Questionnaire Of The Health Care Delivery System - 1755 Words

Health care Markets Analyses of the Health care delivery system The United States has no special type of nationwide system of the health care delivery. In order to obtain health care insurance, the individuals must buy it in the private marketplace, or it is given to them by the government . Part of the traditional health insurance plans, permits the unrestricted selection of the health care provider and compensates on the fee for the service basis, recently, it covers less than 30% of all the employees. There are basically two kinds of MCOs: Health Maintenance organizations and Preferred Provider Organizations. About 70% of the employees registered in MCOs. HMO is the health care delivery system that associates†¦show more content†¦Primary care physicians in the US operate in the private for-profit sector and function in the group practices. The transition to control the health care system has helped to advertise some cost savings in different medical care markets but has also outcome in some rationing of the care. The social determinants of the health care are early childhood growth, income and social status, social support networks and physical environments. Early childhood growth: in diagnosed the disease, the doctor intervenes in the procedure that was often created many years prior. In thinking regarding the causes, the majority of the people get the life lessons perspective that expands the disease roots. Income and social status: the social status of the people is described by the mixture of their wealth, education and lifestyle and by other factors like ethnicity, personality and happenstance. The most obvious of these influences is income- especially not sufficient income- defined either in relative or accurate terms. Accurate poverty refers to having insufficient resources to meet general requirements for the sanctuary, nutrious food and education. Competitive forces in the Health Care Delivery system There are many types of competition forces in the health care system. One of the forces are making national marketplace for the insurance. The services involve mammograms, behavior, and acupuncture and hair pieces. In some of the cases, consumers are needed to buy coverage

Stage of LIfe Free Essays

Erik Erikson was a psychoanalytic theorist, who believed that all humans go through eight stages of development throughout their lifetime. The first stage is called Trust vs. Mistrust. We will write a custom essay sample on Stage of LIfe or any similar topic only for you Order Now The second stage is called Autonomy vs. Shame and Doubt. Third stage is Initiative vs. Guilt. The fourth stage is Industry vs. Inferiority. Fifth stage is Identity vs. Confusion. Sixth stage is Intimacy vs. Isolation. Seventh stage is Generativity vs. Stagnation. The eighth and final stage is Integrity vs. Despair (Berger, 17). Each stage occurs at a specific time frame and requires achievement to obtain successful completion. The first stage occurs between birth and one year of age. During this stage, if one’s parents provide familiarity, consistency, and continuity, a feeling that the world is a safe place and people are reliable and loving will develop (Berger, 129). Also, the child learns to trust their body and biological urges that go with it. If the parents are inadequate and unreliable, or the child is harmed or rejected, then mistrust is developed. This mistrust will result in fear and a belief that the world is inconsistent and unpredictable. If this stage is achieved successfully, children acquire hope, the belief that even when things aren’t going well they will work out well in the end. The second stage occurs in early childhood. The goal of this stage is to achieve autonomy while minimizing shame and doubt. If a toddler is allowed to explore and manipulate their environment they will develop a sense of independence. The child develops self-esteem and self-control (Berger, 129). If parents or caregivers come down hard on toddlers’ attempts to explore and be independent the toddler will give up and assume that they cannot and should not act on their own. Also, giving children no sense of limits, unrestricted freedom, and doing for children what they should do for themselves will lead them to conclude that they are not good for much and shouldn’t do for themselves. A little shame and doubt is beneficial because without it, one will develop a shameless willfulness that leads one to jump into things without proper consideration of one’s abilities. Too much shame and doubt leads to compulsiveness. If the proper balance at this stage is achieved the virtue of willpower is developed. The third stage occurs during preschool years. Goal is to learn initiative without too much guilt. Initiative means a positive response to the world’s challenges, taking on responsibilities, learning new skills, and feeling purposeful (Berger, 198). If parents encourage children to try out their ideas and accept and encourage fantasy, curiosity, and imagination. Capacity of moral judgment has begun. Parents have the responsibility to encourage the child to â€Å"grow up. † If this process is done too harshly or too abruptly, the child learns to feel guilty about their feelings. Too much initiative and too little guilt leads to ruthlessness, taking initiative and doing whatever it takes to achieve the goals. Extreme form of ruthlessness is sociopathy. On the other hand, too much guilt leads to inhibition. This person will not try things because not trying means nothing to feel guilty about. If a good balance is achieved during this stage a sense of purpose is developed. The fourth stage occurs approximately 5-11 years of age. During this stage parents must encourage, teachers must care, peers must accept. Children must learn that there is pleasure in conceiving a plan and carrying it out (Berger, 272). They must learn the feeling of success. If a child is allowed too little success they will develop a sense of inferiority or incompetence. They may never develop social skills. If this stage is achieved children will develop the virtue of competence and the belief in our own abilities to handle the tasks set before them. Stage five occurs in adolescence. The task is to achieve ego identity and to avoid role confusion. They learn who they are and how they fit into the rest of society (Berger, 348). Through receiving proper encouragement and reinforcement through personal exploration adolescents emerge with a strong sense of self and a feeling of independence and control. Those who are unsure of their beliefs and desires will feel insecure and confused about themselves and their future. Completing this stage successfully leads to fidelity, the ability to live by society’s standards and expectations. Stage six occurs during early adulthood. Erikson believed that a strong sense of personal identity was important for developing intimate relationships (Berger, 456). Those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression. Successful resolution of this stage results in the virtue known as love, marked by the ability to form lasting, meaningful relationships with other people. Stage seven occurs in adulthood. The focus is on career and family. Success in this stage leads to a feeling of contributing to the world by being active in the home and community (Berger, 473). Failure to attain this skill leads to feelings of unproductivity and non-involvement in the world. Successful handling of this stage leads to the virtue of care, being proud of one’s accomplishments, watching children grow into adults, develop a sense of unity with your life partner are important accomplishments. Stage eight occurs in old age. Those unsuccessful in this stage feel that their life has been wasted and will experience many regrets. They are left with feelings of bitterness and despair (Berger, 530). Those who are successful feel proud of their accomplishments and a sense of integrity. Successful completion means looking back with few regrets, a general feeling of satisfaction, and attaining wisdom even when confronting death. My most favorite stage I have experienced so far is stage seven, Generatively vs. stagnation. This is true because I feel that I have found a job that allows me to contribute to my society and the world in a positive, helpful way. I am able to watch my children grow into wonderful adults. I am proud of all my accomplishments in school, work, and raising my children. I feel a strong sense of productivity that I have not had before. My least favorite stage was adolescence. It was tough having to discover who I was and what I wanted to be. Peers were very important and it was tough trying to fit in and be a part of a group. I would change my stage six, Intimacy vs. Isolation. My father passed away during this time and I was very close to him. So much of me and my sense of self was related to my father and when he died it was like I lost a big part of me as well. It was a very difficult time for me and I felt a great sense of loss. I believe that it has had an impact on my ability to form close, secure, committed relationships with other people. I am most looking forward to continuing in stage seven, Generatively vs, Stagnation. I am enjoying all of my accomplishments and watching my children grow so much that I am looking forward to continuing in this stage. I am dreading stage eight, Integrity vs. Despair because I know there are things and decisions that I will regret as I reflect back on my life. I have learned much and am happy with the majority of my life. Also, during this stage is usually when death occurs and I am not ready to give up my life just yet, I still have some things I would like to accomplish and I want to be around for my children and grandchildren. How to cite Stage of LIfe, Papers

Leading And Managing

Question: Discuss about theLeading And Managing. Answer: Introduction: There are various kinds of leadership styles that are adopted by many world leaders. In this case we shall discuss multicultural and evolution of leadership. Analysis of the Leadership Styles The world today is a global village whereby people can move anywhere with ease. The technological advancements have simplified the modes of travel thus individuals from any part of the world can settle anywhere. In this sense, leaders must understand the kind of subjects that they exercise their influence upon. A leader is assumed to be an ethical and charismatic person but the need to evaluate the people being governed is paramount. (Muna et al. 2010). For instance, there are many dynamics that are taking place in various organisations and nations. The implications of these changes are that the leaders should keep up with the rapid pace to comprehend the details in the evolution of their subjects. More so, they should anticipate the challenges that come with the changes and also utilise the many opportunities that arise from them. (Johnson 2006, p. 333-345) A multicultural leader should be aware of their past and how it drives their perception of current world phenomena. This will compel them to relate their experience to other livelihoods of different parts of the globe. Once they are acquainted with these facts, they should interconnect them in a manner that is coherent with cultural expectations. More specifically we examine the multicultural way of leadership exhibited by Abdul Sattar Edhi, Nelson Mandela and Mahatma Gandhi. (Shippy 2009, p. 60-65) Abdul Sattar Edhi was born of poor parents in a humble village. He had an opportunity to care for his sick mother who later died. She had suffered critical mental disorder that led to her demise. The years of devastation were a training experience for Edhi who grew up as a philanthropic personality with a great sense of compassion towards people. He was not so much endowed with money but he did his best to empower others. At some point he engaged his peers to start beneficial programmes but they differed in ideologies, so he pursued his own course. During the colonial era, there were prejudicial tendencies that suppressed women. Edhi launched his foundation that aimed to emancipate them. He began with a single ambulance and later grew the foundation together with his wife and children. He attributes his personality to the Muslim teachings that inculcated good values in him. (Kohler 2016, p. 456-467) Born in 1918, Nelson Mandela was a South African leader who grew up to fight for freedom. The South African country was embroiled in apartheid systems that led to segregation and torture of the Africans. Nelson Mandela was instrumental in the fought against the laws through formation of the African National Congress. (Branson et al. 2011). This movement led to his imprisonment for twenty seven years in the Robben Islands. He inspired other leaders to stand up against forms of discrimination. Nelson Mandela to transform the society to embrace education which he believed would empower them. His influence was felt even while he was in prison because the struggle was kept vibrant by his countrymen. After leaving prison, he rose to presidency as the first black president of South Africa. This country was dominated by different cultures including the whites. Mandela is credited for incorporating all races in his government and he did not act in any way to revenge for the injustices caused upon his life. Some of the whites served in his government. Until today, Mandela has a strong legacy as a transformational leader who is rated among other great world leaders. (Kezar 2008, p. 78-88) Mahatma Gandhi was born in 1869 in the northwest regions of India. He was privileged to attend school and later he got married. Gandhi moved to South Africa at the time when apartheid laws were highly effective. While staying there, he witnessed how Indians and Africans were mistreated. At some point he was ejected out of a train on the grounds of race. He later went back to India where he strived to create awareness for his fellow Indians to stand up against British rule. (Ramakrishnan 2013, p. 87-90) There are many lessons that can be derived from Mahatmas multicultural style of leadership. He embraced justice for every individual. He also advocated for value addition in the lifestyle of a human being. Through Mahatma, humanity was upheld because he respected people from all walks of life. (Schein 2010, p. 311-318). He did not put any boundaries between the social strata or occupational diversities. His determination to eliminate development barriers was triggered by the desire to have an enlightened nation apart from just being independent. Comparison of the Leadership Styles The leaders exhibit many similarities in their styles. For instance, all of them had a sense of compassion for humanity and this was the driving force that made them to fight for equality. Another factor that made them similar is the desire to have a society that is free from any form of discrimination. The only difference that comes out is the method applied to fight for the grievances. For instance, Mandela employed violent means while Gandhi was a peaceful demonstrator. In the contemporary economy, Mahatmas system is applicable because he was flexible and willing to learn. Therefore, the system can accommodate the rapid economic changes as well. (Muna et al. 2010). Communication Styles In addition, there were disparities in communication styles. Mandela was locked up in prison hence he communicated through other parties whereas Mahatma gave first hand information to his followers. Edhis style of communication is a little different because the other two leaders were national leaders whereas he was an organisational leader. (Shippy 2009, p. 60-65) In terms of multicultural leadership, the three personalities have been respected across the world. In their biographies, they portray themselves as leaders who have visions. It is true that their success was evident from their initial growth stages. Leadership was a trait that they learnt at the youthful ages and they nurtured it to become world renowned figures. They all have childhood stories that literally pushed them to adopt the courses that now distinguish them. (Branson et al. 2011). Conclusion In conclusion, leadership is not a discipline that can be studied in class. One must possess the innate skill and desire to serve the people. References Branson, M. L., MartiÃÅ' nez, J. F. (2011). Churches, Cultures Leadership: a practical theology of congregations and ethnicities, 9(21), 234-241 Johnson, P. B. (2006). Everyone Is Multicultural: bridging cultural influences for leadership success . New York, iUniverse, 3(6), 333-345 Kezar, A. J. (2008). Rethinking Leadership in A Complex, Multicultural, And Global Environment: new concepts and models for Leadership, 45(5-9), 78-88 Kohler, R. (2016). Optimization Of Leadership Style: new approaches to effective multicultural leadership in ... international, 28(3), 456-467 Muna, F. A., Zennie, Z. A. (2010). Developing Multicultural Leaders The Journey To Leadership Success . Houndmills, Basingstoke, 42(4), 45-67 Ramakrishnan, K. (2013). Managerial Leadership in Multicultural Organisations. [Place of publication not identified], Prentice-Hall, 39(8), 87-90 Schein, E. H. (2010). Organizational Culture and Leadership. San Francisco, Jossey-Bass, 87(7), 311-318 Shippy, M. A. (2009). Cultural Fluidity Adaptability Factors Of Multicultural Leaders Within The U.S. Business Context . Cincinnati, 12(7), 60-65