Read the following case study.

Ben Davis had just completed an intensive course in Statistical Thinking for Business Improvement, which was offered to all employees of a large health maintenance organization. There was no time to celebrate, however, because he was already under a lot of pressure. Ben works as a pharmacist’s assistant in the HMO’s pharmacy, and his manager, Juan de Pacotilla, was about to be fired. Juan’s dismissal appeared to be imminent due to numerous complaints and even a few lawsuits over inaccurate prescriptions. Juan now was asking Ben for his assistance in trying to resolve the problem, preferably yesterday!

“Ben, I really need your help! If I can’t show some major improvement or at least a solid plan by next month, I’m history.”
“I’ll be glad to help, Juan, but what can I do? I’m just a pharmacist’s assistant.”
“I don’t care what your job title is; I think you’re just the person who can get this done. I realize I’ve been too far removed from day-to-day operations in the pharmacy, but you work there every day. You’re in a much better position to find out how to fix the problem. Just tell me what to do, and I’ll do it.”
“But what about the statistical consultant you hired to analyze the data on inaccurate prescriptions?”
“Ben, to be honest, I’m really disappointed with that guy. He has spent two weeks trying to come up with a new modeling approach to predict weekly inaccurate prescriptions. I tried to explain to him that I don’t want to predict the mistakes, I want to eliminate them! I don’t think I got through, however, because he said we need a month of additional data to verify the model, and then he can apply a new method he just read about in a journal to identify ‘change points in the time series,’ whatever that means. But get this, he will only identify the change points and send me a list; he says it’s my job to figure out what they mean and how to respond. I don’t know much about statistics — the only thing I remember from my course in college is that it was the worst course I ever took– but I’m becoming convinced that it actually doesn’t have much to offer in solving real problems. You’ve just gone through this statistical thinking course, though, so maybe you can see something I can’t. To me, statistical thinking sounds like an oxymoron. I realize it’s a long shot, but I was hoping you could use this as the project you need to officially complete the course.”

“I see your point, Juan. I felt the same way, too. This course was interesting, though, because it didn’t focus on crunching numbers. I have some ideas about how we can approach making improvements in prescription accuracy, and I think this would be a great project. We may not be able to solve it ourselves, however. As you know, there is a lot of finger-pointing going on; the pharmacists blame sloppy handwriting and incomplete instructions from doctors for the problem; doctors blame pharmacy assistants like me who actually do most of the computer entry of the prescriptions, claiming that we are incompetent; and the assistants tend to blame the pharmacists for assuming too much about our knowledge of medical terminology, brand names, known drug interactions, and so on.”
“It sounds like there’s no hope, Ben!”

“I wouldn’t say that at all, Juan. It’s just that there may be no quick fix we can do by ourselves in the pharmacy. Let me explain how I’m thinking about this and how I would propose attacking the problem using what I just learned in the statistical thinking course.”

Source: G. C. Britz, D. W. Emerling, L. B. Hare, R. W. Hoerl, & J. E. Shade. “How to Teach Others to Apply Statistical Thinking.” Quality Progress (June 1997): 67–80.

Assuming the role of Ben Davis, write a three to four (3-4) page paper in which you apply the approach discussed in the textbook to this problem. You’ll have to make some assumptions about the processes used by the HMO pharmacy. Also, please use the Internet and / or Strayer LRC to research articles on common problems or errors that pharmacies face. Your paper should address the following points:

1. Develop a process map about the prescription filling process for HMO’s pharmacy, in which you specify the key problems that the HMO’s pharmacy might be experiencing. Next, use the supplier, input, process steps, output, and customer (SIPOC) model to analyze the HMO pharmacy’s business process.
2. Analyze the process map and SIPOC model to identify possible main root causes of the problems. Next, categorize whether the main root causes of the problem are special causes or common causes. Provide a rationale for your response.
3. Suggest the main tools that you would use and the data that you would collect in order to analyze the business process and correct the problem. Justify your response.
4. Propose one (1) solution to the HMO pharmacy’s on-going problem(s) and propose one (1) strategy to measure the aforementioned solution. Provide a rationale for your response.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Describe how organizations use statistical thinking to be more competitive.
• Apply the basic principles of statistical thinking to business processes.
• Apply the SIPOC model to identify OFIs in business processes.
• Use technology and information resources to research issues in business process improvement.
• Write clearly and concisely about business process improvement using proper writing mechanics.

It’s about cyber crime…… I have attached the  word document… Once you open it follow the steps…. It should be 2 -3 pages long…… APA format… make sure it’s non plagerized…

Creating a Unit Plan

Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.

Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes: 

Introduction: Describe the demographics of your current (or fictional classroom) including:

• Grade Level and Subject Area
• Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
• Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)

Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:

• Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
• Create at least two measurable unit objectives that align with the CCSS.
• Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).

The following resources are helpful when creating Stage 1:

• Common Core Standards – The Standards
• Writing measurable learning objectives.
• P21 common core toolkit

Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.

• Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
• Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
• Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.

Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior management).

In Stage 3 you must:

• List the daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiated instruction and UDL. For example:
  • 9th Grade English, Unit: Character Analysis
  • Unit Goal: Students will use a word processing program to write an analysis of Holden Caulfield (main character in The Catcher in the Rye) and how his behavior is indicative of typical adolescence
  • Day 1: Pre-assessment, introduction to book
  • Day 2: Watch parts of “Dead Poet Society” with discussion
  • Day 3: Writing Prompt (based on initial book chapters)
  • Days 4-5: Graphic organizer- begin building character analysis with teacher-selected partner
• Describe how each daily activity incorporates differentiated instruction and UDL.
• Discuss two technology tools that will be incorporated throughout the unit including how each addresses differentiated instruction, how each will be used to aid instruction and how each is an example of universal design. Be sure to support with evidence from at least one scholarly source.
• Describe which self-regulation strategies have been built into the lesson and how they are reinforced and differentiated depending on the student’s level of need.

Instructive tools to consider for your lesson:

• 10 Emerging Education and Instructional Technologies that all Educators Should Know About (This list summarizes Emerging Education and Instructional Technologies)
• Tech Connections (this website provides a chart that explains how to connect technology with each multiple intelligence level and how it can be used to differentiate instruction)
• Ten Tips for Differentiation (this website lists technology tools by area of motivational needs to create a more engaging lesson)
• LiveBinders (this is a Live Binder that was created to provide teachers with resources for using digital tools in the classroom)
• The New York Institute of Technology (the New York Institute of Technology created webpage to help teachers find resources, services, and tools to support your teaching and learning)

Use your course text and at least two other sources (either scholarly article or online resource). Your paper will be formatted according to APA guidelines including title and reference pages.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

 

Legislature.  Discuss the organization of the legislature including the role of Speaker of the House, the Lt. Governor and the committee system.

Cite your sources using the MLA system. The paper should be one to two pages in length