in Part 2.
    • The written section of the financials from the Week 8 discussion thread.
      • Be sure to include any financial information that will help to convince the investors.
Formatting

Format your assignment according to these requirements:

  • This course requires the use of Strayer Writing Standards (SWS). For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course.
  • Typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
  • You must include headings in your paper for each major topic.
  • Include a cover page containing the assignment title, your name, the professor’s name, the course title, and the date. The cover page is not included in the required page length.
  • Include a source list page. All sources used must be listed in the source list page and have a corresponding in-text citation. Citations and references must follow SWS format. The source list page is not included in the required page length.
    • There is no minimum requirement for the number of resources used in this assignment.

Part 2: Business Plan Financials—Final

Using the Business Plan Financials Excel Template, incorporate feedback from previous submissions to produce a comprehensive set of business plan financials the business’s first two years.

  • Be sure to refer to the appropriate guidelines for valuable information about how to complete the business plan financials section of your assignment:
  • Specifically, you will want review and make sure you’ve thoroughly incorporated feedback you received from:
    • Weeks 7 and 8 discussion threads.
    • Part 2 of the Operations, Technology, Management and Organization, and Social Responsibility Plan (With Financials).

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 79

Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? Aaron P. Coulon, Tulane University James Biteman, Tulane University Michael Wilson, Tulane University

Copyright © 2017 by the Case Research Journal and by Aaron P. Coulon, Michael Wilson, and James Biteman. An earlier version of this case was presented at the 2013 North American Case Research Asso- ciation meeting. The authors wish to thank the anonymous journal reviewers for their helpful suggestions on how to make this a more effective case. The case being written solely as the basis for classroom discus- sion rather than to illustrate either effective or ineffective handling of a managerial situation.

Health care providers . . . face the challenge of squaring a circle when required by law to provide more access, equal- or higher-quality care, and lower cost.

–Frank Rothaermel (2013)

In October 2012, nearly a year and a half had passed since Thomas Sullivan became the chief financial officer (CFO) of Bayou Side Hospital (BSH),1 a parish-government owned, critical access hospital in a rural town with a population of approximately 8,000 residents in South Louisiana. As a rural hospital, BSH always put its community’s needs first when considering which services to offer, and its financial status never forced the healthcare facility to compromise its mission: “To promote and offer exceptional healthcare services which meet the needs and surpass the expectations of our patients in an environment of dignity and respect.” However, as CFO, Sullivan realized that BSH was also a business that needed adequate earnings. One of the hospi- tal’s highest volume services was labor and delivery, but the viability of the department was in danger because of looming political changes on the near horizon that had the potential to greatly impact profits for this department.

The hospital’s board asked Sullivan to compile his recommendations to navigate the coming years; the board would struggle with the balance between the hospital’s bottom line and its mission. Sullivan knew that as a rural hospital, BSH’s management had always felt a larger responsibility to serve its community than to increase its earn- ings, but he also was aware that, “if there’s no margin, there’s no mission.” He feared that the time would come that the hospital would have to leave a significant healthcare need of its community unmet. He contemplated ways to prevent this from happening. However, he also wondered whether it was inevitable, and if it was, he considered how he would convince the board to shut down labor and delivery.

Several financial pressures existed that discouraged rural, critical access hospitals nationwide from offering obstetrical services; accordingly, these hospitals were much less likely to do so. In a multi-state study, researchers found that the percentage of critical access hospitals offering obstetrics was nearly half that of other rural hospitals. In a particular study of one Midwestern state from 1990 to 2002, seven hospitals in

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80 Case Research Journal • Volume 36 • Issue 3 • Summer 2016

rural towns with populations smaller than 10,000 residents discontinued their obstet- rical services. In towns where these hospitals were located, the number of low-birth weight babies increased by 27 percent the year after the hospitals discontinued offering obstetrical services (Exhibit 1). This change was significant because low-birth weight babies were at increased risk for morbidity, mortality, increased hospitalizations, and overall lower long-term quality of life. When researchers asked why the hospitals had discontinued these services, the hospitals cited the declining percentage of family phy- sicians who were willing to perform deliveries, rising malpractice insurance costs, an aging population, an increasing number of patients on Medicaid, and escalating costs associated with staffing and outfitting a fully functioning obstetrics department.2 Simi- lar trends were affecting the Southern United States, and only two of the twenty-seven critical access hospitals in Louisiana offered obstetrical services in 2012.

Hospital Revenues

Sullivan knew that one side of profitability was revenue, yet hospital revenues depended on the volume of services provided and how payment was received for those services. Unlike typical businesses that charged flat rates for specific products or ser- vices, hospitals received different payment amounts for the same services depending on which entities made the payments. Hospital payment was a complex topic, and payment services and rates varied within and among states. Despite these differences, certain aspects of payments were common to all hospitals. Hospitals received pay- ment for healthcare services from one of the following entities: Medicaid, Medicare, private insurance, uninsured patients, or private pay patients.3 For BSH’s payments, see Exhibit 2.

Medicaid Medicaid was a government program that received joint funding from state and Fed- eral governments. Prior to the Affordable Care Act (ACA), this program mandated coverage for certain groups of low income Americans including pregnant women and children living in poverty. Under the Affordable Care Act, which was passed in 2010, Medicaid eligibility was supposed to be expanded to include more Americans starting in 2014—namely, all individuals younger than sixty-five who had a household income less than 133 percent of the poverty level. In 2011, Medicaid provided health insur- ance to 60 million low-income and disadvantaged Americans.4

Medicaid paid hospitals in one of three ways, depending on the type of service pro- vided. In the first way, hospitals received diagnostic-related group (DRG) payments based on predetermined fees according to patients’ diagnoses when they were admitted to the hospital. In the second way, hospitals received a set amount of dollars per day that a patient was in the hospital (per-diem payments only used for inpatient proce- dures). Finally, hospitals could receive a specific fee for service provided to patients (fee-for-service or FFS payments). Usually, Medicaid payments were much less than the costs the hospital incurred to provide the services.5

In Louisiana, Medicaid had two special designations to help the profitability of hospitals that served a large number of Medicaid patients. The first was a rural hos- pital designation that the Louisiana Rural Hospital Preservation Act had established in 1997.6 The act stipulated that Medicaid would reimburse 110 percent of costs for outpatient procedures and pay a per diem rate for inpatient procedures. Second, for

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 81

any cost that hospitals incurred on inpatient procedures that exceeded the per diem rates, hospitals would receive a disproportionate share payment (DSH payment) from the federal government to cover the uncompensated costs. These designations were necessary because rural areas usually had a relatively large population of sick, elderly, and low-income citizens who often needed procedures that exceeded the Medicaid per diem rate. BSH was eligible for both of these programs.

Because of policy changes stemming from the ACA, the government eliminated DSH payments for the 2012 fiscal year and thereafter. The Federal government’s initial reason for eliminating the DSH payment was to fund the expansion of Med- icaid, which increased the number of insured people, thereby decreasing hospitals’ dependency on DSH payments.7 The Federal government attempted to force states to expand Medicaid by threatening to withhold all Federal support for Medicaid if the state did not comply; however, in the case of National Federation of Independent Business versus Sebelius in July 2012, the Supreme Court ruled that this ultimatum was unconstitutional coercion because states could not survive a budget decrease of such magnitude. Therefore, while the expansion was still mandatory, the Federal gov- ernment could not enforce it, and several states, including Louisiana, opted not to expand Medicaid coverage.8 Despite the Supreme Court ruling, the cuts to DSH pay- ments were still in full effect. These changes had the potential to result in a larger number of uninsured patients, lower Medicaid reimbursement rates, with no DSH payment to make up the difference.

Medicare Medicare, a social insurance program, received funding solely from the Federal govern- ment; the program insured 48 million citizens in 2011.9 Medicare’s focus was to ensure that the elderly (sixty-five years of age and older) and the disabled received medical care. Medicare typically reimbursed hospitals a flat fee per patient based on the patients diagnoses upon admission (DRG payments). For example, hospitals received the same payment for all patients admitted to receive a hip replacement with no expected com- plications regardless of the costs each individual case incurred. Historically, hospitals fought to keep this rate about equal to the average cost of each procedure, but Medi- care reimbursement was usually below hospitals’ costs.10

As part of the Balanced Budget Act of 1997, Medicare created the Critical Access Hospital (CAH) designation to improve the financial health of rural hospitals because they serviced large populations of elderly patients.11 The act stated that if a hospital acquired CAH status, Medicare would reimburse the hospital at a rate of 101 per- cent of allowable costs. To be eligible for CAH status, a hospital had to be a current participant in the Medicare program; be a rural hospital; have a staffed emergency room 24-hours a day, 7-days a week; have no more than twenty-five beds; maintain an average annual length of stay of ninety-six hours for acute, inpatient care; and be at least thirty-five miles from another hospital.12 Historically, conversion to CAH had positively correlated with a hospital’s financial performance.

Private Insurance Each private insurance firm negotiated its own specific terms with individual hospitals to determine what rates the insurance company would pay. When hospitals provided services to a patient with private health insurance, the patient paid a predetermined deductible and the insurance company paid the remaining balance. Private insurance

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82 Case Research Journal • Volume 36 • Issue 3 • Summer 2016

paid a much higher proportion of hospital bills than Medicaid or Medicare, but did not pay rates as high as the uninsured/self-pay patients because the size of private insurance companies gave them bargaining power.

Uninsured and Self-Pay Patients Hospitals billed patients without insurance the full market rate of services rendered, including a premium to cover services the hospital provided to others who had Medic- aid or simply failed to pay. Many uninsured patients paid their bill in full; however, a subset of uninsured patients could not afford insurance and had the least ability to pay. When uninsured patients failed to pay, it was written off as bad debt by the hospital and referred to as uncompensated care.

Managing the Payer Mix The percentage of a hospital’s patients who fell within each category was its payer mix; usually rural hospitals had payer mixes that were largely made up of Medicaid and Medicare patients. Specifically, 55 percent of BSH’s gross revenue currently came from either Medicare or Medicaid. Sullivan knew he had to take this factor into account when recommending which services to provide because he knew that different services attracted different payer mixes. Even if a service was in high demand, a payer mix heav- ily weighted with inpatient Medicaid patients would result in extremely thin margins. However, if BSH’s payer mix was not representative of its community, this disparity would be an indicator that BSH was not meeting the community’s needs. Sullivan had to find a way to protect the hospital’s margins while maintaining BSH’s Medicaid and Medicare payer mix.

Company BaCkgRound

BSH’s Founding and Growth Prior to the opening of BSH, a clinic and health unit served the community. In 1950, the local government established BSH as a political subdivision and as a “component unit of the [parish] Police Jury.” Because it was an extension of the parish government, it was tax-exempt. Government officials intended the hospital to be the sole hospital for the town of less than 10,000 residents. BSH had the same purpose as the clinic and the Health Unit—to offer whatever services the community needed the most. The site for the hospital was on donated land, and BSH opened its doors in June of 1953 with twenty-five patient beds and the potential to expand to double its capacity. The hos- pital was state-of-the-art for its time: BSH had some of the latest medical equipment and was one of the first hospitals to have year-round air conditioning. The hospital was more than sufficient to fulfill the basic healthcare needs of the community, including labor and delivery with eight nursery beds and an incubator for premature infants.13

On the day of BSH’s dedication, 700 people showed up in support to hear about the new hospital, its staff, and its services. The exciting event ended with the dean of doctors, Dr. Horton, proclaiming the hospital’s mission, which was inscribed above the doorway. It read, “For the Glory of the Creator and the relief of man’s estate.” BSH began serving the community’s needs the day it opened its doors and doctors delivered the first baby at the hospital just three days after it had opened.14

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 83

BSH underwent two expansions in 1966 and 1985; however, in the late 1990s the hospital went through a five-year period in which it consistently operated with a nega- tive net income before extraordinary items (revenues or expenses that were infrequent or atypical in nature). During this time, revenue BSH had derived from inpatient services exceeded the hospital’s outpatient revenues by an average of about $2 million, and by as much as $4 million in 1999; further, inpatient revenue was the largest source of hospital revenue. At the start of the twenty-first century, BSH realized it needed to make a change. The hospital followed the trend of the healthcare field and shifted more attention to outpatient services. In fiscal year 2001, BSH’s inpatient revenues exceed its outpatient revenues by only $500,000, and the hospital achieved a positive net income for the first time in years. This trend continued, and as outpatient revenues grew to exceed inpatient revenues by $2 million in 2003, net income grew, as well. By adapting to changing times, BSH successfully restructured its services to return to profitability.

Conversion to Critical Access Status Although BSH’s financial condition was improving in the early twenty-first century, net income was still relatively low at about $400,000 on $12 million in operating revenues in 2003, primarily because of low Medicare reimbursement rates. That year, BSH’s payer mix was as follows: 51.9 percent Medicare, 23.0 percent Medicaid, 18.0 percent commercial insurance, and 7.1 percent private pay.15 At the time, BSH qualified for rural hospital status, so it received 110 percent of costs for Medicaid procedures, but they received Medicare payments based on DRGs. Because rural com- munities were often underserved by primary care physicians, these populations had higher rates of illness and their health conditions had progressed by the time these patients sought hospitalization. Therefore, the hospital’s cost to treat these patients fre- quently exceeded the flat rate Medicare paid, which resulted in net losses on Medicare services.

BSH’s relatively high percentage of Medicaid patients was beneficial to its bottom line, but the hospital wanted to improve reimbursement rates for the half of its patients who were on Medicare. BSH saw an opportunity to achieve this goal by becoming a Critical Access Hospital (CAH). In 2003, BSH had met most of the requirements for CAH eligibility, but it had sixty beds at the time and could have no more than twenty-five beds to qualify as a CAH. The hospital had to decide if the increase in reimbursement would offset the decrease in patient volume. BSH’s board decided that converting to CAH status would positively impact its earnings and allow it to continue to serve its community adequately. Accordingly, BSH made the change to CAH status at the end of its fiscal year 2003.16

As expected, BSH’s gross patient revenue decreased in fiscal year 2004 by over $600,000; however, benefits from BSH’s CAH status allowed the hospital to recognize a $500,000 increase in net patient revenue. The hospital’s net income nearly doubled in 2004, and the trend continued in 2005 when BSH enjoyed a $600,000 increase in net patient revenue and an 18 percent increase in net income, bringing total net income to $933,000.

For several years, BSH benefitted from cost-based reimbursement for both Medic- aid and Medicare procedures; however, in 2006 Medicaid began to reimburse BSH’s inpatient services on a per diem rate, complicating the situation once again.17 BSH would lose money if the costs it incurred within a single day exceeded the Medicaid

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84 Case Research Journal • Volume 36 • Issue 3 • Summer 2016

per diem rate. Luckily, the state offset the hospital’s costs that Medicaid did not cover, or its uncompensated care, with a disproportionate share (DSH) payment. The Med- icaid reimbursement changes erased the margins of several of BSH’s services, including labor and delivery, but the DSH payments made up for Medicaid’s substantial under- payment and allowed BSH to continue to provide service to the uninsured and low-income population of its community.

As a result of its tax-exemption status, cost-based reimbursements, and DSH pay- ments, the hospital’s financial performance continued to improve and BSH posted a $3.6 million net profit in fiscal year 2006. The hospital moved forward in ways other than financial, as well. For example, on August 31, 2007, BSH closed the doors of its initial hospital building that dated from 1953 and moved into a new facility. The new hospital had twenty-two beds, including two labor and delivery suites.18

Since Sullivan: 2011–Present Sullivan replaced the eight-year CFO of BSH, James Pfost, in April 2011. Sullivan, a CPA, had worked for ten years at a much larger, urban hospital. He had spent the last few years of his time there as CFO. Sullivan’s previous hospital had approximately 2,000 employees, compared to the 160 employees of BSH. Sullivan’s new position at BSH presented him with new challenges, however. Not only were the operations of the smaller hospital different from those of the large facility, but the operations of its finance department were different as well. To prepare for his new role, Sullivan had to familiarize himself with the unique reimbursement rules that applied to BSH as a tax exempt rural hospital and as a CAH that was largely dependent on DSH payments. His daily responsibilities were significantly different as well. Sullivan said, “As the CFO at an urban hospital, you’re much more big picture. Here I’m more of a working CFO, and I have to do more of my own analytics. I don’t have a reimbursement director or a decision support department.”

Sullivan inherited the hospital in good financial condition and continued to improve it. In fiscal years 2010, 2011, and 2012, BSH posted net incomes of $1.3 million, $1.2 million, and $1.1 million, respectively. Each of these years, the hospital received between $1.6–2.6 million as DSH payments (Exhibit 3). Furthermore, it still enjoyed the cost reimbursement benefits of CAH status.

One of Sullivan’s main goals was to improve efficiency throughout the hospital, and he started by challenging his staff to change their ways of thinking. He said, “When I started here the staff would walk up to me and hand me some information. I’d ask, ‘What is this for?’ and no one could tell me. I’m trying to get my staff to not only ask ‘What?’ but also ‘Why?’” Sullivan’s efforts began to pay off quickly. His staff was think- ing more critically, and because they were working with the numbers directly and fully understood the meaning behind them, the staff began to identify causes of problems and offer potential solutions.

In 2012, the hospital as a whole improved in both efficiency and quality, and employee morale was high. The hospital won numerous awards for accomplishments such as excellence in patient care and pain control, innovation, improved cleanliness, and communication. The hospital ranked in the ninety-ninth percentile for employee engagement, had 81 percent participation at staff meetings, and was voted in the top 100 best places to work by Becker’s Hospital Review because of robust benefits, professional development opportunities, and a work environment that promoted employee collaboration and satisfaction. BSH was in the ninety-seventh percentile in

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 85

the treatment of acute myocardial infarction, congestive heart failure, and pneumonia. They were also in the ninety-seventh percentile for communication with doctors and ninety-first percentile for communication with nurses.

BsH and its Community

BSH was integrally tied to its community in legal and social ways. BSH was estab- lished by an ordinance of the Police Jury of its parish as a subdivision of the local government “to operate, control, and manage matters concerning the health care of citizens . . .” of the town. Therefore, the seven board members who governed the hospital were appointed by the parish council, the town’s governing body; the parish’s citizens elected the parish council. BSH was not only exempt from local taxes, but it also received income from its community in the form of an ad valorem tax that was charged to citizens in the form of additional millage19 on their property taxes; this tax accounted for approximately $2 million annually—about 10 percent of BSH’s revenues. The millage was voted on periodically; it had recently been upheld with an 86 percent citizen approval rating. The hospital could not enforce more than the maximum millage approved by citizens, thirteen mills, but it could choose to enforce less if it generated a surplus. BSH in turn provided the community with things such as “charity care” (care for the needy) for which the hospital did not seek compensation. This varied but could account for up to 1 percent of total expenses. It also held health fairs at which it offered free prostate and thyroid exams and cholesterol, blood glucose, and blood pressure screenings. Staff offered handouts to educate the public about all of the services BSH offered at its hospital and in its four community clinics.

The interdependent nature of the hospital’s relationship with its community was displayed after a recent attempt by BSH to renegotiate the contracts of two of its physicians. The community perceived this notion as a means to fire the physicians, and many of them attended public meetings of the hospital board and the parish council to express their discontent. Community members demanded explanations for the renegotiations and requested that BSH produce a plan to replace the revenues the hospital would lose with their departure. The dispute escalated and resulted in requests by community members that the parish council remove members of BSH’s Board of Commissioners for grave misconduct; a discussion towards this end was put on the parish council’s agenda by one of its members but was never held. Several community members called for the removal of the hospital’s CEO. She did ultimately retire just six months after assuming the position.

Despite this incident, the community’s view of BSH was still positive. BSH’s overall patient satisfaction was in the ninety-seventh percentile, and it was above the ninetieth percentile on the Hospital Consumer Assessment of Healthcare Providers and Systems, a standardized survey of patients’ opinion of the quality of hospital care.20

When choosing which services to offer, the hospital had to consider the commu- nity’s needs. A recent example was the hiring of a fulltime orthopedic surgeon. The new orthopedic department met a huge need in the aging community, and as a result, its patient volume was booming. Sullivan tried to consider his town’s demographics (see Exhibit 4) and income by age cohort (see Exhibit 5) when making decisions like these.

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86 Case Research Journal • Volume 36 • Issue 3 • Summer 2016

industRy tRends

Although Sullivan knew what had worked for BSH in the past, the healthcare industry was constantly changing and several trends could help him better predict what would work in the future. Changing industry structure was largely due to rising costs and consisted of several micro trends that included an increase in acquisitions and mergers, an increase in hospital outpatient procedures, an increase in stand-alone outpatient practices, and the rise of “accountable care organizations.” Acquisitions and mergers had become necessary for hospitals to gain economies of scale and lower costs. Simi- larly, outpatient procedures had become quicker and required no hospital stay, which also lowered costs. Accountable care organizations, which were networks of doctors, hospitals, clinics, and other healthcare providers that worked in a coordinated fashion to provide healthcare to the Medicare population, had formed to improve efficiency. In addition, because the federal government had mandated that hospitals use electronic health records (EHRs) beginning in 2011, hospitals and doctors’ offices would be able to share patient files seamlessly. This new system could increase the trend of collabora- tion among nearby hospitals to care for specific populations and allowed collaborators to attain greater economies of scale while increasing their efficiencies. BSH was in the process of implementing an EHR and expected to receive approximately $300,000 in federal grant money as a result.

In addition to these trends, Sullivan knew that other trends were emerging solely among CAHs. The most prominent trend was that many CAHs were discontinuing labor and delivery services. In fact, a 2010 survey reported that an increase in obstetri- cal beds in a CAH negatively impacted its financial performance.21 Consequently, the number of CAHs nationally that offered labor and delivery services had dropped to below 40 percent.

Observing hospitals as they transitioned to CAHs was even more indicative of a cause-and-effect relationship. The percentage of hospitals that had offered labor and delivery services two years prior to converting to CAH was 64 percent, which decreased to 54 percent by four years post-CAH conversion (see Exhibit 6).

The specific cause for this trend was debatable because CAHs faced multiple obsta- cles when trying to maintain labor and delivery departments. First, these departments had notoriously high malpractice insurance rates, which could require a $100,000+ premium to cover a doctor that delivered 200 babies. Any lawsuits would bring addi- tional cost (Exhibit 7). Also, the department required a certain number of specialized staff 24-hours per day regardless of whether they were delivering babies. As a result, labor and delivery departments had large fixed expense, which would cause problems unless the hospital could achieve economies of scale, which was difficult in rural areas. Lastly, the CAH Medicare cost-reimbursement umbrella did not cover labor and delivery patients, which incentivized CAHs to concentrate their limited resources on services that the umbrella did cover.

Only two of twenty-seven CAHs in Louisiana still offered labor and delivery services. Despite the decline in the number of hospitals that were offering obstetri- cal services, the number of nursery days among all CAHs nationwide had remained unchanged.22 While this trend may not have held true in the South, where labor and delivery closures were more prominent, it suggested that those CAHs that were still offering labor and delivery saw a 20 percent increase in births, on average, allow- ing them to achieve the necessary economies of scale. Many of the CAHs that had

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 87

discontinued obstetrics used the freed up resources from obstetrics to provide more outpatient procedures.

BsH’s situation

Sullivan faced the task of assessing the financial stability of BSH and making a rec- ommendation to the board of the hospital, which consisted of local physicians and community members, on the best way to navigate the changing political landscape. Sullivan knew that the overwhelming majority of BSH’s peers had chosen to discon- tinue labor and delivery services, and he had to look into his own organization to see if BSH should, or could, continue to be the outlier. Under the current market conditions and reimbursement rates, BSH had successfully achieved what many CAHs could not—it had continued to offer obstetrics while remaining profitable. This profitabil- ity was largely due to local tax revenue and its ability to utilize economies of scale, with BSH on track to deliver about 100 infants in 2012 alone. This volume was only possible because BSH hired a full-time OB/GYN doctor in October of 2010 when it saw that expectant mothers were increasingly bypassing rural hospitals in favor of large hospitals for their deliveries. Having a fulltime OB/GYN on staff stopped BSH’s declining birthrates, and as a result, labor and delivery remained the hospital’s largest DRG.

Sullivan knew that if the economic and political environments had remained unchanged from 2010, BSH would not now be considering the possibility of clos- ing the labor and delivery department, but soon after he had taken the reins as CFO, uncertainty began to engulf the healthcare field in the wake of national healthcare reform. Because the Affordable Care Act cut DSH payments and Louisiana subse- quently had refused to expand Medicaid, reimbursement rates were in danger once again. These payments had represented a $2 million boost to BSH’s net income, which in 2011, was only $1.2 million (Exhibit 8). Luckily, a $2.5 million Rural Upper Pay- ment Limit stipend from the state was expected to offset the loss in 2013. All Sullivan knew about the UPL payments was that they were instituted by the Louisiana State Government to reconcile the loss of the DSH payments, and they were intended to support rural hospitals that served poor communities. However, DSH’s permanence was questionable, and Sullivan doubted that he could count on it indefinitely. At the hospital’s 2011 level of Medicaid inpatient uncompensated care, this cut would sub- tract $2 million from BSH’s bottom line, leaving it with nearly a $1 million deficit.23

Labor and delivery represented BSH’s largest inpatient revenue stream, and 90 percent of those patients were Medicaid participants. Sullivan had the feeling that too much of the hospital’s risk was concentrated in a department that could lose profit- ability based on what seemed to be inevitable change in a dynamic government policy. Sullivan provided the following perspective on the issue:

Without the DSH payment, the hospital loses money on each delivery, and with the DSH payment the hospital barely breaks even . . . Labor and delivery is our largest DRG, and 80–90 percent of our deliveries are for Medicaid patients that we aren’t even reimbursed enough to cover our costs. If the DSH payment gets cut, and nothing replaces it, we will be in trouble.

Despite much uncertainty, Sullivan’s ideal goal was to keep the labor and delivery department viable and profitable for the long term. He said:

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88 Case Research Journal • Volume 36 • Issue 3 • Summer 2016

Shutting the labor and delivery department would not only have huge effects on the hospital, the doctors, and the nurses, but it would also affect the community. Those employees would no longer be contributing to the economy of the town. Mothers would have to drive somewhere else for OB services, and would probably find pedia- tricians in the cities where they delivered. Also, labor and delivery is the number one DRG of our hospital. I would have to find another service to takes its place just to continue covering my fixed costs. As a rural hospital, you have to service the needs of the community as long as you can afford to. Now, if we can’t cover our costs, then we have to make a decision.

Sullivan worried about exactly that issue—the possibility that BSH would even- tually be unable to afford to offer labor and delivery services—but he had several ideas to increase efficiencies and reduce the hospital’s dependency on DSH payments (see Exhibit 9). If he could accomplish that goal, then BSH might remain profitable, despite cuts in reimbursement. One possibility was in the emergency department. Because the ER staff had failed to collect all required information from patients on several occasions, Medicare had refused to reimburse BSH for services it had provided.

To ensure the hospital received all fees, Sullivan trained the ER staff to gather the necessary information and changed how the ER operated so that staff obtained all information immediately after they had completed the initial patient assessment, but before they provided any further treatment to the patient. Through other refinements similar to this one, Sullivan set a goal to increase reimbursements by one percent of gross revenue (before contractual adjustments of approximately 44 percent) in the fis- cal year 2013, which equated to about $400,000. He also planned to improve other collection processes to decrease uncompensated care from individual payers by making patients pay up front for non-emergency services. In this way, he believed he could lower the hospital’s bad debt expense24 that was currently eight to nine percent of gross revenue, compared to five percent for other CAHs in BSH’s area. For every percent- age point he could lower BSH’s bad debt expense, the hospital’s bottom line would increase another $400,000. However, despite these goals, BSH could only become so efficient, and Sullivan wondered if these improvements would be enough to replace the DSH payment.

Sullivan knew that no other department could fulfill the need that the labor and delivery department met in the community, but he wondered if another department might be able to replace its revenue. The most viable option seemed to be orthopedics. In October of 2011, BSH had hired a full-time orthopedic surgeon, and the depart- ment was growing quickly. Orthopedics was a highly needed service in the area, and, compared to the labor and delivery department, the orthopedic department served a much larger number of Medicare patients. This distinct Medicare patient group ben- efitted the hospital in two ways: it better positioned the hospital to meet the needs of the aging population in the community, and a large portion of this patient group fell under the umbrella of CAH, cost-based reimbursements. One option for expansion was to staff a second operating room and expand BSH’s orthopedic practice from one day a week to five.

BSH’s orthopedic department was far less dependent upon Medicaid patients than its labor and delivery department. Nevertheless, Sullivan knew that he could continue to service Medicaid patients for outpatient procedures through its orthopedic depart- ment because Medicaid reimbursed BSH 110 percent of costs for Medicaid outpatient surgeries. In this way, BSH would get cost based reimbursement for almost all ortho- pedic procedures it performed. Sullivan knew that the hospital and community would

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 89

still miss the labor and delivery department, but if he could not cover his costs he had no other choice.

BSH had a number of other avenues of potential expansion. Several hospital execu- tives had noticed a need for an otolaryngologist, a gastroenterologist, and a pediatric specialist. Further, the hospital was about to begin construction on a new office build- ing that would have enough capacity to house four new physicians. All of these options required relatively little fixed costs by utilizing the operating rooms and office space already available and would provide needed services at attractive reimbursement rates.

Unlike not-for-profit hospitals that had to conduct community needs assessments and incorporate their findings to maintain their tax-exempt statuses, BSH had no obli- gation to follow that same rule because the hospital had achieved tax-exempt status as a political subdivision. Sullivan knew that a labor and delivery department at a larger hospital that was a 40-minute drive away could offer quality care to BSH’s expectant mother community. It had a greater capacity, with 165 beds, and delivered more than 400 infants annually. However, the most needy citizens might not have transporta- tion to neighboring towns because neither taxi service nor a bus system was available. Further, seeking care at the larger hospital would not be as convenient for expectant mothers, which could result in decreased compliance with prenatal care appointments. One viable option in relinquishing labor and delivery services could be to establish a cooperative relationship with this nearby hospital and coordinate obstetrical care in some fashion. If BSH provided prenatal care, shared information fluently with the nearby hospital, and sent its patients there to deliver, it could potentially provide uncompromised care to its community while still offering more profitable services.

Discontinuing labor and delivery services could free up physician salaries and resources that BSH could use to expand into the more appealing and much needed services that did not require fully staffed departments or that would expand depart- ments that were already staffed thereby spreading fixed costs over a larger volume. In addition to labor and delivery, the hospital’s existing services included the follow- ing: inpatient and outpatient surgery (including general, orthopedic, and colonoscopy screening), emergency department, laboratory, intensive care unit, outpatient and inpatient therapy (physical, occupational, and speech therapy), nutritional services, respiratory therapy, cardiovascular rehabilitation, radiology services, breast cancer screenings/mammograms, and wound management services.

In addition to reimbursement for services and the DSH payment, BSH had a third income stream that could offset the loss—local property tax. Although citizens seemed to be comfortable with the current tax rate, using the tax to replace the DSH payment would necessitate doubling it, and any increase in millage would have to be approved by the parish council and voted on by citizens. This would result in an increase of $130 per household per $100,000 of home value. While this would lead to some wealth redistribution within the community—allowing citizens with more expensive homes to pay for the uncompensated care of the more needy—it still put the financial burden on the relatively poor community, as opposed to receiving funding from the federal or state government. Further, if the hospital operated at a surplus, it could, and had in recent years, decrease the millage rate it levied on citizens.

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BsH’s deCision

Sullivan had just completed the budget for fiscal year 201325 and announced higher than expected profits for the fourth quarter of 2012 and the year, but he was unsure about the hospital’s future. The projected budget predicted $518,357 in net income for the coming fiscal year with just over $18 million in net revenue and almost $23 million in operating expenses. To offset its typical deficit, BSH was set to receive $2 million in tax revenue and $2.5 million in UPL payments, which was intended to replace the DSH payment. Sullivan hoped that the state realized the importance of its rural hospitals and continued the UPL payments, but with the state’s current budget deficit that led to funding cuts to state colleges and hospitals and with the state’s plan to build a $1 billion medical center in New Orleans, nothing was certain.

Sullivan knew that the board of the hospital would not want to deviate from BSH’s mission, and, after only eighteen months as CFO, he wondered how receptive they would be to his ideas. But, he also knew that without adequate earnings, the hospi- tal would be unable to continue to operate, and all the needs of the town would go unmet. He wondered if the hospital had chosen the right path thus far by doing the opposite of what the overwhelming majority of its peers had done, and, if so, whether its current path would continue to be the correct one. In a time when government cuts threatened Medicaid inpatient reimbursements, Sullivan believed he would be impru- dent if he failed to take action to protect BSH by further shifting its revenues to more stable reimbursements such as CAH and rural hospital cost-based reimbursements.

BSH had survived sixty years while sticking to its mission. Although, Sullivan knew the history of the hospital well, BSH was entering into a business and politi- cal environment that was new and drastically different than that of the past. Sullivan wondered, “Will staying the course lead to continuously smaller margins and missed opportunities? Or, will the hospital continue to meet the needs of its community, sur- pass its expectations, and thrive?”

Exhibit 1: Changes in Number and Rate of Low Birth Weight Births from Year before Obstetrical Service Closure to Year after Closure

Year Before Year After

Number Rate Number Rate Change in Number of LBW Births

Percent Change in Rate of LBW

Town 1 7 4.4% 8 5.2% 1 15.4%

Town 2 15 4.1% 20 6.0% 5 31.6%

Town 3 17 7.5% 19 9.0% 2 17.6%

Town 4 49 6.1% 68 8.0% 19 23.8%

Town 5 53 7.1% 55 7.4% 2 4.1%

Town 6 92 5.9% 116 7.4% 24 20.3%

Town 7 8 7.1% 11 8.5% 3 16.5%

Cumulative data 241 5.4% 297 7.4% 56 27.0%

Source: Sontheimer, 2008.

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 91

Exhibit 2: BSH’s profit margin by insurer

2011 2012 Average

Percentage of accounts receivable

Medicare (%) 22 22

Medicaid (%) 13 18

Other (%) 65 60

Value of corresponding operating expenses

Medicare ($) 4,536,407 4,927,390 4,731,900

Medicaid ($) 2,680,604 4,031,501 3,356,050

Other ($) 13,403,020 13,438,336 13,420,700

Percentage of net service revenue

Medicare (%) 28.3 27.6

Medicaid (%) 7.9 5.5

Other (%) 63.7 66.8

Value of net service revenue

Medicare ($) 6,006,717 6,619,494 6,313,066

Medicaid ($) 1,681,549 1,329,431 1,505,490

Other ($) 13,506,586 16,008,533 14,757,560

Doubtful Accounts

Medicare ($) 829,685 942,876

Medicaid ($) 232,266 189,363

Other ($) 1,865,613 2,280,245

Total ($) 2,927,565 3,412,485

Net service revenue minus doubtful accounts

Medicare ($) 5,177,032 5,676,618 5,426,825

Medicaid ($) 1,449,283 1,140,068 1,294,675

Other ($) 11,640,972 13,728,288 12,684,630

Profit Margin

Medicare 1.14 1.15 1.15

Medicaid 0.54 0.28 0.41

Other 0.87 1.02 0.95

Source: BSH’s 2012 financial statements

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Exhibit 3: Net income, Ad valorem tax income, and DSH payments, 2009–20012

2009 2010 2011 2012

Net Income ($) 279,383 1,293,792 1,216,921 1,061,047

Income from ad valorem taxes ($) 2,562,262 2,249,772 2,210,461 2,358,843

Income from DSH payments ($) 1,734,954 2,622,163 1,646,240 1,991,531

Source: BSH’s financial statements

Exhibit 4: Bayou Side Hospital’s Town Demographics

Year 2000 2010

Population 8,354 7,660

Female (%) 55 54

Under 5 years of age (%) 7.8 7.1

15–45 years of age (%) 40 36

Over 55 years of age (%) 22.5 27.1

Median age (years) 35.2 38.6

Source: U.S. Census Bureau

Exhibit 5: Bayou Side Hospital’s Town Median Household Income by Age

BSH’s town Louisiana U.S.

Under 25 years $8,824 $16,905 $22,679

25–34 years $22,031 $33,155 $41,414

55–64 years $35,250 $35,724 $47,447

All ages $24,844 $32,566 $41,994

Source: U.S. Census Bureau: 2000.

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 93

Exhibit 6: Percent of CAHs with at Least One Nursery Day

Source: Flex Monitoring Program Policy Brief #18.

Exhibit 7: Louisiana Malpractice Insurance Rates by Specialty

Source: Arthur J. Gallagher & Co. (http://www.gallaghermalpractice.com/state-resources/louisiana- medical-malpractice-insurance/).

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Exhibit 8: BSH Income Comparison—2011/201226

2012 2011

Operating Revenues

Net Patient Service Revenue before Provision for Doubtful Accounts $23,957,458 $21,194,852

Provision for Doubtful Accounts (3,412,485) (2,927,565)

Net Patient Service Revenues less Provision for Doubtful Accounts 20,544,973 18,267,287

Ad Valorem Taxes 2,358,843 2,210,461

Other Operating Revenue 341,461 348,515

Total Operating Revnue 23,245,277 20,826,263

Operating Expenses

Professional Services 12,579,725 11,078,993

General and Administrative 8,043,718 7,803,781

Depreciation and Amortization 1,773,783 1,737,257

Total Operating Expenses 22,397,226 20,620,031

Net Income from Operations 848,051 206,232

Non-Operating Revenues (Expenses)

Grant Revenue 613,572 1,490,896

Interest Income 8,746 8,459

Interest Expense (410,355) (492,906)

Other Non-Operating Revenue 1,033 4,240

Total Non-Operating Revenues (Expenses) 212,996 1,010,689

Change in Net Position 1,061,047 1,216,921

Total Net Position, Beginning 16,164, 821 14, 947, 900

Total Net Position, Ending $17,225,868 $16,164,821

Source: BSH’s financial statements

Exhibit 9: Probability of Future Cash Flows

Best Case ($)

Probability (%)

Intermediate ($)

Probability (%)

Worst Case ($)

Probability (%)

Emergency department registration changes

400,000 15 200,000 50 0 35

Decreased bad debt 1,600,000 10 800,000 35 0 55

Future UPL payments 2,500,000 50 0 50

Source: BSH’s financial statements

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Obstetrics in Rural, Critical Access Hospitals: Is It Feasible? 95

notes

1. Although the case is based on a real situation, the names of the hospital and its CFO have been changed to maintain confidentiality and anonymity. “Bayou Side Hospital” and “Thomas Sullivan” are pseudonyms.

2. Sontheimer, Dan, et al. “Impact of Discontinued Obstetrical Services in Rural Missouri: 1990–2002.” The Journal of Rural Health, 24.1 (2008): 96–8.

3. Reinhardt, Uwe. “How Do Hospitals Get Paid? A Primer.” 2009. http:// economix.blogs.nytimes.com/2009/01/23/how-do-hospitals-get-paid-a-primer/.

4. Medicaid.gov. “Medicaid Eligibility.” http://www.medicaid.gov/Medicaid- CHIP-Program-Information/By-Topics/Eligibility/Eligibility.html.

5. Reinhardt, op. cit. 6. Louisiana Legislature. Louisiana Rural Hospital Preservation Act. 1997. 7. National Association of Public Hospitals and Health Systems. “DSH Pay-

ment Status Update.” http://www.naph.org/Homepage-Sections/Advocate/ Disproportionate-Share-Hospital-(DSH)-Payments/DSH-Payments-Legislative- Status.aspx.

8. Barrow, Bill. “Jindal Administration Announces Steep Medicaid Cuts; LSU Hospitals Hit Hard.” The Times-Picayune. July 13, 2012.

9. Centers for Medicare & Medicaid Services. “Critical Access Hospital.” 2012. http://www.cms.gov/Outreach-and-Education/Medicare-Learning-Network- MLN/MLNProducts/downloads/CritAccessHospfctsht.pdf.

10. Reinhardt, op. cit. 11. Louisiana Legislature, op. cit. 12. Centers for Medicare & Medicaid Services, op. cit. 13. “Hospital Featuring Latest Equipment.” The Bayou Side Tribune, June 4, 1953. 14. “Bayou Side Hospital Dedication.” The Bayou Side Tribune, June 2, 1953. 15. Hospital Service District no. 1. Bayou Side Hospital, 2010. 16. Ibid. 17. Ibid. 18. McConnell, Barbara. “[Bayou Side Hospital] Ready Now for the Future.” 2008.

http://www.louisianamedicalnews.com/[Bayou-Side-hospital]-ready-now- and-for-the-future-cms-1065.

19. In an ad valorem tax structure, the millage rate is multiplied by the assessed value of a property to determine the property taxes owed. In BSH’s parish, if fair market value of a home was $100,000, the assessed value would be 1/10 of that—$10,000. 13 mills (13/1,000 or .013) multiplied by $10,000 would result in this household owing $130 in additional property taxes annually.

20. Centers for Medicare & Medicaid Services, Baltimore, MD. http://www. hcahpsonline.org. Accessed 6 September 2016.

21. Holmes, Mark, Saleema Karin, and George Pink. “Changes in Obstetrical Ser- vices among Critical Access Hospitals.” Policy Brief #18 Vol. Flex Monitoring Program, 2011.

22. Ibid.

For the exclusive use of A. GUPTA, 2020.

This document is authorized for use only by ATUL GUPTA in 2020.

96 Case Research Journal • Volume 36 • Issue 3 • Summer 2016

23. Ibid. 24. Bad debt expense refers to the amount of uncollectible charges in a given period. 25. BSH’s fiscal year spanned from October 1st to September 30th. 26. Ibid.

RefeRenCes

American College of Obstetricians and Gynecologists. “Health Disparities for Rural Women (Committee Opinion no. 429).” 113.2 (2009): 256.

BKD, LLP. Critical Access Hospital Medicare Legislative & Regulatory Update. 2010.

Carlson, Peter, and Ellen Russ. Health Care Industry Trends. National Center On Edu- cation and the Economy, 2006.

“Medicare Program—General Information.” http://www.cms.gov/Medicare/Medicare- General-Information/MedicareGenInfo/index.html.

Dalton, Kathleen, et al. “Choosing to Convert to Critical Access Hospital Status.” Health Care Financing Review, 25.1 (2003): 115–32.

“Health Unit Provides Comprehensive Service to Residents of the Parish.” The Banner Tribune: 6. May 26, 1953.

Hearns, G., Klein, M. C., Trousdale, W., Ulrich, C., Butcher, D., Miewald, C., and Procyk, A. (2010). “Development of a support tool for complex decision making in the provision of rural maternity care.” Healthcare Policy, 5(3), 82–99.

Khan, Arshia A. “A Correlational Analysis: Electronic Health Records (EHR) and Quality of Care in Critical Access Hospitals.” PhD Capella University, 2012. United States: Minnesota.

Lambrew, Jeanne, and Thomas Ricketts. “Patterns of Obstetrical Care in Single- Hospital, Rural Communities.” Medical Care, 31.9 (1993).

Peiyin Hung, M. S. P. H., Maeve McClellan, B. S., Casey, M., and Shailendra Prasad, M. B. B. S. (2013). “Obstetric Services and Quality among Critical Access, Rural, and Urban Hospitals in Nine States.”

Siegel, Bruce. “Safety Net Hospitals Urge Congress to Reconsider Medicaid DSH Cuts.” National Association of Public Hospitals and Health Systems, 2012.

Simpson, Kathleen, Rice. “An Overview of Distribution of Births in United States Hospitals in 2008 with Implications for Small Volume Perinatal Units in Rural Hospitals.” JOGNN: Journal of Obstetric, Gynecologic & Neonatal Nursing, 40.4 (2011): 432–9.

Sullivan interview 2012. Thomas Sullivan, chief financial officer of Bayou Side Hospi- tal. Recorded interview with A. Coulon, September 28, 2012.

Xu, Xiao, et al. “Malpractice Burden, Rural Location, and Discontinuation of Obstet- ric Care: A Study of Obstetric Providers in Michigan.” The Journal of Rural Health, 25.1 (2009): 33–42.

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Develop a critical awareness and understanding of strategy and its relevance and application to different contexts

 ASSESSMENT 1 – REPORT – DIET 1

Aims of the Module/Assessment:

· Develop a critical awareness and understanding of strategy and its relevance and application to different contexts.

The learning outcomes assessed in this assignment include the student’s ability to:

· Demonstrate a critical understanding of fundamental, contemporary strategic theories and concepts.

· Critically evaluate and apply appropriate concepts of strategy to practice, across a range of organisational contexts

· Assess alternative approaches to strategy and justify particular courses of action

· Evaluate the implications of strategic decisions within different organisational and cultural contexts.

Assessment Specification:

Word Limit: 3,500 words

Weighting: 100%

Assignment Instrument: Report

Anonymous Marking: Yes

Submission Date:

Assignment Question:

Diet One:

Create a strategic profile of a company of your choice, and then evaluate that company’s current strategy in action. Finally identify and develop a strategic recommendation that you believe would significantly enhance the company’s performance in the market place.

Your assignment must be written as a business report format and should specifically address the following four sections.

· Section 1: Introduction. Introduce your report, the subject, the company and outline the structure to your answer. Within this, you are expected to outline the company’s market position, their recent performance, their competitive and the strategic direction they are moving in. (20%)

· Section 2: Evaluation. Develop a comprehensive strategic analysis of your chosen company. You are required to apply a variety of complimentary strategic frameworks (minimum of 5) in developing your analysis of the company, and its internal and external business environments. (40%)

· Section 3: Strategic Option. Develop a critical discussion around a viable and relevant strategic option for your organisation, that you feel can improve business performance. This discussion must draw from the profile and analysis (developed in sections 1 & 2) and should clearly demonstrate the merits, impact implications and risks of your proposed option is likely to have. (30%)

· Section 4: Conclusions. Draw specific conclusions about the strength of the organisation and your report. (10%)

Indicative Answer, Advice and Structure

An effective answer should consider the following:

In selecting the company students should consider choosing one that will have extensive information relating to it freely and readily available, for example, in the business/financial press, company reports, industry/market surveys and other such sources.

The assignment might be focused at the corporate organisational level (e.g. Diageo, Tesco, BT, Ag Barr or the IAG Group), or at a division/strategic business unit (SBU) level of the organisation (e.g. IAG’s British Airways Division). If a SME business is selected, be aware that information relating to it may not be as extensive or publicly available. You must ensure that a comparable range of data is accessible, which can be utilised and referenced within the report.

It is strongly advised that you agree the organisation that you are going to focus on, with your seminar tutor, well in advance.

The structure and indicative content of the report should be based upon the following main sections:

· Title Page – Matriculation number, title of the report, date and word count.

· Table of Contents – List of main section headings, sub-headings and page numbers.

· Introduction – Give an outline profile of your (chosen) organisation and the competitive business environment they operate within. Cover position, performance data, who the direct competitors are and the current strategy. This section should also provide an intended study path for your report, it’s purpose and the direction you intend to take and what structure you will adopt to deliver an effective answer to the question.

· Strategic Evaluation – A detailed profile of the organisation outlining the nature, scale and scope of the business and its core activities. Consider the competitive market it operates within clearly explaining the central elements of its competitive advantage.

· Develop a detailed profile and then analysis of the organisation’s internal and external contexts, by applying and analysing theoretical strategic frameworks used within the module (such as VRIO, Resources and Capabilities, the Strategic Clock, SWOT, PESTEL, Value Chain, Life Cycles, Porters 5 Forces, industry KFS and the Boston Matrix). Emphasis should be put upon understanding the practicalities and reality of the market conditions your organisation operates within.

· Strategic Option – From your strategic analysis (section 2) identify a strategic option, that your organisation could consider for the future. This may be in areas such as; Innovation, International development, C.S.R, Sustainability, Divestments or Integration.

· Choose a strategic option that you firmly believe will make a real difference to the organisation’s future performance. Explore and discuss the impact and implications of this option on the organisation, its key stakeholders, its market, and competitors. Use similar analysis and evaluation techniques (as employed in section 2) to generate substance and credence for your position.

· Conclusion – Extract the core outcomes from your report that relate significantly to the organisation’s strategic position and future competitiveness. Ensure that you include your key recommendation for the company and remind the reader of the key points regarding its strategic impact, specific benefits, implications and risks.

· References – A full listing of all academic citations and other sources of information, presented in the Harvard system of referencing.

· Appendices – Additional pages in support of information detailed within the main text of the report.

Your report MUST make extensive use and application of a variety of different appropriate strategic management frameworks used within the module (not just confined to those suggested within the indicative content above) and from associated reading of the subject (both textbooks and academic journals). There must also be demonstrable evidence of secondary based research in relation to the organisation and its strategic context.

Full reference details must be included in respect to the academic literature and all other sources of information used (reference to and use of material from such sites as Wikipedia are NOT acceptable).

This business management report should be presented in an appropriate and professional style with a coherent structure, logic and connected line of analysis, evaluation and reasoning.

NOTES WHICH APPLY TO DIETS 1, 2 and 3:

Plagiarism and the use of ‘Turnitin’

Plagiarism occurs when someone copies or reproduces another person’s words or ideas and presents them as their own with no proper acknowledgement via citation and referencing. In various universities students have been heavily penalised where plagiarism has been found. To ensure that you are not at risk of being accused of plagiarism you must always declare all the sources from which you have obtained material or ideas. Students should consult their student handbook for details of the manner in which plagiarism cases are dealt with at QMU. The appropriate section is to be found in the student handbook in Regulations, Section 24. http://www.qmu/quality/documents/Regulations-2010.pdf

Further information on referring to published material is available at:  http://www.qmu.ac.uk/lb/information/Guides/harvard_ref_guide.pdf

QMU provides ‘Turnitin’ as an academic resource to allow students to consider how they use secondary literature – this includes material from the internet, journals magazines, books and any other form of printed material. This enables you to check your own work to see if it is faulty.  Students are advised that it is their responsibility to engage with Turnitin. Students must make a final Turnitin report via that module’s WebCT site.  Reference will be made to this report if staff marking your work suspect there is plagiarism. In addition, students should be aware that where staff suspect plagiarism or the purchase of assignments, Turnitin and a wide variety of other resources will be used to check work.

Attendance Policy

Undergraduate students in the School of Business, Enterprise and Management must attend a minimum of 75% of interactive classes (i.e. all classes except lectures)

Extensions

Extensions are only granted for extenuating circumstances that are beyond a student’s control. In general, though not exclusively, extenuating circumstances will be of a medical or personal nature affecting the student for a period of time and/or during assessment. Examples include, but are not limited to, a serious illness, accident or bereavement. Independent documented evidence is required in advance of the exam/submission date. Students who consider they have suffered from circumstances beyond their control; who wish to apply for an extension on the grounds of extenuating circumstances should refer to the Extenuating Circumstances Guidelines available on the internet at www.qmu.ac.uk/quality , or from the School Office.

Word limits

The word limit for an assignment is part of the assessment criteria. There is a tolerance of 10% in excess of the word limit (e.g. 4000 word limit = + 400 words). Under QMU regulations, any excess over the word limit beyond the 10% will result in a maximum mark of 40%. You should state the number of words on the front of your assessment.

Late submission of assignment

If assignments are submitted after the due date but within one calendar week (i.e. up to 6 days after the submission date) a maximum mark of 40% can be achieved. If submitted after one calendar week (i.e. 7 days or more) a mark of 0% will be awarded.

ASSESSMENT FEEDBACK PRO-FORMA

Student Matriculation No: 00000000

Module Title & Code: Exploring Strategy – B3132

Assignment 1: Report – Weighting 100%

CriteriaComments/Feedback
Introduction (20%)Sets Context and Profile. – Clearly identifies the task, develops subject and question context, develops a coherent, critical and connected line of argument and sticks to the point.
Knowledge & Content (70%)Use of frameworks, examples, theories, facts and research evidence are relevant and back-up and illustrate what is being said.Strategic Analysis 40%Strategic Option 30%
Conclusions & Style (10%)Provides specific conclusions about the strength of the organisations position and future.Presentation and Academic Style
Action point(s)Summary, to include guidance for improving practice

Marker: Date:

Moderator: Date:

Mark / Grade:

Students are reminded that the grade indicated is PROVISIONAL only. It must be confirmed by the External Examiner and ratified by the Board of Examiners. Please contact the internal examiner if you wish to discuss your feedback

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Factors do you see as critical to implementing and sustaining a culture of quality?

What factors do you see as critical to implementing and sustaining a culture of quality?

APA format 

500 word count

3 references No older then 5 years old

1 biblical reference to quality

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Demonstrate a critical understanding on the main features of the international business environment and its main institutions

 MBA international business assignment. 2,500 words. with citation, reference, and bibliography.MBA Assignment
Module title: International Business
Assignment weighting: 100%
Component Number Form of Assessment Assessment Size Weighting (%) Learning Outcome Assessed Core or non-core
1 Individual Report 2500 words 100% LO1, LO2, LO3 and LO4 Core
Referencing: In the main body of your submission, you must provide credit to the authors your research / your work is based upon. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication). The utilisation of the Harvard referencing system is compulsory.
Disclosure:
Please include the following statement on the title page of the submitted assignment, followed by your name:
I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited.
Turnitin: All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer.
Note: the Turnitin version is the primary submission and acts as a receipt for the student.
Late submission of the electronic version of the assignment, without an authorised extension, may result in a Fail.
Only the LSC Extenuating Circumstances Panel may grant an extension.
The Learning outcome(s) assessed by this assignment are:
All learning outcomes of this module are assessed.
At postgraduate level you are expected to:
• Have a high standard of presentation, structure, layout and design
• Demonstrate appropriate coverage, critical appreciation and evaluation of relevant literature
• Demonstrate a critical understanding of key concepts and the application of theory to practical solutions
• Show evidence of originality of thought and approach, and of creative problem solving ability
The grade awarded for this piece of work remains provisional until ratified by LSC Exam Board.

Assessment criteria: see grading criteria

Learning Outcomes tested
(from module syllabus) Assessment Criteria To achieve the module learning outcomes.
In addition to LSC Common Assessment and Academic Marking Criteria, students are expected to meet the following threshold descriptors for a pass grade.
LO1: Demonstrate a critical understanding on the main features of the international business environment and its main institutions
• A critical review and application of contemporary academic literature related to the concepts and frameworks applied in the analysis of foreign market selected.
LO2: Understand the nature of multinational firms as an institutional structure for the conduct of cross-border trade and investment; the key factors including the political, social, and economic and other configurations that support cross-border trade;
• Application of relevant frameworks in the analysis of the cross-cultural environment and the management issues arising.
LO3: Analyse the key decisions that multinational firms make in relation to the choice of markets and entry strategies and the different modes of engagement with international markets and explore the interconnectedness between these and the economic, legal, governmental, political, regulatory, cultural and other environments in which expanding companies operate;
• A critical analysis of the decision criteria in relation to the choice of strategies applied in the borderless digital market.
LO4: Conduct informed research into international business issues and apply theoretical insights to the analysis of such issues in the context of a complex international business environment.
• An examination of potential management interventions that should be undertaken by the selected company to realise the opportunities and deal with risks in the market selected.

TASK DESCRIPTION:
BACKGROUND
Amid slowing economic activity worldwide, COVID-19 has led to a surge in e-commerce and accelerated digital transformation. As lockdowns became the new normal, businesses and consumers increasingly went digital, providing and purchasing more goods and services online. You, as a business consultant in collaboration with the company’s IT/Digital team, are required to consult a local manufacturing or service business from your own country that has the potential to enter the foreign market via an e-commerce site, Business to Business (B2B) or Business to Consumer (B2C) trade.
TASKS
You are required to:
1. Select a local (from your own country) manufacturing or service firm of your choice that has the potential to enter the borderless digital market via an e-commerce site.
2. Critically evaluate through the use of relevant business tools and frameworks the suitability of the borderless digital market via the selected e-commerce site.
3. Analyse potential risks in the borderless digital market when expanding via an e-commerce website.
4. Critically analyse the recent strategies that lead the way in the e-commerce sector (such as Augmented Reality – AR, Artificial Intelligence – AI, Chatbots etc) that could be utilised by the company to suitably realise the opportunities available and overcome the risks in the borderless digital market.
5. Critically analyse relevant management responses that should be undertaken by the selected company to realise the opportunities offered in the borderless digital market, including the management of internal operations as well as any cultural considerations. Please suggest practical and justified recommendations about how the company selected can achieve sustainability and competitive advantage in the market selected via an e-commerce site.
Prepare an academic report using the structure below:
Report Format:
• Title Page
• Executive summary
• Table of Contents
• Introduction
• Discussion and analysis
• Conclusions
• References
• Bibliography
• Appendix (If required)
2500 Words
FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Document format: Report
4. Formatting: Typed on A4 in Times New Roman or Arial font 12 with at least 2.5 centimetre space at each edge, double spaced and pages numbered.
5. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using Harvard referencing throughout is also provided.
6. Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
7. All referencing should be in Harvard style.
MARKING CRITERIA AND STUDENT FEEDBACK –100%
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
Common Assessment Criteria (applied to all parts of the project) Marks available Marks
awarded
1. Research-informed Literature: Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. 20
2. Knowledge and Understanding of Subject: Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. 20
3. Analysis: Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
25
4. Practical Application and Deployment: Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. 25
5. Skills for Professional Practice: Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. 10
TOTAL
100
Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) %

Level 7
In accordance with the FHEQ, at the end of Level 7 students should have systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice. They will be able to demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. They should have a conceptual understanding that enables them to evaluate critically current research and advanced scholarship in the discipline and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. They will also be able to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. In addition, they will be able to demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
Assessment category
Coherent and detailed knowledge and understanding of the subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline Cognitive and intellectual skills
Application of theory to practice (for courses with a professional practice element) Reading and referencing Presentation, style and structure
Work that significantly exceeds the specified word limit may be penalized
Pass mark, demonstrating achievement of all associated learning outcomes 90%-100% Exemplary systematic, theoretical and conceptual understanding of knowledge at or informed by the forefront of the field of study, demonstrating highly sophisticated grasp of the subject matter Exceptional critical evaluation and awareness of current problems, and contemporary issues and debates that draws on new insights or perspectives within the field. Work demonstrates exemplary ability to synthesise current research and advanced scholarship in an original, creative and innovative manner. Sophisticated, systematic and innovative application of knowledge and theory to professional practice within the discipline. Flawless use of systematically selected literature to justify and express reasoned judgements and decisions in relation to complex issues and problems at a professional level A very high level of critical engagement across a systematic and fully appropriate range of relevant and current academic, research, policy- and practice-related literature demonstrating deep and selective reading and initiative along with highly consistent accurate referencing Exemplary presentation of work that is fluent and flawless throughout.
80%-89% Excellent systematic, theoretical and conceptual understanding of knowledge at or informed by the forefront of the field of study and showing sophisticated depth, breadth, detail and clarity Sophisticated critical evaluation and awareness of current problems, and contemporary issues and debates that draws on new insights or perspectives within the field. Work demonstrates a very high level of originality and creativity in the student’s approaches to synthesising current research and advanced scholarship within the subject area An excellent level of originality and innovation in the application of knowledge and theory to professional practice within the discipline. Demonstration of excellent critical awareness and evaluation and the ability to effectively critique and employ current academic literature in making reasoned judgements and decisions in relation to complex issues and problems at a professional level A very high level of critical engagement across an extensive range of relevant and current academic, research, policy- and practice-related literature demonstrating deep and appropriate reading and initiative along with highly consistent accurate referencing Outstanding presentation of work that is logically and coherently structured with a strong or original central argument(s), conveyed with a high level of fluency and eloquently communicates compelling, coherent conclusions to specialist and non-specialist audiences
Level 7 Coherent and detailed knowledge and understanding Cognitive and intellectual skills
Application of theory to practice Reading and referencing Presentation, style and structure
Pass mark, demonstrating achievement of all associated learning outcomes 70% – 79% A high level of systematic, theoretical and conceptual understanding of knowledge at or informed by the forefront of the field of study and showing considerable depth, breadth, detail and clarity A high level of critical evaluation and awareness of current problems, and contemporary issues and debates that draws on new insights or perspectives within the field. Work demonstrates a significant level of originality and creativity in synthesising current research and advanced scholarship within the subject area A high level of originality and innovation in the application of knowledge and theory to professional practice within the discipline. Demonstration of excellent critical awareness and evaluation and the ability to select and use academic literature in making reasoned judgements and decisions in relation to complex issues and problems at a professional level A high level of critical engagement across an extensive range of relevant and current literature demonstrating wide and appropriate reading and initiative along with highly consistent accurate referencing Excellent presentation of work that is logically and coherently structured with a strong or original central argument(s), conveyed with a high level of clarity of expression and which clearly communicates valid, coherent conclusions to specialist and non-specialist audiences
60% – 69% An effective, systematic, theoretical and conceptual understanding of knowledge mostly at or informed by the forefront of the field of study and showing good depth, breadth, detail and clarity An effective level of critical evaluation and awareness of current problems and contemporary issues and debates that draws on new insights or perspectives within the field. Work demonstrates some effective originality and creativity in synthesising current research and scholarship within the subject area A good level of originality and innovation in the application of knowledge and theory to professional practice. Demonstration of consistently good critical awareness and evaluation and reasonable ability to use the academic literature in making reasoned judgements and decisions in relation to complex issues and problems at a professional level A good level of critical engagement across a good range of relevant and current academic, research, policy- and practice-related literature demonstrating appropriate reading and some initiative along with consistent accurate referencing High quality presentation of work that is largely logically and coherently structured with a generally strong central argument conveyed with a clarity of expression and which communicates clear conclusions to specialist and non-specialist audiences
40% – 59% A sufficient but limited level of systematic, theoretical and conceptual understanding of knowledge at times at or informed by the forefront of the field of study but showing adequate depth, breadth, detail and clarity A sufficient but limited level of critical evaluation and awareness of current problems and contemporary issues and debates, with some reference to new insights or perspectives within the field. Limited evidence of originality and creativity in synthesising current research and scholarship within the subject area A reasonable but limited level of originality and innovation in the application of knowledge and theory to professional practice within the discipline. Demonstration of some good critical awareness and evaluation and some ability to use the academic literature in developing judgements and decisions in relation to complex issues and problems at a professional level Sufficient critical engagement with a reasonable range of relevant and current academic, research, policy- and practice-related literature demonstrating mainly appropriate reading but limited initiative and/or some minor inconsistencies and inaccuracies in referencing Generally good presentation of work that is sufficiently logical and coherent in structure with a discernible central argument. May present limited originality and lack some clarity of expression, but an identifiable conclusion reasonably communicated to specialist and non-specialist audiences
Level 7 Coherent and detailed knowledge and understanding Cognitive and intellectual skills
Application of theory to practice Reading and referencing Presentation, style and structure
Marginal fail 35% – 39% Knowledge and understanding of the subject matter is incomplete, uninformed or limited in its scholarship within the field of study, or lacking sufficient depth, breadth, detail or clarity Critical evaluation is limited or lacks awareness of current problems and contemporary issues and debates. Insufficient reference made to new insights or perspectives within the field, or insufficient evidence of originality and creativity in synthesising current research and scholarship within the subject area Insufficient degree of originality or innovation in the application of knowledge and theory to professional practice within the discipline. Demonstration of poor critical awareness and evaluation or a lack of ability to use the academic literature in developing judgements and decisions in relation to complex issues and problems at a professional level Insufficient critical engagement with relevant and current academic, research, policy- and practice-related literature. Lack of evidence of wider reading or a lack of initiative or inconsistent and inaccurate referencing Presentation of work shows insufficient organisation or central argument, and is lacking in logical and coherent structure. Poor clarity of expression weakly communicating to specialist or non-specialist audiences
Fail 30% – 34% Limited knowledge and understanding of the subject matter shown. Work is not sufficiently informed by scholarship within the field of study and is insufficient in depth, breadth, detail or clarity Insufficient evidence of critical evaluation and awareness of current problems and contemporary issues and debates. Insufficient reference to new insights or perspectives within the field and lacking in originality and creativity in synthesising current research and scholarship within the subject area Little evidence of originality and innovation and a significant lack of application of knowledge and theory to professional practice demonstrating little critical awareness and evaluation and a lack of ability to use the academic literature to make judgements and decisions in relation to complex issues and problems at a professional level Little evidence of critical engagement with relevant and current literature. Poor use of appropriate sources and/or inconsistent and inaccurate referencing Often poorly presented work that is disorganised, has an ill-formed central argument, and lacks a logical and coherent structure. A lack of clarity of expression or fails to communicate effective conclusions to specialist or non-specialist audiences
30% Inadequate and limited knowledge and understanding of the subject matter shown. Work is not informed by scholarship within the field of study and significantly lacks depth, breadth, detail or clarity Descriptive work with little or no evidence of critical evaluation and awareness of current problems and contemporary issues and debates. No evidence of awareness of new insights or perspectives within the field. Little or no synthesis of current research and scholarship within the subject area No evidence of originality, innovation, and little to no application of knowledge and theory to professional practice. Demonstrates no critical awareness and evaluation and a distinct lack of ability to use the academic literature in an effective manner No evidence of critical engagement with relevant and current literature. Lack of use of appropriate sources and inconsistent and inaccurate referencing Poorly presented and disorganised work that lacks a logical and coherent structure, lacks a well-formed central argument and shows a significant lack of clarity of expression with very weak or irrelevant conclusions, that may be incoherent to specialist or non-specialist audiences

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Develop a critical understanding of major concepts, frameworks, and methods in marketing and corporate social responsibility, and assess their application in the business environment

Task: Provide a critical self-reflection essay of the process of completing your previous assignment on Marketing Project Report ( Topic: Facebook Data Scandal).

For completing this Task successfully, you must summarize all your academic knowledge and professional benefits you received while critically analysed the case study/company selected including strategic implications and strategic business issues, during the development of summative assignment on Marketing Project Report ( Topic: Facebook Data Scandal).

Learning outcomes applied in this assessment (LO):

1. Develop a critical understanding of major concepts, frameworks, and methods in marketing and corporate social responsibility, and assess their application in the business environment, including brand value. (IC) (SID) (EID)

4. Critically evaluate marketing strategies, including digital marketing solutions – in different business contexts, and address their implications including ethical issues, and reflect on the significance of key historical events. (IC) (DP) (SID) (CID) (CC)

6. Critically assess currently implemented corporate social responsibility solutions and recognise the links between the adoption of certain solutions and the performance of business operations. (IC) (SID) (CID) (CC)9. Collect, analyze and synthesize data; and take a problem-solving approach to strategic thinking, and creativity.

7. Adopt a persuasive argumentation, and present it in verbal or written communication. (UGB) (EID)

ASSESSMENT GUIDELINES

Produce a 3000-word marketing project report (+/- 10%) (excluding the list of references). Times New Roman size 12 font, double spaced

Introduction (250 words):

General background on the topic you are going to discuss. Possible definitions for terms relating to the question. What the essay will include and/or leave out (scope). What themes the essay will discuss and the order they are presented. What the essay will argue / demonstrate (thesis statement). 10 points

Main Body (2,450 words):

Summarize all your academic knowledge and professional benefits you received while critically analysed the case study/company selected including strategic implications and strategic business issues, during the development of summative assignment on Marketing Project Report ( Topic: Facebook Data Scandal).

In doing so: – Critically reflect on your personal learning experience – Make effective use of relevant literature (but not extensive) – Provide your own argument and show evidences of critical thinking. 60 points

Conclusions (300 words):

Links back to the themes identified in the introduction. A reminder of what the essay has argued. A recap of the main themes that have been discussed. 15 points

Formatting and Referencing (list of references not principles of academic writing included in word count): High quality presentation of the material that conforms to and contains minimal errors in sentence construction, grammar and punctuation. The assignment followed appropriate academic conventions regarding in-text citations and referencing. 15 points

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Find an NTSB report of an aviation accident that resulted from or demonstrates a breakdown in critical thinking or the troubleshooting process by maintenance personnel or the flight crew

ACCIDENT ANALYSIS PAPER ASSIGNMENT INSTRUCTIONS

OVERVIEW

Find an NTSB report of an aviation accident that resulted from or demonstrates a breakdown in critical thinking or the troubleshooting process by maintenance personnel or the flight crew. (should be flight related) 

INSTRUCTIONS

You will write a 5–6-page (not including the title and reference pages) research-based paper that focuses on the application of critical thinking and troubleshooting principals discussed in the course to this accident.

The paper must be written in current APA format and include a title page and reference page with at least three references; at least one must be scholarly.

You will submit elements of the paper at different points throughout the course. Elements of the paper to be submitted include the Topic, AnnotatedBibliography, Outline, and the FinalPaper.

Accident Analysis Paper: Topic Proposal

Research the NTSB database and choose an accident for your final paper. Submit the topic for your final paper as a Word Document. Include the following in your submission: Title Page, identify the NTSB #, aircraft type, and provide an overview of what happened. Please follow APA7 guidelines. This will be a pass/fail submission. 

Annotated Bibliography Assignment

The bibliography should have a minimum of three sources, including at least one scholarly source. Annotations are to correctly summarize the corresponding source and demonstrates the student’s critical thinking skills regarding interpretation and application of material. Formatting is to be in accordance with APA7 guidelines.

Accident Analysis Paper: Outline Assignment

The outline should concisely establish a well-developed framework for your final paper. Include all headings and sub-headings and ensure current APA format is used.

Accident Analysis Paper: Final Paper Assignment

Submit your finished paper.

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What are the 4 key methodologies of a Critical Skills Classroom?

Question 1 

Read the following articles from Edutopia and respond to the following:

Assessing Learning Without a Test

https://www.edutopia.org/article/assessing-learning-without-test (Links to an external site.)

1.  What are the 4 key methodologies of a Critical Skills Classroom?

2.  Describe/explain the process/strategies the teacher uses in this article to develop learning and assess his students?

3.  What are ways you could assess your students without using a formal test?  Give at least two examples.

4 Reasons Teachers are Going Gradeless

https://www.edutopia.org/article/4-reasons-teachers-are-going-gradeless (Links to an external site.)

1.  What are the reasons the author states for going “gradeless”?

2.  What are your thoughts on giving students feedback instead of grades?

Question 2 

Read the article from Edutopia in the link below and respond to the following:

7 Smart, Fast Ways to Do Formative Assessment

https://www.edutopia.org/article/7-smart-fast-ways-do-formative-assessment (Links to an external site.)

56 Examples of Formative Assessment

https://www.edutopia.org/groups/assessment/250941 (Links to an external site.)

1.  What is formative assessment?

2.  After reading both articles, select four formative assessment strategies/practices.  Give a brief description of each one and how it works.

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