Implementing Risk Management within Middle Eastern Oil and Gas Companies: Ch 20 (pg377-395)

1. Prior to Risk Management Information Gathering Exercise discussed earlier in the chapter case, consider the challenges of the newly formed project team in undertaking Risk Management in such a situation.

2. a.) Discuss the challenges and consider how each of the departments might interact with and support Risk Management across the organization.

b.) What are the major differences between IT and Project Management, considering they were both part of the initial Risk Management pilot? How might they have overcome this?

3. a.) What do you think were the major positives of the approach undertaken with regard to the risk management information gathering exercise?

b.) What do you think were the challenges and pitfalls of gathering data in the way that they did?

4. What are the key challenges to the risk framework and risk approach proposed in 2011 by the risk management team?

5. Using the supporting documentation along with the case study information (Exhibits 20.9, 20.10, 20.11, and 20.12), provide a list of potential corporate risks that might have been identified by the project team.

Details –Textbook attached.

• Apply critical thinking and the learning from the major objectives of this week’s material.

• Formal writing and all APA formats are required. (In 3 -5 pages not including title page, in-text citations and reference page. Please use an introduction, conclusion and headings) (See: Purdue OWL APA writing guidelines)
• You MUST include a minimum of one quality SPC online library source to support your ideas as well as your textbook. Also, be sure to cite your textbook within your work and in the reference page.
• Submit a MS Word document (*.docx).

PART A. DUE ASAP

Minimum of 175 words:

• How have things changed with the way professionals deal with mental illness? There have been significant changes in the way inmates are treated. Discuss the differences between treatment and rehabilitation versus incarceration. Do you believe that there is room for both in criminal justice? Why or why not.

PART B. DUE ASAP

Resource: Timeline Builder or another program of your choice to create a timeline

Select 5 to 8 influential historical and world events concerning psychotherapy and therapeutic treatment.

Use Timeline Builder to create a timeline detailing the events you selected.

Include the following in your timeline:

• Date of the event
• Description of the event
• How the event relates to the history of psychotherapy and therapeutic techniques
• Prevalent psychotherapy theories and concepts related to the event
• Theorists associated with the event, if any

APA FORMAT

INCLUDE INTRODUCTION

INCLUDE CONCLUSION

NO PLAGIARISM

NO MAJOR GRAMMAR ISSUES

FOLLOW ASSIGNMENT INSTRUCTIONS

Initial Post MAKE SURE TO CITE

How can cooking activities help children develop eye-hand coordination?

In what ways do woodworking and block building activities help children develop eye-hand coordination?

How would you set up a woodworking or block building center to promote this development?

REPLY TO THE FOLLOWING AND CITE THE REPLYS

Minelly

Cooking activities is a process where sensory and body movements take place. It’s one way on how children learn to use their sight to direct their small motor controls. Figure 6.2 in the book (pg. 131) points out that handling cooking tools is one way to asses children’s eye-hand coordination. Also, cooking can be a three-dimensional art which can be touched, felt, and viewed from a variety of viewpoints (pg.131) which makes it a power tool for eye-hand coordination.

Woodworking and block building help children to strengthen their muscles and movements, which in the process it benefits them to develop their eye-hand coordination. The book states that stacking blocks in towers to pounding a nail with a hammer (pg.131) can be excellent examples of eye-hand coordinated activities. Preschool children should have many experiences with various size, shapes, and weights of finger-held objects that they must manipulate and move (pg. 130) for them to be able to go to the next level of controlling writing implements (pg. 131) which eye-hand coordination is necessary.

I would set different size platforms for children to construct buildings or towers and explore them in different angles. I will include various size, shapes, and weights of blocks, tubes, ramps, street signs, vacuum hoses, animals, people for the children’s learning enhancement.

Nicole

Cooking is a great way to help children develop their eye-hand coordination skills. This is because cooking requires you to use your eye-hand coordination to manipulate food in cooking. Squeezing, pouring, kneading, spooning, cutting, rolling, flattening, sifting, and stirring are some common steps in cooking that require you to use your eye-hand coordination. Cooking is a fun way for children to work on their eye-hand coordination skills because they feel accomplished when they get to eat the result. Cooking is also good for the children to develop bilateral coordination besides their eye-hand coordination, because they often need to use both hands while cooking. For example, rolling out dough to make cookies requires the children to coordinate the use of both of their hands to make the dough flat evenly. Rolling dough not only works on their bilateral coordination skills but also their eye-hand coordination skills because they need to see which areas of the dough need further rolling and roll accordingly. Pouring liquids into measuring cups and measuring the liquid also requires both bilateral and eye-hand coordination skills. Both hands are being used, one to hold the measuring cup, the other being used to pour the liquid. It takes the precision of eye-hand coordination to pour the correct amount of liquid into the measuring cup.

Woodworking and block building are useful activities to build eye-hand coordination skills because they require the children to be precise with their actions, much like in cooking. According to Beaty and Pratt, “Pounding with a hammer teaches children excellent eye-hand coordination, a necessary development before they can hold a writing tool and write with ease, as well as the essential pre-reading skill of following the words on a page” (2015, p. 61). Building with blocks requires the children to use their eyes and hands in coordinated motions to balance the blocks on top of one another to build towers or objects. I would set up my woodworking center with activities like Styrofoam blocks with golf tees and have the children hammer the golf tees into the Styrofoam blocks. Another activity that my children always liked were the boards with different-sized nuts and bolts for them to match and screw on. In the block area I would provide the children with a variety of differently shaped, sized, and colored blocks to play with. Having differently textured blocks is another fun way to keep the children interested in the block area.

Assignment: Home Health Case Study

In order for healthcare facilities to be properly reimbursed, certain requirements need to be met. For example, consider the scenario in this week’s Introduction. Before determining that Derek Gonsalez needed a total knee replacement, his doctor performed a physical examination, X-rays, and other tests to determine the cause and extent of the damage. All of these tests would have been properly documented with pertinent information sent to the insurance company for surgical pre-authorization. This is the case with many different conditions and procedures.

In this Assignment, you will examine a case study involving home healthcare and the requirements associated with it. You will propose a plan of action to ensure that patients who need face-to-face encounters receive them.

To prepare for this Assignment:

• Read the document, Case 8: Home Health,” located in this week’s Learning Resources.
• Consider how home health claims data were used to review the accuracy of reimbursement.

The Assignment (5- to 8-slide PowerPoint presentation):

Imagine that you are in charge of the billing for a home health organization. You have been tasked with creating an action plan to ensure that all patients who need a face-to-face encounter receive one. Your action plan needs to be communicated to the various stakeholders, so you are asked to present it at the next staff meeting.

Your action plan should have the following parts:

• Part 1: The Issue
  • Give an overview of the case study and findings. (1–2 slides)
  • Explain why the face-to-face encounters are important and how they can impact reimbursement for services. (1 slide)
  • Provide talking points in the “Notes” section of the PowerPoint.
  • Provide specific examples
  • .
• Part 2: The Solution
  • Present a step-by-step action plan that will ensure that all patients who need a face-to-face encounter receive one. (2–3 slides)
  • Include at least one strategy for discussing the face-to-face requirement with providers/physicians. (1–2 slides)
  • Provide talking points in the “Notes” section of the PowerPoint.
  • Provide specific examples.
• Part 3: References
• • Support your action plan and strategy or strategies with at least Two scholarly source.

apa format please

case study 8 attached

Q: How might shyness be explained as a secondary identity that develops out of socialization?1 answer below »